Arte School Site Review

A lifetime of excellence begins at Arte Schools.

Arte School Site Review Introduction

Arte Schools are committed to ensuring a lifetime of excellence for its students. Similar to administrators providing teachers feedback regarding their instructional practices, school leadership benefits from feedback regarding the schools leadership, culture, instruction, and goals. Todays process is intended to be rigorous with the goal of offering school leadership with both commendations regarding progress as well as considerations for improvement. Participants will divide into seven groups consisting of individuals from different schools and be asked to review specific Domains from A Framework for School Leadership Excellence. Please be respectful of the normal operation of the school and the instruction occurring in the classrooms. Reviewers observing classroom instruction should spend the time designated for each, predetermined class. The administrators hosting the site visit should remain available to provide evidence and answer questions. Thank you for your willingness to participate in the Arte School Site Review.

A lifetime of excellence begins at Arte Schools.

A Framework for chool Leadership Excellence

Domain I: School Management Demonstrates a system of accountability for staff performance and conduct. Demonstrates accessibility and visibility to all school stakeholders. Designs a master schedule that ensures i structional time is maximized. Designs a schedule that allows for the following: (a) student intervention, (b) student enrichment, (c) pre-teaching, and (d) re-teaching. Develops school-wide practices and processes that ensure student learning and teacher instruction is the primary focus. Ensures the physical building is clean, safe, and orderly. Hires and retains the highest quality staff. Maximizes staff to ensure all student needs are met. Produces documents that are well-writte , informative, and concise. Solicits input and feedback into leadership decisions. Uses various avenues to effectively communicate. Domain II: School Culture Cultivates a culture that embraces and values diversity. Creates avenues for respectful, two-way communication. Demonstrates that students and staff are valued. Establishes clear and concise school-wide, student behavior expectations. Engages and empowers staff members in the decision-making process. Institutes, monitors, and reinforces a positive, proactive school-wide approach to student conduct. Promotes a school culture that values respectful and civil behavior. Promotes student and staff attendance and punctuality. Promotes a student-centered environment. Engages community members in the schooling process.

Domain IV: School Vision, Mission, and Goals Builds leadership capacity through empowerment and engagement. Demonstrates a strong commitment to innovative and technological-based teaching and learning practices. Demonstrates an understanding of the process of developing a school vision and mission. Develops a strategic plan that promotes continuous instructional and process improvement. Engages stakeholders in the development of the schools vision, mission, and goals. Establishes goals that are specific, measurable, and attainable. Identifies technology and innovative practices as key priorities within the school improvement plan. Reflects the school vision, mission, and goals in the school improvement process and plan.

Domain III: School-Wide Instructional Leadership Builds systems of instructional accountability as evidenced through: (a) observations, (b) evaluations, and (c) other documentation. Builds a community that is committed to professional growth. Conducts classroom focused improvement process meetings that incorporate the following: (a) analysis of data, (b), promotion of professional development, (c) review and discussion of student artifacts, and (d) fluid grouping of students. Demonstrates knowledge of the Maryland Common Core States Standards Framework and reinforces its fidelity through teacher observation and professional development. Engages teachers in dialogue regarding instructional practices. Ensures classroom instruction is personalized to meet the diversity of student learning needs. Establishes, monitors, and reinforces instructional expectations. Identifies low-performing teachers and provides the necessary assistance and supports for improvement. Promotes innovative instruction and activities that are tailored to the twentyfirst century learning. Provides relevant and differentiated professional development opportunities. Uses the formal observation process to improve instruction and promote student learning. Uses informal observations as an opportunity to assist teachers in reflecting on their instructional practices.

A lifetime of excellence begins at Arte Schoo

MMarkoe

A Framework for School Leadership Excellence

Domain I: School Management

Designs a schedule that allows for the following: (a) student intervention, (b) student enrichment, (c) pre-teaching, and (d) re-teaching. Master Schedule Distinguished Proficient Basic Ineffective The master schedule allows for all of the The master schedule allows for three of The master schedule allows for two of the The master schedule allows for none of following activities on a daily basis for all the following activities on a daily basis for following activities on a daily basis for all the following activities on a daily basis for grade levels: all grade levels: grade levels: all grade levels: Student Intervention Student Intervention Student Intervention Student Intervention Student Enrichment Student Enrichment Student Enrichment Student Enrichment Pre-Teaching Pre-Teaching Pre-Teaching Pre-Teaching Student Re-Teaching Student Re-Teaching Student Re-Teaching Student Re-Teaching 1. Ensures the physical building is clean, safe, and orderly. Landscaping Distinguished Shrubbery beds are thoroughly mulched. 2. Manicured, School Grounds Distinguished No evidence of weeds on the school grounds. 3. Playgrounds and Athletic Fields Distinguished The playgrounds/athletic fields are extremely well maintained, clean, and safe. 4. Clutter-Free School Grounds Distinguished No clutter is evident on the school grounds (unnecessary sheds, trash cans, etc.). 5. Marquee Distinguished Marquee is current and is extremely presentable. 6. Lawn Appearance Distinguished The grass throughout the campus is between three inches and three and onehalf inches. 1. Proficient Most of the shrubbery beds are mulched. Proficient Minimal evidence of weeds on the school grounds. Proficient The playgrounds/athletic fields are well maintained, clean, and safe. Basic Some of the shrubbery beds are mulched. Basic Evidence of weeds on the school grounds. Ineffective None of the shrubbery beds are mulched. Ineffective Weeds are evident throughout the school grounds. Ineffective The playgrounds/athletic fields require significant attention in respect to maintenance, cleanliness, and safety. Ineffective Clutter distracts from the overall appearance of the school grounds.

Basic The playgrounds/athletic fields need some attention, but for the most part are maintained, clean, and safe. Basic Clutter is evident on the school grounds.

Proficient Minimal clutter is evident on the school grounds.

Proficient Marquee is up-to-date, but not presentable or marquee is current, but presentable. Proficient Most of the grass throughout the campus is between three inches and three and onehalf inches.

