The School District of Lee County Division of Operations District Based Administrator Evaluation System 2013-2014 Academic Year Table of Contents District Based Administrator Evaluation System Overview... 2 District Based Administrator Evaluation System Framework... 4 District Based Administrator Evaluation System Deliberate Practice... 6 District Based Administrator Evaluation System Rubric... 7 Deliberate Practice (DP) Planning Form... 24 District Based Administrator Evaluation System Scoring Methodology... 27 1
The School District of Lee County District Based Administrator Evaluation System Overview All district-based administrators at the School District of Lee County (SDLC) will receive annual evaluations supported by orientation, pre-evaluation planning, progress monitoring and review, data collection, and feedback. The evaluation process for district-based administrators begins in mid-august with orientation and mirrors the FSLA steps adopted for the school-based administrator evaluation, as shown by the following diagram. The determination of a performance level will be made by an SDLC employee with a supervisory relationship to the evaluatee. With very few exceptions, the person responsible is the direct supervisor. The direct supervisor is typically the SDLC employee holding the position that the evaluatee reports to as recorded on their job record. The system in design will only permit an employee s performance level to be determined by the evaluator currently designated as the reports to employee. In some rare cases, the direct supervisor may designate another district administrator as supervisor for evaluation purposes. The School District of Lee County s (SDLC) District Based Administrator Evaluation consists of 3 components: Leadership Practice: Rubric (60%) Leadership Practice: Deliberate Practice Goals (30%)* Student Growth: 10% *Note instructional administrators are required to have at least one deliberate practice goal based on student performance, so at least 20% of their final evaluation results come from student performance measures. 2
Leadership Practice: Rubric The SDLC has defined 2 types of leaders, Senior and Non-Senior. Senior Leaders are those with direct reports, such as Directors, Executive Directors, and Assistant Superintendents. For Senior Leaders, the rubric is comprised of 4 domains with a total of 24 indicators. For non-senior leaders, only 3 of the domains are used for a total of 17 indicators: Domain A: Senior Leadership* (7 indicators) Used for Senior Leaders Only Domain B: Leadership & Stakeholder Engagement (5 indicators) Domain C: Strategic Planning and Operations (8 indicators) Domain D: Professionalism (4 indicators) Leadership Practice: Deliberate Practice Goals All district based administrators will be required to identify 3 deliberate practice goals. The goal types differ for instructional administrators and non-instructional administrators. Instructional District Administrators 1. Department or Job-Specific Student Performance Goal 2. Division or Department Goal 3. Job-Specific Goal Aligned with Division or Department Goals Non-Instructional District Administrators 1. Division or Department Goal 2. Division or Department Goal 3. Job-Specific Goal Aligned with Division or Department Goals 3
The School District of Lee County District Based Administrator Evaluation System Framework Domain A: Senior Leadership For administrators with direct reports only Indicator A.1 Communicating Goals and Expectations: The leader communicates goals and expectations clearly and concisely using appropriate written and oral skills, communicates work expectations and performance information to staff and ensures staff receive timely information about work requirements, work standards, and all other local, state, and federal administrative requirements and decisions. Indicator A.2 Feedback Practices: The leader monitors, evaluates proficiency, and secures and provides timely and actionable feedback to and from staff. Indicator A.3 Staff Development: The leader designs and implements staff development activities that support the department/division goals. Indicator A.4 Leadership Development: The leader identifies and cultivates potential and emerging leaders. Indicator A.5 Succession Planning: The leader plans for and implements succession management in key positions including the opportunities for cross training and articulation of key functions within departments. Indicator A.6 Recruitment and Hiring: The leader employs a staff with the job proficiencies needed for all department/division tasks. Indicator A.7 Recognitions: The leader recognizes individuals, collegial work groups, and supporting organizations for effective performance. Domain B: Leadership and Stakeholder Engagement Indicator B.1 Delegation: The leader delegates responsibility and tasks. Indicator B.2 Shared Leadership: The leader distributes leadership when appropriate. Indicator B.3 Accessibility: The leader maintains high visibility in the department/division/district and in the community (where applicable), regularly engages stakeholders in the work of the department/division/district, and utilizes appropriate technologies for communication and collaboration. Indicator B.4 Customer Focus: The leader actively listens to, learns from, and engages stakeholders and takes action based on what is learned. Indicator B.5 Collegiality and Collaboration: The leader works in a collegial and collaborative manner with stakeholders to further the goals of the department/division. 4
