Instructional Leader’s Name:
Grade Level and Subject:
Date of Evaluation:
NORTH STAR ACADEMY INSTRUCTIONAL LEADER EVALUATION RUBRIC 2011-2012
LEADERSHIP
Leading
Feedback/
Planning
Meetings
Advanced
o
o
o
o
o
o
Lesson Plans
o
o
o
o
Page 1 of 4
Meets with teacher(s) every week
Effectively follows NSA Feedback &
Planning Meeting Agenda, excellently
integrating observation feedback with
lesson planning
Thoughtfully adjusts planning meeting
model in conjunction with the
principal to fully meet the needs of
the teacher
Consistently holds teachers
accountable to using Meeting Binder
and bringing it to meetings.
Teacher(s) “strongly agree” on midyear survey that instructional leader
“provides helpful planning and
curriculum development support.”
100% of lesson plans are reviewed
weekly and sent on to principal
Lesson plans are highly effective in
answering the following three
questions:
1. What do my students need to
know or be able to do by the end
of the unit/class?
2. What is the most effective way
for me to teach students these
important concepts?
3. How do I make sure that
students have really learned the
concepts that I wanted them to
learn?
Each lesson plan includes quality Do
Nows, rigorous Heart of the Matters,
and checking for understanding that
correspond to the answers to the
questions above
90% of recommendations on lesson
plans are actionable and represent the
most important feedback for driving
student learning (as evaluated during
bi-monthly reviews by campus
principal/supervisor )
Teacher has made dramatic gains
towards proficiency in the lesson
planning process, requiring much less
critical feedback later in the year
Proficient
o
o
o
o
o
o
o
o
o
o
Meets with teacher(s) every week
Regularly follows NSA Feedback
& Planning Meeting Agenda,
integrating observation feedback
with lesson planning
Occasionally adjusts planning
meeting model in conjunction with
the principal to fully meet the
needs of the teacher
Consistently holds teachers
accountable to using Meeting
Binder and bringing it to meetings.
Teacher(s) “agree” on mid-year
survey that instructional leader
“provides helpful planning and
curriculum development support.”
90% of lessons are turned in on
time and reviewed punctually by
instructional leader
Lesson plans effectively answer the
following three questions:
1. What do my students need to
know or be able to do by the
end of the unit/class?
2. What is the most effective
way for me to teach students
these important concepts?
3. How do I make sure that
students have really learned
the concepts that I wanted
them to learn?
90% of lesson plans includes
quality Do Nows, rigorous Heart
of the Matters, and checking for
understanding that correspond to
the answers to the questions above
90% of recommendations on
lesson plans are actionable and are
important feedback for driving
student learning (as evaluated
during bi-monthly reviews by
campus principal/supervisor )
Teacher has made significant gains
towards proficiency in the lesson
planning process, requiring less
critical feedback later in the year
Working Towards
o
o
o
o
o
o
o
o
o
o
Needs Improvement
Meets with teacher(s) almost every week
Intermittently follows NSA Feedback &
Planning Meeting Agenda, sometimes
focusing on observation feedback and
other times on lesson planning
Does not adjust planning meeting model
to meet needs of the teacher or does not
do so in conjunction with the principal
Inconsistently holds teachers accountable
to using Meeting Binder and bringing it
to meetings.
Teacher(s) “do not agree” on mid-year
survey that instructional leader “provides
helpful planning and curriculum
development support.”
o
60-90% of lessons are turned in on time
and reviewed punctually by instructional
leader
Lesson plans effectively answer 1-2 of the
following three questions:
1. What do my students need to know
or be able to do by the end of the
unit/class?
2. What is the most effective way for
me to teach students these important
concepts?
3. How do I make sure that students
have really learned the concepts that
I wanted them to learn?
Lesson plans sporadically include quality
Do Nows, rigorous Heart of the Matters,
and checking for understanding that
correspond to the answers to the
questions above
Recommendations on lesson plans are
helpful for driving student learning, but
they lack clarity and/or proper
prioritization (as evaluated during bimonthly reviews by campus
principal/supervisor )
Teacher has made inconsistent gains
towards proficiency in the lesson
planning process, and still requires
significant critical feedback
o
o
o
o
o
o
o
o
Does not meet consistently with
teacher(s) during the school year
Does not lead formal planning
meetings or does so sporadically
Rarely holds teachers accountable
to using Meeting Binder and
bringing it to meetings.
Teacher(s) “strongly disagree” on
mid-year survey that instructional
leader “provides helpful planning
and curriculum development
support.”
