Administrator Evaluation Rubric Indicator 1.

Accurately calibrates evidence to the rubric 5 Gathers evidence thoroughly and efficiently Fully gathers evidence with significant attention to student outcomes before calibrating to the rubric Calibrates evidence to the rubric with attention to the spirit of the indicator, maintaining a high bar for excellence Uses the evaluation process to support school vision and student growth Clear evidence of staff-wide investment in evaluation process with focus on the intent of collective improvement Teachers approach the rubric with deep understanding of the expectations it represents Evidence of school-wide culture of honest reflection and collaborative support focused on student growth Creates a culture of individual ownership for personal development and collegial support for improvement Provides all teachers with tailored feedback that leads to meaningful improvement in effectiveness and student growth Delivers feedback effectively and efficiently, reflecting an 3 Gathers evidence appropriately during the classroom observation Balances evidence collection with equal focus on teacher actions and student reactions. Looks for preponderance of evidence that the action has been effective Calibrates evidence to the rubric appropriately Creates a clear plan to communicate the purpose, process and culture of evaluation to teachers Ensures teachers are clear on the expectations of the rubric and the resources available to define a clear expectations Effectively creates a culture that supports honest reflection and continuous improvement 1 Gathers insufficient or inappropriate evidence. Pays attention to teacher actions only without attention to student outcomes or incorporates evidence not evident in the given lesson in the scoring. Calibrates evidence to the rubric inappropriately with bias, regular inflation or regular deflation. Fails to communicate the components or intent of evaluation or communicates about evaluation as a compliance activity without connection to student growth Culture of evaluation reflects teacher fear and misunderstandings about the rubric or evaluation process

2. Effectively

Quality of Teacher Evaluation

communicates the importance, intent and process of evaluation to educators.

3. Provides accurate,

high quality feedback to teachers about instructional practices.

Provides teachers with specific feedback grounded in evidence against the rubric about areas of reinforcement and areas of refinement Delivers feedback clearly and concretely, making connections to how 1

Delivers feedback that is vague, unconnected to the evidence of the lesson or unclear No attempt or superficial attempt made to provide resources for improvement

4. Uses data to reflect

on evaluation trends

5. Performs the

process of teacher evaluation with a fidelity to the approved Tennessee evaluation model. 6. Vision and goals Instructional Leadership

understanding of the motivators and approach to best support growth for that educator Connects the educator with multiple resources and individuals capable of supporting improvement Follows up effectively over time to ensure ongoing focus and support for development Develops nuanced understanding of the trends of evaluation data including analysis of subgroups of teachers evaluation data by domain, indicator and grade level and the relationship between those trends and past trends in student growth. Tailors professional development thoughtfully to the individual improvement needs of teachers and subgroups of teachers based on data Not applicable process either has fidelity or not

improvement can strengthen student learning Articulates clear actions the educator can take to improve practice (including, where appropriate, connecting the educator to other local educators with strength in those indicators)

Reviews data regularly able to identify school trends by domain, indicator, teacher and grade level. Reflects on alignment with past valueadded and able to identify discrepancies and explain any reasons for misalignment If applicable to role, identifies trends in scores by evaluator for a given school/district and able to explain reasons for misalignment

Cannot articulate trends in evaluation data or relationship with student growth. Does not review evaluation data or comes to unsupported conclusions based on data review

Completes all required observations and conferences in accordance with guidelines for approved model Maintains accurate data Sets appropriate goals for each measure, where required Sets clear and meaningful targets for growth in student achievement that reflect commitment to achievement for all students and a spirit of continuous improvement. Chooses appropriate metrics and targets based on available data. 2

Observations and conferences are not in accordance with approved policy Data is inconsistent or inaccurate Sets inappropriate goals that do not reflect primary responsibility

Sets clear and meaningful targets for growth in student achievement tailored to the specific needs of students and reflect thoughtful analysis of past performance. Goals are informed by analysis of cohort performance over time and

Does not set goals, sets goals that do not reflect appropriate stretch for students or sets goals that are disconnected from data Sets goals but does not meaningfully direct school activities toward the achievement of these goals.