Domain C: Strategic Planning and Operations Indicator C.1 Strategic Focus: The leader s work, goals, and action plans align with the mission, vision, values and strategic objectives of the district. Indicator C.2 Critical Thinking and Problem Solving The leader uses critical thinking and problem solving techniques to define problems and identify solutions. Indicator C.3 Decisions: The leader places priority to decisions that impact the quality of the department/division, gathers and analyzes facts and data, and assesses alignment of decisions with district vision, mission, and improvement priorities. Indicator C.4 Technology Integration: The leader integrates a variety of technologies into the day to day business of the department/division to ensure datadriven decision making and process efficiency. Indicator C.5 Performance Measurement: The leader measures, analyzes, reviews, and improves department/division performance through the use of data and information. Indicator C.6 Management Skills: The leader organizes time, tasks, and projects effectively with clear objectives, coherent plans, and establishes appropriate deadlines for self and stakeholders. Indicator C.7 Resource Allocation: The leader maximizes the impact of department/divisional personnel, fiscal and facility resources to provide recurring systemic support for work priorities and a supportive working environment. Indicator C.8 Work Processes: The leader designs, manages, and improves processes to deliver stakeholder value and achieve organizational success and sustainability. Domain D Professionalism Indicator D.1 Professional Conduct: The leader models professional, moral, and ethical standards as well as personal integrity in all interactions. Indicator D.2 Job-Specific Knowledge: The leader exhibits accurate knowledge of the content and methodology required for the specific job. Indicator D.3 Technical Skills: The leader exhibits the technical skills required for their specific job. Indicator D.4 Professional Growth: The leader engages in professional learning that improves professional practice in alignment with the needs of the department, division and district, and demonstrates explicit improvement in specific performance areas based on previous evaluations and formative feedback. 5
The School District of Lee County District Based Administrator Evaluation System Deliberate Practice Deliberate Practice (DP) Deliberate Practice: The leaders work on specific improvements in mastery of educational leadership is a separate metric and worth 30% of the overall evaluation. Deliberate Practice Priorities: The leader and the evaluator identify 3 specific and measurable goals that align with the District s strategic plan. For District-based instructional administrators*, one goal must be a student achievement or growth goal selected from a list of District options. Goals describe an intended result and must include progress points/milestones that will serve as the rubric for determining the rating of goal achievement; The leader takes actions to make discernible progress on those goals; monitors progress toward them, uses the monitoring data to make adjustments to practice, and provides measurable evidence of growth/achievement. The evaluator monitors progress and provides feedback. The goals are intended to be short term goals, where the outcome can be measured in a single year. Deliberate practices ratings are based on comparison of proficiency at a start point and proficiency at a designated evaluation point. The start point data is determined by the leader and evaluator either at the end of the preceding work year or at the start of the work year in which the DP goals will be used for evaluation. Selecting Goals: Goal 1: For District-based instructional administrators* this must be a Department or job-specific student performance goal selected from a list of District options. For District-based non-instructional administrators this must be a goal that aligns with the Division or Department goals. Goal 2: A goal that aligns with the Division or Department goals. Goal 3: A job specific goal that aligns with Division or Department goals. Rating Scheme: Goals and progress points/milestones must be approved by the evaluator. Progress points/milestones mark progress toward achievement of the goal and must define the following rating levels: Not Achieved (Unsatisfactory): There is no evidence of improvement and objective measures are unchanged or worsened. This rating is used to identify ineffective or incomplete goal-setting and goal attainment process. Partially Achieved (Needs Improvement): There is evidence of improvement, but objective measures are short of what was intended. Goal-setting and goal attainment processes were used, but with limited success. Substantially Achieved (Effective): The goal was largely realized. The objective measures may have technically fallen short of what was intended, but there is ample evidence of substantial improvement. This rating is used to identify effective use of goal setting and goal attainment