Basic Marquee requires significant work to improve its overall appearance. Basic Some of the grass throughout the campus is between three inches and three and onehalf inches.

Ineffective Marquee is not current and not presentable. Ineffective No evidence of the grass being maintained.

MMarkoe

A Framework for School Leadership Excellence Ensures the physical building is clean, safe, and orderly. Windows/Glass Surfaces Distinguished Seven out of seven windows checked were smudge free. 8. Classroom Appearance Distinguished Seven out of seven classes were clutter free and organized for optimal learning. Classroom Cleanliness Distinguished In seven out of seven classes visited, window ledges were dust free 10. Hallway Appearance Distinguished All of the hallways visited were clutter, trash, and smudge free. 11. Restroom Cleanliness Distinguished All bathrooms visited were entirely trash free and extremely clean. 12. Public Displays Distinguished All hallway bulletin boards include the following elements: Aesthetically pleasing Current Feature student work Well organized 13. Student Desks/Tables Distinguished In seven of the seven classes visited, student desks are clean and polished. 14. Flooring Distinguished The carpet in seven out of seven classes was vacuumed and clean. 9. 7. Proficient Four to six of seven windows checked were smudge free. Proficient Four to six of the seven classes were clutter free and organized for optimal learning. Proficient Four to six of the seven classes visited, window ledges were dust free. Proficient Most of the hallways visited were clutter, trash, and smudge free. Proficient Most of the bathrooms visited were entirely trash free and extremely clean. Proficient Most of the hallway bulletin boards include the following elements: Aesthetically pleasing Current Feature student work Well organized Proficient In four to six of the seven classes visited, student desks are cleaned and polished. Proficient The carpet in four to six of the classes visited was vacuumed and clean. Basic One to three of seven windows checked were smudge free. Basic One to three of the seven classes were clutter free and organized for optimal learning. Basic One to three of the seven classes visited, window ledges were dust free. Basic Some of the hallways visited were clutter, trash, and smudge free. Basic Some of the bathrooms visited were entirely trash free and extremely clean. Basic Some of the hallway bulletin boards include the following elements: Aesthetically pleasing Current Feature student work Well organized Basic In one to three of the seven classes visited, student desks are clean and polished. Basic The carpet in one to three of the seven classes visited was vacuumed and clean. Ineffective None of the seven windows checked were smudge free. Ineffective None of the seven classes were clutter free and organized for optimal learning.

Ineffective None of the seven classes visited, window ledges were dust free. Ineffective None of the hallways visited were clutter, trash, and smudge free. Ineffective None of the bathrooms visited were entirely trash free and extremely clean. Ineffective None of the hallway bulletin boards include the following elements: Aesthetically pleasing Current Feature student work Well organized Ineffective None of the seven classes visited, student desks are clear and polished. Ineffective The carpet in all seven classes was not vacuumed and clean.

MMarkoe

A Framework for School Leadership Excellence Hires and retains the highest quality staff. Hiring Practice Distinguished School leadership possesses a formalized written plan for hiring staff. Bank of Interview Questions Distinguished School leadership possesses a bank (20 or more) of rigorous interview questions that are specific to four or more subject areas. 3. New Teacher Induction Plan Distinguished A formalized, written induction plan exists for non-tenured teachers. 4. Non-Tenured Teacher Contacts Distinguished School leadership formally meets with new teachers on a monthly basis. 5. Lead Teacher Expectations Distinguished School leadership has established documented expectations for lead teachers role in mentoring new teachers. 2. 1. Proficient School leadership can verbalize a formalized plan for hiring staff. Basic School leadership can describe past practices for hiring staff that reflect a strategic approach. Basic School leadership possesses a bank (5 to 9) of rigorous interview questions specific to two questions. Basic School leaders appears attentive to orienting new teachers. Basic School leadership meets with new teachers on an as needed basis. Basic School leadership has directed lead teachers to mentor new teachers. Ineffective School leadership appears to have a random process for hiring staff.

Proficient School leadership possesses a bank (10 to 19) of rigorous interview questions that are specific to two to three subject areas. Proficient School leadership can speak to a formal induction plan for non-tenured teachers. Proficient School leadership formally meets with new teachers on a quarterly basis. Proficient School leadership can verbalize expectations for lead teachers role in mentoring new teachers.

Ineffective School leadership possesses a generic, limited bank of interview questions.

Ineffective No evidence of any kind of new teacher induction plan. Ineffective No evidence that school leadership is meeting with non-tenured teachers. Ineffective School leadership has had no conversation with their lead teachers pertaining to their role in mentoring new teachers.

Produces documents that are well-written, informative, and concise. Document Accuracy Distinguished Seven out of seven documents reviewed reflected the following elements: All words are correctly spelled Correct grammar is used throughout the document Ideas are organized in a logical manner Information is valuable to the intended audience Message is concise and on point. 1. Proficient Four to six of the seven documents reviewed reflected the following elements: All words are correctly spelled Correct grammar is used throughout the document Ideas are organized in a logical manner Information is valuable to the intended audience Message is concise and on point. Basic Ne to two of the seven documents reviewed reflected the following elements: All words are correctly spelled Correct grammar is used throughout the document Ideas are organized in a logical manner Information is valuable to the intended audience Message is concise and on point. Ineffective None of the seven documents reviewed reflected the following elements: All words are correctly spelled Correct grammar is used throughout the document Ideas are organized in a logical manner Information is valuable to the intended audience Message is concise and on point.

MMarkoe

A Framework for School Leadership Excellence Solicits input and feedback into leadership decisions. Formal Venues/Committees Distinguished Seven or more formal venues/committees exist that promote stakeholder input into school-related decisions. 1. Proficient Four to six formal venues/committees exist that promote stakeholder input into school-related decisions. Basic One to three formal venues/committees exist that promote stakeholder input into school-related decisions. Ineffective No evidence of formal venues/committees exist that promote stakeholder input into school-related decisions.

