School-based Administrator
Professional Practice Handbook
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Conceptual Framework for School-based Administrators Professional Practice
Best professional practice is based on the following:
1. Servant Leadership
2. The eight areas of responsibility outlined for School-based Administrators are based
primarily on the Saskatchewan Learning Six Effective Practices plus two additional areas
which focus on professionalism and resource management complete the role of the
administrator in Sun West schools.
3. Professional practices guide the professional growth of individuals.
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Table of Contents
School-based Administrators' Professional Practice Handbook ..........................................7
A. Areas of Professional Responsibility .................................................................................. 7
B. Professional Growth & Performance Appraisal Process.................................................... 8
School-based Administrator Professional Practice Timeline .............................................. 8
C. Administrator Profiles .........................................................................................................9
Profile A: New School-based Administrators .................................................................... 9
Profile B: Experienced School-based Administrators ......................................................... 9
Profile C: Intensive Assistance ..........................................................................................9
D. Documenting and Evaluating Performance ...................................................................... 10
Performance Rubric ........................................................................................................ 11
Performance Indicators ................................................................................................... 11
School-Based Administrator's Self Reflection Document ...................................................13
Performance Reflection Rubric for Caring and Respectful Schools ................................. 15
Performance Reflection Rubric for Responsive Curriculum and Instruction ..................... 17
Performance Reflection Rubric for Assessment for Learning........................................... 20
Performance Reflection Rubric for Adaptive Leadership ................................................. 23
Performance Reflection Rubric for Authentic Partnerships .............................................. 27
Performance Reflection Rubric for Comprehensive Prevention and Early Intervention .... 28
Performance Reflection Rubric for Professionalism ......................................................... 30
Performance Reflection Rubric for Resource Management ............................................. 33
References...................................................................................................................... 35
Colony School Administrator's Self Reflection Document .................................................37
Performance Reflection Rubric for Caring and Respectful Schools ..................................39
Performance Reflection Rubric for Responsive Curriculum and Instruction ......................41
Performance Reflection Rubric for Assessment for Learning............................................44
Performance Reflection Rubric for Adaptive Leadership ..................................................47
Performance Reflection Rubric for Authentic Partnerships ...............................................51
Performance Reflection Rubric for Comprehensive Prevention and Early Intervention .....52
Performance Reflection Rubric for Professionalism ..........................................................54
Performance Reflection Rubric for Resource Management ..............................................57
References.......................................................................................................................59
Appendix A .............................................................................................................................
School-based Administrator's Professional Growth Plan .......................................................
SMART Goals (samples) ......................................................................................................
Reflective Notes ....................................................................................................................
Monthly Reflection Sheet ......................................................................................................
Annual Professional Growth Plan (Year End Reflection) .......................................................
60
62
63
66
67
68
Appendix B ............................................................................................................................. 69
Administrator Professional Portfolio ...................................................................................... 71
Portfolio Review .....................................................................................................................72
Appendix C ............................................................................................................................. 75
Survey of Administrative Performance .................................................................................. 77
Appendix D ............................................................................................................................. 87
School-based Administrator's Professional Practice Evaluation (for Superintendent
Completion) ...................................................................................................................... 89
Colony School Administrator's Professional Practice Evaluation (for Superintendent
Completion) .................................................................................................................... 107
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School-based Administrators’
Professional Practice Handbook
Vision
Success for all
Mission
Learning together
Principles
Accountability
We value individual and
organizational accountability.
We champion responsibility toward
each other as individuals, as
governing bodies, schools and
communities.
Respect
We value a culture of mutual
respect, trust and understanding.
We champion the creation of safe,
positive, caring environments.
Cooperation
We value cooperative and
collaborative relationships which
promote responsible citizenship and
the appreciation of rural culture.
We strive to be approachable, active
listeners who openly share
information, express our ideas and
attempt to understand the ideas of
others.
Lifelong Learning
We value teaching the whole child in
learning environments that develop
the student’s potential.
We strive to provide meaningful,
creative, and innovative learning
opportunities.
Leadership
We value responsible leadership
which is committed to creating and
maintaining a positive, productive
and unified school division.
We strive for excellence in teamwork
and shared effective leadership in
our school division.
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The purpose of professional practice is to improve and maintain
the quality of service by assuring accountability for School-based
Administrators. Furthermore, it is the goal of this process in the
Sun West School Division to support the continuous professional
growth and development of these individuals in each of the
schools that comprise the Sun West School Division. This is
accomplished over the course of a two-year professional
evaluation cycle for new administrators. The evaluation involves
a process of professional reflection, self-evaluation, and the
provision of meaningful feedback through the compilation of
relevant, supporting data and documents. Thus, the
responsibility for performance appraisal is shared between each
of the School-based Administrators and the Superintendent of
Education for the school. Finally, the professional appraisal
process is guided by the Vision, Mission, and Principles of the
Sun West School Division.
The School-based Administrators Professional Practice
Handbook includes the following components:
1. Performance standards and indicators for each area of
professional responsibility;
2. A system of data collection that involves multiple sources;
and
3. Procedures for conducting performance reviews that
emphasizes accountability, promotes professional growth,
and involves the School-based Administrators as full partners
in the evaluation process.
A. Areas of Professional Responsibility
The areas of professional responsibility provide the framework for
evaluating the work of School-based Administrators. The eight
areas of responsibility include:
1. Caring and Respectful Schools: Insists upon a school
environment that is open and welcoming, culturally affirming,
and equitable.
2. Responsive Curriculum and Instruction: Promotes and
models instructional diversity through adaptive and
personalized programming.
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3. Assessment for Learning: Promotes assessment for learning through multiple strategies and the
use of assessment to enhance both instruction and achievement.
4. Adaptive Leadership: Demonstrates a commitment to shared leadership and collaboration
through a learning community orientation.
5. Authentic Partnerships: Communicates effectively and engages with youth, parents, and
community to involve them in the life of the school.
6. Comprehensive Prevention and Early Intervention: Seeks preventative programming, early
intervention, and timely interventions and supports for students.
7. Professionalism: Demonstrates a commitment to professional ethics and growth in the context of
the Vision, Mission, and Principles of the Sun West School Division.
8. School Resource Management: Plans and organizes for the effective use of resources to
support school goals.
B. Professional Growth & Performance Appraisal Process
Personal reflection, self assessment and planning for professional growth are important components
of a school-based administrator’s leadership role. The School-based Administrator and
Superintendent of Education work together to ensure the professional growth and performance
appraisal process is fulfilled.
1.
School-based Administrator Professional Practice Timeline
The following timeline outlines the process to be completed by the School-based Administrator and
the Superintendent.
Aug-Sept
Sept. – Oct.
Oct.
Nov. - April
May
May-June
Beginning of the Year
SB Administrator completes Performance Reflection Rubric addressing the
eight areas of responsibility- this serves as data collection for the
administrator
SB Administrator completes the Professional Growth SMART goal after
reviewing the performance reflection rubric data
Dialogue with Superintendent and process for the year identified – ongoing
support or summative performance appraisal
Ongoing
Ongoing reflection and dialogue with Superintendent regarding SMART Goal
progress and other areas of professional responsibility.
Data collection for Administrator’s Professional Portfolio
End of Year
Superintendent meets to discuss Year end Reflection of SMART Goal
achievement, professional portfolio and discussion of future goals.
If a summative performance appraisal is required, the Superintendent will
complete and discuss with the School-based Administrator.
All documents cited above are contained within the School-based Administrators’ Professional
Practice Handbook
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C. Administrator Profiles
Profile A: New School-based Administrators
Throughout the first and second year of school-based administration, support and mentoring will occur
with superintendents and other school-based administrators. A formative reflection and dialogue will
occur using the professional practice rubric and a summative performance appraisal document will be
completed by the Superintendent of Education at the end of both years of the supervisory process.
Professional practice rubrics and performance appraisal documents for colony school administrators
have been included in this package.
Profile B: Experienced School-based Administrators
Professional practice discussions regarding the administrator’s SMART Goal, fulfillment of role and
review of the professional portfolio will occur annually. See timeline on page 8.
Upon request of the School-based Administrator, a summative performance appraisal may be written
by the Superintendent.
Profile C: Intensive Assistance
When a School-based Administrator’s performance is judged to consistently not meet the standards of
the school division, a School-based Administrator may be placed on intensive assistance to improve
performance. This procedure must provide “due process” without compromising the teaching/learning
process. The two possible outcomes are retention or dismissal.
While the primary responsibility for improvement rests with the School-based Administrator,
opportunities for assistance will be available. A team approach will be used to provide such
assistance according to the following steps:
a) The School-based Administrator shall be informed of the concerns and written documentation
shall be submitted to the School-based Administrator by the Director or designate clearly
identifying the nature of the difficulty. The problem(s) will be discussed with the Administrator in
an effort to clarify and identify what changes are expected.
b) The Director or designate will notify the School-based Administrator by letter that a process of
intensive assistance will be initiated. This letter will identify the areas which require improvement,
opportunities and assistance available, and the time frame for such improvement.
c) The School-based Administrator will be required to submit a written improvement plan of the
areas noted in the Director or designate’s letter. This Improvement Plan will include specific
strategies and a time frame for effecting the improvement. The School-based Administrator will
discuss the Improvement Plan with the Director or designate. The approved plan will be signed
by the School-based Administrator and the Director or designate and each will retain a copy. A
copy of the plan will also be placed in the School-based Administrator’s personnel file.
d) A School-based Administrator who has been placed in a program of intensive assistance may call
upon a colleague, consultant, Director/designate, professional organization or any combination of
the aforementioned to provide help in the development of the Improvement Plan.
e) The Improvement Plan will be implemented. Progress will be carefully monitored by the Director
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or designate at this stage. All contacts with the School-based Administrator will be carefully
documented along with specific examples of the assistance and who provided it. An assessment
of the progress will be made at the end of the specified time period. Several alternatives may
then be considered depending on the degree of progress. If progress is deemed satisfactory by
the Director or designate, the formal process of intensive assistance will be ended. The period of
intensive assistance may be extended if some progress has been made but continued effort is
required to increase the level of proficiency.
f)
A written summary evaluation will be provided by the Director or designate to the School-based
Administrator with a copy to be placed in the Administrator’s personnel file at the division office.
g) If progress is judged unsatisfactory at the conclusion of the specified time period, the Director or
designate will notify the School-based Administrator that a recommendation will be made to the
Board of Education to terminate the Administrator’s contract. The School-based Administrator will
be notified that he or she may appear before the Board under the provisions of Section 210 of The
Education Act.
D. Documenting and Evaluating Performance
The professional performance appraisal for School-based Administrators strives to acknowledge the
complexities of the roles and responsibilities associated with school-based administration. Multiple
data sources such as those described below are collected throughout the professional growth cycle of
the professional evaluation and are intended to provide a comprehensive, accurate, and authentic
review of the School-based Administrator’s work.
Data Source
Annual Professional
Growth/Program
Improvement Plan
Observations
Reflective Practice
Surveys
Portfolios
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Description
School-based Administrators are required to set one results-based
goal for professional growth or improving program effectiveness each
year. The goal and the degree to which it is fulfilled serve as one data
source for evaluation.
The observation process is used by the Superintendent of Education
responsible for the school to gather information to assess work
performance. Both formal and informal observations are used when
appropriate.
School-based Administrators are required to engage in reflective
practice. As such, their own evaluation of their work using the
Performance Appraisal Rubric forms an important component of the
professional evaluation.
Surveys of student, parent, and/or school-based staff satisfaction are
used at the discretion of the School-based Administrators. The
surveys, which include a stamped, addressed envelope are distributed
by the Administrator and returned anonymously to the Superintendent
of Education. The Administrator may include tabulated survey results
as one of the artifacts in the portfolio. (see Appendix C)
The purpose of the portfolio is to collect data to document work quality.
The Administrator chooses portfolio artifacts which includes work
samples and other items that provide documentation for a variety of
professional activities. (see Appendix B)
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Performance Rubric
The performance rubric is a rating scale that describes acceptable performance ratings for each of the
responsibilities of School-based Administrators. It relates the standard of performance expected for
each responsibility and provides a specific description of what a rating entails.
Exceeds
Expectations
Exceeds responsibilities
Consistently produces
exceptionally high
quality administrative
leadership
Optimizes effective
practices for school
improvement
Meets Expectations
Approaches Expectations
Unsatisfactory
Fulfills responsibilities
resulting in quality
administrative
leadership that impact
effective practices for
school improvement in
a positive manner
Quality of leadership
inconsistently meets expected
standards
Resistant to or does
not have the ability to
fulfill the leadership
responsibilities
required
This standard is
expected
Recognizes a need for
improvement in order to meet
established criteria
Involved in leadership
roles beyond the school
Practices for school
improvement lack
development
Performance
negatively impacts
practices for school
improvement
Willing to address professional
improvement through the
Professional Growth Plan
Performance Indicators
Performance indicators are descriptive of observable behaviors and attributes relating to the broad
areas of responsibility for School-based Administrators. The indicators listed below may not fully
encompass the duties for individual Administrators but are intended to describe an acceptable level of
performance of the responsibilities indicated. Thus, the list may be altered to accommodate any
differences that might exist within the role of the Administrator involved.
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School-based Administrator’s
Self Reflection Document
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School-based Administrator’s
Professional Practice Self Reflection
Administrator’s
Name:
Years of
Experience:
Position:
Years as
Administrator:
School:
Report Date:
Superintendent’s
Name:
Performance Appraisal Rubric for Caring & Respectful Schools
Leadership Rubric
Indicators
Exceeds Expectations
I continuously seek new ways to promote inclusive, and
culturally affirming principles and practices
 I create a child-centered
school focus, in which all staff
are encouraged to be
advocates for children through
school policy and procedures
Meets Expectations
I promote inclusive and culturally affirming principles and
practices
 I demonstrate skill in active
Approaches Expectations
I see the value of schools that are inclusive and culturally
affirming but have difficulty promoting effective strategies.
 I celebrate successes and
Unsatisfactory
I do not promote inclusive and culturally affirming principles
and practices.
listening and non-verbal
communication
achievements
 I work collaboratively with the
stakeholders (i.e. School
Community Council, students,
staff, parents, outside
agencies) in carrying out the
shared vision for the school
Comments
Performance Appraisal Rubric for Caring & Respectful Schools
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Management Rubric
Exceeds Expectations
I actively use current research to develop school policies and
procedures that positively addresses issues surrounding caring
and respectful school culture.
Indicators
 I develop a plan to promote
students’ personal and social
development
 I work with the school
I demonstrate outstanding ability to promote collaborative
relationships which link people at the classroom, school, and
community level to a shared vision
Meets Expectations
I provide a variety of classroom and school-wide opportunities
for personal and social development
I promote collaborative relationships which link people at the
classroom, school, and community level to a shared vision
Approaches Expectations
I approach expectations in providing classroom and schoolwide opportunities for personal and social development
I approach expectations in finding ways to promote
collaborative relationships among people at the classroom,
school, and community level to a shared vision
Unsatisfactory
I do not provide a variety of classroom and school-wide
opportunities for personal and social development
I do not promote collaborative relationships which link people
at the classroom, school, and community level to a shared
vision
Comments
Caring and Respectful Schools Artifact Suggestions




