Seattle Public Schools Principal/Assistant Principal Standards for Performance

Domain 1: Leads creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff: Component
1.1 Mission and vision focused on learning and teaching

Innovative
The school administrator models the schools mission and vision. The administrator promotes a culture of high expectations for self, students, parents, and staff and uses the mission and vision to promote continuous improvement. The beliefs and priorities of the leader are visible and engrained in the culture of the organization. Through mentoring and leadership roles these beliefs are articulated with school community. The school administrator promotes equity, trust, and respect, among all members of the school community. The administrator frequently provides opportunities for collaboration, distributed leadership, and shared responsibility for the teaching community. The administrator actively seeks differences in perspectives and explicitly encourages divergent thinking when it is constructive.

Proficient
The school administrator models the schools mission and vision and promotes high expectations for self, students, parents, and staff, using the mission and vision to promote continuous improvement. The administrator aligns school practices, messages, and routines of the school with the schools vision and mission. The decisions and beliefs of the leader reflect the priorities of the organization and are effectively defended. The school administrator promotes equity, trust, and respect, among all members of the school community. The administrator provides some opportunities for collaboration, distributed leadership, and shared responsibility for the teaching community. The administrator encourages diversity and is open to differences in points of view.

Basic
The school administrator references the schools mission and vision and attempts to use them to promote a culture of high expectations or improvement, but does not connect it to all school practices. Articulates beliefs; however, defense and explanation of beliefs are not always apparent.

Unsatisfactory
The school administrator rarely or never references the schools mission and vision and does not use them to promote a culture of high expectations or improvement. No articulation of beliefs is apparent.

1.2 Trusting and collaborative environment

The school administrator promotes equity, trust, and respect, among most members of the school community. The administrator provides limited opportunities for collaboration, distributed leadership, and shared responsibility for the teaching community. The administrator acknowledges the need for divergent thinking and diversity, does not impede alternative points of view, but does little to develop or encourage those views.

The administrator does little to promote equity, trust, and respect, among members of the school community. The administrator rarely provides opportunities for collaboration, distributed leadership, and shared responsibility for the teaching community. The administrator suppresses other points of view and discourages disagreement, divergent thinking, and/or diversity in thought.

1.3 Promoting data driven decision making

The school administrator fosters a results oriented environment where data is shared openly and honestly to guide sound decision-making. Based on data, the administrator consistently aligns resources to learning and teaching priorities. As a result, a focus on academics is evident to the school community. The administrator seeks and initiates a wide variety of data to evaluate student achievement and other goals of the CSIP. The administrator builds the staffs capacity to effectively and consistently use data to drive instructional decisions. The administrator assigns members of the leadership team and master teachers to focus on specific goal areas. The administrator anticipates possible problems and proactively implements solutions that dont distract from district priorities.

The school administrator fosters a resultsoriented environment where data is shared openly and honestly to guide sound decisionmaking. The administrator generally aligns resources to learning and teaching priorities based on data. As a result, a focus on academics is evident to the school community. The administrator demonstrates consistent use of a variety of data to evaluate student achievement and other goals of the CSIP. The administrator creates and monitors disaggregated goals for student groups who have traditionally not been successful in the school. The administrator tracks annual outcomes and monthly/weekly data against milestones to monitor, track, and review progress, and to adjust strategies.

The school administrator is somewhat effective fostering a results-oriented environment, where data is shared openly and honestly to guide sound decisionmaking. The administrator occasionally aligns resources to learning and teaching priorities based on data. The administrator makes limited use of a variety of data to evaluate student achievement and other goals of the CSIP. The administrator demonstrates urgency to reach student achievement goals. The administrator demonstrates willingness to adjust strategies and practices in order to reach goals.

The school administrator ineffectively fosters a results-oriented environment, rarely aligns resources based on data and information, and there is not a clear focus on academics. The administrator fails to utilize a variety of data to evaluate student achievement and other goals of the CSIP. The administrator does not demonstrate urgency to improve student outcomes. The administrator does not track progress against the plan to adjust strategies when needed.

