Instructional Leadership Performance Appraisal System

Brevard Public Schools

Instructional Leadership Performance Appraisal System

Name / School Year
Last First MI
Assignment / School/Dept Name & Number
CHECK ONE
I. Leadership Component: 50 % (5 pts per standard; total of 50 points)
Highly Effective - 5 pts; Effective - 4 pts; Needs to Improve – 3 pts; Unsatisfactory - 0 pts
Table below does not total or average automatically
Standard 1. Instructional Leadership (FLS 3) – High performing leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills.
Self-Assessment: Highly Effective ___ Effective ___ Needs to Improve ___ Unsatisfactory ___ / HE
5 / E
4 / NI
3 / U
0
Elements:
a. Plans for learning gains and school improvement goals
b. Involves staff in current best practices
c. Instructional Alignment
d. Uses student performance evaluations to improve instruction for all student populations
e. Ensures that teachers receive the assistance they need to improve teaching and learning
f. Communicates with the community, staff, and district personnel
Standard 1. Instructional Leadership Average Score
(Add all elements and divide by 6; round to 2 decimal places)
Standard 2. Managing the Learning Environment (FLS 2,5,8)– High performing leaders manage the organization, operations, facilities, and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment.
Self-Assessment: Highly Effective ___ Effective ___ Needs to Improve ___ Unsatisfactory ___ / HE
5 / E
4 / NI
3 / U
0
Elements:
a. Demonstrates organizational skills/techniques
b. Administers/develops policies that provide a safe school environment
c. Plans, schedules and delegates work so that resources are used appropriately
d. Utilizes an efficient budget planning and monitoring process (e.g. athletics, textbooks,…)
e. Connects daily operations to student learning goals; builds a culture of learning at the school
f. Identifies and organizes resources to achieve goals
g. Conforms to legal and ethical standards to achieve goal
Standard 2. Managing the Learning Environment Average Score
(Add all elements and divide by 7; round to 2 decimal places)
Standard 3. Learning, Accountability & Assessment (FLS 1) – High performing leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process.
Self-Assessment: Highly Effective ___ Effective ___ Needs to Improve ___ Unsatisfactory ___ / HE
5 / E
4 / NI
3 / U
0
Elements:
a. Develops and demonstrates skills in evaluating instructional strategies and materials
b. Monitors and assesses instructional programs, activities, and materials
c. Trains the staff in the use of diagnostic tools to access, identify, and apply instructional improvement
d. Uses multiple sources of data to manage the accountability and instructional improvement process
e. Incorporates successful programs from other schools with similar demographics to identify strategies for improving student achievement
Standard 3. Learning, Accountability & Assessment Average Score
(Add all elements and divide by 5; round to 2 decimal places)
Standard 4. Decision Making Strategies (FLS 6)– High performing leaders plan effectively, use critical thinking and problem-solving techniques, and collect and analyze data for continuous school improvement.
Self-Assessment: Highly Effective ___ Effective ___ Needs to Improve ___ Unsatisfactory ___ / HE
5 / E
4 / NI
3 / U
0
Elements:
a. Conforms to appropriate legal standards; utilizes multiple sources of data to inform decisions and resolve problems
b. Exhibits decisiveness & self-confidence in making difficult decisions (e.g. personnel decisions, ineffective teacher,…)
c. Makes curricular and instructional decisions focused on student learning
d. Delegates/involves others clearly and appropriately to accomplish organizational goals
e. Views events and problems from multiple perspectives; analyzes unresolved questions
f. Identifies patterns and trends to improve school
g. Considers long range effects of decisions (e.g. expulsions, staffing, curriculum, and budget, etc.)
Standard 4. Decision Making Strategies Average Score
(Add all elements and divide by 7; round to 2 decimal places)
Standard 5. Technology – High performance leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities.
Self-Assessment: Highly Effective ___ Effective ___ Needs to Improve ___ Unsatisfactory ___ / HE
5 / E
4 / NI
3 / U
0
Elements:
a. Implements technology to enrich curriculum, instruction and assessment
b. Promotes effective technology integration
c. Understands laws and policies
d. Uses technology to make data-driven decisions
e. Models the use of technology as a tool
Standard 5. Technology Average Score
(Add all elements and divide by 5; round to 2 decimal places)
Standard 6. Human Resource Development (FLS 4,7) – High performing leaders recruit, select, nurture, and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff-paid and volunteer.
Self-Assessment: Highly Effective ___ Effective ___ Needs to Improve ___ Unsatisfactory ___ / HE
5 / E
4 / NI
3 / U
0
Elements:
a. Personnel evaluations
b. Operates within the provisions of the negotiated contracts
c. Professional development
d. Understands the hiring processes
e. Empowers faculty and staff to achieve goals and set high performance expectations
Standard 6. Human Resource Development Average Score
(Add all elements and divide by 5; round to 2 decimal places)
Standard 7. Ethical Leadership (FLS 10) – High performing leaders act with integrity, fairness, and honesty in an ethical manner.
Self-Assessment: Highly Effective ___ Effective ___ Needs to Improve ___ Unsatisfactory ___ / HE
5 / E
4 / NI
3 / U
0
Elements:
a. Models and monitors district organizational values
b. Develops a personal code of ethics
c. Acts in accordance with federal and state constitutional provisions
Standard 7. Ethical Leadership Average Score
(Add all elements and divide by 3; round to 2 decimal places)
Standard 8. Vision/Mission – High performing leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate, and implement a shared vision that is supported by the larger organization and the school community.
Self-Assessment: Highly Effective ___ Effective ___ Needs to Improve ___ Unsatisfactory ___ / HE
5 / E
4 / NI
3 / U
0
Elements:
a. Vision and mission of school
b. School and community
c. School culture
d. School Advisory Council
Standard 8. Vision/Mission Average Score
(Add all elements and divide by 4; round to 2 decimal places)
Standard 9. Community and Stakeholder Partnerships (FLS9) – High performing leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization, and mobilize community resources.
Self-Assessment: Highly Effective ___ Effective ___ Needs to Improve ___ Unsatisfactory ___ / HE
5 / E
4 / NI
3 / U
0
Elements:
a. Shared decision making
b. Resource support from community and family
c. Community leadership affiliation
d. Relationship building
Standard 9. Community and Stakeholder Partnerships Average Score
(Add all elements and divide by 4; round to 2 decimal places)
Standard 10. Diversity – High performing leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school, and the local community.
Self-Assessment: Highly Effective ___ Effective ___ Needs to Improve ___ Unsatisfactory ___ / HE
5 / E
4 / NI
3 / U
0
Elements:
a. Effective communication and interpersonal skills
b. Promotes multicultural awareness, gender sensitivity, and racial and ethnic appreciation in all aspects of the educational organization
c. Diversity in staffing
d. Legal and ethical standards
Standard 10. Diversity Average Score
(Add all elements and divide by 4; round to 2 decimal places)

An Instructional Leadership Professional Development Assistance Form is required for each standard where performance is rated below the Effective level

Add all Standard Scores for Leadership Component (50 possible points) = ______

Overall Comments (Required):

Comments of evaluator:

Evaluator Signature (Blue Ink Only) Date
Comments of evaluatee:
My signature indicates that this evaluation has been discussed with me
Evaluatee Signature (Blue Ink Only) Date
II. Student Data Component: 50 %

Supervisor’s Initials______Evaluatee’s Initials______

Brevard Public Schools