processes. Fully Achieved (Highly Effective): The goal was fully realized in every meaningful way and by all objective measures. This rating is used to identify highlyeffective use of goal-setting and goal attainment processes. *Included in this classification are persons with district-level administrative or policymaking duties who have broad authority for management policies and general school district operations related to the instructional program. Such personnel often report directly to the district school superintendent and supervise other administrative employees. This classification includes assistant, associate, or deputy superintendents and directors of major instructional areas, such as curriculum, federal programs such as Title I, specialized instructional program areas such as exceptional student education, career education, and similar areas. 6
The School District of Lee County District Based Administrator Evaluation System Rubric Domain A: Senior Leadership Indicator A.1 Communicating Goals and Expectations: The leader communicates goals and expectations clearly and concisely using appropriate written and oral skills, communicates work expectations and performance information to staff and ensures staff receive timely information about work requirements, work standards, and all other local, state, and federal administrative requirements and decisions. The leader consistently interacts with stakeholders to communicate and support goals, expectations, structures, fair rules and procedures in a timely, comprehensible and actionable form. The leader frequently interacts with staff to communicate and support goals, expectations, structures, fair rules and procedures in a timely, comprehensible and actionable form. The leader utilizes a system of open The leader communicates goals and expectations, but there are inconsistencies in the quality or timeliness of the communication. Structures, fair rules and procedures are sometimes inadequate. The leader designs a system of open Expectations and goals are not set or are not communicated in a timely, comprehensible or actionable form. The leader s actions demonstrate a lack of understanding of the importance of establishing clear expectations, structures, rules, and The leader utilizes a system of open communication within the communication that provides for the procedures for staff. communication within the department/division and district department/division which includes a variety of methods and sharing of information within the department/division, but it is which includes a variety of methods demonstrates effective written and inconsistently implemented or that are a model of written and/or oral skills. The system ensures timely, responsible sharing of information about decisions, work requirements, work standards, and any other local, state, and federal administrative requirements. Positive slogans and encouragements to succeed are supported with specific guidance and resources for succeeding and overcoming barriers. oral skills. The system ensures timely, responsible sharing of information about decisions, work requirements, work standards, and any other local, state, and federal administrative requirements. Positive slogans and encouragements to succeed are supported with specific guidance for succeeding and overcoming barriers. methods are not always effective. Positive slogans and encouragements to succeed are supported with general guidance for succeeding and overcoming barriers. 7
Indicator A.2 Feedback Practices: The leader monitors, evaluates proficiency, and secures and provides timely and actionable feedback to and from staff. The leader provides formal feedback consistent with district policies through a variety of creative ways to reinforce proficient performance, highlight the strengths of colleagues and staff, and inclusive of corrective feedback. The leader has effectively implemented a system for collecting feedback from staff that results collegial exchange and improved performance. The focus and specificity of feedback creates a clear vision of what the priority goals are for the department/division and the cause and effective relationship between practice and attainment of those priority goals. The leader provides formal feedback consistent with district policies, and provides informal feedback to reinforce proficient performance and highlight the strengths of colleagues and staff. The leader has effectively implemented a system for collecting feedback from staff that encourages collegial exchange. Actionable and positive feedback is linked to goals and both the leader and employees can cite examples of where feedback is used to improve performance. The leader adheres to district policies by providing formal feedback, although the feedback is just beginning to provide details that improve performance or there are employees for whom feedback is not timely or focused on priority improvement needs. The leader tends to view feedback as a linear process; something that is provided to staff rather than a collegial exchange of perspectives on proficiency. The leader does not follow district policies for providing formal feedback. Formal feedback, when provided, is nonspecific. Informal feedback is rare, nonspecific, and not constructive. 8 District-Based Administrator Evaluation 08/2013