Component
1.4 Continuous improvement

Innovative
The school administrator promotes and embraces continuous school improvement by articulating high expectations, implementing research-based school improvement strategies, and makes adjustments to the CSIP as necessary. The administrator seeks and initiates input from multiple stakeholders to create and implement the CSIP. The administrator builds a school-wide culture of data-driven analysis, reflection, and adjustments to practice. Protocols have been established to ensure staff use of data in making decisions. The administrator builds staff ownership for the goal areas in which they teach or supervise.

Proficient
The school administrator promotes and embraces continuous school improvement by articulating high expectations, implementing research-based school improvement strategies, as well as considering adjustments to the CSIP. The administrator demonstrates consistent development, implementation, and communication of the CSIP. The administrator builds capacity of the leadership team to leads conversations with grade level and content area teams.

Basic
The school administrator promotes and embraces continuous school improvement efforts but in an inconsistent manner. The administrator demonstrates inconsistent development, implementation, and communication of the CSIP. The administrator develops systems to set and achieve ambitious student achievement goals for all students.

Unsatisfactory
The school administrator infrequently and ineffectively promotes continuous school improvement efforts. The administrator fails to develop, implement, and communicate the CSIP. The administrator does not connect goals to a plan to achieve them.

Domain 2: Providing for School Safety: The Administrator ensures a safe school environment by communicating, implementing and evaluating, a Crisis Action plan that meets all of the legal requirements, takes pertinent preventative measures and ensures that appropriate discipline procedures are followed in and out of the classroom. Component Innovative Proficient Basic Unsatisfactory

Component
2.1 Building and classroom discipline

Innovative
The school administrator articulates and applies all legal requirements and board policies related to student discipline as well as special education/504 regulations and laws, including all demographic sub groups. The administrator monitors and adjusts procedures based on data and employs a variety of instructional management, discipline, assessment, and placement options regularly to establish an environment conducive to quality instruction. The administrator implements a comprehensive social and emotional support system. The administrator treats students, families, and staff fairly, equitably, with dignity and respect, and establishes the same expectations of others.

Proficient
The school administrator applies all legal requirements and board policies related to student discipline as well as special education/504 regulations. The administrator monitors data and employs some instructional, management, discipline, assessment, and placement options to establish an environment conducive to quality learning. The administrator trains adults on how to use social emotional supports to ensure student growth. The administrator treats students, families, and staff fairly, equitably, with dignity and respect, and establishes the same expectations in others. The school administrator regularly assesses the school plant facilities and communicates hazards to district personnel in a timely manner.

Basic
The school administrator applies legal requirements and board policies related to student discipline as well as special education/504 regulations. The administrator monitors data and employs limited instructional, management, discipline, assessment, and placement options to establish an environment conducive to quality learning. The administrator trains all staff in basic social-emotional supports and implements interventions for high-need student, but may not have fully developed school-wide supports. The administrator demonstrates actions characterized by integrity, fairness, and respect. The school administrator sometimes assesses the school plant facilities and responds to hazards when brought to his/her attention.

Unsatisfactory
The school administrator seldom applies all legal requirements and board policies related to student discipline as well as special education/504 regulations. The administrator does not provide student and staff training consistent in schools C-SIP. The administrator does not monitor data and does not use a variety of instructional, management, discipline, assessment, and placement options to establish an environment conducive to quality instruction. The administrator does not attempt to create consistent supports or responses to the social emotional needs of students. The administrator makes decisions and/or has interactions perceived to be unfair, disrespectful, or dishonest. The school administrator fails to assess the school plant facilities and does not respond to hazards.

2.2 Maintains a safe physical plant

The school administrator continually assesses the school plant facilities and recommends efficiencies of operation. The administrator expects a safe, clean, and aesthetically pleasing school environment and takes appropriate follow-up actions. The administrator takes special steps to secure a sense of pride in staff, students, parents, and community in the appearance of the building. The school administrator consistently applies all legal requirements and board policies related to the Critical Management Incident Plan. The implementation of safety procedures is regularly evaluated for consistency and effectiveness. Procedural changes are made as necessary. The administrator is actively involved in influencing district/state policies regarding school safety.