7. Assessment

planning

8. Challenging

content

9. Instructional

delivery

deep commitment to a high bar for achievement for all students. Chooses multiple, appropriate metrics with targets set based on thorough analysis of past trends. Gap closure: Continuously monitor all gaps and ensures appropriate measures are taken to address interventions and instructional decisions. Develops a thoughtful plan for tracking progress across the year with dedicated dates for analysis of progress and a plan for educator engagement in data review. Backward plans targets to track towards short and long term goals Execute plan effectively and captures and analyzes data in a timely fashion Plans opportunities for teachers to regularly deepen and expand understanding of student performance expectations in the content area Regularly reviews student work to inform personal sense of rigor of teacher expectations and challenges educators to increase expectations, where appropriate Ensures all students have access to challenging tasks and that plans allow for sufficient depth of attention to each task Thoughtfully monitors instructional deliver and reinforces

Develops specific vision and goals for gap closure

Develop assessment plan for tracking indicators of progress across the year. Execute plan and effectively capture key data throughout the year.

No plan for tracking indicators of progress across the year and/or Plan for tracking indicators of progress but inappropriately executed so unable to articulate sense of progress towards goals

Supports teachers to deepen understanding of academic content standards Ensures teachers spend instructional time appropriately on content standards and focus attention on the major work of the grade (reflecting the focus of common core state standards, where appropriate) Ensures student access to challenging tasks that require thinking at the expected depth of rigor (guided by common core state standards expectations where appropriate) Effectively monitors instructional delivery to ensure appropriate rigor 3

Little attention paid to content standards or student performance expectations Infrequently checks alignment of instruction with stated content standards. Teachers regularly teach content not represented by the focus of the common core state standards, if applicable. Rare or little monitoring of rigor of instructional tasks. Evidence of frequent procedural or lower-level instruction. Little attention displayed to instructional delivery or

10. Modeling

continuous improvement

11. Data-driven

decision-making

strategies that will elicit and strengthen student thinking Maximizes instructional time with focus on areas of greatest need for academic improvement and attention to the key priorities of common core, where appropriate Makes ongoing decisions with commitment to protecting instructional time Customizing and differentiate instructional delivery plan for students with attention to gap closure targets Seeks constructive feedback and opportunities for self development based on honest assessment of strengths and weaknesses Thoughtful about how other perceive actions, comments and tone and the impact on student growth Takes actions that demonstrate ownership of professional learning. Demonstrates nuanced personal understanding of the key instructional shifts represented by common core state standards and the key actions that will be necessary to support student readiness Staff demonstrate thoughtful understanding of individual, grade-level and school-wide data and have opportunity to contribute to and lead action

Maximizes instructional time, designing schedule with focus on student needs. Makes ongoing decisions with attention to protecting instructional time

instructional feedback does not support instructional strategies that will support student success Allows instructional time to be compromised by other interests.

Continuous Improvement

Engages in professional learning to support personal vision for school excellence and leadership capacities Models honest reflection of areas of strength and areas for growth, informed by data where possible Takes action to improve areas of growth Takes appropriate action to develop understanding of changing student performance expectations with transition to common core

Rarely or superficially engages in professional learning Resists or superficially reflects on areas of strength and growth Displays little personal ownership or initiative to improve in areas for growth Overlooks or underestimates the instructional shifts of common core. Takes little initiative to develop understanding of the implications or expectations of the standards

Develops structures for staff to engage in regular, concrete review of data on student growth Develops capacity of staff to better analyze student growth data over time 4

Little attention paid to teacher or school review of data or time dedicated to review of data but little evidence of impact on decisionmaking or student growth

12. Professional

learning support

13. Culture

14. Stakeholder

engagement

planning based on data analysis School-team take individual and collective action aligned with structured data review that increase rate of student growth throughout the year Structures highly relevant professional learning opportunities. Matches professional development and learning with the individual needs of staff and learning styles of individuals Ensures professional learning is structured to be ongoing and coherent throughout the year Regularly connects teachers with areas for growth with local educators with strength in those indicators and provides opportunities for ongoing peer development Survey data indicates school-wide high expectations for students and investment in student growth and gap-closure Structures thoughtful process for supporting school-wide culture including honest reflection on areas for growth Takes actions that demonstrate effective improvement of culture in desired areas across the year. Strategically invests stakeholders in appropriate roles to support school plans and culture Brings together key stakeholders