Uses various avenues to effectively communicate. Communication Avenues Distinguished Evidence of weekly mechanisms/avenues for formal communication with stakeholders. Student learning is evidenced in the communication. 1. Proficient Evidence of bi-weekly mechanisms/avenues for formal communication with stakeholders. Student learning is evidenced in the communication. Basic Evidence of monthly mechanisms/avenues for formal communication with stakeholders. Student learning is evidenced in the communication. Ineffective No evidence of monthly mechanisms/avenues for formal communication with stakeholders.

MMarkoe

A Framework for School Leadership Excellence

Domain II: School Culture

Cultivates a culture that embraces and values diversity. Cultural Awareness Professional Development Distinguished Proficient Basic Staff members are involved in on-going In the past six months, staff members have At some time in the past two years, staff professional development and receive participated in professional development members have participated in professional information associated with fostering a and have received information associated development and received information culturally-responsive school. with fostering a culturally-responsive associated with fostering a culturallyschool. responsive school. 2. Student Participation Distinguished Proficient Basic In all seven of the classes visited, student In four to six of the seven classes visited, In one to three of the seven classes visited, ideas were clearly valued and all students student ideas were valued and all students student ideas were valued and all students were encouraged to participate in learning. were encouraged to participate in learning. were encouraged to participate in learning. 3. Text Accessibility Distinguished Proficient Basic In all seven of the classes visited, students In four to six of the classes visited, In one to three of the seven classes visited, had access to a wide range of fiction and students had access to a wide range of students had access to a wide range of non-fiction text (more than 20 items). fiction and non-fiction text (more than 20 fiction and non-fiction text (more than 20 items). items). 4. Master Schedule Distinguished Proficient Basic The schools master schedule is designed The schools master schedule reflects The schools master schedule reflects to optimize opportunities for students with some effort to ensure students with some effort to ensure students with different academic skills to work together different academic skills have different academic skills have and have opportunities to learn together. opportunities to work and learn together. opportunities to work and learn together. Student groupings within the seven Student groupings in four to six of the Student groupings in one to three of the classrooms visited all reflected an effort seven classrooms visited reflected an seven classrooms visited reflected an for students with different academic skills effort for students with different academic effort for students with different academic to work together and have opportunities to skills to work together and have skills to work together and have learn together. opportunities to learn together. opportunities to learn together. 1.

Ineffective No evidence of staff members participating in professional development and receiving information associated with fostering a culturally-responsive school.

Ineffective No evidence of student ideas being valued and students being encouraged to participate in learning. Ineffective No evidence of students having access to a wide of fiction and non-fiction text (more than 20 items).

Ineffective The schools master schedule reflects no effort to ensure students with different academic skills have opportunities to work and learn together. Student groupings in none of the seven classrooms visited reflected an effort for students with different academic skills to work together and have opportunities to learn together.

MMarkoe

A Framework for School Leadership Excellence Demonstrates that students and staff are valued. Staff Recognition Distinguished The school has three or more formal systems to acknowledge and recognize staff efforts and accomplishments. 2. Student Recognition Distinguished The school has three or more formal systems to acknowledge and recognize student efforts and accomplishments. 3. Exemplary Student Work Distinguished Exemplary student work is displayed in seven out of seven classes visited. 1. Proficient The school has two formal systems to acknowledge and recognize staff efforts and accomplishments. Proficient The school has two formal systems to acknowledge and recognize student efforts and accomplishments. Proficient Exemplary student work is displayed in four to six of the seven classes visited. Basic The school has one formal system to acknowledge and recognize staff efforts and accomplishments. Basic The school has one formal system to acknowledge and recognize student efforts and accomplishments. Basic Exemplary student work is displayed in one to three of the seven classes visited. Ineffective The school has established no formal system to acknowledge and recognize staff efforts and accomplishments. Ineffective The school has established no formal system to acknowledge and recognize student efforts and accomplishments. Ineffective Exemplary student work is not displayed in any of the seven classes visited.

Establishes clear and concise school-wide, student behavior expectations. Visual Representation of Behavioral Expectations Distinguished Proficient Basic All classrooms visited had school-wide Four to six of the seven classrooms visited Three or less of the classrooms visited had student behavior expectations posted in a had school-wide student behavior school-wide student behavior expectations highly visible location. posted in a highly visible location. expectations posted in a highly visible location. 2. Student Awareness of the Behavioral Expectations Distinguished Proficient Basic Seven out of seven students, when asked, Four to six of seven students, when asked, Three or less students, when asked, were were able to identify at least one specific were able to identify at least one specific able to identify at least one specific school-wide behavior expectation. school-wide behavior expectation. school-wide behavior expectation. 3. Parent Awareness of the Behavioral Expectations Distinguished Proficient Basic A formal process has been established that A formal process has been established that Parents are informed of school-wide routinely informs parents of school-wide informs parents of school-wide behavior behavior expectations through behavior expectations. expectations one time per year. conversations with staff and by documents posted throughout the school building. 4. School-Wide Behavior Incentive Program Distinguished Proficient Basic A formal process has been established that A formal process has been established that A formal process has been established that rewards students on a daily basis in every rewards students routinely in most settings sporadically rewards students in some setting for adherence to school-wide for adherence to school-wide behavior settings for adherence to school-wide behavior expectations. expectations. behavior expectations. 1.

Ineffective None of the classrooms visited had school-wide student behavior expectations posted in a highly visible location.

Ineffective None of the seven students, when asked, were able to identify one specific schoolwide behavior expectation. Ineffective No evidence suggests that parents have any knowledge of school-wide behavior expectations.

Ineffective No evidence suggests that a formal process has been established that rewards students for adherence to school-wide behavior expectations.