2.3 Critical management incident plan

The school administrator consistently meets all legal requirements and board policies related to the Critical Management Incident Plan. The implementation of safety procedures is regularly evaluated for consistency and effectiveness.

The school administrator usually meets all legal requirements and board policies related to the Critical Management Incident Plan. The implementation of safety procedures is monitored.

The school administrator does not meet legal requirements and board policies related to the Critical Management Incident Plan. The implementation of safety procedures is not monitored.

2.4 Prevention and training

The administrator provides high quality training, beyond what is required, which promotes a safe environment for students and staff. Building-wide open communication is evident, and allows for proactive identification and intervention of potential incidents. Documentation of staff training is

The administrator provides required training, which promotes a safe environment for students and staff. Documentation of staff training is available.

The administrator provides some, but not all, required training to promote a safe environment for students and staff. Documentation of staff training is available.

The administrator does not provide required training to promote a safe environment for students and staff. Documentation of staff training is not available.

Component
available.

Innovative

Proficient

Basic

Unsatisfactory

2.5 School climate

The school administrator consistently promotes an atmosphere of personal responsibility, trust, respect, dignity, and collaboration, among students, staff, and administration. Diversity and inclusion is reflected in all school planning. The administrator builds staff capacity to support students in monitoring their own learning. The administrator builds school-wide systems to support classroom management practices that ensures a productive learning environment and supports diverse learners. The administrator meets all legal requirements and takes appropriate measures when inappropriate interactions occur. Harassment is dealt with immediately and appropriately. School-wide systems are in place to prevent bullying and harassment. The administrator builds the schools and communitys collective capacity by initiating direct courageous conversations about culture and diversity.

The school administrator almost always promotes an atmosphere of personal responsibility, trust, respect, and collaboration, among students, staff, and administration. The administrator treats individuals with fairness, dignity and respect. The administrator trains teachers to teach student how to set goals and develop a plan to accomplish goals. The administrator builds staff capacity to provide classroom management practices that ensure a productive learning environment and supports diverse learners. The administrator meets all legal requirements and takes appropriate measures when inappropriate interactions occur. Harassment is dealt with immediately and appropriately. The administrator develops staff capacity to engage in courageous conversations about diversity and culture, and how they impact student learning.

The school administrator most of the time displays interactions perceived as fair and respectful and valuing diversity. The administrator trains teachers to teach student how to set goals. The administrator builds an environment in which physical and emotional safety is present. The administrator follows legal requirements and behaves in an ethical manner. The administrator seeks support for dealing with issues of harassment. The administrator acts on opportunities to build cultural competencies when brought to his/her attention.

The school administrator shows favoritism, lack of respectful communication, and/or value of diversity. The administrator does not link student aspirations to student achievement. The administrator does not build an environment that supports physical and emotional safety or addresses classroom management practices. The administrator fails to comply with legal requirements. Issues of harassment are not addressed in a timely or appropriate manner. The administrator does not recognize or act on opportunities to build cultural competencies.

Domain 3: Leads development, implementation and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements: The school administrator utilizes data-driven collaborative processes to develop, implement, monitor, and adjust improvement plans to ensure improved learning for all students. Component
3.1 Ensures Alignment of Building Plans

Innovative
The school administrator fully engages and empowers staff and community in the coordinated alignment between staff, building, and district goals/action plans. Staff can articulate and take ownership of the schoolbased plans.

Proficient
The school administrator engages and empowers coordinated alignment between staff, building, and district goals/action plans.

Basic
The school administrator engages staff in the development of building goals and plans. School plans are aligned to school goals and trategies, but may not be aligned to district goals and strategies.

Unsatisfactory
The school administrator rarely involves staff in the creation of CSIP goals/plans and doesnt adequately coordinate planning process with staff and community stakeholders. Individual staff goals are not aligned to building/district goals.