Makes timely changes to plans informed data to support student growth

Staff display inconsistent understanding of performance data or engage in review of data without resulting in action

Matches educators with high-quality professional learning opportunities based on identified areas for reinforcement Design of professional development is in line with best practice including ongoing support and follow-up, jobembedded connections and relevance to data Reviews effectiveness of professional learning based on data grounded ins student growth

Design of professional development lacks relevance, ongoing support or alignment to school data Little review of effectiveness of professional development

Personally articulates high expectations for all students. Challenges others when they lower expectations for students. Evidence indicates educators feel comfortable, trusted and engage in productive collaboration with colleagues Regularly reflects on school culture and engages staff in difficult conversations about school culture, when needed. Creates processes for staff, students and families to collaborate in the work of increasing student growth Build purposeful coalitions of support 5

Culture for Teaching and Learning

Inconsistently supports culture of high expectations. Survey data indicates educators have mixed opinions or frustration with school culture. Little reflection on or action taken to improve school culture.

Little evidence of attempt to engage stakeholders or Ineffective attempt to engage stakeholders

to customize individual student supports

15. Communications

among community constituencies to support student growth Personally models clear, concise and persuasive written and spoken communication Sets clear expectations for staff communication with constituents over time Develops systems and structures to support effective school-wide communication Evidence that stakeholders are clear on all relevant information and messages Actively recruits high-quality pool of candidates to ensure choices in hiring. Assesses candidates throughout the interview process, informed by data. Makes decisions about hiring based on what will be in the best interest of students. Assigns staff informed by data to maximize effectiveness Makes decisions about staff retention based on student growth data Applies energy to retaining most effective staff members

16. Recruitment,

hiring and staffing

Talent and Operations Management

Personally models consistently high-quality, clear, inspiring written and spoken communications Systems and structures of communication effectively support consistent understanding of school-wide communication Evidence that stakeholders are invested in communicated information and messages Designs interview process to develop comprehensive picture of teacher potential (i.e. mini lesson, written exercises) Holds out to recruit and hire the best candidates.

17. Retention and

leadership development

18. Budget

Creates a work environment that encourages retention of highperforming staff members Identifies staff with strong leadership potential and actively encourages and supports leadership. Aligns expenditures to school priorities based on student growth goals Monitors expenditures overtime to maximize impact of investments and return-on-resourceinvestments

Little evidence of stakeholder engagement supporting student growth Personal written and spoken communication often contain grammatical errors or lack consistent clarity and concreteness Expectations are unclear or inconsistently understood Lacking structures for communication or structures are not implemented in a way that lead to consistent understanding of school communications Little energy applied to recruitment or little attention paid to recruiting highquality candidates. Interview process lacks rigor or hiring decisions driven primarily by availability or factors other than student growth. Staffing assignments driven primarily by factors other than student growth. Little effort or energy applied to ensure retention of high-performing staff members

Builds a budget that aligns with school and system needs. Communicates effectively information about how the budget is developed. Monitors the budget throughout the year.

Budget is misaligned with school priorities or ineffectively managed

19. Operations

Operating procedures maximize school efficiency and instructional time.

Establishes set of standard operating procedures and routines that are understood and followed by staff Adheres to district and federal policy Interacts effectively with individuals of different backgrounds and perspectives Includes diverse staff members in relevant decision making Assesses the perception of fairness and takes actions to improve, where needed Invests time and energy to cultivate a diverse pool of applicants for open positions Performs all professional responsibilities with integrity, fairness and focus on the best interest of students

20. Inclusiveness

Diversity

Action taken that result in evidence of improved inclusiveness of decision-making or culture across the school.

Does not establish effective operating procedures or establishes inefficient procedures or establishes procedures that are not understood or followed. Little attention paid to inclusiveness of decision-making / culture OR evidence of bias or exclusion.

21. Staff diversity

22. Fairness and

Ethics

integrity

Successfully recruits diverse candidates to apply for all open positions. Not applicable. Highest possible score is 3.

Little evidence of attention paid to diversity in recruitment initiatives Does not perform professional responsibilities with consistent integrity or fairness