Lessons are not turned in on time
nor reviewed punctually by
instructional leader
Lesson plans do not address the
three core planning questions
Lessons plan are not sufficiently
rigorous nor thoughtful and do
not include all essential elements
Recommendations are not helpful
for student learning
Teacher has not made gains
towards proficiency in the lesson
planning process and requires
significant critical feedback to
bring lessons up to the standard
Instructional Leader’s Name:
Grade Level and Subject:
Date of Evaluation:
NORTH STAR ACADEMY INSTRUCTIONAL LEADER EVALUATION RUBRIC 2011-2012
LEADERSHIP
Advanced
o
Observing
Teachers &
Providing
Feedback
o
o
o
o
o
Results:
Effectiveness o
of Instructional
Feedback
Data-Driven
Instruction
o
o
o
o
o
o
Page 2 of 4
Proficient
Observes teacher every week and
maintains observation tracker
consistently during the year
90% of feedback is aligned to
identified PD goals
Recommendations in the tracker are
actionable, measurable, and the right
levels for driving student achievement
IL consistently monitors growth
towards PD goals and identifies new
goals as necessary
Teacher(s) “strongly agree” on midyear survey that instructional leader
“provides helpful instructional
feedback.”
Teacher(s) meet all 3 PD goals
established at the beginning of each
semester
Teacher(s) implement 90% of leader
feedback (as recorded in observation
tracker and measured in bimonthly
review of teacher progress with
campus principal/supervisor)
o
All teacher materials (Do Nows, HW,
in-class assessments) meet or exceed
the rigor of the interim assessments,
showing tight alignment to assessed
standards
Teacher adeptly uses data outside the
IA cycle collected from in-class
assignments to adapt instruction
Interim assessment analysis is teacherowned and deep
100% of teacher’s post-assessment
action plans drive future lesson
planning
Teachers reach 75% or higher on
interim assessment and make effective
plans for remediation for those
students who do not meet the
standard
Teacher(s) “strongly agree” on midyear survey that instructional leader
“helps me to use data to drive
instruction.”
o
o
o
o
o
o
o
o
o
o
o
o
Observes teachers 3 times per
month and maintains 90% of
observations in observation tracker
80-90% of feedback is aligned to
identified PD goals
90% of recommendations are
actionable, measurable and the
right levers for driving student
achievement
IL consistently monitors growth
towards PD goals and identifies
new goals as necessary
Teacher(s) “agree” on mid-year
survey that IL “provides helpful
instructional feedback.”
Teacher(s) meet 2 of 3 PD goals
established at the beginning of
each semester, making notable
progress throughout the year
Teacher(s) implement feedback (as
recorded in observation tracker
and measured in bimonthly review
of teacher progress with campus
principal/supervisor)
Most teacher materials (Do Nows,
HW, in-class assessments) meet
the rigor of the interim
assessments, showing alignment to
assessed standards
Teacher uses some data outside
the IA cycle collected from in-class
assignments to adapt instruction
IA analysis is mostly teacherowned and fairly thoughtful
Teacher implements most of
strategies from post-assessment
action plans and connects them to
lesson planning
Teachers come close to reaching
75% on interim assessment and
make effective plans for
remediation for those students
who do not meet the standard
Teacher(s) “agree” on mid-year
survey that IL “helps me to use
data to drive instruction.”
Working Towards
o
o
o
o
o
o
o
o
o
o
o
o
o
Needs Improvement
Observes teachers 2 times per month and
maintains 50-90% of observations in
observation tracker
60-90% of feedback is aligned to
identified PD goals
Recommendations are periodically
actionable, measurable and the right
levers for driving student achievement
IL inconsistently monitors growth
towards PD goals and identifies new
goals when previous ones are met
Teacher(s) “disagree” on mid-year survey
that instructional leader “provides helpful
instructional feedback.”
o
Teacher(s) meet 1 of 3 PD goals
established at the beginning of the year,
and notable areas of improvement remain
in their teaching
Teacher(s) struggle to effectively
implement feedback (as recorded in
observation tracker and measured in
bimonthly review of teacher progress
with campus principal/supervisor)
Teacher materials sporadically meet the
rigor of the interim assessments, showing
periodic alignment to assessed standards
Teacher inconsistently uses data outside
the IA cycle collected from in-class
assignments to adapt instruction
Interim assessment analysis is superficial
and/or not completely teacher-owned
Teacher action plans do not influence
lesson planning
Students are not meeting proficiency on
interim assessments and remediation
plans are ineffective
Teacher(s) “disagree” on mid-year survey
that instructional leader “helps me to use
data to drive instruction.”
o
o
o
o
o
o
o
o
o
o
o
o
Does not maintain regular
observations of teachers and/or
record in observation tracker
Less than 60% of feedback is
aligned to identified PD goals
Recommendations are not
actionable and measurable nor are
they the right levers for driving
student achievement
Does not monitor growth towards
PD goals nor set new goals when
previous ones are met
Teacher(s) “strongly disagree” on
mid-year survey IL “provides
helpful instructional feedback.”
Teacher(s) do not meet PD goals
Teacher(s) do not implement
feedback (as recorded in
observation tracker and measured
in bimonthly review of teacher
progress with campus
principal/supervisor)
Teacher materials do not meet the
rigor of the interim assessments,
showing little/no alignment to
assessed standards
Teacher does not use data outside
the IA cycle to adapt instruction
Interim assessment analysis is
superficial and not teacher-owned
Teacher action plans do not
influence lesson planning
Students are not meeting
proficiency on interim
assessments and remediation
plans are non-existent
Teacher(s) “strongly disagree” on
mid-year survey that instructional
leader “helps me to use data to
drive instruction.”