MMarkoe

A Framework for School Leadership Excellence Establishes clear and concise school-wide, student behavior expectations. Progressive Consequences Distinguished Progressive consequences for inappropriate student behavior are memorialized in a school document, explicitly taught to students and consistently reinforced when administering discipline. 6. Discipline Referrals Distinguished Staff-generated student discipline referrals have been reduced by 10 percent when compared to this time last school year. 7. Suspensions Distinguished Student suspensions have decreased by 10 percent when compared to this time last school year. 5. Proficient Progressive consequences for inappropriate student behavior are memorialized in a school document and consistently reinforced when administering discipline. Basic Progressive consequences for inappropriate student behavior are consistently reinforced when administering discipline. Ineffective No evidence suggests that consequences for inappropriate student behavior are understood or consistently reinforced.

Proficient Staff-generated student discipline referrals have been reduced by 5 to 9 percent when compared to this time last school year. Proficient Student suspensions have decreased by 5 to 9 percent when compared to this time last school year.

Basic Staff-generated student discipline referrals have been reduced by 1 to 4 percent when compared to this time last school year. Basic Student suspensions have decreased by 1 to 4 percent when compared to this time last school year.

Ineffective Staff-generated student discipline referrals are the same or increased when compared to this time last school year. Ineffective Student suspensions are equal or have increased when compared to last school year.

Promotes student and staff attendance and punctuality. Student Attendance Distinguished Student attendance has improved by two percent or more when compared to this same time last school year. Staff Attendance Distinguished *Staff attendance has improved 5% or greater when compared to this same time last school year. 2. 1. Proficient Student attendance has improved between 1.5% and 1.9% when compared to this same time last school year. Basic Student attendance has improved between 1% and 1.4% when compared to this same time last school year. Ineffective Student attendance has improved .9% or less, remained the same, or decreased when compared to this same time last school year. Ineffective *Staff attendance has improved .9% or less, remained the same, or decreased when compared to this same time last school year.

Proficient *Staff attendance has improved between 2% and 4.9% when compared to this same time last school year.

Basic *Staff attendance has improved between 1% and 1.9% when compared to this same time last school year.

*Maternity leave is not calculated into this rating.

Plan to Address Tardiness Distinguished A formalized, written student tardy plan was been developed and implemented school-wide. 4. Attendance Action Plan Distinguished A mentor program (relationship building) has been established for students who have habitual attendance issues.

3.

Proficient A formalized student tardy plan exists, but is sporadically enforced.

Basic A student tardy plan exists, but is not enforced.

Ineffective No student tardy plan exists.

Proficient A formalized program exists that supports students with attendance issues.

Basic Students with attendance issues are routinely discussed during student support team meetings.

Ineffective No evidence suggests the school is addressing students with frequent attendance issues.

MMarkoe

A Framework for School Leadership Excellence Promotes a student-centered environment. Student Work Distinguished Proficient Displayed student work in seven out of Displayed student work in four to six of seven classes visited included all of the the seven classes visited included all of the following elements: following elements: Aesthetically pleasing Aesthetically pleasing Current Current Organized Organized Student centered Student centered 2. Text Arrangement and Accessibility Distinguished Proficient Books and magazines are neatly organized Books and magazines are neatly organized and accessible to students in seven out of and accessible to students in four to six seven classes visited. out of seven classes visited. 1. Basic Displayed student work in one to three of the seven classes visited included all of the following elements: Aesthetically pleasing Current Organized Student centered Basic Books and magazines are neatly organized and accessible to students in one to three out of seven classes visited. Ineffective Displayed student work in none of the seven classes visited included all of the following elements: Aesthetically pleasing Current Organized Student centered Ineffective Books and magazines are neatly organized and accessible to students in none of the seven classes visited.

Engages community members in the schooling process. Stakeholder Communication Distinguished The school has established formal and frequent (more than two times per semester) vehicles for communication between school and parents and the community which include all of the following: (a) phone calls, (b) internet, (c) home visits, (d) weekly/monthly newsletter, (e) parent-teacher conference, and (f) community events. 2. School Volunteers Distinguished The school has established a formal volunteer program that includes both businesses and parents that includes the following elements: (a) recruiting and training, (b) orientation workshops, (c) staff professional development on appropriate volunteer use, and (d) consideration of legal factors associated with volunteer programs. 1. Proficient The school has established formal and frequent (more than two times per semester) vehicles for communication between school and parents and the community which include four to five of the following: (a) phone calls, (b) internet, (c) home visits, (d) weekly/monthly newsletter, (e) parent-teacher conference, and (f) community events. Proficient The school has established a formal volunteer program that includes either businesses or parents that includes some of the following elements: (a) recruiting and training, (b) orientation workshops, (c) staff professional development on appropriate volunteer use, and (d) consideration of legal factors associated with volunteer programs. Basic The school has established formal and frequent (more than two times per semester) vehicles for communication between school and parents and the community which include one to three of the following: (a) phone calls, (b) internet, (c) home visits, (d) weekly/monthly newsletter, (e) parent-teacher conference, and (f) community events. Basic Staff members are permitted to use volunteers as needed. Ineffective The school has established formal and sporadic (one or less per semester) vehicles for communication between school and parents and the community which include one to three of the following: (a) phone calls, (b) internet, (c) home visits, (d) weekly/monthly newsletter, (e) parent-teacher conference, and (f) community events. Ineffective Volunteers are not utilized in the school.

MMarkoe

A Framework for School Leadership Excellence Engages community members in the schooling process. Stakeholder Engagement Distinguished All of the following structures are in place and actively involve parent and community participation: Active Booster and/or Parent Teacher Association Parent/Community Member Serves on School Improvement Team. Student Support Team 3. Proficient Two out of three of the following structures are in place and actively involve parent and community participation: Active Booster and/or Parent Teacher Association Parent/Community Member Serves on School Improvement Team. Student Support Team Basic One out of three of the following structures are in place and actively involve parent and community participation: Active Booster and/or Parent Teacher Association Parent/Community Member Serves on School Improvement Team. Student Support Team Ineffective None of the following structures are in place and actively involve parent and community participation: Active Booster and/or Parent Teacher Association Parent/Community Member Serves on School Improvement Team. Student Support Team

Maximizes time and resources to ensure student learning is constant. Instructional Time Distinguished Instructional time was maximized in all seven of the classes visited. 1. Proficient Instructional time was maximized in four to six of the seven classes visited. Basic Instructional time was maximized in one to three of the seven classes visited. Ineffective Instructional time was not maximized in any of the seven classes visited.