School Policy manuals (Bullying, Harassment, etc.)
School Learning Improvement Plan (SLIP)
Meeting minutes
List of committees
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community to develop positive
procedures that target specific
issues related to bullying,
harassment, aggression,
violence, etc.
 I work with staff to develop and
implement positive behavioral
expectations and supportive
discipline practices
 I attend to students’ needs for
supervision and care
 I have policies and procedures
in place to provide a safe and
nurturing environment
 I work with staff to coordinate
services and supports for
students and their families
Performance Appraisal Rubric for Responsive Curriculum and Instruction
Leadership Rubric
Indicators
Exceeds Expectations
I model attitudes and promote opportunities for staff to be
involved in the creation of positive learning environments
beyond the classroom level
 I coordinate the work of school
I model and encourage staff to seek out leadership
opportunities beyond the school that would facilitate the use of
best practices to meet the diverse learning needs of all
students
 I coordinate the support provided
I continuously seek out opportunities to improve collaboration
with parents, students and school community members in order
to strengthen teaching practices and improve student learning
Meets Expectations
I ensure that staff are supported in creating learning
environments where students are given every opportunity to
achieve success
I support staff in the creation of optimal conditions for learning
through the use of current best practices to meet the diverse
learning needs of all students
I create an environment which requires teachers to work
collaboratively with parents, students, and school community
members in order to strengthen teaching practices and
improve student learning
Approaches Expectations
I need assistance in supporting staff in the creation of a
learning environment where students are given every
opportunity to achieve success
I need assistance in supporting staff in the creation of optimal
conditions for learning through the use of current best practices
to meet the diverse learning needs of all students
I need assistance in creating a collaborative environment with
one or more of the stakeholders in order to strengthen teaching
practices and improve student learning
Unsatisfactory
I do not support staff in the creation of a learning environment
where students are given every opportunity to achieve success
I do not assist staff in the creation of optimal conditions for
learning through the use of current best practices to meet the
diverse learning needs of all students
I do not create an environment which requires teachers to
work collaboratively with parents, students, and school
community members in order to strengthen teaching practices
and improve student learning
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based student support services and
other support personnel with the
programs of the school
by student support services and/or
outside agencies with the programs
of the school
 I ensure staff maintains a positive
learning environment
 I develop and implement policy
and procedures to maintain
effective school discipline
 I develop a plan for the regular
monitoring of student achievement
which includes teacher input, use
of test results and the placement of
students in appropriate instructional
programs
 I ensure that teachers integrate
objectives/outcomes and content
according to student ability, their
cultural and linguistic backgrounds,
aptitudes, and interests
 I ensure that all teachers engage in
reflection, personal and
professional development
planning, implementation and
networking to ensure learning
outcomes
 I ensure that all teachers regularly
use a variety of instructional
strategies, assessment and
evaluation practices, and
instructional materials to meet
diverse learner needs
 I encourage staff innovation and
initiative
 I conduct a program of staff
growth and supervision according
to division procedures including
walk through supervision
 I carry out procedures for the
orientation and supervision of all
new personnel
 I engage the learning community
to identify areas for collaboration
to improve the learning program
 I ensure that teachers confer
regularly with parents about their
child’s program in addition to
regular reporting periods
 I encourage teachers to regularly
provide opportunities for student
leadership and self-direction in the
learning program
 I work with staff to engage in
ongoing activities with members of
the learning community in order to
expand learning opportunities for
all students
Comments
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Performance Appraisal Rubric for Responsive Curriculum and Instruction
Management Rubric
Indicators
Exceeds Expectations
I actively seek new opportunities to support the teaching of
Core Curriculum and/or am asked to provide leadership within
the educational community in addition to school–wide
development
Meets Expectations
I monitor and support staff in the teaching of the Core
Curriculum to facilitate the learning of all students
Approaches Expectations
I work to implement a system of monitoring and supporting staff
in the teaching of the Core Curriculum to facilitate the learning
of all students
Unsatisfactory
I do not monitor or support staff in the teaching of the Core
Curriculum to facilitate the learning of all students
 I demonstrate knowledge of
curricular issues in various subject
areas
 I assist classroom teachers in the
implementation of curriculum
and access to appropriate
curriculum/instructional materials
 I work with teachers to plan,
modify and implement the
instructional program consistent
with student needs
 I ensure that all teachers use
curriculum guides for long-range
instructional planning
Comments
Responsive Curriculum and Instruction Artifact Suggestions








Minutes of meetings (Student Support, Interagency, School Partners, etc.)
School Code of Conduct
School-level policies
Records of staff professional growth plan meetings
Record of staff supervisions (walk throughs, data collection)
Record of parent-teacher conferences
Meeting agendas or minutes (SCC, SRC/SLC)
Sample of progress reports
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Performance Appraisal Rubric for Assessment for Learning
Leadership Rubric
Exceeds Expectations
I seek and promote opportunities to expand knowledge and skill
in use of valid, reliable and fair assessment
Meets Expectations
I insist upon assessment techniques which are valid, reliable,
and fair
Approaches Expectations
I approach expectations in supporting development of
assessment techniques which are valid, reliable and fair
Unsatisfactory
I do not support staff in the use of assessment techniques which
are valid, reliable and fair
Comments
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Indicators
 I engage the teaching staff in
developing a school-wide staff
development plan for assessment
for learning
Performance Appraisal Rubric for Assessment for Learning
Management Rubric
Indicators
Exceeds Expectations
I promote the involvement of staff in curriculum and assessment
leadership opportunities within the educational community in
addition to the school

I review long-term plans with
teachers to ensure that
curriculum, instruction, and
assessment are aligned
I develop a school wide plan that employs a variety of
evaluation strategies which consistently optimize data
collection and improve work and program quality

I model planning procedures
which incorporate
instructional and assessment
strategies at the planning
stage to enhance the
opportunity to learn for all
students

I assist teachers to align,
enhance and continuously
refine their assessment
repertoire with additional
strategies and the use of
performance assessments

I facilitate the use and
creation of common
assessments by professional
learning teams
Approaches Expectations
I approach expectations in ensuring curriculum-based
instruction and assessment are planned together so that they
support each other and enhance the opportunity to learn for all
students

I facilitate teachers use of
provincial, divisional and
classroom-based assessment
data to improve the
instructional process
I approach expectations to develop a school wide plan that
employs a variety of evaluation strategies to measure student
performance and program effectiveness

I engage professional learning
teams in developing a
common understanding of
assessment for learning and
data informed decision
making
I consistently seek and consider the most current and
appropriate assessment information and use it to make quality
decisions
Meets Expectations
I ensure curriculum-based instruction and assessment are
planned together so that they support each other and enhance
the opportunity to learn for all students
I develop a school wide plan that employs a variety of
evaluation strategies to measure student performance and
program effectiveness
I use assessment information for decision making to improve
student learning
I approach expectations to use assessment information for
decision making to improve student learning
Unsatisfactory
I do not ensure curriculum-based instruction and assessment are
planned together so that they support each other and
enhance the opportunity to learn for all students
I do not develop a school wide plan that employs a variety of
evaluation strategies to measure student performance and
program effectiveness
I do not use assessment information for decision making to
improve student learning
Comments
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Any Additional Comments
Assessment for Learning Artifact Suggestions




Records of staff professional growth plan meetings (samples of year plans, SMART Goals)
School Learning Improvement Plan (SLIP)
PLT initiatives
Samples of created assessments and data derived from assessments (school data picture)
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Performance Appraisal Rubric for Adaptive Leadership
Leadership Rubric
Indicators
Exceeds Expectations
I advance and promote the division’s plan for continuous
school improvement by engaging school and community
members to work collaboratively to improve the learning
outcomes and well-being of students and their families
I consistently empower school learning community
members, recognizing personal, interpersonal and
organizational learning for all
I consistently promote equitable opportunities for leadership
and decision-making among all members of the learning
community
I respond positively and am able to adapt to a changing
environment and facilitate acceptance to that change
Meets Expectations
I implement the division’s plan for continuous school
improvement by engaging school and community
members to work collaboratively to improve the learning
outcomes and well-being of students and their families
I facilitate the empowerment of school learning community
members, recognizing personal, interpersonal and
organizational learning for all
I promote equitable opportunities for leadership and
decision-making among all members of the learning
community
I respond positively and am able to adapt to a changing
environment
Approaches Expectations
I approach expectations in implementing the division’s plan
for continuous school improvement by engaging school
and community members to work collaboratively to
improve the learning outcomes and well-being of students
and their families
 I actively listen
 I ask questions appropriately and pay
attention to what is heard
 I view conflict as an accepted
feature of a vibrant community
 I display self-control when conflict
emerges
 I regularly acknowledge positive
contributions of members of the
school community
 I provide a forum for school
community members to voice
concerns
 I encourage community members to
work collaboratively
 I promote teamwork among staff
and supportive relationships among
students, staff, parents and
community
 I develop staff and community
relations based on mutual trust and
respect
 I respond sensitively to the ideas and
opinions of others
 I encourage discussion and use
collaboration in appropriate
situations
 I empower others to take on
responsibility
I approach expectations in facilitating the empowerment of
school learning community members, recognizing personal,
interpersonal and organizational learning for all
 I ensure that the work of each
I approach expectations in promoting equitable
opportunities for leadership and decision-making among all
members of the learning community
 I am flexible; able to adjust to
I approach expectations in adapting to a changing
environment
member of the school community is
supported
unforeseen situations
 I view situations from a variety of
perspectives
 I articulate the values and ethical
principles that guide educational
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Unsatisfactory
I do not implement the division’s plan for continuous school
improvement by engaging school and community members
to work collaboratively to improve the learning outcomes
and well-being of students and their families
I do not facilitate empowerment of school learning
community members, recognizing personal, interpersonal
and organizational learning for all
I do not promote equitable opportunities for leadership and
decision-making among all members of the learning
community
I do not respond positively and am unable to adapt to a
changing environment.
decisions
 I embrace change and encourage
renewal
 I collaborate with staff to plan and
establish goals that are clear,
achievable and measurable (SLIP,
School Program Plan)
 I support parents in identifying
meaningful ways that families can be
partners in their children’s education
– involvement that will benefit
students and promote learning
 I build community awareness and
understanding of school programs
and services
Comments
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Performance Appraisal Rubric for Adaptive Leadership
Management Rubric
Indicators
Exceeds Expectations
I consistently demonstrate effective verbal and written
communication skills
I actively work with the staff and the School Community
Council to develop a shared mission and vision to influence
decision-making beyond the school learning community
 I implement a comprehensive and
effective system of communication,
consultation and collaboration with
the staff, students and parents of the
school, the school community
council, the larger community and
other human service organizations
Meets Expectations
I demonstrate effective verbal and written communication
skills
 I supervise all school personnel and
I work with the staff and the School Community Council to
develop a shared mission and vision which guides decisionmaking within the school learning community
 I demonstrate strong written
Approaches Expectations
I approach expectations with effective verbal and written
communication skills
I approach expectations in working with the staff and the
School Community Council to develop a shared mission and
vision which guides decision-making within the school
learning community
Unsatisfactory
I do not demonstrate effective verbal and written
communication skills
I do not work with the staff and the School Community
Council to develop a shared mission and vision which
guides decision-making within the school learning
community
provide support for each staff
member’s professional growth
communication skills
 I select, mentor and appraise
personnel, set standards of
performance, and provide
motivation to grow in their respective
role
 I acquire data necessary for
informed decision-making
 I monitor goals and review with staff
periodically
 I communicate school policies and
goals with stakeholders
 I create collaborative processes for
making decisions and solving
problems
 I account for decisions and directions
within the school
 I work effectively with the School
Community Council
 I develop a shared vision and sense
of direction within a school
community in accordance with
provincial legislation, the vision,
policies and procedures established
by the Board of Education, and
administrative directives within the
school division
Comments
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Any Additional Comments
Adaptive Leadership Artifact Suggestions












School Learning Improvement Plan (SLIP)
Minutes (SCC, Parent/Student, Support teams, staff meetings, etc.)
Newsletters
List of involvement in different groups
Schedule of activities/meetings
Vision/mission statements
Personal journals
Copies of local news clippings, articles, etc.
Supervision schedules
Sample of professional growth plan
Samples of written material (letters, thesis, emails, etc.)
Samples of school surveys, reviews, etc.
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Performance Reflection for Authentic Partnerships
Leadership Rubric
Exceeds Expectations
I consistently facilitate and model effective communication
and meaningful engagement of the community in the life of
the school
Meets Expectations
I model effective communication and meaningful
engagement of the community in the life of the school
Approaches Expectations
I approach expectations in maintaining effective
communication and meaningfully engaging the community in
the life of the school
Unsatisfactory
I demonstrate inconsistent/ineffective communication or
meaningful engagement of the community in the life of the
school
Comments
Authentic Partnerships Artifact Suggestions





