Always
Most
RarelySometimes
Times
Never
1. Spends a great deal of time in the classroom
2. Conducts Frequent walk-throughs.
3. Knows E/LA and math instruction well and is able
to assist teachers regarding best practice
2
9
8
9
13
6
4. Utilizes various forms of leadership teams &
fosters teachers' development as leaders.
13
6
5. Regularly uses teams to analyze data &
communicate findings to implement improvement
plan.
6. Is not bound by seniority rules in hiring and
placement of teachers.
6
Spends most of the time managing the school
Is rarely in the classrooms.
Not knowledgeable about E/LA or math instruction
& is unable to assist teachers with best practice.
10
3
1
0
7
1
4
7
4
Rarely uses and communicates data to guide and
align school improvement efforts.
1
Must accept teachers based seniority or union
agreements rather than their classroom effectiveness.
7
Serves as lone leader of the school.
Always
Most
RarelySometimes
Times
Never
7. Includes a variety of methods that are
student-centered.
8
12
1
0
Is primarily lecture-style and teacher
centered.
8. Provides various levels of cognitive demands
(differentiation, Response to Instruction (RTI)
5
13
3
0
Places the same cognitive demands on all
learners (no differentiation).
12
8
1
5
10
3
2
8
10
2
1
Works alone, rarely meeting in or across
grade levels teams to discuss and improve.
1
13
6
0
Instruction rarely evaluated & connections
to student growth are not made.
13
7
9. Uses multiple sources beyond textbooks
aligned to standards & provides skill and/or
strategy DoK 2-4
10. Includes frequent and appropriate use of
technology.
11. Works in teams, discussing student learning
and instructional ideas.
12. Instruction evaluated rigorous, transparent
& equitable process taking student growth into
account
13. Schedules and strategies provide for
increased student learning time.
Primarily textbook-oriented
Does not include technology.
Instruction is not increased to allow for
more student learning time.
Always
14. Observed by school leadership, & the
curriculum is being taught based on teacher eval
and feedback.
15. Is developed by the district/teachers based
on mapping the state standards (i.e., units)
16. Is aligned within and across grade levels
17. Is rigorous and cognitively demanding
18. Accessible to all students thru placement in
regular classroom during instruction of core
curriculum
19. Is differentiated for all students
Most
RarelySometimes
Times
Never
4
11
4
0
Not observed by school leadership nor teachers eval &
provided feedback on use of curriculum.
12
9
0
0
Is considered to be the textbook or the state
standards
10
9
10
11
4
1
0
0
11
8
1
0
2
12
6
1
Is not aligned within or across grade levels
Is not rigorous or cognitively demanding
Not available all students-- ELL or students with
disabilities not in regular classroom during core
Is not differentiated for students
Always
Most
RarelySometimes
Times
Never
20. Used to implement an aligned
instructional program
2
15
2
1
21. Used to monitor student performance
and to design instruction.
7
11
2
0
22. Discussed regularly
(collaboration/timeline schedule) in teacher
groups to discuss
3
10
6
1
Not regularly used by all teachers
Not routinely disaggregated by teachers.
Not used to determine appropriate
instructional strategies
Always
Most
RarelySometimes
Times
Never
23. Is high quality and job-embedded
24. Supports curriculum & instructional
program & aligns to priorities based on needs
assessment.
25. Increasing staff's knowledge & skills
instructing identified subgroups (ELL, students
with disabilit
26. Is developed long-term; focuses on
improving curriculum, instruction and
formative assessments.
4
11
5
6
10
5
1
Is not observed by school leadership nor
teachers evaluated & provided feedback on use
of curricula.
Is considered to be the textbook or the state
standards.
Not aligned with or across grade levels
1
16
4
5
10
5
5
Is not rigorous or cognitively demanding
Always
27. Provides social and emotional supports
from school and community organizations.
28. Communicates academic information
related to school & student performance on
regular basis.
29. Creates a safe learning environment
within school and the community.
30. Includestime&resources build parentstudent-adult relationships for
readiness(conferences; transition)
Most
RarelySometimes
Times
Never
Does not provide extended supports
3
14
4
3
17
1
0
Does not communicate academic related
performance
14
7
0
0
Does not ensure a safe school and
community environment for children.
2
Does not ensure support for readiness
(transition strategies, conferences)
2
14
3
Always
31. Holds belief all students learn differently
& provides for by using various instructional
practices.
32. Combines what learners need to know
from the standards/curriculum with needs in
their lives.
33. Provides culturally proficient instruction,
allows learners to explore cultural contexts of
selves &
34. Investigates students' education prior to
coming to US; home languages,
political/economic history;
35. Connects curriculum & learning to
students' own life experiences as related race,
ethnicity or class
10
7
2
Most
RarelySometimes
Times
Never
9
9
8
6
1
10
2
5
11
9
8
0
Holds the belief athat all students learn the
same way.
0
Uses the textbook to determine the focus of
study.
1
"Cultural instruction" limited to study of
flags, festivals & foods of countries/people.
4
Doesn't investigate students' level of
education prior to coming US; home languages,
political/econo
2
Does not connect curriculum & learning to
students' own life experiences related
race/ethnicity/class