MMarkoe

10

A Framework for School Leadership Excellence

Domain III: School-Wide Instructional Leadership

Builds systems of instructional accountability as evidenced through: (a) observations, (b) evaluations, and (c) other documentation. Exemplar Observations Distinguished Proficient Basic Ineffective School leadership is able to provide seven School leadership is able to provide four School leadership is able to provide one to School leadership is unable to provide any exemplar observations or evaluations that to six exemplar observations or three exemplar observations or evaluations exemplar observations or evaluations that provide teachers with specific evaluations that provide teachers with that provide teachers with specific provide teachers with specific recommendations for improving specific recommendations for improving recommendations for improving recommendations for improving instructional practices in two or more instructional practices in two or more instructional practices in two or more instructional practices in two or more components (Domain 3 of The Framework components (Domain 3 of The Framework components (Domain 3 of The Framework components (Domain 3 of The Framework for Teaching) (within the past six months). for Teaching) (within the past six months). for Teaching) (within the past six months). for Teaching) (within the past six months). 1.

Builds a community that is committed to professional growth. Job-Embedded Professional Development Distinguished Proficient Basic Staff members are receiving weekly job Staff members are receiving weekly job Staff members are receiving weekly job embedded professional development in all embedded professional development in embedded professional development in of the following areas: two out of three of the following areas: one out of three of the following areas: Common Core State Common Core State Common Core State Standards/Literacy Standards/Literacy Standards/Literacy Framework for Teaching Framework for Teaching Framework for Teaching MAPs MAPs MAPs 1.

Ineffective Staff members are not receiving any job embedded professional development in any of the three areas: Common Core State Standards/Literacy Framework for Teaching MAPs

Conducts classroom focused improvement process meetings that incorporate the following: (a) analysis of data, (b) promotion of professional development, (c) review and discussion of student artifacts, and (d) fluid grouping of students. 1. CFIP Agendas Distinguished Proficient Basic Ineffective Evidence of three or more of the following Evidence of three or more of the following Evidence of three or more of the following Evidence of three or more of the following elements is reflected in seven out of seven elements are reflected in four to six of the elements is reflected in one to three of the elements are reflected in four to six of the CFIP agendas reviewed: seven CFIP agendas reviewed: seven CFIP agendas reviewed: seven CFIP agendas reviewed: Analysis of data Analysis of data Analysis of data Analysis of data Fluid grouping of students Fluid grouping of students Fluid grouping of students Fluid grouping of students Promotion of professional Promotion of professional Promotion of professional Promotion of professional development development development development Review and discussion of student Review and discussion of student Review and discussion of student Review and discussion of student artifacts artifacts artifacts artifacts

MMarkoe

11

A Framework for School Leadership Excellence Demonstrates knowledge of the Maryland Common Core State Standards Framework and reinforces its fidelity through teacher observation and professional development. 1. Common Core Documentation Distinguished Proficient Basic Ineffective School leadership can provide five or School leadership can provide three to School leadership can provide one to two School leadership cannot provide any more documents that reflect an emphasis four documents that reflect an emphasis documents that reflect an emphasis on documents that reflect an emphasis on on cultivating a deeper understanding of on cultivating a deeper understanding of cultivating a deeper understanding of the cultivating a deeper understanding of the the Common Core State Standards for the Common Core State Standards for Common Core State Standards for Common Core State Standards for teachers. teachers. teachers. teachers. 2. Common Core Implementation Distinguished Proficient Basic Ineffective Evidence of Common Core State Evidence of Common Core State Evidence of Common Core State Ensures high expectations and rigor are Standards is evident in seven out of seven Standards is evident in four to six of the Standards is evident in on to three of the the norm in teacher instruction and student classes visited. seven classes visited. seven classes visited. learning. 3. Common Core Professional Development Distinguished Proficient Basic Ineffective Extensive time has been provided teachers Adequate time has been provided to Minimal time has been provided to No time has been provided to teachers to to begin the process of unpacking the teachers to begin the process of unpacking teachers to begin the process of unpacking begin the process of unpacking the Common Core State Standards. the Common Core State Standards. the Common Core State Standards. Common Core State Standards. 4. Common Core Resources Distinguished Proficient Basic Ineffective Significant resources have been provided Some resources have been provided to Minimal resources have been provided to No resources have been provided to teachers to begin the process of unpacking teachers to begin the process of unpacking teachers to begin the process of unpacking to teachers to begin the process of unpacking the Common Core State the Common Core State Standards. the Common Core State Standards. the Common Core State Standards. Standards. Engages teachers in dialogue regarding instructional practices. Instructional Conversations Distinguished Evidence demonstrates that school leadership is conversing with teachers about instructional practices on a daily basis. 1. Proficient Evidence demonstrates that school leadership is routinely (two to four times a week) conversing with teachers about instructional practices. Basic Evidence demonstrates that school leadership sometimes (one time a week) converses with teachers about instructional practices. Ineffective No evidence demonstrates that school leadership converses with teachers about instructional practices.