Parent handbook
Policies, procedures, and guidelines manuals
Safety protocols
Policies and booklets
Photos of school (bulletin boards, displays, etc.)
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Indicators
 I promote good relationships between
the school and community through
positive interpretation and
implementation of school and division
policy
 I promote a welcoming atmosphere
to parents and community members
Performance Appraisal for Comprehensive Prevention and Early Intervention
Leadership Rubric
Indicators
Exceeds Expectations
I consistently assist the staff, families, and community to work
together to provide a variety of caring and supportive
learning experiences that ensure positive outcomes for all
students
 I encourage communication between
I consistently promote and seek ways to develop prevention
and early intervention strategies that support the well-being,
educational, and life success of students
 I advocate for students’ needs
school and outside organizations
 I coordinate teams to meet the needs
of students
 I advocate for early intervention and
program implementation
Meets Expectations
I assist the staff, families, and community to work together to
provide a variety of caring and supportive learning
experiences that ensure positive outcomes for all students
I promote a commitment to prevention and early intervention
strategies that support the well-being, educational, and life
success of students
Approaches Expectations
I am beginning to work with staff, families, and community to
provide caring and supportive learning experiences
I am beginning to work toward prevention and early
intervention strategies that support the well-being,
educational, and life success of students
Unsatisfactory
I do not assist the staff, families, and community to work
together to provide a variety of caring and supportive
learning experiences that ensure positive outcomes for all
students
I do not promote a commitment to prevention and early
intervention strategies that support the well-being,
educational, and life success of students
Comments
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 I support and encourage the
interrelationships among the services
Performance Appraisal for Comprehensive Prevention and Early Intervention
Management Rubric
Indicators
Exceeds Expectations
I consistently develop and implement a comprehensive range
of integrated school-linked services aimed at ensuring the
well-being and educational success of all students
 I have an awareness of, and access
interagency groups in the community
 I contribute as a member of
Meets Expectations
I develop and implement a comprehensive range of
integrated school-linked services aimed at ensuring the wellbeing and educational success of all students
Approaches Expectations
I am beginning to develop and implement a comprehensive
range of integrated school-linked services aimed at ensuring
the well-being and educational success of all students
interagency groups
 I provide an opportunity for
planning/intake meetings
 I coordinate teams to meet the needs
of students
 I link families, schools and communities
to needed services
Unsatisfactory
I do not develop or implement a comprehensive range of
integrated school-linked services aimed at ensuring the wellbeing and educational success of all students
Comments
Comprehensive Prevention and Early Intervention Artifact Suggestions




Schedules and minutes (Student Support team, interagency, community groups, etc.)
List of interagency groups
Description of group initiatives
Letters of support from students, parents, etc.
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Performance Appraisal for Professionalism
Leadership Rubric
Indicators
Exceeds Expectations
I consistently act as an exemplary role model and practise
ethical standards appropriate to the profession
 I support and demonstrate personal
Meets Expectations
I consistently act as a positive role model and practice
ethical standards appropriate to the profession
 I promote and establish good
Approaches Expectations
I am beginning to act as a positive role model and practice
ethical standards appropriate to the profession
Unsatisfactory
I do not act as a positive role model or practice ethical
standards appropriate to the profession
and professional ethics in all
relationships
working relationships with
administration, staff, parents and
students
 I act as a reflective practitioner in
analyzing my own performance
 I show sustained effort and
enthusiasm in the quality of work
accomplished
 I show support for the local teacher
and provincial associations
Comments
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Performance Appraisal for Professionalism
Management Rubric
Indicators
Exceeds Expectations
I consistently participate in a meaningful and continuous
process of professional development
 I exhibit professional growth through
I consistently contribute to and support the profession, the
school division, and the school in a variety of leadership
and contributory roles.
 I hold memberships in, and
I consistently demonstrate current, accurate, and
comprehensive knowledge
in-service activities, committees and
conferences
participate in professional
organizations and continuing formal
education
 I initiate participation in Professional
Development.
Meets Expectations
I participate in a meaningful and continuous process of
professional development
I contribute to and support the profession, the school
division, and the school
I demonstrate current, accurate, and comprehensive
knowledge
Approaches Expectations
I am beginning to participate in a meaningful and
continuous process of professional development
I am beginning to contribute to or support the profession,
the school division, or the school
I am beginning to demonstrate current, accurate, and
comprehensive knowledge
Unsatisfactory
I do not participate in a meaningful and continuous process
of professional development
I do not contribute to or support the profession, the school
division, or the school
I do not demonstrate current, accurate, and
comprehensive knowledge
Comments
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 I support and participate in
Professional Learning Communities
 I volunteer on various committees
 I participate in in-services on current
issues
 I read current professional
documents
 I apply knowledge gained from PD
activities
Professionalism Artifact Suggestions






Staff surveys
Presentations given
Committee involvement
Lists of PD activities, professional/local organization memberships, level of education
Samples of reflective journal writing
Lists of books, documents or articles read
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Performance Appraisal for School Resource Management
Leadership Rubric
Indicators
Exceeds Expectations
I develop a plan for self-management: time, task
completion, and personal well-being and consistently
achieve established personal goals
 I expect that change is normal and
results in growing and learning
 I demonstrate an optimistic outlook;
the expectation that good things
will happen
Meets Expectations
I develop a plan for self-management: time, task
completion, and personal well-being
Approaches Expectations
I am beginning to develop a plan for self-management:
time, task completion, and personal well-being
 I accept aspects of their position
which cannot be controlled or
changed
 I balance work and personal
commitments
 I allocate time appropriately
between people and tasks
Unsatisfactory
I do not develop a plan for self-management: time, task
completion, and personal well-being
Comments
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 I weighs risks and advantages; make
judgments which are timely,
decisive and effective
Performance Appraisal for School Resource Management
Management Rubric
Indicators
Exceeds Expectations
I find innovative ways to budget for financial, human,
and material requirements based on relevant data
 I implement a process for
I consistently plan and organize for the effective use
of resources in support of goals
 I implement procedures for
Meets Expectations
I budget for financial, human, and material
requirements based on relevant data
I plan and organizes for the effective use of resources
in support of goals
Approaches Expectations
I require assistance with budgeting for financial,
human, and material requirements based on relevant
data and with planning and organizing for the
effective use of resources in support of goals
Unsatisfactory
I am inconsistent/ineffective with budgeting for
financial, human, and material requirements based
on relevant data
I do not plan or organize for the effective use of
resources in support of goals
completing inventory, acquiring,
and replacing equipment
budget preparation and
monitoring; use fiscal resources
wisely to promote the
instructional program and other
school initiatives
 I am responsible for school-
based decisions with respect to
such matters as school finances,
resource allocation, schedules
and timetables, staff
assignments, purchasing,
student services, reporting and
record keeping
 I prioritize tasks
 I effectively implement the
school division policy and
procedures
 I work in consultation and
collaboration with school
personnel and school division
administrators to ensure all
management tasks are carried
out in a timely, appropriate
manner
 I complete written
communications accurately
and on schedule
 I implement a plan for effective
cleaning and maintenance of
the facility
Comments
School Resource Management Artifact Suggestions:



Maintenance plan
Copy of budget
List of personal accomplishments
__________________________________________________
School-based Administrator’s Signature
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______________________________________
Date
References
Dinwiddie County Public Schools. (no date). Educational Specialist Evaluation Manual.
Retrieved September 10, 2006 from http://dinwiddie.k12.va.us/edspec.html
McBride, M. & Miller, M. (2005). Assessing teacher quality through goal-setting: The Alexandria,
Virginia, School District. In P. D. Tucker & J. H. Stronge (Eds.), Linking teacher evaluation and
student learning. ASCD. Retrieved November 30, 2006 from
http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.5d91564f4fe4548cdeb3ffdb
62108a0c/?chapterMgmtId=b0b3da8f67ef2010VgnVCM1000003d01a8c0RCRD
Stronge, J. H. (1997). Improving schools through teacher evaluation. In J. H. Stronge ( Ed.),
Evaluating teaching: A guide to current thinking and best practice (pp. 1-23). Thousand Oaks,
CA: Corwin Press.
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Colony School Administrator’s
Self Reflection Document
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Colony School Administrator’s
Professional Practice Self Reflection
Administrator’s
Name:
Years of
Experience:
Position:
Years as
Administrator:
School:
Report Date:
Superintendent’s
Name:
Performance Appraisal Rubric for Caring & Respectful Schools
Leadership Rubric
Indicators
Exceeds Expectations
I continuously seek new ways to promote inclusive, and culturally
affirming principles and practices
Meets Expectations
I promote inclusive and culturally affirming principles and
practices
Approaches Expectations
I see the value of schools that are inclusive and culturally affirming
but have difficulty promoting effective strategies.
 I create a child-centered school
focus, in which all staff are
encouraged to be advocates for
children through school policy and
procedures
 I demonstrate skill in active
listening and non-verbal
communication
 I celebrate successes and
achievements
Unsatisfactory
I do not promote inclusive and culturally affirming principles and
practices.
Comments
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 I work collaboratively with the
stakeholders (i.e. German
Teacher, Reverend, students,
staff, parents, outside agencies) in
carrying out the shared vision for
the school.
Performance Appraisal Rubric for Caring & Respectful Schools
Management Rubric
Indicators
Exceeds Expectations
I actively use current research to develop school policies and
procedures that positively addresses issues surrounding caring and
respectful school culture.
 I develop a plan to promote
students’ personal and social
development
 I work with the school staff to
I demonstrate outstanding ability to promote collaborative
relationships which link people at the classroom, school, and
community level to a shared vision
Meets Expectations
I provide a variety of classroom and school-wide opportunities
for personal and social development
I promote collaborative relationships which link people at the
classroom, school, and community level to a shared vision
Approaches Expectations
I approach expectations in providing classroom and school-wide
opportunities for personal and social development
I approach expectations in finding ways to promote collaborative
relationships among people at the classroom, school, and community
level to a shared vision
Unsatisfactory
I do not provide a variety of classroom and school-wide opportunities
for personal and social development
I do not promote collaborative relationships which link people at the
classroom, school, and community level to a shared vision
Comments
Caring and Respectful Schools Artifact Suggestions




School Policy manuals (Bullying, Harassment, etc.)
School Learning Improvement Plan (SLIP)
Meeting minutes
List of committees
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develop positive procedures that
target specific issues related to
bullying, harassment, aggression,
violence, etc.
 I work with staff to develop and
implement positive behavioral
expectations and supportive
discipline practices
 I attend to students’ needs for
supervision and care
 I have policies and procedures in
place to provide a safe and
nurturing environment
 I work with staff to coordinate
services and supports for students
and their families
Performance Appraisal Rubric for Responsive Curriculum and Instruction
Leadership Rubric
Indicators
Exceeds Expectations
 I coordinate the work of school based
I model attitudes and promote opportunities for staff to be involved in
student support services and other
the creation of positive learning environments beyond the classroom
support personnel with the programs of
level
the school
I model and encourage staff to seek out leadership opportunities
beyond the school that would facilitate the use of best practices to
meet the diverse learning needs of all students
I continuously seek out opportunities to improve collaboration with
parents, students and school community members in order to
strengthen teaching practices and improve student learning
Meets Expectations
I ensure that staff are supported in creating learning
environments where students are given every opportunity to
achieve success
I support staff in the creation of optimal conditions for learning
through the use of current best practices to meet the diverse
learning needs of all students
I create an environment which requires teachers to work
collaboratively with parents, students, and school community
members in order to strengthen teaching practices and improve
student learning
Approaches Expectations
I need assistance in supporting staff in the creation of a learning
environment where students are given every opportunity to achieve
success
I need assistance in supporting staff in the creation of optimal
conditions for learning through the use of current best practices to
meet the diverse learning needs of all students
 I coordinate the support provided by
student support services and/or
outside agencies with the programs of
the school
 I ensure staff maintains a positive
learning environment
 I develop and implement policy and
procedures to maintain effective school
discipline
 I develop a plan for the regular
monitoring of student achievement
which includes teacher input, use of
test results and the placement of
students in appropriate instructional
programs
 I ensure that teachers integrate
objectives/outcomes and content
according to student ability, their
cultural and linguistic backgrounds,
aptitudes, and interests
 I ensure that all teachers engage in
reflection, personal and professional
development planning, implementation
and networking to ensure learning
outcomes
I need assistance in creating a collaborative environment with one or
more of the stakeholders in order to strengthen teaching practices
and improve student learning
 I ensure that all teachers regularly use
Unsatisfactory
I do not support staff in the creation of a learning environment where
students are given every opportunity to achieve success
a variety of instructional strategies,
assessment and evaluation practices,
and instructional materials to meet
diverse learner needs
I do not assist staff in the creation of optimal conditions for learning
through the use of current best practices to meet the diverse learning
needs of all students
I do not create an environment which requires teachers to work
collaboratively with parents, students, and school community
members in order to strengthen teaching practices and improve
student learning.
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 I encourage staff innovation and
initiative
 I conduct a program of staff growth
and supervision according to division
procedures including walk through
supervision
 I carry out procedures for the
orientation and supervision of all new
colony personnel
 I engage the learning community to
identify areas for collaboration to
improve the learning program
 I ensure that teachers confer regularly
with parents about their child’s
program in addition to regular reporting
periods
 I encourage teachers to regularly
provide opportunities for student
leadership and self-direction in the
learning program
 I work with staff to engage in ongoing
activities with members of the learning
community in order to expand learning
opportunities for all students such as
accessing consultants, learning
coaches, and other support personnel.
Comments
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Performance Appraisal Rubric for Responsive Curriculum and Instruction
Management Rubric
Indicators
Exceeds Expectations
 I demonstrate knowledge of
I actively seek new opportunities to support the teaching of Core
curricular issues in various subject
Curriculum and/or am asked to provide leadership within the
areas
educational community in addition to school–wide development
 I assist classroom teachers in the
implementation of curriculum and
Meets Expectations
access to appropriate
I monitor and support staff in the teaching of the Core
curriculum/instructional materials
Curriculum to facilitate the learning of all students
Approaches Expectations
I work to implement a system of monitoring and supporting staff in the
teaching of the Core Curriculum to facilitate the learning of all
students
 I work with teachers to plan, modify
Unsatisfactory
I do not monitor or support staff in the teaching of the Core
Curriculum to facilitate the learning of all students
 I ensure that all teachers use
and implement the instructional
program consistent with student
needs
curriculum guides for long-range
instructional planning
Comments
Responsive Curriculum and Instruction Artifact Suggestions