Component
3.2 Develops collaboratively site-based plans based on data

Innovative
The school administrator works collaboratively with staff and parents using a guided inquiry process in the development of site-based plans. The administrator focuses staff and parents on closing the achievement gap between subgroups of students and uses annual data, benchmark, formative, and summative assessment data as well as plan milestones to monitor, track, and review progress, and systematically adjust strategies where needed. The administrator communicates effectively with all stakeholders including listening actively and connecting conversations and meetings to school goals and values. The school administrator systematically monitors and supports staff implementation of site-based plans and makes timely data-driven adjustments to plans resulting in improved student outcomes. The administrator regularly communicates the progress of site-based plans to stakeholders and the larger learning community.

Proficient
The school administrator works collaboratively with staff using a guided inquiry process in the development of site-based plans. The administrator focuses staff on closing the achievement gap between subgroups of students as well as monitors and adjusts school plans as needed.

Basic
The school administrator collaborates with some staff members demonstrating an ability to use a guided inquiry process in the development of site-based plans. Subgroup data is analyzed to determine appropriate interventions for individual students or subgroups not making progress.

Unsatisfactory
The school administrator does not collaborate and demonstrates limited ability to apply a guided inquiry process in the development and monitoring of site-based plans. Data is erratically used.

3.3 Implements, monitors, and evaluates implementation and effectiveness of site- based plans

The school administrator consistently monitors and supports staff implementation of site-based plans and makes data-driven adjustments to plans. The administrator communicates the progress of site-based plans to stakeholders.

The school administrator monitors staff implementation of site-based plans and makes adjustments to plans, but doesnt make adjustments to the plans. The administrator occasionally communicates the progress of site-based plans.

The school administrator rarely or never monitors site-based plans and does not use multiple data points for review. The administrator doesnt adequately communicate plan results to stakeholders.

Domain 4: Assisting instructional staff with alignment of curriculum, instruction, and assessment with state and local district learning goals: Assists staff in addressing state and local learning goals through the promotion of staff collaboration, professional development, effective assessment, appropriate interventions that include acceleration, district adopted materials, and curriculum Component
4.1 Familiar with state and district standards

Innovative
The administrator clearly knows the standards for their evaluation group, understands and consistently shares district alignment of curriculum. The administrator ensures all staff is progressing towards expert implementation of district/state standards. The school administrator facilitates timely administration of school/district/state assessments and ensures classroom teachers use required assessment systems as well as formative assessments to monitor and improve instruction. The administrator provides training in and regularly monitors classroom teacher use of formative assessment systems (daily, weekly, monthly).

Proficient
The administrator accesses the standards for their evaluation group, understands and shares district alignment of curriculum. The administrator supports staff in acquiring training and implementing district/state standards. The school administrator facilitates timely administration of school/district/state assessments and regularly monitors classroom teachers use of required assessment systems to improve instruction. The administrator provides training in and regularly monitors classroom teacher use of formative assessment systems (daily, weekly,

Basic
The administrator knows how to access the standards for their evaluation group, understands and shares district alignment of curriculum. The administrator shares training opportunities with staff. The school administrator facilitates timely administration of school/district/state assessments and occasionally monitors classroom teachers use of required assessment systems to improve instruction. The administrator occasionally uses assessment data to focus all staff on

Unsatisfactory
The school administrator is unaware of the standards for their evaluation group, rarely shares district alignment of curriculum with staff. The administrator neglects to share training opportunities with staff The school administrator rarely assists staff to identify and implement effective formative and summative assessments, and does not adequately monitor the administration of required school/district/state assessments.

4.2 Promotes and monitors the use of formative and summative assessments

Component

Innovative
The administrator uses assessment data to focus all staff on closing gaps between subgroups of students through the development of appropriate interventions, re-teaching, and acceleration. The administrator demonstrates expertise by providing training or sharing best practices with other administrators or staff in the district.

Proficient
monthly). The administrator uses assessment data to focus all staff on closing gaps between subgroups of students through the development of appropriate interventions, reteaching, and acceleration.

Basic
closing gaps between subgroups of students through the development of appropriate interventions, re-teaching, and acceleration.