MMarkoe

12

A Framework for School Leadership Excellence Ensures classroom instruction is personalized to meet the diversity of student learning needs. Instructional Expectations Distinguished In seven out of seven classes visited, high learning expectations were evident. 2. Differentiated Instruction Distinguished Students were grouped flexibly to ensure attention to both their similarities and to differences from peers in seven out of seven classes visited. 3. Student-Centered Exploration Distinguished Students were provided multiple opportunities to explore ideas and apply knowledge in seven out of the seven classes visited. 4. Lesson Plan Design Distinguished The design of the lesson addressed student differences in readiness, interest, and mode of learning in seven of the seven classes visited. 5. Student-Generated Questions Distinguished All students had opportunities to generate relevant questions and share interests and perspectives in seven out of seven classes visited. 6. Authentic Instruction Distinguished Instruction was authentic and relevant to students in all seven of the classes visited. 1. Proficient In four to six of the classes visited, high learning expectations were evident. Proficient Students were grouped flexibly to ensure attention to both their similarities and to differences from peers in four to six classes of the seven visited. Proficient Students were provided multiple opportunities to explore ideas and apply knowledge in four to six of the seven classes visited. Proficient The design of the lesson addressed student differences in readiness, interest, and mode of learning in four to six of the seven classes visited. Proficient All students had opportunities to generate relevant questions and share interests and perspectives in four to six classes of the seven classes visited. Proficient Instruction was authentic and relevant to students in four to six of the seven classes visited. Basic In one to three of the classes visited, high learning expectations were evident. Basic Students were grouped flexibly to ensure attention to both their similarities and to differences from peers in one to two classes out of seven classes visited. Basic Students were provided multiple opportunities to explore ideas and apply knowledge in one to three of the seven classes visited. Basic The design of the lesson addressed student differences in readiness, interest, and mode of learning in one to three of the seven classes visited. Basic All students had opportunities to generate relevant questions and share interests and perspectives in one to three out of six classes visited. Basic Instruction was authentic and relevant to students in one to three of the seven classes visited. Ineffective None of the classes visited demonstrated high learning expectations were evident. Ineffective Students were grouped flexibly to ensure attention to both their similarities and to differences from peers none of the seven classes visited. Ineffective Students were provided multiple opportunities to explore ideas and apply knowledge in none of the seven classes visited. Ineffective The design of the lesson addressed student differences in readiness, interest, and mode of learning in none of the seven classes visited. Ineffective Students were not provided opportunities to generate relevant questions and share interests and perspectives in any of the seven classes visited. Ineffective Instruction was not authentic and relevant to students in none of the seven classes visited.

MMarkoe

13

A Framework for School Leadership Excellence Establishes, monitors, and reinforces instructional expectations. Documentation of Instructional Expectations Distinguished Proficient School leadership has a formal document School leadership has a formal document that identifies detailed instructional that identifies instructional expectations. expectations with different levels of proficiency. 2. Presentation of the Instructional Expectations Distinguished Proficient At the start of the school year, school At the start of the school year, school leadership presented staff a formal leadership reviewed instructional expectations with staff. document detailing instructional expectations with differing levels of proficiency. During the presentation, the expectations were unpacked and staff had an opportunity to discuss. 1. Basic School leadership has verbally identified instructional expectations with staff. Ineffective School leadership has no instructional expectations.

Basic At some point this school year, either formally or informally, school leadership has noted instructional expectations with staff.

Ineffective School leadership has not presented instructional expectations to staff.

Identifies low-performing teachers and provides the necessary assistance and support for improvement. Documentation of Low-Performing Teachers Distinguished Proficient Basic Ineffective School leadership has identified its lowSchool leadership has identified its lowSchool leadership has identified its lowSchool leadership has not identified any performing teachers and has initiated all of performing teachers and has initiated at a performing teachers and has initiated at a low performing teachers. the following elements: minimum of four of the following minimum two of the following elements: elements: Establish a formal plan. Establish a formal plan. Establish a formal plan. Inform the teacher of the Inform the teacher of the concern(s). concern(s). Inform the teacher of the concern(s). Provide frequent and specific Provide frequent and specific feedback regarding instructional Provide frequent and specific feedback regarding instructional practices. feedback regarding instructional practices. practices. Involve multiple experts in Involve multiple experts in assessing performance-related Involve multiple experts in assessing performance-related assessing performance-related issues and providing feedback. issues and providing feedback. issues and providing feedback. Offer assistance and additional Offer assistance and additional resources to support Offer assistance and additional resources to support improvement. resources to support improvement. improvement. Establish a timeframe for Establish a timeframe for improvement. Establish a timeframe for improvement. improvement. 1.

MMarkoe

14

A Framework for School Leadership Excellence Promotes innovative instruction and activities that are tailored to the twenty-first century learning. 21st Century Instruction Distinguished All of the following components were evidenced in seven out of seven classes visited: Innovation Critical thinking Problem solving Research Information fluency Digital citizenship Communication Collaboration 2. Technology Utilization Distinguished Technology as a learning tool is being utilized in seven out of seven classrooms. 1. Technology-Rich Classrooms Distinguished Seven out of seven classes visited are technology-rich classroom/learning environment. 3. Proficient Five to seven of the following components were evidenced in the classes visited: Innovation Critical thinking Problem solving Research Information fluency Digital citizenship Communication Collaboration Basic One to three of the following components were evidenced in the classes visited: Innovation Critical thinking Problem solving Research Information fluency Digital citizenship Communication Collaboration Ineffective None of the following components were evidenced in the classes visited: Innovation Critical thinking Problem solving Research Information fluency Digital citizenship Communication Collaboration

Proficient Technology as a learning tool is being utilized in four to six classrooms out of the seven visited. Proficient Four to six of the seven classes visited are technology-rich classrooms/learning environment.

Basic Technology as a learning tool is being utilized in one to three classrooms out of the seven visited. Basic One to three of the seven classes visited are technology-rich classrooms/learning environment.

Ineffective Technology as a learning tool is not being utilized in any of the seven classrooms visited. Ineffective None of the seven classes visited are technology-rich classrooms/learning environment.

Establishes literacy as a school-wide focus. Literacy Distinguished In seven out of seven classes visited, students were observed learning to read or reading to learning in authentic, integrated instructional units. In seven out of seven classes visited, students were able to transfer their understanding of content/text through the use of writing, conferencing, discussion or problem-based learning. 1. Proficient In four to six of the seven classes visited, students were observed learning to read or reading to learn in authentic, integrated instructional units. In four to six of the seven classes visited, students were able to transfer their understanding of content/text through the use of writing, conferencing, discussion or problem-based learning. Basic In one to three of the seven classes visited, students were observed learning to read or reading to learn in authentic, integrated instructional units. In one to three of the seven classes visited, students were able to transfer their understanding of content/text through the use of writing, conferencing, discussion or problem-based learning. Ineffective Students were not observed learning to read or reading to learning in authentic, integrated instructional units in any of the seven classes visited. Students were not able to transfer their understanding of content/text through the use of writing, conferencing, discussion problem-based learning in any of the seven classes visited.