Minutes of meetings (Student Support, Interagency, School Partners, etc.)
School Code of Conduct
School-level policies
Records of staff professional growth plan meetings
Record of staff supervisions (walk-throughs, data collection)
Record of parent-teacher conferences
Meeting agendas or minutes (Colony Minister and German Teacher)
Sample of progress reports
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Performance Appraisal Rubric for Assessment for Learning
Leadership Rubric
Exceeds Expectations
I seek and promote opportunities to expand knowledge and skill in use
of valid, reliable and fair assessment
Meets Expectations
I insist upon assessment techniques which are valid, reliable,
and fair
Approaches Expectations
I approach expectations in supporting development of assessment
techniques which are valid, reliable and fair
Unsatisfactory
I do not support staff in the use of assessment techniques which are
valid, reliable and fair
Comments
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Indicators
 I engage the teaching staff in
developing a school-wide staff
development plan for assessment for
learning
Performance Appraisal Rubric for Assessment for Learning
Management Rubric
Indicators
Exceeds Expectations
I promote the involvement of staff in curriculum and assessment
leadership opportunities within the educational community in addition
to the school

I review long-term plans with
teachers to ensure that
curriculum, instruction, and
assessment are aligned
I develop a school wide plan that employs a variety of evaluation
strategies which consistently optimize data collection and improve
work and program quality

I model planning procedures
which incorporate instructional
and assessment strategies at the
planning stage to enhance the
opportunity to learn for all
students

I assist teachers to align,
enhance and continuously refine
their assessment repertoire with
additional strategies and the use
of performance assessments
I develop a school wide plan that employs a variety of evaluation
strategies to measure student performance and program
effectiveness

I facilitate the use and creation of
common assessments by
professional learning teams
I use assessment information for decision making to improve
student learning

I facilitate teachers use of
provincial, divisional and
classroom-based assessment
data to improve the instructional
process

I engage professional learning
teams in developing a common
understanding of assessment for
learning and data informed
decision making
I consistently seek and consider the most current and appropriate
assessment information and use it to make quality decisions
Meets Expectations
I ensure curriculum-based instruction and assessment are
planned together so that they support each other and enhance
the opportunity to learn for all students
Approaches Expectations
I approach expectations in ensuring curriculum-based instruction and
assessment are planned together so that they support each other and
enhance the opportunity to learn for all students
I approach expectations to develop a school wide plan that employs a
variety of evaluation strategies to measure student performance and
program effectiveness
I approach expectations to use assessment information for decision
making to improve student learning
Unsatisfactory
I do not ensure curriculum-based instruction and assessment are
planned together so that they support each other and enhance the
opportunity to learn for all students
I do not develop a school wide plan that employs a variety of
evaluation strategies to measure student performance and program
effectiveness
I do not use assessment information for decision making to improve
student learning
Comments
Any Additional Comments
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Assessment for Learning Artifact Suggestions




Records of staff professional growth plan meetings (samples of year plans, SMART Goals)
School Learning Improvement Plan (SLIP)
PLT initiatives
Samples of created assessments and data derived from assessments (school data picture)
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Performance Appraisal Rubric for Adaptive Leadership
Leadership Rubric
Indicators
Exceeds Expectations
I advance and promote the division’s plan for continuous school
improvement by engaging school and community members to
work collaboratively to improve the learning outcomes and wellbeing of students and their families
 I actively listen
 I ask questions appropriately and pay
attention to what is heard
 I view conflict as an accepted feature of
I consistently empower school learning community members,
recognizing personal, interpersonal and organizational learning
for all
a vibrant community
 I display self-control when conflict
emerges
I consistently promote equitable opportunities for leadership and
decision-making among all members of the learning community
I respond positively and am able to adapt to a changing
environment and facilitate acceptance to that change
Meets Expectations
I implement the division’s plan for continuous school
improvement by engaging school and community members
to work collaboratively to improve the learning outcomes
and well-being of students and their families
I facilitate the empowerment of school learning community
members, recognizing personal, interpersonal and
organizational learning for all
I promote equitable opportunities for leadership and
decision-making among all members of the learning
community
I respond positively and am able to adapt to a changing
environment
Approaches Expectations
I approach expectations in implementing the division’s plan for
continuous school improvement by engaging school and
community members to work collaboratively to improve the
learning outcomes and well-being of students and their families
I approach expectations in facilitating the empowerment of school
learning community members, recognizing personal,
interpersonal and organizational learning for all
I approach expectations in promoting equitable opportunities for
leadership and decision-making among all members of the
learning community
 I regularly acknowledge positive
contributions of members of the school
community
 I provide a forum for school community
members to voice concerns
 I encourage community members to
work collaboratively
 I promote teamwork among staff and
supportive relationships among students,
staff, parents, and members of the
colony
 I develop staff and community relations
based on mutual trust and respect
 I respond sensitively to the ideas and
opinions of others
 I encourage discussion and use
collaboration in appropriate situations
 I empower others to take on
responsibility
 I ensure that the work of each member of
the school community is supported
 I am flexible; able to adjust to unforeseen
situations
 I view situations from a variety of
perspectives
I approach expectations in adapting to a changing environment
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Unsatisfactory
I do not implement the division’s plan for continuous school
improvement by engaging school and community members to
work collaboratively to improve the learning outcomes and wellbeing of students and their families
 I articulate the values and ethical
principles that guide educational
decisions
 I embrace change and encourage
renewal
I do not facilitate empowerment of school learning community
members, recognizing personal, interpersonal and organizational
learning for all
I do not promote equitable opportunities for leadership and
decision-making among all members of the learning community
 I collaborate with staff to plan and
establish goals that are clear, achievable
and measurable (SLIP, School Program
Plan)
 I support parents in identifying
I do not respond positively and am unable to adapt to a changing
environment.
meaningful ways that families can be
partners in their children’s education –
involvement that will benefit students
and promote learning
 I build community awareness and
understanding of school programs and
services
Comments
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Performance Appraisal Rubric for Adaptive Leadership
Indicators
Management Rubric
Exceeds Expectations
I consistently demonstrate effective verbal and written
communication skills
I actively work with the staff and the Colony Minister and German
Teacher to develop a shared mission and vision to influence
decision-making beyond the school learning community
 I implement a comprehensive and
effective system of communication,
consultation and collaboration with the
staff, students and parents of the school,
the school community council, the larger
community and other human service
organizations
Meets Expectations
I demonstrate effective verbal and written communication
skills
 I supervise all school personnel and
I work with the staff and the Colony Minister and German
Teacher to develop a shared mission and vision which
guides decision-making within the school learning
community
 I demonstrate strong written
Approaches Expectations
I approach expectations with effective verbal and written
communication skills
I approach expectations in working with the staff and the Colony
Minister and German Teacher to develop a shared mission and
vision which guides decision-making within the school learning
community
provide support for each staff member’s
professional growth
communication skills
 I select, mentor and appraise personnel,
set standards of performance, and
provide motivation to grow in their
respective role
 I acquire data necessary for informed
decision-making
 I monitor goals and review with staff
periodically
Unsatisfactory
I do not demonstrate effective verbal and written communication
skills
 I work with the Division to communicate
I do not work with the staff and the Colony Minister and German
Teacher to develop a shared mission and vision which guides
decision-making within the school learning community
 I create collaborative processes for
school policies and goals with the Colony
Minister and German Teacher
making decisions and solving problems
 I account for decisions and directions
within the school
 I work effectively with the Colony
Minister and German Teacher
 I develop a shared vision and sense of
direction within a school colony
community in accordance with provincial
legislation, the vision, policies and
procedures established by the Board of
Education, and administrative directives
within the school division and the
Hutterite Brethren
 I have reviewed Section C of the Colony
Administrators Handbook with the
Colony German teacher in consultation
with the colony minister.
Comments
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Any Additional Comments
Adaptive Leadership Artifact Suggestions












School Learning Improvement Plan (SLIP)
Minutes (Parent/Student, Support teams, staff meetings, Brethren, etc.)
Newsletters
List of involvement in different groups
Schedule of activities/meetings
Vision/mission statements
Personal journals
Copies of local news clippings, articles, etc.
Supervision schedules
Sample of professional growth plan
Samples of written material (letters, thesis, emails, etc.)
Samples of school surveys, reviews, etc.
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Performance Reflection for Authentic Partnerships
Leadership Rubric
Exceeds Expectations
I consistently facilitate and model effective communication and
meaningful engagement of the community in the life of the school
Meets Expectations
I model effective communication and meaningful engagement
of the community in the life of the school
Approaches Expectations
I approach expectations in maintaining effective communication and
meaningfully engaging the community in the life of the school
Unsatisfactory
I demonstrate inconsistent/ineffective communication or meaningful
engagement of the community in the life of the school
Comments
Authentic Partnerships Artifact Suggestions





Parent handbook
Policies, procedures, and guidelines manuals
Safety protocols
Policies and booklets
Photos of school (bulletin boards, displays, etc.)
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Indicators
 I promote good relationships between the
school and community through positive
interpretation and implementation of
school and division policy
 I promote a welcoming atmosphere to
parents and community members
Performance Appraisal for Comprehensive Prevention and Early Intervention
Leadership Rubric
Indicators
Exceeds Expectations
I consistently assist the staff, families, and community to work
together to provide a variety of caring and supportive learning
experiences that ensure positive outcomes for all students
 I encourage communication between
school and outside organizations
 I coordinate teams to meet the needs of
students
I consistently promote and seek ways to develop prevention and
early intervention strategies that support the well-being, educational,
and life success of students
 I advocate for students’ needs
 I advocate for early intervention and
Meets Expectations
I assist the staff, families, and community to work together to
provide a variety of caring and supportive learning experiences
that ensure positive outcomes for all students
I promote a commitment to prevention and early intervention
strategies that support the well-being, educational, and life
success of students
Approaches Expectations
I am beginning to work with staff, families, and community to provide
caring and supportive learning experiences
I am beginning to work toward prevention and early intervention
strategies that support the well-being, educational, and life success
of students
Unsatisfactory
I do not assist the staff, families, and community to work together to
provide a variety of caring and supportive learning experiences that
ensure positive outcomes for all students
I do not promote a commitment to prevention and early intervention
strategies that support the well-being, educational, and life success
of students
Comments
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program implementation
 I support and encourage the
interrelationships among the services
Performance Appraisal for Comprehensive Prevention and Early Intervention
Management Rubric
Indicators
Exceeds Expectations
I consistently develop and implement a comprehensive range of
integrated school-linked services aimed at ensuring the well-being
and educational success of all students
 I have an awareness of, and access
interagency groups in the division
 I contribute as a member of interagency
Meets Expectations
I develop and implement a comprehensive range of integrated
school-linked services aimed at ensuring the well-being and
educational success of all students
Approaches Expectations
I am beginning to develop and implement a comprehensive range of
integrated school-linked services aimed at ensuring the well-being
and educational success of all students
groups
 I provide an opportunity for
planning/intake meetings
 I coordinate teams to meet the needs of
students
 I link families, schools and communities to
needed services
Unsatisfactory
I do not develop or implement a comprehensive range of integrated
school-linked services aimed at ensuring the well-being and
educational success of all students
Comments
Comprehensive Prevention and Early Intervention Artifact Suggestions




Schedules and minutes (Student Support team, interagency, community groups, etc.)
List of interagency groups
Description of group initiatives
Letters of support from students, parents, etc.
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Performance Appraisal for Professionalism
Leadership Rubric
Exceeds Expectations
I consistently act as an exemplary role model and practise ethical
standards appropriate to the profession
Indicators
 I support and demonstrate personal and
professional ethics in all relationships
 I promote and establish good working
Meets Expectations
I consistently act as a positive role model and practice
ethical standards appropriate to the profession
relationships with administration, staff,
parents and students
 I act as a reflective practitioner in
Approaches Expectations
I am beginning to act as a positive role model and practice ethical
standards appropriate to the profession
analyzing my own performance
 I show sustained effort and enthusiasm
in the quality of work accomplished
Unsatisfactory
I do not act as a positive role model or practice ethical standards
appropriate to the profession
Comments
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 I show support for the local teacher and
provincial associations
Performance Appraisal for Professionalism
Management Rubric
Indicators
Exceeds Expectations
I consistently participate in a meaningful and continuous process
of professional development
 I exhibit professional growth through in-
I consistently contribute to and support the profession, the school
division, and the school in a variety of leadership and contributory
roles.
 I hold memberships in, and participate
I consistently demonstrate current, accurate, and comprehensive
knowledge
 I initiate participation in Professional
Meets Expectations
I participate in a meaningful and continuous process of
professional development
 I support and participate in Professional
service activities, committees and
conferences
in professional organizations and
continuing formal education
Learning
Learning Communities
 I volunteer on various committees
I contribute to and support the profession, the school
division, and the school
 I participate in in-services on current
issues
I demonstrate current, accurate, and comprehensive
knowledge
Approaches Expectations
I am beginning to participate in a meaningful and continuous
process of professional development
I am beginning to contribute to or support the profession, the
school division, or the school
I am beginning to demonstrate current, accurate, and
comprehensive knowledge
Unsatisfactory
I do not participate in a meaningful and continuous process of
professional development
I do not contribute to or support the profession, the school
division, or the school
I do not demonstrate current, accurate, and comprehensive
knowledge
Comments
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 I read current professional documents
 I apply knowledge gained from
professional learning activities
Professionalism Artifact Suggestions