Unsatisfactory

4.3 Promotes and monitors district adopted instructional practices 4.4 Promotes and monitors the use of district adopted materials and curriculum

The school administrator has a detailed understanding of the district adopted instructional model (teaching framework), including best practices in culturally competent instruction. The administrator actively nurtures teacher-leader development The school administrator demonstrates a total commitment to the comprehensive use of state and district standards and culturally relevant instructional materials for each content area. The administrator is purposeful and effective in sharing district initiatives and information and continuously sustains sponsorship of district-aligned curriculum. The administrator creates an environment where teachers have aligned district-adopted and supplemental instructional materials to state and district standards.

The school administrator has an understanding of the district adopted instructional model (teaching framework), including best practices in culturally competent instruction.

The school administrator has basic knowledge of the district adopted instructional model (teaching framework), including some best practices in culturally competent instruction.

The school administrator demonstrates little or no knowledge of the district adopted instructional model (teaching framework) and best practices for culturally competent instruction.

The school administrator promotes the effective use of state and district standards and culturally relevant instructional materials. The administrator is effective in sharing district initiatives and information, sponsorship of district-aligned curriculum, and has a basic understanding of the adopted curriculum for each content area. The administrator creates an environment where teachers have aligned district-adopted instructional materials to state and district standards.

The school administrator encourages the use of state and district standards and instructional materials. The administrator shares district initiatives and information with limited impact on implementation and is beginning to develop a basic understanding of the adopted curriculum for each content area.

The school administrator rarely promotes or assists staff in the use of state and district standards and instructional materials. The administrator rarely shares district initiatives and lacks a comprehensive understanding of the adopted curriculum for each content area.

Domain 5: Monitoring, assisting and evaluating effective instruction and assessment practices: The school administrator continuously ensures use of District adopted curriculum, the instructional model, and improvement plans while using data to evaluate effective instructional practices. Component
5.1 Uses a variety of

Innovative
The school administrator uses varied, comprehensive and disaggregated data for buildingwide instructional decisions, and constantly

Proficient
The school administrator uses appropriate data for building-wide instructional decisions, and promotes staff use of

Basic
The school administrator uses limited data for building-wide instructional decisions, and is not consistent in promoting staff use of

Unsatisfactory
The school administrator seldom uses data for building wide instructional decisions, and does not promote staff use of formative and

Component
data to monitor and improve instructional practices 5.2 Supports staff growth through focused professional development

Innovative
promotes staff use of formative and summative data to make instructional decisions and improve practices.

Proficient
formative and summative data to make instructional decisions and improve practices.

Basic
formative and summative data when making instructional decisions.

Unsatisfactory
summative data.

The school administrator, based on data analysis and needs assessment, consistently provides quality professional development that supports building/district/state goals and initiatives. The administrator promotes an understanding of self and how to identify and remove existing barriers to equity education. The school administrator has comprehensive knowledge of Professional Learning Communities, influences their effectiveness, and collaboratively identifies additional time as needed for PLC work. PLC work is sustained by teacher leaders and is focused on aligned curriculum, instructional practice, improved student achievement, as well as closing gaps that exist between sub-groups of students. The school administrator consistently and effectively uses the evaluation process (PG&E/Paraprofessional) in order to support and initiate teacher growth. The administrator provides specific and meaningful feedback to staff and facilitates reflective conversations to improve instruction.

The school administrator provides a variety of professional development opportunities that support building/district/state goals and initiatives. The administrator builds capacity to provide support for diverse groups in the school. The school administrator has knowledge of Professional Learning Communities and they work on the aligned curriculum, instructional practice and improved student achievement.

The school administrator provides limited professional development opportunities that support building/district/state goals and initiatives.

The school administrator rarely provides access to high quality professional development tied to building/district/state goals and initiatives.

5.3 Supports staff collaboration that focuses on effective instruction, use of data, and common planning 5.4 Uses the district evaluation process to provide certificated and paraprofessional staff with assistance and feedback to improve instruction

The school administrator has a basic understanding of Professional Learning Communities and occasionally helps to focus PLC work on the aligned curriculum, instructional practice and improved student achievement.

The school administrator has a limited knowledge of Professional Learning Communities and shows little commitment to scheduling time for PLC work.

