Teacher Completer
Impact on Student Learning |
Danielson Rubric | EXCEL-LENT | PROFI-CIENT | NEEDS IMPROVE-MENT | UN SATISFAC-TORY | TOTAL N | AVERAGE |
Ability to
plan, including long range and short-range
plans. | 44.44% 4 | 55.56% 5 | | | 9 | 3.44 |
Ability to assess student learning, including formative and summative assessments. | 33.33% 3 | 55.56% 5 | 11.11% 1 | | 9 | 3.22 |
Holding high
expectations for all learners. | 44.44% 4 | 55.56% 5 | | | 9 | 3.44 |
Knowledge of content and management of instructional time in the classroom. | 44.44% 4 | 55.56% 5 | | | 9 | 3.44 |
Ability to
monitor student learning and
adjust instruction to meet student
learning needs. | 55.56% 5 | 33.33% 3 | 11.11% 1 | | 9 | 3.44 |
Classroom organization and management. | 55.56% 5 | 44.44% 4 | | | 9 | 3.56 |
Personal and professional development. | 44.44% 4 | 55.56% 5 | | | 9 | 3.44 |
Interpersonal relationships with students. | 55.56% 5 | 44.44% 4 | | | 9 | 3.56 |
Reflective
decision-making based on
student performance. | 55.56% 5 | 44.44% 4 | | | 9 | 3.56 |
Ability to work with diverse P-12 students and their families. | 55.56% 5 | 44.44% 4 | | | 9 | 3.56 |
Collaboration
with peers and administration. | 66.6% 6 | 33.3% 3 | | | 9 | 3.67 |
Ability to impact student learning as evidenced by student data. | 44.44% 4 | 44.44% 4 | 11.11% 1 | | 9 | 3.33 |
Teacher Overall
Satisfaction | | 3.47/4.0 |
Administrator Impact on Student Learning | |
Survey Results from Employers. Survey is aligned to the NELP Standards for
building administrators. |
|
NELP Standards | EXCEL-LENT | PROFI-CIENT | NEEDS IMPROVE-MENT | UN SATISFAC-TORY | TOTAL N | AVERAGE |
The
administrator understands and demonstrate the capacity to collaboratively
evaluate, develop, and communicate a school mission and vision designed to
reflect a core set of values and priorities that include data use, technology,
equity, diversity, digital citizenship, and community. | 50.00% | 50.00% | | | 8 | 3.5 |
The administrator understands and demonstrate the
capacity to reflect on, communicate about, cultivate, and model professional
dispositions and norms (i.e., fairness, integrity, transparency, trust,
digital citizenship, collaboration, perseverance, reflection, lifelong
learning) that support the educational success and well-being of each student
and adult. | 50.00% | 50.00% | | | 4 | 3.5 |
The
administrator understands and demonstrate the capacity to promote the current
and future success and well-being of each student and adult by applying the
knowledge, skills, and commitments necessary to develop and maintain a
supportive, equitable, culturally responsive, and inclusive school culture. | 75% | 25% | | | 8 | 3.75 |
The administrator understands and demonstrate the
capacity to promote the current and future success and well-being of each
student and adult by applying the knowledge, skills, and commitments
necessary to evaluate, develop, and implement coherent systems of curriculum,
instruction, data systems, supports, and assessment. | 75% | 25% | | | 8 | 3.75 |
The
administrator understands and demonstrate the capacity to promote the current
and future success and well-being of each student and adult by applying the
knowledge, skills, and commitments necessary to engage families, community,
and school personnel in order to strengthen student learning, support school
improvement, and advocate for the needs of their school and community. | 50.00% | 50.00% | | | 8 | 3.5 |
The administrator understands and demonstrate the
capacity to promote the current and future success and well-being of each
student and adult by applying the knowledge, skills, and commitments
necessary to improve management, communication, technology, school-level
governance, and operation systems to develop and improve data-informed and
equitable school resource plans and to apply laws, policies, and regulations. | 75% | 25% | | | 8 | 3.75 |
The
administrator understands and demonstrate the capacity to promote the current
and future success and well-being of each student and adult by applying the
knowledge, skills, and commitments necessary to build the school’s
professional capacity, engage staff in the development of a collaborative
professional culture, and improve systems of staff supervision, evaluation,
support, and professional learning. | 50.00% | 50.00% | | | 8 | 3.5 |
Administrator Overall
Satisfaction | | 3.58/4.0 |