Staff surveys
Presentations given
Committee involvement
Lists of professional learning activities, professional/local organization memberships, level of education
Samples of reflective journal writing
Lists of books, documents or articles read
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Performance Appraisal for School Resource Management
Leadership Rubric
Indicators
Exceeds Expectations
I develop a plan for self-management: time, task completion, and
personal well-being and consistently achieve established
personal goals
 I expect that change is normal and
results in growing and learning
 I demonstrate an optimistic outlook; the
expectation that good things will
happen
Meets Expectations
I develop a plan for self-management: time, task completion,
and personal well-being
 I accept aspects of my position which
cannot be controlled or changed
 I balance work and personal
Approaches Expectations
I am beginning to develop a plan for self-management: time, task
completion, and personal well-being
commitments
 I allocate time appropriately between
people and tasks
Unsatisfactory
I do not develop a plan for self-management: time, task
completion, and personal well-being
Comments
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 I weigh risks and advantages; make
judgments which are timely, decisive
and effective
Performance Appraisal for School Resource Management
Management Rubric
Indicators
Exceeds Expectations
I find innovative ways to budget for financial, human, and
material requirements based on relevant data
 I implement a process for completing
I consistently plan and organize for the effective use of
resources in support of goals
 I implement procedures for budget
inventory, acquiring, and replacing
equipment
Meets Expectations
I budget for financial, human, and material requirements
based on relevant data
I plan and organizes for the effective use of resources in
support of goals
Approaches Expectations
I require assistance with budgeting for financial, human, and
material requirements based on relevant data and with
planning and organizing for the effective use of resources in
support of goals
preparation and monitoring; use fiscal
resources wisely to promote the
instructional program and other school
initiatives
 I am responsible for school-based
decisions with respect to such matters
as school finances, resource
allocation, schedules and timetables,
staff assignments, purchasing,
student services, reporting and record
keeping
 I prioritize tasks
 I effectively implement the school
Unsatisfactory
I am inconsistent/ineffective with budgeting for financial,
human, and material requirements based on relevant data
division policy and procedures
 I work in consultation and
I do not plan or organize for the effective use of resources in
support of goals
collaboration with school personnel
and school division administrators to
ensure all management tasks are
carried out in a timely, appropriate
manner
 I complete written communications
accurately and on schedule
 I implement a plan for effective
cleaning and maintenance of the
facility
Comments
School Resource Management Artifact Suggestions:



Maintenance plan
Copy of budget
List of personal accomplishments
__________________________________________________
School-based Administrator’s Signature
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__________________________________________
Date
References
Dinwiddie County Public Schools. (no date). Educational Specialist Evaluation Manual. Retrieved
September 10, 2006 from http://dinwiddie.k12.va.us/edspec.html
McBride, M. & Miller, M. (2005). Assessing teacher quality through goal-setting: The Alexandria,
Virginia, School District. In P. D. Tucker & J. H. Stronge (Eds.), Linking teacher evaluation and student
learning. ASCD. Retrieved November 30, 2006 from
http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.5d91564f4fe4548cdeb3ffdb62108a
0c/?chapterMgmtId=b0b3da8f67ef2010VgnVCM1000003d01a8c0RCRD
Stronge, J. H. (1997). Improving schools through teacher evaluation. In J. H. Stronge ( Ed.), Evaluating
teaching: A guide to current thinking and best practice (pp. 1-23). Thousand Oaks, CA: Corwin Press.
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Appendix A
School-based Administrator’s
Professional Growth Plan
Professional Growth SMART Goal Tree Diagram
SMART Goal Samples
Reflective Note Page Templates
Annual Professional Growth Summary
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Form 503.1-1
Administrator Professional Growth Plan
Insert School Name,
Address, Town, Sask., Postal Code
Phone: (Number) Fax: (Number)
email address if applicable
SMART Goal
Indicators
Measures
_____________________________________________
Teacher’s Signature
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Targets
_______________________ _____
Date
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Strategies
Strengths
Revised:
Level:
Submit to:
August 6, 2010
School
School Based Administrator
When:
Beginning of Year
Supports
Required
________________________________________
Principal’s Signature
Challenges
______________________________
Date
Form 503.1-1
Administrator Professional Growth Plan
Insert School Name,
Address, Town, Sask., Postal Code
Phone: (Number) Fax: (Number)
email address if applicable
SMART Goal
By June
2010, I will
incorporate
aspects of
Marzano’s
commitment
#2 into my
supervision
practices.
Indicators
Development
of a personal
model of
supervision
that is
practical and
helps support
and foster
teacher
effectiveness.
Measures
Record of
classes
visited and
reflective
journaling on
my goal.
_____________________________________________
Teacher’s Signature
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Targets
- One visit per
classroom per
month.
- Teachers
familiar with
ten
instructional
design
questions.
_______________________ _____
Date
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Strategies
-Review current
documents on
supervision at
division level.
-Action research
using Marzano’s
model.
-Introduction of
model to staff.
Strengths
-Policy of
division aligns
nicely with
Marzano’s
model.
- Experienced
at supervision.
-Reflective
staff.
Revised:
Level:
Submit to:
August 6, 2010
School
School Based Administrator
When:
Beginning of Year
Supports
Required
Marzano
books and
handouts.
Peer support
with
colleague.
________________________________________
Principal’s Signature
Challenges
Making the
supervision
process
meaningful
for all staff.
______________________________
Date
Form 503.1-1
Administrator Professional Growth Plan
Insert School Name,
Address, Town, Sask., Postal Code
Phone: (Number) Fax: (Number)
email address if applicable
SMART Goal
By June of
2009, the
SCC will be
well informed
about how
school’s PLTs
work.
Indicators
 PLT update
listed on
each
meeting
agenda.
 SCC will
give
suggestions/
support to
PLTs.
Measures
 All
 Copy of
agenda
 List of
suggestions.
_____________________________________________
Teacher’s Signature
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Targets
members of
SCC will
be able to
tell what
each PLT
is working
on.
_______________________ _____
Date
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Strategies
 Review PLT month
end forms & share
information with
SCC.
 Discuss NB points
with SCC chair.
 Review the smart
goal monthly
 Explain what PLTs
are doing each
month.
Revised:
Level:
Submit to:
August 6, 2010
School
School Based Administrator
When:
Beginning of Year
Supports
Required
Strengths
 Approachable.
 Open to new
ideas.
 Ability to
explain
concepts.
 SCC chair
(Shelley
Barton).
 Superinten
dent (Tony
Baldwin).
________________________________________
Principal’s Signature
Challenges
 Sharing enough
information but
not so it is
overwhelming &
not
understandable.
______________________________
Date
Form 503.1-1
Administrator Professional Growth Plan
Insert School Name,
Address, Town, Sask., Postal Code
Phone: (Number) Fax: (Number)
email address if applicable
SMART Goal
By June 2010
all school
staff will
have a
professional
portfolio and
collection of
artifacts.
By June 2010
all support
staff will
have
completed
the
professional
growth as
outlined in
the Sun West
handbook.
Indicators
-Completion
of the
Learning
Together
Package in the
handbook.
-Binder and
Tub with items
and
reflections.
Completed
documents
from the
applicable
handbook.
Measures
Checklists
Conferences
Checklists
100% of
professional
staff will have
some of the
documents
completed and
organized.
100% of
support staff
will have
met the goal.
Conferences
_____________________________________________
Teacher’s Signature
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Targets
_______________________ _____
Date
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Strategies
-Provide each person with
a binder and tub
-Specific meeting time to
complete the Learning
Package together
-Make it fun-Wine &
Cheese.
-Conference and support
as needed.
-Specific meeting
time to complete
the documents
together.
-Make it fun
-Conference and
support as needed.
Revised:
Level:
Submit to:
August 6, 2010
School
School Based Administrator
When:
Beginning of Year
Strengths
Supports
Required
Challenges
Encouragement
Time provided
Support of team
Sample
portfolio
Objection
from staff
Financial
Time
Encouragement
Time provided
Support of
team
________________________________________
Principal’s Signature
______________________________
Date
Reflective Notes
Reflective notes kept during the school year regarding professional growth plan:
Date
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Notes
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Monthly Reflection Sheet
Month
Month
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ANNUAL PROFESSIONAL GROWTH PLAN
Year End Reflection
Administrator: _________________________________________
Year: ______________
A. Summarize the progress of your professional goals this past year
(To be completed and discussed end of May)
B. Administrator’s Comments :
C. Superintendent Comments :
______________________________________________________________
School-based Administrator’s Signature
__________________________________
Date
______________________________________________________________
Superintendent’s Signature
__________________________________
Date
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Appendix B
Professional Portfolio
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Administrator Professional Portfolio
Purpose
The purpose of the professional portfolio is to provide documentation of competencies relating to the
various areas of responsibility outlined in the Sun West School Division School-based Administrators
Professional Practice Handbook. The portfolio is a required document which is maintained by the
Administrator and reviewed with the Superintendent of Education at regular intervals or upon request.
The artifacts and other evidence of competencies to be entered and maintained in the portfolio are
chosen by the Administrator.
Portfolio Contents
The portfolio will contain artifacts which demonstrate that the School-based Administrator is meeting or
exceeding the standards of the school division in each area of responsibility. The portfolio format is at
the discretion of the Administrator. Required artifacts include:





Educational credentials
Administrative and teaching experience
Administrator SMART Goal tree diagram
Performance Reflection Rubric
Professional Development summaries/experiences
Additional artifacts that might be included in the professional portfolio have been indicated in the
Performance Reflection Rubric. Note that these are only suggestions, and there are multiple ways to
document professional performance. School-based administrators are free to include anything that
might illustrate how responsibilities are being fulfilled.
The portfolio is an integral part of the Administrator Professional Growth process and will provide
opportunity for discussion with the Superintendent.
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School-based Administrator Professional Practice Handbook
Portfolio Review
Name
Date
Required Elements
Educational Credentials
Professional Growth Tree Diagram
Professional Development Summaries
Administrative and Teaching
Experience
Performance Reflection Rubric
Additional Elements
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Domain One
Caring and Respectful Schools
Domain Two
Responsive Curriculum and Instruction
Domain Three
Assessment For Learning
Domain Four
Adaptive Leadership
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Domain Five
Authentic Partnerships
Domain Six
Comprehensive Prevention/Early Intervention
Domain Seven
Professionalism
Domain Eight
Resource Management
Comments:
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Appendix C
Survey of Administrative Performance
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Survey of Administrative Performance
DIRECTIONS
For each of the following statements, circle the response which most accurately describes your
feelings. If the statement does not apply to you, please circle “NA” for “Not Applicable.”
1
Strongly Agree
2
Agree
3
Somewhat Agree
4
Somewhat Disagree
5
Disagree
6
Strongly Disagree
NA
Role of individual completing survey:
Not Applicable
○
Staff
○
○
Parent
Student
1
2
3
4
5
6
NA
1
2
3
4
5
6
NA
1. My morale at school is generally good.
2. The morale of the staff at school is generally good.
3. The morale of the students at school is generally good.
VISION
The Administrator
1. Collaborates with staff to establish clear goals.
2. Reviews goals with the staff periodically.
3. Demonstrates an ongoing concern for school improvement.
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TEAM BUILDING
The Administrator
1
2
3
4
5
6
NA
1
2
3
4
5
6
NA
1. Promotes teamwork among the staff.
2. Delegates responsibilities equitably and fairly.
3. Encourages and welcomes discussion of issues; believes in
shared decision making.
4. Motivates the staff to grow as professionals.
5. Is a good liaison between our school and central office.
INSTRUCTIONAL LEADERSHIP
The Administrator
1. Assists in the implementation of curriculum.
2. Provides support and access to resources to meet student
needs.
3. Maintains a school climate conducive to learning.
4. Provides leadership in the coordination of the work of
special education and other support personnel.
5. Discusses my professional growth plan with me.
6. Provides meaningful feedback.
7. Encourages innovation.
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COMMUNICATION
The Administrator
1
2
3
4
5
6
NA
1
2
3
4
5
6
NA
1. Holds high expectations of self, teachers, and students.
2. Communicates effectively with the staff and students.
3. Reflects understanding and concern for staff and students.
4. Displays assertive rather than aggressive or passive
behaviors.
5. Is open-minded and willing to seek win-win solutions.
6. Values the contributions of staff members.
COMMUNITY RELATIONS
The Administrator
1. Works to build community awareness and understanding of
school programs and services.
2. Fosters good relationships between the school, parents, and
community.
3. Promotes a welcoming atmosphere to parents and
community members.
4. Addresses parental concerns.
5. Serves as a good role model in the community.
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SCHOOL MANAGEMENT
The Administrator
1
2
3
4
5
6
NA
1
2
3
4
5
6
NA
1. Completes tasks in a thorough manner.
2. Sees that school records and student information are
accurate, complete, and easily accessible.
3. Addresses the physical plant and equipment needs.
4. Effectively implements Board policy and procedures.
5. Makes decisions which are timely, effective, and decisive.
PERSONAL AND PROFESSIONAL ATTRIBUTES
The Administrator
1. Presents a positive professional image.
2. Displays good people skills.
3. Demonstrates personal and professional ethics in all
relationships.
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RELATIONS WITH STAFF
The Administrator
1
1. Provides for teacher involvement and is open to suggestions
from staff pertaining to the operation of the school.
2. Recognizes teachers’ strengths and gives them an
opportunity to utilize them.
3. Recognizes teachers’ weaknesses and lends a hand when
necessary.
4. Acknowledges the efforts of the staff and recognizes same.
5. Gives clear and consistent directions so teachers know
what is expected of them.
6. Displays respect for staff.
7. Encourages cooperation and works as a member on the
staff team.
8. Distributes fairly the work load related to the school
operation which times over and above the regular
instruction.
9. Provides staff members with security and sufficient freedom
so that they might do their best work.
10. Demonstrates concern for teacher problems and openly
discusses possible solutions.
11. Provides and encourages activities which enhance
professional growth.
12. Supports staff members in dealing with the public.
13. Makes sound decisions which are problem solving by
nature.
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2
3
4
5
6
NA
RESPONSIBILITY TOWARD STUDENTS
The Administrator
1
2
3
4
5
6
NA
1
2
3
4
5
6
NA
1. Promotes a positive school atmosphere for students.
2. Ensures students are aware of appropriate support systems
available.
3. Involves himself/herself in promoting satisfactory progress of
students.
4. Deals effectively with student discipline problems.
5. Deal fairly with student problems.
6. Has good rapport with students.
RESPONSIBILITY TOWARDS PARENTS AND THE COMMUNITY
The Administrator
1. Communicates information to parents/public regarding the
school.
2. Responds in a sensitive and constructive manner to
parental/community expectations of the school and its
programs.
3. Works cooperatively with the School Community Council.
4. Deals appropriately with parental complaints.
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SCHOOL MANAGEMENT
The Administrator
1
1. Conducts the school operation in an orderly manner, but at
the same time encourages initiative, imagination and
creativity on the part of staff and students.
2. Works cooperatively with teachers to formulate matters
concerning school budget.
3. Effectively communicates division/school policy to staff
members.
4. Ensures that reasonable safety precautions and emergency
procedures are developed and used.
5. Exercises sound judgment in the day-to-day operation of
the school.
6. Supports new curricula and other initiatives involving
instruction.
7. Plans teacher-student timetables in the best interests of
quality instruction.
8. Delegates responsibility to others to empower staff/students.
9. Selects, assists, and supports personnel in their
teaching/learning process.
10. Accepts the responsibility and consequences of resolving
conflicts and making final decisions when necessary.
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2
3
4
5
6
NA
PERSONAL CHARACTERISTICS
The Administrator
1
1. Communicates effectively with others.
2. Retains composure in stressful situations.
3. Adapts to change with flexibility.
4. Assumes and carries out the commitments of the position.
5. Relates in an appropriate and productive manner with
others.
6. Demonstrates integrity in the work situation.
7. Handles confidential information appropriately.
8. Values and recognizes the people in the work situation.
9. Displays sensitivity to the attitudes, thoughts, and feelings of
various audiences.
10. Anticipates possible conflict situations and develops
preventative measures.
11. Establishes a positive working environment which
encourages self-discipline, self-direction, and cooperative
participation.
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2
3
4
5
6
NA
COMMENTS
Discuss the strengths of the administrator which you feel are important.
Discuss areas for improvement for the administrator which you believe may impact the school.
In your opinion what single change in the actions of the administrator would make your feelings
as a staff member, student or parent more positive?
Make any additional comments about the administrator which you believe are important to this
evaluation.
Thank you for your honest feedback in helping me to assess my work and to set goals for my
own professional growth.
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Appendix D
School-based Administrator’s Performance Appraisal
Completed by Superintendent of Education
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School-based Administrator’s
Professional Practice Evaluation
Administrator’s
Name:
Years of
Experience:
Years as
Administrator:
Position:
School:
Report Date:
Superintendent’s
Name:
Performance Appraisal Rubric for Caring & Respectful Schools
Leadership Rubric
Indicators
Exceeds Expectations
Continuously seeks new ways to promote inclusive, and
culturally affirming principles and practices
Meets Expectations
Promotes inclusive and culturally affirming principles and
practices
Approaches Expectations
Sees the value of schools that are inclusive and culturally
affirming but has difficulty promoting effective strategies.
Unsatisfactory
Does not promote inclusive and culturally affirming principles
and practices.
Comments
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 Creates a child-centered
school focus, in which all staff
are encouraged to be
advocates for children
through school policy and
procedures
 Demonstrates skill in active
listening and non-verbal
communication
 Celebrates successes and
achievements
 Works collaboratively with the
stakeholders (i.e. School
Community Council,
students, staff, parents,
outside agencies) in carrying
out the shared vision for the
school
Performance Appraisal Rubric for Caring & Respectful Schools
Management Rubric
Indicators
Exceeds Expectations
Actively uses current research to develop school policies and
procedures that positively addresses issues surrounding caring
and respectful school culture.
 Develops a plan to promote
students’ personal and social
development
 Works with the school
Demonstrates outstanding ability to promote collaborative
relationships which link people at the classroom, school, and
community level to a shared vision
Meets Expectations
Provides a variety of classroom and school-wide opportunities
for personal and social development
Promotes collaborative relationships which link people at the
classroom, school, and community level to a shared vision
Approaches Expectations
Approaches expectations in providing classroom and schoolwide opportunities for personal and social development
Approaches expectations in finding ways to promote
collaborative relationships among people at the classroom,
school, and community level to a shared vision
Unsatisfactory
Does not provide a variety of classroom and school-wide
opportunities for personal and social development
Does not promote collaborative relationships which link people
at the classroom, school, and community level to a shared
vision
Comments
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community to develop
positive procedures that
target specific issues related
to bullying, harassment,
aggression, violence, etc.
 Works with staff to develop and
implement positive behavioral
expectations and supportive
discipline practices
 Attends to students’ needs for
supervision and care
 Has policies and procedures in
place to provide a safe and
nurturing environment
 Works with staff to coordinate
services and supports for
students and their families
Performance Appraisal Rubric for Responsive Curriculum and Instruction
Leadership Rubric
Indicators
Exceeds Expectations
Models attitudes and promotes opportunities for staff to be
involved in the creation of positive learning environments beyond
the classroom level
Models and encourages staff to seek out leadership opportunities
beyond the school that would facilitate the use of best practices
to meet the diverse learning needs of all students

