SBA Performance Evaluation - Instructional Leadership
Standard 1 of the school-based administrator performance evaluation program
The school-based administrator fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement.
Examples may include, but are not limited to the following.
The school-based administrator:
- Leads the collaborative development and sustainment of a compelling shared vision for educational improvement and works collaboratively with staff, students, parents, and other stakeholders to develop a mission and programs consistent with the division’s strategic plan.
- Develops and implements a school improvement plan that results in increased student academic progress for all populations within the school.
- Builds the capacity of all collaborative learning teams to define what students need to know; assess student learning; analyze student performance data; and provide enrichment/intervention.
- Selects instructional programs that meet specific school needs.
- Works with teams to develop Strategic and Specific, Measurable, Attainable, Realistic, Time-bound, and Rigorous (SMARTR) goals promoting student academic and/or program progress.
- Implements a system for monitoring student progress and staff performance on an ongoing basis.
- Provides feedback to staff for continuous improvement and growth.
- Demonstrates the importance of professional development by providing adequate time and resources for teachers and staff to participate in professional learning (i.e., peer observation, mentoring, coaching, study groups, learning teams, etc.)that meets both teacher needs and school goals.
- Develops a master schedule that protects and maximizes instructional time to meet the needs of students and to include time for enrichment/intervention.
- Capitalizes on others’ strengths to create and distribute unique leadership opportunities which result in enhanced personalized learning for staff and students. Through this work, a culture of shared responsibility for growth and feedback exists, which improves results.
- Systematically provides feedback regarding instruction to all school staff and involves them in decisions about how to improve instruction which results in improved student achievement including student growth.
- Supervises instruction on an ongoing basis; engages in collegial opportunities for learning, action research, professional development and/or inquiry related to Best Practices in teaching and learning; and is explicit in the expectation that all teachers remain current in Best Practices and consistently apply them to their work.
- Engages stakeholders representing all roles and perspectives in the school in the development, monitoring and refinement of a shared vision and mission for increased student academic progress.
- Monitors instruction by empowering all collaborative learning teams to meet consistently and follow the cycle to unpack standards, design lessons, develop and monitor assessments to meet measurable goals for all students.
- Empowers others within FCPS to collaboratively design, implement, and share research based strategies that result in:
continuous school improvement, input and meaningful action by all stakeholders, and professional learning aligned with the school improvement plan.
- Empowers and involves diverse stakeholders internal and external to FCPS to collaboratively design, implement, and share research-based strategies that result in student growth through the use of SMARTR goals.
- Involves diverse stakeholders in uncovering issues that challenge time spent on quality instruction and in researching innovative approaches to developing a master schedule that maximizes learning time; provides time for collaborative learning teams and provides intervention and enrichment time for students.
- Creates opportunities for and distributes leadership responsibilities to others.
- Systematically provides feedback regarding instruction to all school staff and involves them in decisions about how to improve instruction.
- Supervises instruction and professional development and makes explicit the expectation that teachers remain current in Best Practices and apply them to their work.
- Collaborates with key stakeholders in the school to develop and implement a shared vision and mission for increased student academic progress.
- Monitors instruction by ensuring that collaborative learning teams meet consistently, create productive agendas, and monitor student work that results in measurable academic progress for all students.
- Aligns school improvement plan goals with FCPS goals and embeds the goals into school culture. Collaboratively
develop and communicate the school improvement plan to a variety of stakeholders.
- Supports, implements and monitors teams and individuals as they develop and monitor their SMARTR goals.
- Collaborates with all stakeholders to create and/or assist in the development or creation of a master schedule that maximizes time spent on quality instruction, maximizes learning time; provides time for collaborative learning teams to and provides intervention and enrichment time for students.