EXCELLENCE REPORT CARD FOR PRINCIPALS AND LEADERS | ||
Excellence Component | Indicator 0 - Not in Place 1 - In progress 2 - Excellent | Rating (0, 1, 2) |
CULTURE | ||
1 | All teachers believe that all kids can learn at high levels? | |
2 | The culture embraces the strengths that everyone brings to the table and accepts the weaknesses that also come with them? | |
CULTURE PERFORMANCE AND PLAN FOR IMPROVEMENT | ||
INSTRUCTION | ||
1 | Campus' expectations for instruction are in place in every classroom | |
2 | Professional development is continuously provided to help teachers develop the skills to meet those expectations. | |
3 | Regular collaboration allows teachers to work and learn together to develop the skills within the expectations for instruction. | |
4 | Instructional expectations are monitored and response are made when expectations for instruction are not being met. | |
INSTRUCTION PERFORMANCE AND PLAN FOR IMPROVEMENT | ||
ASSESSMENT | ||
1 | A plan is in actively in place to monitor the learning for every student throughout the school year through the use of assessments? | |
2 | Teachers have been provide successful professional development to develop formative assessments that will tell you and them if students are learning? | |
3 | Regular collaboration helps teachers develop the best assessments for learning? | |
4 | Data is collected in an organized fashion to determine if students are learning or if instruction is meeting the needs of all kids? | |
ASSESSMENT PERFORMANCE AND PLAN FOR IMPROVEMENT | ||
INTERVENTION | ||
1 | When students are failing to learn, the campus, individual staff members, and teams of teachers respond to students in a systematic way? | |
2 | Professional development has been provided in the area of intervention, and how and when will you provide that? | |
3 | Collaboration is a meaningful tool for teachers to discuss students that are failing and to develop interventions to meet their needs as the first step of the RTI program. | |
4 | The campus leadership team monitors student progress and has developed triggers that will ensure that no child falls through the cracks. | |
5 | Leaders respond when interventions are not being provided to a student or groups of students. | |
INTERVENTION PERFORMANCE AND PLAN FOR IMPROVEMENT | ||
EXTENSION | ||
When students have mastered a particular skill, what extension opportunities should be offered to them? | ||
Professional learning has resulted in extension opportunities such as personalized tasks or #geniushour. | ||
Clubs or organizations are in place so students can participate and extend their learning in deeper and more meaningful ways. | ||
Academically competitive activities encourage students to find their passion. | ||
EXTENSION PERFORMANCE AND PLAN FOR IMPROVEMENT | ||
COLLEGE AND CAREER | ||
Preparation for college and career begins in kindergarten, and expectations for exposing students to all types of careers and the college pathways result in student interest in college and career. | ||
Professional learning and information for teachers equips them with the tools to successfully prepare students for college and career. | ||
COLLEGE AND CAREER PERFORMANCE AND PLAN FOR IMPROVEMENT | ||
MASTER SCHEDULE | ||
Collaboration for teachers is guaranteed in the school day. | ||
Intervention for students needing additional time and support is built into the school day. | ||
MASTER SCHEDULE PERFORMANCE AND PLAN FOR IMPROVEMENT | ||
LEADERSHIP | ||
Teacher leadership is elicited from all teachers and support staff. | ||
A leadership team actively helps the school improve as a whole. | ||
Student leadership is active in our school. | ||
Leadership is developed in parents and the school community. | ||
LEADERSHIP PERFORMANCE AND PLAN FOR IMPROVEMENT | ||
STUDENT BEHAVIOR | ||
A system for teachers to address minor behaviors prior to sending them to the office is in place. | ||
Parent communication is a consistent part of every teacher's response to inappropriate behavior. | ||
When a student is sent to the office for misbehavior, there is a communication loop back to the person that referred the student to the office. | ||
If the teacher does not see a change in behavior, teachers feel confident communicating with the administrator | ||
Student behavior data is collected to determine if the campus is effective in the expectations for and the responses to student behavior. | ||
The principal promotes, supports, and celebrates excellent student behavior in a manner that creates a culture where excellent behavior is a great thing to strive for. | ||
STUDENT BEHAVIOR PERFORMANCE AND PLAN FOR IMPROVEMENT | ||
COMMUNICATION | ||
The leader communicates to the staff in a way that keeps them aware of and prepared for all campus events. | ||
Advance notice is given to teachers about upcoming events and tasks so they will be prepared (No last minute emails!!!) | ||
The school effectively communicates student progress to parents regarding grades, attendance, and behavior | ||
Social media is leveraged as a tool to show the great things happening on the campus, and it is done at least weekly if not daily. | ||
Parents have a venue to express their concerns or frustrations to teachers and administrators in a constructive way, and input is proactively sought after. | ||
COMMUNICATION PERFORMANCE AND PLAN FOR IMPROVEMENT | ||
CELEBRATION | ||
What will you celebrate in relationship to the expectations listed above? | ||
Student growth is regularly celebrated with the entire student body. | ||
Exemplars of excellence in students, staff and teams is frequently celebrated. | ||
Multiple methods are used to celebrate (i.e. - Assemblies, parties, treats, social media, announcements, etc.) | ||
Celebrations come from all members of the community, not just the leaders. | ||
CELEBRATION PERFORMANCE AND PLAN FOR IMPROVEMENT | ||