Instructional Leader’s Name:
Grade Level and Subject:
Date of Evaluation:
NORTH STAR ACADEMY INSTRUCTIONAL LEADER EVALUATION RUBRIC 2011-2012
LEADERSHIP
o
Professional
Development
(When Applicable)
Growing from
Teacher to
Leader
Time/Task
Management
o
o
o
o
o
Page 3 of 4
Advanced
Session notes are always submitted at
least one week in advance for
feedback from Principal
o Session notes are fully detailed and
use the Living The Learning
Framework effectively
o All observed PD sessions achieve
rating of “proficient” or “advanced”
on PD rubric
o Teachers rate presenter as “highly
effective” on PD survey (when
applicable)
Embodies all of the core beliefs of North
Star instructional leaders:
o 100% committed to the students and
the school
o Humble and reflective in openness to
feedback and own areas of growth
o Do whatever it takes
o Optimistic and caring and responsible
for positivity of the community
o Own teachers’ results as his/her own
o Openly communicates concerns to
school leaders
o Always models appropriate use of
school systems
Meets all required deadlines
Successfully manages responsibilities
of teaching and instructional
leadership, maintaining the highest
quality in both areas
Successfully completes stretch
assignments included in instructional
leader job description, exceeding
expectations in their completion
Responds within 48 hours to all
requests from school leaders and
teacher supervisee(s)
Always uses weekly action plan to
manage tasks
Proficient
o
Session notes are sometimes
submitted at least one week in
advance for feedback from
Principal
o Session notes are fully detailed and
use the Living The Learning
Framework effectively:
o All observed PD sessions achieve
rating of “proficient” on PD rubric
o Teachers rate presenter as
“effective” on PD survey (when
applicable)
Implements the core beliefs of North
Star instructional leaders 90% of the
time:
o 100% committed to the students
and the school
o Humble and reflective in openness
to feedback and own areas of
growth
o Do whatever it takes
o Optimistic and caring and
responsible for positivity of the
community
o Own teachers’ results as his/her
own
o Openly communicates concerns to
school leaders
o Almost always models appropriate
use of school systems
o Meets 90% of required deadlines
o Manages responsibilities of
teaching and instructional
leadership, maintaining quality in
both areas
o Successfully completes stretch
assignments included in
instructional leader job description
o Responds in a timely manner to all
requests from school leaders and
teacher supervisee(s)
o Consistently uses weekly action
plan to manage tasks
Working Towards
o
o
o
o
Session notes are rarely submitted at least
one week in advance for feedback from
Principal
Session notes attempt to use parts of the
Living The Learning Framework
effectively
Observed PD sessions achieve rating of
“working towards” on PD rubric
Teachers rate presenter as “effective” or
“ineffective” on PD survey (when
applicable
Implements most of the core beliefs of North
Star instructional leaders most of the time:
o 100% committed to the students and the
school
o Humble and reflective in openness to
feedback and own areas of growth
o Do whatever it takes
o Optimistic and caring and responsible for
positivity of the community
o Own teachers’ results as his/her own
o Sometimes communicates concerns to
school leaders
o Inconsistently models appropriate use of
school systems
o
o
o
o
o
Meets 75% of required deadlines
Struggles to manage responsibilities for
both teaching and instructional
leadership, letting one or the other slip at
times throughout the year
Struggles to complete stretch assignments
given all other responsibilities
Responds inconsistently to requests from
school leaders and teacher supervisee(s)
Inconsistently uses weekly action plan to
manage tasks
Needs Improvement
o
Session notes are never submitted
at least one week in advance for
feedback from Principal
o Session notes do not use the
Living The Learning Framework
o Observed PD sessions achieve
rating of “needs improvement”
on PD rubric
o Teachers rate presenter as
“ineffective” or “very ineffective”
on PD survey (when applicable)
Does not implement all of the core
beliefs of North Star instructional
leaders and is not aligned on all beliefs:
o 100% committed to the students
and the school
o Humble and reflective in
openness to feedback and own
areas of growth
o Do whatever it takes
o Optimistic and caring and
responsible for positivity of the
community
o Own teachers’ results as his/her
own
o Does not communicates concerns
to school leaders
o Does not model appropriate use
of school systems
o Meets less than 75% of required
deadlinesMeets less than 75% of
required deadlines
o Fails to manages responsibilities
of teaching and instructional
leadership, letting both suffer
considerably
o Does not complete stretch
assignments
o Does not responds to requests
from school leaders and teacher
supervisee(s)
o Does not use action plan to
manage tasks
Instructional Leader’s Name:
Grade Level and Subject:
Date of Evaluation:
NORTH STAR ACADEMY INSTRUCTIONAL LEADER EVALUATION RUBRIC 2011-2012
NARRATIVE
OVERALL STRENGTHS:
o
o
o
o
AREAS OF GROWTH/GOALS:
o
o
o
o
KEY ACTION STEPS TO MEET THOSE GOALS:
o
o
o
________________________
Signature of Supervisor
Page 4 of 4
Date
______________________
Signature of Teacher
Date