The school administrator consistently and effectively uses the evaluation process (PG&E/Paraprofessional) in order to support and initiate teacher growth. The administrator provides meaningful, ongoing feedback to staff.

The school administrator follows the evaluation process (PG&E/Paraprofessional). The administrator provides limited feedback to staff.

The school administrator does not follow the evaluation process (PG&E/Paraprofessional).

Domain 6: Managing both staff and fiscal resources to support student achievement and legal responsibilities: The school administrator demonstrates a working knowledge of all federal and state regulations related to the operation of public schools and effectively manages and evaluates human, building and fiscal resources to facilitate student learning.

Component
6.1 Manages human resources recruiting, hiring, and assigning staff

Innovative
The school administrator identifies multiple pipelines or sources for recruiting and follows district required hiring processes that involves stakeholders to hire qualified applicants. The administrator displays an ability to select and assign employees based on qualifications, competencies (including content knowledge) and values, and based on the ability to build a strong integrated, collaborative staff. The school administrator consistently and effectively uses the certificated and classified evaluation processes ensuring clarity and transparency to include assessment of student outcomes, quality planning, preparation, and instruction, positive learning environment and professional responsibility. The administrator follows established timelines and creates as necessary individualized staff development plans to support and initiate staff growth. Underperformance of employees is consistently addressed through the evaluation process including the probation/non-renewal process. The administrator assumes the responsibility for staff to take on new challenges and to grow and develop as employees and leaders. There is little tolerance among self and staff for underperformance and misbehavior.

Proficient
The school administrator identifies sources for recruiting and meets district hiring requirements using clear selection criteria, protocols, hiring and induction processes. The administrator assesses staff skills in selecting and placing employees based on qualifications, competencies (including content knowledge). The school administrator consistently uses the certificated and classified evaluation processes to implement a transparent evaluation process for all staff that includes assessment of student outcomes and schedules. The administrator follows established timelines in order to support and initiate staff growth as well as addressing underperforming employees by identifying and creating assistance plans and/or recommending the probation/non-renewal process. The school administrator puts structures in place that support teacher development and uses effective performance and behavior management to address difficult employee situations while developing capacity of all employees. The school administrator almost always follows district policies and timelines and works with the business and finance department as needed. The administrator has a working knowledge of school budget and accounting procedures, identifies and maximizes resources (budget, time, materials, etc) and monitors and reallocates financial resources to effectively implement site-based plans.. The school administrator has a working knowledge of district, state, and federal

Basic
The school administrator articulates a strategy for selecting staff and puts a clear hiring process in place in following district required hiring processes to hire qualified applicants. The administrator uses clear selection criteria and hires based on grade level/content needs, but may not have a nuanced hiring strategy. The school administrator follows the evaluation processes for certificated and classified staff, meets evaluation timelines, identifies low-performing teachers, and is inconsistent in addressing underperforming employees as well as making recommendations of staff to the probation/non-renewal process. The school administrator provides limited supports for teacher development and does not undertake significant action to build staff capacity. The administrator attempts to take on performance and behavior issues but requires substantial assistance and support.

Unsatisfactory
The school administrator does not use clear selection criteria, and the determination for why teacher selection occurs is not transparent. There is inconsistency in following district required hiring processes. The administrator does not assess needs prior to hiring and/or inaccurately assess school program needs. The school administrator rarely monitors or manages certificated and classified staff, does not hold staff accountable for student learning or support staff growth. The probation/non-renewal process is not used to address underperforming employees through the evaluation process. The administrator minimally follows the evaluation process, does not help assure employee success, and the evaluation process may or may not be completed according to timelines. Performance and behavior issues are not generally dealt with.

6.2 Supervision and evaluation of staff performance and conduct

6.3 Manages school resources and budget

The school administrator always follows district policies and timelines and works with the business and finance department as needed. The administrator demonstrates comprehensive knowledge of school budget and accounting procedures consistently ensuring building resources are leveraged and strategically allocated (budget, time, materials, etc) and continually assesses and reassesses resources to effectively meet instructional goals and student/teacher needs.