MMarkoe

15

A Framework for School Leadership Excellence Uses informal observations as an opportunity to assist teachers in reflecting on their instructional practices. 1. Informal Observation Plan Distinguished Proficient Basic Ineffective School leadership has a formalized, School leadership has a formalized, School leadership has a formalized, School leadership has no formalized, written plan for conducting informal written plan for conducting informal written plan for conducting informal written plan for conducting informal observations. The plan includes the observations. The plan includes four to six observations. The plan includes one to observations. following elements: of the following seven elements: three of the following seven elements: Process to demonstrate evidence Process to demonstrate evidence Process to demonstrate evidence of daily informal observations. of daily informal observations. of daily informal observations. Process to document informal Process to document informal Process to document informal observations completed on a observations completed on a observations completed on a daily basis. daily basis. daily basis. Schedule to ensure all teachers Schedule to ensure all teachers Schedule to ensure all teachers are informally observed a are informally observed a are informally observed a minimum of two times per week. minimum of two times per week. minimum of two times per week. Procedures for providing teachers Procedures for providing teachers Procedures for providing teachers with written feedback regarding with written feedback regarding with written feedback regarding the informal observation. the informal observation. the informal observation. Specific look fors have been Specific look fors have been Specific look fors have been determined and relate to either determined and relate to either determined and relate to either Charlotte Danielson and/or the Charlotte Danielson and/or the Charlotte Danielson and/or the Common Core State Standards. Common Core State Standards. Common Core State Standards. Process to document feedback Process to document feedback Process to document feedback provided to teachers. provided to teachers. provided to teachers. Evidence that informal Evidence that informal Evidence that informal observations are a top priority of observations are a top priority of observations are a top priority of school leadership. school leadership. school leadership.

Ensures high expectations and rigor are the norm in teacher instruction and student learning. Challenging Curriculum Distinguished Proficient Basic Ineffective In seven out of seven classes visited, In four to six of the classes visited, In one to three of the classes visited, No evidence of challenging curriculum challenging curriculum was evident. challenging curriculum was evident. challenging curriculum was evident. was evident in the seven classes visited. 2. Higher Order Thinking Questions Distinguished Proficient Basic Ineffective In seven out of seven classes visited, In four to six of the classes visited, higher In one to three of the classes visited, No evidence of challenging curriculum higher level questions were evident. level questions were evident. higher level questions were evident. was evident in the seven classes visited. 3. Differentiated Instruction Distinguished Proficient Basic Ineffective In seven out of seven classes visited, In four to six of the classes visited, In one to three of the classes visited, Instruction was not differentiated or instruction was differentiated and tailored instruction was differentiated and tailored instruction was differentiated and tailored tailored to multiple student intelligences in to student multiple intelligences. to student multiple intelligences. to student multiple intelligences. any of the seven classes visited. 1.

MMarkoe

16

A Framework for School Leadership Excellence

Domain IV: School Vision, Mission, and Goals

Develops a strategic plan that promotes continuous instructional and process improvement. Comprehensive Strategic Plan Distinguished Proficient Basic Ineffective A comprehensive strategic plan with A comprehensive strategic plan with A strategic plan exists for the A strategic plan exists for the specific outcomes exists for the specific outcomes exists for the implementation of a least one of the implementation of none of the following following initiatives: initiatives: implementation for all of the following implementation for two of the three instructional initiatives: following initiatives: Charlotte Danielson Framework Charlotte Danielson Framework for Teaching for Teaching Charlotte Danielson Framework Charlotte Danielson Framework for Teaching for Teaching Common Core State Common Core State Standards/Literacy/College Standards/Literacy/College Common Core State Common Core State Career Readiness Career Readiness Standards/Literacy Standards/Literacy/College and Career Readiness Mentoring New Teachers Mentoring New Teachers Mentoring New Teachers Mentoring New Teachers 2. Vision Statement Distinguished Proficient Basic Ineffective The vision statement of the school The vision statement of the school The vision statement of the school The vision statement of the school includes all of the following components: includes three to five of the following includes one to two of the following includes none of the following components: components: components: Describes the specific long-term goal or aspiration for students. Describes the specific long-term Describes the specific long-term Describes the specific long-term goal or aspiration for students. goal or aspiration for students. goal or aspiration for students. Provides direction to stakeholders. Provides direction to Provides direction to Provides direction to stakeholders. stakeholders. stakeholders. Identifies the purpose of the school. Identifies the purpose of the Identifies the purpose of the Identifies the purpose of the school. school. school. Relates to actionable initiatives. Relates to actionable initiatives. Relates to actionable initiatives. Relates to actionable initiatives. Defines the schools guiding beliefs. Defines the schools guiding Defines the schools guiding Defines the schools guiding beliefs. beliefs. beliefs. Communicates the values of the Communicates the values of the Communicates the values of the Communicates the values of the school. school. school. school. 3. Mission Statement Distinguished Proficient Basic Ineffective 1.
The mission statement of the school includes all of the following components: Identifies realistic actions to achieve the vision. Defines the fundamental purpose of the school. Is clear and actionable. Defines the purpose and primary objectives of the school. Defines the key measures of organizational success. The mission statement of the school includes three to five of the following components: Identifies realistic actions to achieve the vision. Defines the fundamental purpose of the school. Is clear and actionable. Defines the purpose and primary objectives of the school. Defines the key measures of organizational success. The mission statement of the school includes one to two of the following components: Identifies realistic actions to achieve the vision. Defines the fundamental purpose of the school. Is clear and actionable. Defines the purpose and primary objectives of the school. The mission statement of the school includes none of the following components: Identifies realistic actions to achieve the vision. Defines the fundamental purpose of the school. Is clear and actionable. Defines the purpose and primary objectives of the school. Defines the key measures of organizational success.
17

Defines the key measures of organizational success.