Coordinates the work of
school based student
support services and other
support personnel with the
programs of the school

Coordinates the support
provided by students
services and/or outside
agencies with the programs
of the school

Ensures staff maintains a
positive learning
environment

Develops and implements
policy and procedures to
maintain effective school
discipline

Develops a plan for the
regular monitoring of
student achievement which
includes teacher input, use
of test results and the
placement of students in
appropriate instructional
programs

Ensures that teachers
integrate
objectives/outcomes and
content according to
student ability, their cultural
and linguistic backgrounds,
aptitudes, and interests

Ensures that all teachers
engage in reflection,
personal and professional
development planning,
implementation and
networking to ensure
learning outcomes

Ensures that all teachers
regularly use a variety of
instructional strategies,
assessment and evaluation
practices, and instructional
materials to meet diverse
learner needs

Encourages staff innovation
and initiative
Continuously seeks out opportunities to improve collaboration with
parents, students and school community members in order to
strengthen teaching practices and improve student learning
Meets Expectations
Ensures that staff are supported in creating learning environments
where students are given every opportunity to achieve success
Supports staff in the creation of optimal conditions for learning
through the use of current best practices to meet the diverse
learning needs of all students
Creates an environment which requires teachers to work
collaboratively with parents, students, and school community
members in order to strengthen teaching practices and improve
student learning
Approaches Expectations
Needs assistance in supporting staff in the creation of learning
environment where students are given every opportunity to
achieve success
Needs assistance in supporting staff in the creation of optimal
conditions for learning through the use of current best practices
to meet the diverse learning needs of all students
Needs assistance in creating a collaborative environment with
one or more of the stakeholders in order to strengthen teaching
practices and improve student learning
Unsatisfactory
Does not support staff in the creation of learning environment
where students are given every opportunity to achieve success
Does not assist staff in the creation of optimal conditions for
learning through the use of current best practices to meet the
diverse learning needs of all students
Does not create an environment which requires teachers to work
collaboratively with parents, students, and school community
members in order to strengthen teaching practices and improve
student learning
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Comments
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
Conducts a program of staff
growth and supervision
according to division
procedures including walk
through supervision

Carries out procedures for
the orientation and
supervision of all new
personnel

Engages the learning
community to identify areas
for collaboration to improve
the learning program

Ensures that teachers confer
regularly with parents about
their child’s program in
addition to regular reporting
periods

Encourages teachers to
regularly provide
opportunities for student
leadership and self-direction
in the learning program

Works with staff to engage in
ongoing activities with
members of the learning
community in order to
expand learning
opportunities for all students
Performance Appraisal Rubric for Responsive Curriculum and Instruction
Management Rubric
Indicators
Exceeds Expectations
Actively seeks new opportunities to support the teaching of
Core Curriculum and/or is asked to provide leadership within
the educational community in addition to school–wide
development
Meets Expectations
Monitors and supports staff in the teaching of the Core
Curriculum to facilitate the learning of all students
 Demonstrates knowledge of
curricular issues in various
subject areas
 Assists classroom teachers in the
implementation of curriculum
and access to appropriate
curriculum/instructional
materials
Approaches Expectations
Working to implement a system of monitoring and supporting
staff in the teaching of the Core Curriculum to facilitate the
learning of all students
 Works with teachers to plan,
Unsatisfactory
Does not monitor or support staff in the teaching of the Core
Curriculum to facilitate the learning of all students
 Ensures that all teachers use
Comments
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modify and implement the
instructional program
consistent with student needs
curriculum guides for longrange instructional planning
Performance Appraisal Rubric for Assessment for Learning
Leadership Rubric
Exceeds Expectations
Seeks and promotes opportunities to expand knowledge and
skill in use of valid, reliable and fair assessment
Meets Expectations
Insists upon assessment techniques which are valid, reliable,
and fair
Approaches Expectations
Approaches expectations in supporting development of
assessment techniques which are valid, reliable and fair
Unsatisfactory
Does not support staff in the use of assessment techniques which
are valid, reliable and fair
Comments
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Indicators
 Engages the teaching staff in
developing a school-wide staff
development plan for
assessment for learning
Performance Appraisal Rubric for Assessment for Learning
Management Rubric
Indicators
Exceeds Expectations
Promotes the involvement of staff in curriculum and assessment
leadership opportunities within the educational community in
addition to the school

Reviews long-term plans
with teachers to ensure that
curriculum, instruction, and
assessment are aligned
Develops a school wide plan that employs a variety of
evaluation strategies which consistently optimize data collection
and improve work and program quality

Models planning procedures
which incorporate
instructional and
assessment strategies at the
planning stage to enhance
the opportunity to learn for
all students

Assists teachers to align,
enhance and continuously
refine their assessment
repertoire with additional
strategies and the use of
performance assessments

Facilitates the use and
creation of common
assessments by professional
learning teams
Approaches Expectations
Approaches expectations in ensuring curriculum-based
instruction and assessment are planned together so that they
support each other and enhance the opportunity to learn for all
students

Facilitates teachers use of
provincial, divisional and
classroom-based
assessment data to improve
the instructional process
Approaches expectations to develop a school wide plan that
employs a variety of evaluation strategies to measure student
performance and program effectiveness