The school administrator sporadically follows district policies and timelines and sometimes works with the business and finance department. The administrator has a limited knowledge of school budget and accounting procedures, is familiar with budgeting process and tools and is developing skills in planning and managing a fiscally responsible budget (funds, time, materials, etc) that supports implementation of site-based plans. The school administrator has a basic knowledge of district, state, and federal

The school administrator demonstrates little understanding of district policies and timelines and seldom follows recommendations from the business and finance department. The school administrator rarely monitors and manages the school budget; as a result there is over/under expenditure of the budget.

6.4 Legal and ethical

The school administrator has a clear and comprehensive knowledge of district, state, and

The school administrator has little or no knowledge of and/or makes decisions

Component
practices

Innovative
federal policies, practices, procedures, and regulations and always applies them ethically and wisely, in a manner that fulfills legal and contractual (CBA) obligations. The administrator anticipates potential legal/ethical issues and involves appropriate personnel in a proactive resolution process.

Proficient
policies, practices, procedures, and regulations and applies them routinely in an ethical manner that fulfills legal and contractual (CBA) obligations. The administrator involves appropriate personnel in resolving legal/ethical issues.

Basic
policies, procedures, and regulations but does not consistently apply them in an ethical manner in fulfilling legal and contractual (CBA) obligations. The administrator sometimes involves appropriate personnel in resolving legal/ethical issues.

Unsatisfactory
outside of existing district, state, and federal requirements and rarely follows policies, practices, procedures, and regulations. The administrator never involves appropriate personnel in resolving legal/ethical issues.

Domain 7: Partnering with the school community to promote student learning: The administrator effectively communicates with all stakeholders in order to foster positive relationships within the school community. Component
7.1 Frequent and effective communication with parents and community

Innovative
The school administrator consistently promotes open and timely communication with students, staff, parents and community stakeholders and is reciprocal, when appropriate. He/she consistently and actively promotes the school vision and mission. The administrator creates structures with multiple pathways for family and community voice and participation in the school.

Proficient
The school administrator frequently promotes open and timely communication with students, staff, parents and community stakeholders and is reciprocal, when appropriate. He/she consistently and actively promotes the school vision and mission. The administrator makes parents/families and the community feels welcome and respected, responds to concerns, and engages in authentic dialogue with parents/families. The school administrator is a district participant in promoting and enhancing collegial working relationships. The administrator participates in district meetings, volunteers for district-wide projects, and consistently demonstrates timely communication with colleagues. The administrator occasionally invests in capacity building of building stakeholders and district colleagues. The school administrator most often builds and maintains a positive, collaborative relationship with and among staff by being visible, accessible, and modeling active listening.

Basic
The administrator seldom uses minimal methods to promote timely communication with parents regarding school/district events and student progress. He/she inconsistently promotes the school vision and mission. The administrator develops systems to increase communication with parents/families and the community.

Unsatisfactory
The administrator never communicates with parents and community. Communication is untimely, irregular and haphazard and does little to promote a positive school image. The administrator has little or no communication with parents/families.

7.2 Builds positive and collaborative collegial relationships

The school administrator is a district leader in promoting and enhancing collegial working relationships. The administrator is an active and cooperative participant in district meetings, volunteers for districtwide projects, and consistently demonstrates open and timely communication with colleagues. The administrator consistently invests in capacity building of building stakeholders and district colleagues. The school administrator consistently builds and maintains a positive, collaborative relationship with and among staff by being visible, accessible, and modeling active listening.

The administrator is an active and cooperative participant in district meetings, and demonstrates timely communication with colleagues. The administrator does little to invest in capacity building of building stakeholders and district colleagues.

The school administrator infrequently or does not participates in district-level meetings. The administrator is in a reactive mode communicating with colleagues. The administrator does not invest in capacity building of building stakeholders and district colleagues. The school administrator does not actively build nor maintains positive, collaborative relationships with and among staff. Visibility, accessibility and active listening are inconsistent.

7.3 Promotes positive and collaborative staff relationships

The school administrator sometimes builds and maintains a positive, collaborative relationship with and among staff. Visibility, accessibility and active listening are inconsistent.