MMarkoe

A Framework for School Leadership Excellence Establishes goals that are specific, measurable, and attainable. School Improvement Plan Goals Distinguished The school improvement plan identifies goals that are specific, measurable, attainable, realistic, and time frames are established in all of the following areas: Charlotte Danielson Implementation Common Core State Standards implementation Student Achievement as reflected on the Maryland School Assessment Student Achievement as reflected on MAPs Student Attendance Student Suspensions Administrative Goals Distinguished All members of the administrative team have established goals that will grow them professionally. The goals are specific, measurable, attainable, realistic, and time frame specific. Teacher Goal-Setting Distinguished Seven out of seven teachers interviewed have established goals that will grow them professionally. The goals are specific, measurable, attainable, realistic, and time frame specific. 3. 2. 1. Proficient The school improvement plan identifies goals that are specific, measurable, attainable, realistic, and time frames are established in four to six of the following areas: Charlotte Danielson Implementation Common Core State Standards implementation Student Achievement as reflected on the Maryland School Assessment Student Achievement as reflected on MAPs Student Attendance Student Suspensions Proficient Some of the administrative team has established goals that will grow them professionally. The goals are specific, measurable, attainable, realistic, and time frame specific. Basic The school improvement plan identifies goals that are specific, measurable, attainable, realistic, and time frames are established in one to three of the following areas: Charlotte Danielson Implementation Common Core State Standards implementation Student Achievement as reflected on the Maryland School Assessment Student Achievement as reflected on MAPs Student Attendance Student Suspensions Basic The administrative team has informally thought of goals that will grow them professionally. Ineffective The school improvement plan does not identify goals that are specific, measurable, attainable, realistic, and time frames are established in one to three of the following areas: Charlotte Danielson Implementation Common Core State Standards implementation Student Achievement as reflected on the Maryland School Assessment Student Achievement as reflected on MAPs Student Attendance Student Suspensions Ineffective The administrative team has not established any goals that will grow them professionally.

Proficient Four to six of seven teachers interviewed have established goals that will grow them professionally. The goals are specific, measurable, attainable, realistic, and time frame specific.

Basic One to three of the seven teachers interviewed have established goals that will grow them professionally. The goals are specific, measurable, attainable, realistic, and time frame specific.

Ineffective None of the seven teachers interviewed have established goals that will grow them professionally. The goals are specific, measurable, attainable, realistic, and time frame specific.

MMarkoe

18

A Framework for School Leadership Excellence Establishes goals that are specific, measurable, and attainable. Administrative Team Goal-Setting Distinguished Proficient The administrative team has established The administrative team has established specific, measurable, attainable, and time specific, measurable, attainable, and time frame specific goals in all of the following frame specific goals in four to seven of the areas: following areas: Student attendance Student attendance In-school suspensions In-school suspensions Teacher attendance Teacher attendance MAPs MAPs Maryland School Assessments Maryland School Assessments Number of informal observations Number of informal observations completed each semester completed each semester Number of office discipline Number of office discipline referrals referrals 4. Basic The administrative team has established specific, measurable, attainable, and time frame specific goals in one to three of the following areas: Student attendance In-school suspensions Teacher attendance MAPs Maryland School Assessments Number of informal observations completed each semester Number of office discipline referrals Ineffective The administrative team has established specific, measurable, attainable, and time frame specific goals in none of the following areas: Student attendance In-school suspensions Teacher attendance MAPs Maryland School Assessments Number of informal observations completed each semester Number of office discipline referrals

Ensures stakeholders are knowledgeable and committee to the vision, mission, and goals of the school. Vision Representation Distinguished The vision statement is written and posted in all classrooms visited, and is displayed in the hallways and other various places throughout the school building. 2. 1. Proficient The vision stated is written and posted in four to six of the seven classrooms visited, and is displayed in the hallways and other various locations throughout the school building. Basic The vision statement is written and posted in the hallways and other various locations throughout the school building. The vision statement is not posted in the classrooms visited. Basic The vision is an integral focus of the schools day-to-day operation. Documentation exists that supports the communication and integration of the schools vision on a monthly basis. Basic When asked, between one and three of seven parents were able to identify key terms related to the schools vision. Basic When asked, between one and three of seven staff members were able to identify key terms related to the schools vision. Ineffective The vision statement is not posted or visible throughout the school building.

Vision Implementation Distinguished Proficient The vision is an integral focus of the The vision is an integral focus of the schools day-to-day operation. schools day-to-day operation. Documentation exists that supports the Documentation exists that supports the communication and integration of the communication and integration of the schools vision on a daily basis. schools vision on a weekly basis. 3. Stakeholder Knowledge of Schools Vision Distinguished Proficient When asked, seven out of seven parents When asked, between four and six of the were able to identify key terms related to seven parents were able to identify key the schools vision. terms related to the schools vision. 4. Staff Members Knowledge of Schools Vision Distinguished Proficient When asked, seven out of seven staff When asked, between four and six of the members were able to identify key terms seven staff members were able to identify related to the schools vision. key terms related to the schools vision.

Ineffective There is no evidence that the vision is an integral focus of the schools day-to-day operation.

Ineffective When asked, none of the seven parents were able to identify key terms related to the schools vision. Ineffective When asked, none of the seven staff members were able to identify key terms related to the schools vision.

MMarkoe

19

A Framework for School Leadership Excellence Ensures stakeholders are knowledgeable and committee to the vision, mission, and goals of the school. Students Understanding/Support of the Schools Vision Distinguished Proficient Basic Ineffective When asked, seven out of seven students When asked, between four and six of the When asked, between one and three of When asked, none of the seven students were able to identify key terms related to seven students were able to identify key seven students were able to identify key were able to identify key terms related to the schools vision. terms related to the schools vision. terms related to the schools vision. the schools vision. 5.

MMarkoe

20