Engages professional
learning teams in
developing a common
understanding of
assessment for learning and
data informed decision
making
Consistently seeks and considers the most current and
appropriate assessment information and uses it to make quality
decisions
Meets Expectations
Ensures curriculum-based instruction and assessment are
planned together so that they support each other and enhance
the opportunity to learn for all students
Develops a school wide plan that employs a variety of
evaluation strategies to measure student performance and
program effectiveness
Uses assessment information for decision making to improve
student learning
Approaches expectations to use assessment information for
decision making to improve student learning
Unsatisfactory
Does not ensure curriculum-based instruction and assessment
are planned together so that they support each other and
enhance the opportunity to learn for all students
Does not develop a school wide plan that employs a variety of
evaluation strategies to measure student performance and
program effectiveness
Does not use assessment information for decision making to
improve student learning
Comments
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Performance Appraisal Rubric for Adaptive Leadership
Leadership Rubric
Indicators
Exceeds Expectations
Advances and promotes the division’s plan for continuous
school improvement by engaging school and community
members to work collaboratively to improve the learning
outcomes and well-being of students and their families
 Actively listens
 Asks questions appropriately and
pays attention to what is heard
 Views conflict as an accepted
Consistently empowers school learning community
members, recognizing personal, interpersonal and
organizational learning for all
feature of a vibrant community
 Displays self-control when conflict
emerges
Consistently promotes equitable opportunities for leadership
and decision-making among all members of the learning
community
Responds positively and is able to adapt to a changing
environment and facilitate acceptance to that change
Meets Expectations
Implements the division’s plan for continuous school
improvement by engaging school and community members
to work collaboratively to improve the learning outcomes
and well-being of students and their families
Facilitates the empowerment of school learning community
members, recognizing personal, interpersonal and
organizational learning for all
 Regularly acknowledges positive
contributions of members of the
school community
 Provides a forum for school
community members to voice
concerns
 Encourages community members to
work collaboratively
 Promotes teamwork among staff and
supportive relationships among
students, staff, parents and
community
Promotes equitable opportunities for leadership and
decision-making among all members of the learning
community
 Develops staff and community
Responds positively and is able to adapt to a changing
environment
 Responds sensitively to the ideas and
Approaches Expectations
Approaches expectations in implementing the division’s
plan for continuous school improvement by engaging
school and community members to work collaboratively to
improve the learning outcomes and well-being of students
and their families
 Encourages discussion and uses
Approaches expectations in facilitating the empowerment
of school learning community members, recognizing
personal, interpersonal and organizational learning for all
 Ensures that the work of each
Approaches expectations in promoting equitable
opportunities for leadership and decision-making among all
members of the learning community
 Flexible; able to adjust to unforeseen
Approaches expectations in adapting to a changing
environment
relations based on mutual trust and
respect
opinions of others
collaboration in appropriate
situations
 Empowers others to take on
responsibility
member of the school community
is supported
situations
 Views situations from a variety of
perspectives
 Articulates the values and ethical
principles that guide educational
decisions
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Unsatisfactory
Does not implement the division’s plan for continuous school
improvement by engaging school and community members
to work collaboratively to improve the learning outcomes
and well-being of students and their families
Does not facilitate empowerment of school learning
community members, recognizing personal, interpersonal
and organizational learning for all
Does not promote equitable opportunities for leadership
and decision-making among all members of the learning
community
Does not respond positively and is unable to adapt to a
changing environment.
 Embraces change and encourages
renewal
 Collaborates with staff to plan and
establish goals that are clear,
achievable and measurable (SLIP,
School Program Plan)
 Supports parents in identifying
meaningful ways that families can
be partners in their children’s
education involvement that will
benefit students and promote
learning
 Builds community awareness and
understanding of school programs
and services
Comments
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Performance Appraisal Rubric for Adaptive Leadership
Management Rubric
Indicators
Exceeds Expectations
Consistently demonstrates effective verbal and written
communication skills
Actively works with the staff and the School Community
Council to develop a shared mission and vision to influence
decision-making beyond the school learning community
 Implements a comprehensive and
effective system of
communication, consultation and
collaboration with the staff,
students and parents of the school,
the school community council, the
larger community and other
human service organizations
Meets Expectations
Demonstrates effective verbal and written communication
skills
 Supervises all school personnel and
Works with the staff and the School Community Council to
develop a shared mission and vision which guides decisionmaking within the school learning community
 Demonstrates strong written
Approaches Expectations
Approaches expectations with effective verbal and written
communication skills
Approaches expectations in working with the staff and the
School Community Council to develop a shared mission and
vision which guides decision-making within the school
learning community
Unsatisfactory
Does not demonstrate effective verbal and written
communication skills
Does not work with the staff and the School Community
Council to develop a shared mission and vision which
guides decision-making within the school learning
community
provides support for each staff
member’s professional growth
communication skills
 Selects, mentors and appraises
personnel, sets standards of
performance, and provides
motivation to grow in their
respective role
 Acquires data necessary for informed
decision-making
 Monitors goals and reviews with staff
periodically
 Communicates school policies and
goals with stakeholders
 Creates collaborative processes for
making decisions and solving
problems
 Accounts for decisions and directions
within the school
 Works effectively with the School
Community Council
 Develops a shared vision and sense
of direction within a school
community in accordance with
provincial legislation, the vision,
policies and procedures
established by the Board of
Education, and administrative
directives within the school division
Comments
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Performance Reflection for Authentic Partnerships
Leadership Rubric
Exceeds Expectations
Consistently facilitates and models effective communication
and meaningful engagement of the community in the life of
the school
Meets Expectations
Models effective communication and meaningful
engagement of the community in the life of the school
Approaches Expectations
Approaches expectations in maintaining effective
communication and meaningfully engaging the community in
the life of the school
Unsatisfactory
Demonstrates inconsistent/ineffective communication or
meaningful engagement of the community in the life of the
school
Comments
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Indicators
 Promotes good relationships between
the school and community through
positive interpretation and
implementation of school and
division policy
 Promotes a welcoming atmosphere to
parents and community members
Performance Appraisal for Comprehensive Prevention and Early Intervention
Leadership Rubric
Indicators
Exceeds Expectations
Consistently assists the staff, families, and community to work
together to provide a variety of caring and supportive
learning experiences that ensure positive outcomes for all
students
 Encourages communication between
Consistently promotes and seeks ways to develop prevention
and early intervention strategies that support the well-being,
educational, and life success of students
 Advocates for students’ needs
school and outside organizations
 Coordinates teams to meet the needs
of students
 Advocates for early intervention and
program implementation
Meets Expectations
Assists the staff, families, and community to work together to
provide a variety of caring and supportive learning
experiences that ensure positive outcomes for all students
Promotes a commitment to prevention and early intervention
strategies that support the well-being, educational, and life
success of students
Approaches Expectations
Beginning to work with staff, families, and community to
provide caring and supportive learning experiences
Is beginning to work toward prevention and early intervention
strategies that support the well-being, educational, and life
success of students
Unsatisfactory
Does not assist the staff, families, and community to work
together to provide a variety of caring and supportive
learning experiences that ensure positive outcomes for all
students
Does not promote a commitment to prevention and early
intervention strategies that support the well-being,
educational, and life success of students
Comments
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 Supports and encourages the
interrelationships among the services
Performance Appraisal for Comprehensive Prevention and Early Intervention
Management Rubric
Indicators
Exceeds Expectations
Consistently develops and implements a comprehensive
range of integrated school-linked services aimed at ensuring
the well-being and educational success of all students
Meets Expectations
Develops and implements a comprehensive range of
integrated school-linked services aimed at ensuring the wellbeing and educational success of all students
Approaches Expectations
Beginning to develop and implement a comprehensive range
of integrated school-linked services aimed at ensuring the
well-being and educational success of all students
Unsatisfactory
Does not develop or implement a comprehensive range of
integrated school-linked services aimed at ensuring the wellbeing and educational success of all students
Comments
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 Has an awareness of, and accesses
interagency groups in the
community
 Contributes as a member of
interagency groups
 Provides opportunity for
planning/intake meetings
 Coordinates teams to meet the needs
of students
 Links families, schools and communities
to needed services
Performance Appraisal for Professionalism
Leadership Rubric
Indicators
Exceeds Expectations
Consistently acts as a exemplary role model and practises
ethical standards appropriate to the profession
 Supports and demonstrates personal
Meets Expectations
Consistently acts as a positive role model and practices
ethical standards appropriate to the profession
 Promotes and establishes good
Approaches Expectations
Is beginning to act as a positive role model and practice
ethical standards appropriate to the profession
Unsatisfactory
Does not act as a positive role model or practice ethical
standards appropriate to the profession
and professional ethics in all
relationships
working relationships with
administration, staff, parents and
students
 Acts as a reflective practitioner in
analyzing own performance
 Shows sustained effort and
enthusiasm in the quality of work
accomplished
 Shows support for the local teacher
and provincial associations
Comments
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Performance Appraisal for Professionalism
Management Rubric
Indicators
Exceeds Expectations
Consistently participates in a meaningful and continuous
process of professional development
 Exhibits professional growth through
Consistently contributes to and supports the profession, the
school division, and the school in a variety of leadership
and contributory roles.
 Holds memberships in, and
Consistently demonstrates current, accurate, and
comprehensive knowledge
in-service activities, committees
and conferences
participates in professional
organizations and continuing
formal education
 Initiates participation in Professional
Development.
Meets Expectations
Participates in a meaningful and continuous process of
professional development
Contributes to and supports the profession, the school
division, and the school
Demonstrates current, accurate, and comprehensive
knowledge
Approaches Expectations
Is beginning to participate in a meaningful and continuous
process of professional development
Beginning to contribute to or support the profession, the
school division, or the school
Beginning to demonstrate current, accurate, and
comprehensive knowledge
Unsatisfactory
Does not participate in a meaningful and continuous
process of professional development
Does not contribute to or support the profession, the school
division, or the school
Does not demonstrate current, accurate, and
comprehensive knowledge
Comments
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 Supports and participates in
Professional Learning Communities
 Volunteers on various committees
 Participates in in-services on current
issues
 Reads current professional
documents
 Applies knowledge gained from PD
activities
Performance Appraisal for School Resource Management
Leadership Rubric
Indicators
Exceeds Expectations
Develops a plan for self-management: time, task
completion, and personal well-being and consistently
achieves established personal goals
 Expects that change is normal and
results in growing and learning
 Demonstrates an optimistic outlook;
the expectation that good things
will happen
Meets Expectations
Develops a plan for self-management: time, task
completion, and personal well-being
Approaches Expectations
Is beginning to develop a plan for self-management: time,
task completion, and personal well-being
 Accepts aspects of their position
which cannot be controlled or
changed
 Balances work and personal
commitments
 Allocates time appropriately
between people and tasks
Unsatisfactory
Does not develop a plan for self-management: time, task
completion, and personal well-being
Comments
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 Weighs risks and advantages; makes
judgments which are timely,
decisive and effective
Performance Appraisal for School Resource Management
Management Rubric
Indicators
Exceeds Expectations
Finds innovative ways to budget for financial, human, and
material requirements based on relevant data
 Implements a process for
Consistently plans and organizes for the effective use of
resources in support of goals
 Implements procedures for budget
Meets Expectations
Budgets for financial, human, and material requirements
based on relevant data
Plans and organizes for the effective use of resources in
support of goals
Approaches Expectations
Requires assistance with budgeting for financial, human,
and material requirements based on relevant data and
with planning and organizing for the effective use of
resources in support of goals
Unsatisfactory
Inconsistent/ineffective with budgeting for financial, human,
and material requirements based on relevant data
Does not plan or organize for the effective use of resources
in support of goals
completing inventory, acquiring,
and replacing equipment
preparation and monitoring; uses
fiscal resources wisely to promote
the instructional program and
other school initiatives
 Responsible for school-based
decisions with respect to such
matters as school finances,
resource allocation, schedules
and timetables, staff assignments,
purchasing, student services,
reporting and record keeping
 Prioritizes tasks
 Effectively implements the school
division policy and procedures
 Works in consultation and
collaboration with school
personnel and school division
administrators to ensure all
management tasks are carried
out in a timely, appropriate
manner
 Completes written communications
accurately and on schedule
 Implements a plan for effective
cleaning and maintenance of the
facility
Comments
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School-based Administrator’s Comments:
School-based Administrator’s Signature
Date
Superintendent’s Comments:
Superintendent’s Signature
Date
Note: Signatures indicate that the parties have read and discussed the report.
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Colony School Administrator’s Professional Practice Evaluation
(For Superintendent Completion)
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Colony School Administrator’s
Professional Practice Evaluation
Administrator’s
Name:
Years of
Experience:
Years as
Administrator:
Position:
School:
Report Date:
Superintendent’s
Name:
Performance Appraisal Rubric for Caring & Respectful Schools
Leadership Rubric
Indicators
Exceeds Expectations
Continuously seeks new ways to promote inclusive, and
culturally affirming principles and practices
Meets Expectations
Promotes inclusive and culturally affirming principles and
practices
Approaches Expectations
Sees the value of schools that are inclusive and culturally
affirming but has difficulty promoting effective strategies.
Unsatisfactory
Does not promote inclusive and culturally affirming principles
and practices.
Comments
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 Creates a child-centered
school focus, in which all staff
are encouraged to be
advocates for children
through school policy and
procedures
 Demonstrates skill in active
listening and non-verbal
communication
 Celebrates successes and
achievements
 Works collaboratively with the
stakeholders (i.e. Colony
Minister, German Teacher,
students, staff, parents,
outside agencies) in carrying
out the shared vision for the
school.
Performance Appraisal Rubric for Caring & Respectful Schools
Management Rubric
Indicators
Exceeds Expectations
Actively uses current research to develop school policies and
procedures that positively addresses issues surrounding caring
and respectful school culture.
 Develops a plan to promote
students’ personal and social
development
 Works with the school
Demonstrates outstanding ability to promote collaborative
relationships which link people at the classroom, school, and
community level to a shared vision
Meets Expectations
Provides a variety of classroom and school-wide opportunities
for personal and social development
Promotes collaborative relationships which link people at the
classroom, school, and community level to a shared vision
Approaches Expectations
Approaches expectations in providing classroom and schoolwide opportunities for personal and social development
Approaches expectations in finding ways to promote
collaborative relationships among people at the classroom,
school, and community level to a shared vision
Unsatisfactory
Does not provide a variety of classroom and school-wide
opportunities for personal and social development
Does not promote collaborative relationships which link people
at the classroom, school, and community level to a shared
vision
Comments
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community to develop
positive procedures that
target specific issues related
to bullying, harassment,
aggression, violence, etc.
 Works with staff to develop and
implement positive behavioral
expectations and supportive
discipline practices
 Attends to students’ needs for
supervision and care
 Has policies and procedures in
place to provide a safe and
nurturing environment
 Works with staff to coordinate
services and supports for
students and their families
Performance Appraisal Rubric for Responsive Curriculum and Instruction
Leadership Rubric
Indicators
Exceeds Expectations
Models attitudes and promotes opportunities for staff to be
involved in the creation of positive learning environments beyond
the classroom level
Models and encourages staff to seek out leadership opportunities
beyond the school that would facilitate the use of best practices
to meet the diverse learning needs of all students

Coordinates the work of
school based student
support services and other
support personnel with the
programs of the school

Coordinates the support
provided by students
services and/or outside
agencies with the programs
of the school

Ensures staff maintains a
positive learning
environment

Develops and implements
policy and procedures to
maintain effective school
discipline

Develops a plan for the
regular monitoring of
student achievement which
includes teacher input, use
of test results and the
placement of students in
appropriate instructional
programs

Ensures that teachers
integrate
objectives/outcomes and
content according to
student ability, their cultural
and linguistic backgrounds,
aptitudes, and interests

Ensures that all teachers
engage in reflection,
personal and professional
development planning,
implementation and
networking to ensure
learning outcomes

Ensures that all teachers
regularly use a variety of
instructional strategies,
assessment and evaluation
practices, and instructional
materials to meet diverse
learner needs

Encourages staff innovation
and initiative
Continuously seeks out opportunities to improve collaboration with
parents, students and school community members in order to
strengthen teaching practices and improve student learning
Meets Expectations
Ensures that staff are supported in creating learning environments
where students are given every opportunity to achieve success
Supports staff in the creation of optimal conditions for learning
through the use of current best practices to meet the diverse
learning needs of all students
Creates an environment which requires teachers to work
collaboratively with parents, students, and school community
members in order to strengthen teaching practices and improve
student learning
Approaches Expectations
Needs assistance in supporting staff in the creation of learning
environment where students are given every opportunity to
achieve success
Needs assistance in supporting staff in the creation of optimal
conditions for learning through the use of current best practices
to meet the diverse learning needs of all students
Needs assistance in creating a collaborative environment with
one or more of the stakeholders in order to strengthen teaching
practices and improve student learning
Unsatisfactory
Does not support staff in the creation of learning environment
where students are given every opportunity to achieve success
Does not assist staff in the creation of optimal conditions for
learning through the use of current best practices to meet the
diverse learning needs of all students
Does not create an environment which requires teachers to work
collaboratively with parents, students, and school community
members in order to strengthen teaching practices and improve
student learning
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Comments
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
Conducts a program of staff
growth and supervision
according to division
procedures including walk
through supervision

Carries out procedures for
the orientation and
supervision of all new
personnel

Engages the learning
community to identify areas
for collaboration to improve
the learning program

Ensures that teachers confer
regularly with parents about
their child’s program in
addition to regular reporting
periods

Encourages teachers to
regularly provide
opportunities for student
leadership and self-direction
in the learning program

Works with staff to engage in
ongoing activities with
members of the learning
community in order to
expand learning
opportunities for all students
such as accessing
consultants, learning
coaches, and other support
personnel.
Performance Appraisal Rubric for Responsive Curriculum and Instruction
Management Rubric
Indicators
Exceeds Expectations
Actively seeks new opportunities to support the teaching of
Core Curriculum and/or is asked to provide leadership within
the educational community in addition to school–wide
development
Meets Expectations
Monitors and supports staff in the teaching of the Core
Curriculum to facilitate the learning of all students
 Demonstrates knowledge of
curricular issues in various
subject areas
 Assists classroom teachers in the
implementation of curriculum
and access to appropriate
curriculum/instructional
materials
Approaches Expectations
Working to implement a system of monitoring and supporting
staff in the teaching of the Core Curriculum to facilitate the
learning of all students
 Works with teachers to plan,
Unsatisfactory
Does not monitor or support staff in the teaching of the Core
Curriculum to facilitate the learning of all students
 Ensures that all teachers use
Comments
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modify and implement the
instructional program
consistent with student needs
curriculum guides for longrange instructional planning
Performance Appraisal Rubric for Assessment for Learning
Leadership Rubric
Exceeds Expectations
Seeks and promotes opportunities to expand knowledge and
skill in use of valid, reliable and fair assessment
Meets Expectations
Insists upon assessment techniques which are valid, reliable,
and fair
Approaches Expectations
Approaches expectations in supporting development of
assessment techniques which are valid, reliable and fair
Unsatisfactory
Does not support staff in the use of assessment techniques which
are valid, reliable and fair
Comments
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Indicators
 Engages the teaching staff in
developing a school-wide staff
development plan for
assessment for learning
Performance Appraisal Rubric for Assessment for Learning
Management Rubric
Indicators
Exceeds Expectations
Promotes the involvement of staff in curriculum and assessment
leadership opportunities within the educational community in
addition to the school