Component
7.4 Understands community dynamics and considers stakeholder input when making decisions

Innovative
The school administrator authentically and consistently involves stakeholders from multiple cultural groups in the decision-making and problemsolving processes and consistently sustains a positive and supportive relationship with the school community.

Proficient
The school administrator engages stakeholders in the decision making and problem-solving processes when appropriate and most often promotes a positive and supportive relationship with the school community. The school administrator uses perception data to guide school improvement.

Basic
The school administrator inconsistently involves stakeholders in the decision-making and problem-solving processes when appropriate and attempts to promote a positive and supportive relationship with the school community. The administrator occasionally uses appropriate strategies when making decisions (e.g. command, collaborative, etc.). The administrator has attempted to use perception data to guide school improvement.

Unsatisfactory
The school administrator rarely involves stakeholders in the decision making and problem-solving processes and doesnt sustain a positive and supportive relationship with the school community. The administrator ineffectively uses perception data to guide school improvement.

Domain 8: Demonstrate a commitment to closing the achievement gap: The Principal is knowledgeable of the factors that contribute to the achievement gap and promotes parent involvement, the professional growth of staff, and the use of data in aligning programs and resources to close the achievement gap. Component Innovative Proficient Basic Unsatisfactory
8.1 Understands factors that contribute to the achievement gap
The school administrator creates and maintains a culture of high expectations, inclusiveness, equity and mutual respect among stakeholders. The administrator implements systems to assess how well individual students and student cohort groups meet conduct expectations and school values. The school administrator consistently ensures the use of rigorous standards-driven curricula and the use of culturally responsive instructional and assessment strategies. School and classroom materials, textbooks, etc. are culturally relevant. The administrator creates opportunities for student to learn about a range of careers so that they can create their own personal visions and career aspirations. The school administrator and staff proactively and systematically use multiple disaggregated sources of student data to guide school wide, multi-tiered intervention programs that address the needs of all students. The school administrator encourages a culture of high expectations, inclusiveness, equity and mutual respect among staff, students, and community. The administrator trains all staff on delivering clear and consistent messaging of values and behaviors to students. The school administrator frequently facilitates the use of rigorous standardsdriven curricula and the use of culturally responsive instructional and assessment strategies. A rigorous standards-based system is emerging in the school. School and classroom materials, textbooks, etc. are culturally relevant. The administrator connects aspiration to college and career experiences for all students. The school administrator systematically uses multiple disaggregated sources of student data to develop a school wide, multi-tiered intervention programs that address the needs of all students. The school administrator has begun to develop a culture of high expectations, inclusiveness, equity and mutual respect among staff, students, and community. The administrator builds agreement amongst teachers on the types of student actions and behaviors that are consistent with school values. The school administrator is aware of the need for consistent use of rigorous standardsdriven curricula and the use of culturally responsive instructional and assessment strategies and begins to implement a system to ensure the use of a rigorous standardsbased system. Some school and classroom materials, textbooks, etc. are culturally relevant. The administrator provides limited exposure to college and career opportunities. The school administrator inconsistently uses multiple disaggregated sources of student data to guide school wide, multi-tiered intervention programs that address the needs of all students. The school administrator rarely promotes a culture of high expectations, inclusiveness, equity, and mutual respect among staff, students and community. The administrator does not make values or behavioral expectations clear to staff and students. The school administrator in unable to articulate and facilitate the development of a rigorous standards-based system. The administrator does not expose students to college or career opportunities.

8.2 Demonstrates knowledge of culturally responsive curricula, instruction, and assessment.

8.3 Uses data to align resources and programs in closing the achievement gap

The school administrator fails to use multiple disaggregated sources of student data to guide school wide, multi-tiered intervention programs that address the needs of all students.

Component
8.4 Promotes professional growth of staff

Innovative
The school administrator works collaboratively with staff to sponsor professional development that supports cultural competency at all levels of the school.

Proficient
The school administrator regularly sponsors professional development that supports cultural competency at all levels of the school.

Basic
The school administrator intermittently sponsors professional development that supports cultural competency at all levels of the school.

Unsatisfactory
The school administrator fails to sponsor professional development that supports cultural competency at all levels of the school.