Reviews long-term plans
with teachers to ensure that
curriculum, instruction, and
assessment are aligned
Develops a school wide plan that employs a variety of
evaluation strategies which consistently optimize data collection
and improve work and program quality

Models planning procedures
which incorporate
instructional and
assessment strategies at the
planning stage to enhance
the opportunity to learn for
all students

Assists teachers to align,
enhance and continuously
refine their assessment
repertoire with additional
strategies and the use of
performance assessments

Facilitates the use and
creation of common
assessments by professional
learning teams
Approaches Expectations
Approaches expectations in ensuring curriculum-based
instruction and assessment are planned together so that they
support each other and enhance the opportunity to learn for all
students

Facilitates teachers use of
provincial, divisional and
classroom-based
assessment data to improve
the instructional process
Approaches expectations to develop a school wide plan that
employs a variety of evaluation strategies to measure student
performance and program effectiveness

Engages professional
learning teams in
developing a common
understanding of
assessment for learning and
data informed decision
making
Consistently seeks and considers the most current and
appropriate assessment information and uses it to make quality
decisions
Meets Expectations
Ensures curriculum-based instruction and assessment are
planned together so that they support each other and enhance
the opportunity to learn for all students
Develops a school wide plan that employs a variety of
evaluation strategies to measure student performance and
program effectiveness
Uses assessment information for decision making to improve
student learning
Approaches expectations to use assessment information for
decision making to improve student learning
Unsatisfactory
Does not ensure curriculum-based instruction and assessment
are planned together so that they support each other and
enhance the opportunity to learn for all students
Does not develop a school wide plan that employs a variety of
evaluation strategies to measure student performance and
program effectiveness
Does not use assessment information for decision making to
improve student learning
Comments
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Performance Appraisal Rubric for Adaptive Leadership
Leadership Rubric
Indicators
Exceeds Expectations
Advances and promotes the division’s plan for continuous
school improvement by engaging school and community
members to work collaboratively to improve the learning
outcomes and well-being of students and their families
 Actively listens
 Asks questions appropriately and
pays attention to what is heard
 Views conflict as an accepted
Consistently empowers school learning community
members, recognizing personal, interpersonal and
organizational learning for all
feature of a vibrant community
 Displays self-control when conflict
emerges
Consistently promotes equitable opportunities for leadership
and decision-making among all members of the learning
community
Responds positively and is able to adapt to a changing
environment and facilitate acceptance to that change
Meets Expectations
Implements the division’s plan for continuous school
improvement by engaging school and community members
to work collaboratively to improve the learning outcomes
and well-being of students and their families
Facilitates the empowerment of school learning community
members, recognizing personal, interpersonal and
organizational learning for all
 Regularly acknowledges positive
contributions of members of the
school community
 Provides a forum for school
community members to voice
concerns
 Encourages community members to
work collaboratively
 Promotes teamwork among staff and
supportive relationships among
students, staff, parents and
members of the colony
Promotes equitable opportunities for leadership and
decision-making among all members of the learning
community
 Develops staff and community
Responds positively and is able to adapt to a changing
environment
 Responds sensitively to the ideas and
Approaches Expectations
Approaches expectations in implementing the division’s
plan for continuous school improvement by engaging
school and community members to work collaboratively to
improve the learning outcomes and well-being of students
and their families
 Encourages discussion and uses
Approaches expectations in facilitating the empowerment
of school learning community members, recognizing
personal, interpersonal and organizational learning for all
 Ensures that the work of each
Approaches expectations in promoting equitable
opportunities for leadership and decision-making among all
members of the learning community
 Flexible; able to adjust to unforeseen
Approaches expectations in adapting to a changing
environment
relations based on mutual trust and
respect
opinions of others
collaboration in appropriate
situations
 Empowers others to take on
responsibility
member of the school community
is supported
situations
 Views situations from a variety of
perspectives
 Articulates the values and ethical
principles that guide educational
decisions
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Unsatisfactory
Does not implement the division’s plan for continuous school
improvement by engaging school and community members
to work collaboratively to improve the learning outcomes
and well-being of students and their families
Does not facilitate empowerment of school learning
community members, recognizing personal, interpersonal
and organizational learning for all
Does not promote equitable opportunities for leadership
and decision-making among all members of the learning
community
Does not respond positively and is unable to adapt to a
changing environment.
Comments
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 Embraces change and encourages
renewal
 Collaborates with staff to plan and
establish goals that are clear,
achievable and measurable (SLIP,
School Program Plan)
 Supports parents in identifying
meaningful ways that families can
be partners in their children’s
education involvement that will
benefit students and promote
learning
 Builds community awareness and
understanding of school programs
and services
Performance Appraisal Rubric for Adaptive Leadership
Management Rubric
Indicators
Exceeds Expectations
Consistently demonstrates effective verbal and written
communication skills
Actively works with the staff and the Colony Minister and
German Teacher to develop a shared mission and vision to
influence decision-making beyond the school learning
community
 Implements a comprehensive and
effective system of
communication, consultation and
collaboration with the staff,
students and parents of the school,
the school community council, the
larger community and other
human service organizations
Meets Expectations
Demonstrates effective verbal and written communication
skills
 Supervises all school personnel and
Works with the staff and the Colony Minister and German
Teacher to develop a shared mission and vision which
guides decision-making within the school learning
community
 Demonstrates strong written
Approaches Expectations
Approaches expectations with effective verbal and written
communication skills
provides support for each staff
member’s professional growth
communication skills
 Selects, mentors and appraises
personnel, sets standards of
performance, and provides
motivation to grow in their
respective role
Approaches expectations in working with the staff and the
Colony Minister and German Teacher to develop a shared
mission and vision which guides decision-making within the
school learning community
 Acquires data necessary for informed
Unsatisfactory
Does not demonstrate effective verbal and written
communication skills
 Communicates school policies and
Does not work with the staff and the Colony Minister and
German Teacher to develop a shared mission and vision
which guides decision-making within the school learning
community
 Creates collaborative processes for
decision-making
 Monitors goals and reviews with staff
periodically
goals with Colony Minister and
German Teacher
making decisions and solving
problems
 Accounts for decisions and directions
within the school
 Works effectively with the Colony
Minister and German Teacher
 Develops a shared vision and sense
of direction within a school
community in accordance with
provincial legislation, the vision,
policies and procedures
established by the Board of
Education, and administrative
directives within the school division
and the Hutterite Brethren.
 Reviews Section C of the Colony
Administrator’s Handbook with the
Colony German teacher in
consultation with the Colony
Minister.
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Comments
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Performance Reflection for Authentic Partnerships
Leadership Rubric
Exceeds Expectations
Consistently facilitates and models effective communication
and meaningful engagement of the community in the life of
the school
Meets Expectations
Models effective communication and meaningful
engagement of the community in the life of the school
Approaches Expectations
Approaches expectations in maintaining effective
communication and meaningfully engaging the community in
the life of the school
Unsatisfactory
Demonstrates inconsistent/ineffective communication or
meaningful engagement of the community in the life of the
school
Comments
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Indicators
 Promotes good relationships between
the school and community through
positive interpretation and
implementation of school and
division policy
 Promotes a welcoming atmosphere to
parents and community members
Performance Appraisal for Comprehensive Prevention and Early Intervention
Leadership Rubric
Indicators
Exceeds Expectations
Consistently assists the staff, families, and community to work
together to provide a variety of caring and supportive
learning experiences that ensure positive outcomes for all
students
 Encourages communication between
Consistently promotes and seeks ways to develop prevention
and early intervention strategies that support the well-being,
educational, and life success of students
 Advocates for students’ needs
school and outside organizations
 Coordinates teams to meet the needs
of students
 Advocates for early intervention and
program implementation
Meets Expectations
Assists the staff, families, and community to work together to
provide a variety of caring and supportive learning
experiences that ensure positive outcomes for all students
Promotes a commitment to prevention and early intervention
strategies that support the well-being, educational, and life
success of students
Approaches Expectations
Beginning to work with staff, families, and community to
provide caring and supportive learning experiences
Is beginning to work toward prevention and early intervention
strategies that support the well-being, educational, and life
success of students
Unsatisfactory
Does not assist the staff, families, and community to work
together to provide a variety of caring and supportive
learning experiences that ensure positive outcomes for all
students
Does not promote a commitment to prevention and early
intervention strategies that support the well-being,
educational, and life success of students
Comments
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 Supports and encourages the
interrelationships among the services
Performance Appraisal for Comprehensive Prevention and Early Intervention
Management Rubric
Indicators
Exceeds Expectations
Consistently develops and implements a comprehensive
range of integrated school-linked services aimed at ensuring
the well-being and educational success of all students
 Has an awareness of, and accesses
interagency groups in the division
 Contributes as a member of
Meets Expectations
Develops and implements a comprehensive range of
integrated school-linked services aimed at ensuring the wellbeing and educational success of all students
Approaches Expectations
Beginning to develop and implement a comprehensive range
of integrated school-linked services aimed at ensuring the
well-being and educational success of all students
Unsatisfactory
Does not develop or implement a comprehensive range of
integrated school-linked services aimed at ensuring the wellbeing and educational success of all students
Comments
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interagency groups
 Provides opportunity for
planning/intake meetings
 Coordinates teams to meet the needs
of students
 Links families, schools and communities
to needed services
Performance Appraisal for Professionalism
Leadership Rubric
Indicators
Exceeds Expectations
Consistently acts as a exemplary role model and practises
ethical standards appropriate to the profession
 Supports and demonstrates personal
Meets Expectations
Consistently acts as a positive role model and practices
ethical standards appropriate to the profession
 Promotes and establishes good
Approaches Expectations
Is beginning to act as a positive role model and practice
ethical standards appropriate to the profession
Unsatisfactory
Does not act as a positive role model or practice ethical
standards appropriate to the profession
and professional ethics in all
relationships
working relationships with
administration, staff, parents and
students
 Acts as a reflective practitioner in
analyzing own performance
 Shows sustained effort and
enthusiasm in the quality of work
accomplished
 Shows support for the local teacher
and provincial associations
Comments
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Performance Appraisal for Professionalism
Management Rubric
Indicators
Exceeds Expectations
Consistently participates in a meaningful and continuous
process of professional development
 Exhibits professional growth through
Consistently contributes to and supports the profession, the
school division, and the school in a variety of leadership
and contributory roles.
 Holds memberships in, and
Consistently demonstrates current, accurate, and
comprehensive knowledge
in-service activities, committees
and conferences
participates in professional
organizations and continuing
formal education
 Initiates participation in Professional
Learning opportunities
Meets Expectations
Participates in a meaningful and continuous process of
professional development
Contributes to and supports the profession, the school
division, and the school
Demonstrates current, accurate, and comprehensive
knowledge
Approaches Expectations
Is beginning to participate in a meaningful and continuous
process of professional development
Beginning to contribute to or support the profession, the
school division, or the school
Beginning to demonstrate current, accurate, and
comprehensive knowledge
Unsatisfactory
Does not participate in a meaningful and continuous
process of professional development
Does not contribute to or support the profession, the school
division, or the school
Does not demonstrate current, accurate, and
comprehensive knowledge
Comments
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 Supports and participates in
Professional Learning Communities
 Volunteers on various committees
 Participates in in-services on current
issues
 Reads current professional
documents
 Applies knowledge gained from
Professional Learning activities
Performance Appraisal for School Resource Management
Leadership Rubric
Indicators
Exceeds Expectations
Develops a plan for self-management: time, task
completion, and personal well-being and consistently
achieves established personal goals
 Expects that change is normal and
results in growing and learning
 Demonstrates an optimistic outlook;
the expectation that good things
will happen
Meets Expectations
Develops a plan for self-management: time, task
completion, and personal well-being
Approaches Expectations
Is beginning to develop a plan for self-management: time,
task completion, and personal well-being
 Accepts aspects of their position
which cannot be controlled or
changed
 Balances work and personal
commitments
 Allocates time appropriately
between people and tasks
Unsatisfactory
Does not develop a plan for self-management: time, task
completion, and personal well-being
Comments
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 Weighs risks and advantages; makes
judgments which are timely,
decisive and effective
Performance Appraisal for School Resource Management
Management Rubric
Indicators
Exceeds Expectations
Finds innovative ways to budget for financial, human, and
material requirements based on relevant data
 Implements a process for
Consistently plans and organizes for the effective use of
resources in support of goals
 Implements procedures for budget
Meets Expectations
Budgets for financial, human, and material requirements
based on relevant data
Plans and organizes for the effective use of resources in
support of goals
Approaches Expectations
Requires assistance with budgeting for financial, human,
and material requirements based on relevant data and
with planning and organizing for the effective use of
resources in support of goals
Unsatisfactory
Inconsistent/ineffective with budgeting for financial, human,
and material requirements based on relevant data
Does not plan or organize for the effective use of resources
in support of goals
completing inventory, acquiring,
and replacing equipment
preparation and monitoring; uses
fiscal resources wisely to promote
the instructional program and
other school initiatives
 Responsible for school-based
decisions with respect to such
matters as school finances,
resource allocation, schedules
and timetables, staff assignments,
purchasing, student services,
reporting and record keeping
 Prioritizes tasks
 Effectively implements the school
division policy and procedures
 Works in consultation and
collaboration with school
personnel and school division
administrators to ensure all
management tasks are carried
out in a timely, appropriate
manner
 Completes written communications
accurately and on schedule
 Implements a plan for effective
cleaning and maintenance of the
facility
Comments
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School-based Administrator’s Comments:
School-based Administrator’s Signature
Date
Superintendent’s Comments:
Superintendent’s Signature
Date
Note: Signatures indicate that the parties have read and discussed the report.
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