Indicator A.3 Staff Development: The leader designs and implements staff development activities that support the department/division goals. The leader uses a variety of creative The leader provides recurring The leader provides limited The leader does not provide time or ways to provide staff development for individual and collegial groups opportunities for staff development for individual and collegial groups opportunities for staff development focused on staff needs or opportunities for staff development or the opportunities do not focus on focused on deepening knowledge focused on issues directly related to department/division or district goals. staff needs or department/division and proficiency at high effect size strategies. The leader is personally involved in the learning activities of the staff in ways that both show support and deepen understanding of what to monitor. The entire department/division reflects the leader s focus on accurate, timely, and specific staff staff needs and department/division goals or district goals. The leader removes barriers to time for staff development and provides needed resources as a priority. Participation in specific staff development that targets improved staff performance or department/division goals is recognized by the staff as a The leader provides time for staff development, but it is not a consistent priority. The leader monitors employee participation in staff development, but minimal attention is given to the impact on department/division or district goals. or district goals. The leader does not monitor individual professional learning. development that targets improved department/division priority. staff performance and furtherance of department/division or district goals. The leader monitors staff development with a focus on the The leader monitors staff development with a focus on the impact of staff development activities on department/division goals. impact of staff development activities on department/division and district goals. 9 District-Based Administrator Evaluation 08/2013
Indicator A.4 Leadership Development: The leader identifies and cultivates potential and emerging leaders. Leadership development processes employed by the leader are shared with others as a model for The leader effectively employs processes that specifically identifies and cultivates potential and The leader has identified staff for leadership functions, but has not implemented any systemic process The leader does not recognize or cultivate emerging leaders. The leader does not involve other developing quality leadership teams. emerging leaders for the major for identifying emergent leaders or is department/ division administrators The leader encourages staff members to accept leadership responsibilities and decision-making roles outside of the department/division in ways that foster the career development of participating employees. functions of the department/ division. Those who are assigned or have accepted leadership functions have consistent support from the leader. inconsistent in application of such processes. The leader provides limited support to some of the people assigned leadership functions. in processes that build leadership capacities. Persons under the leader s direction are unable or unwilling to assume added responsibilities. Indicator A.5 Succession Planning: The leader plans for and implements succession management in key positions including the articulation of key department functions The leader develops a succession plan that includes the principles of identifying crucial job skills, knowledge, social relationships and district practices, creating multiple staffing options and ensuring the seamless movement of talent within the department/division. The leader implements programs and strategies for seamless succession, including strategies for getting work done during short term vacancy periods, identifying the interests and talents of individual employees, and preparing employees to perform key department/division functions consistent with talents and interests. The leader develops a succession plan that includes the principles of identifying crucial job skills, knowledge, social relationships and district practices. The leader implements programs and strategies for succession, including strategies for getting work done during short term vacancy periods and preparing employees to perform key department/division functions. The leader develops a plan for succession, but crucial job skills, knowledge, social relationships and/or district practices are not fully addressed. The leader s programs and strategies for succession are limited in scope or do not increase the competency level of the potential successors within the department/division. The leader takes little or no actions to establish a plan for succession, resulting in poor hires. Programs and strategies for succession are not evident. 10 District-Based Administrator Evaluation 08/2013
Indicator A.6 Recruitment and Hiring: The leader employs a staff with the job proficiencies needed for all department/division tasks. The leader uses a variety of effective The leader uses effective The leader s recruitment strategies The leader does not use recruitment recruitment strategies, tracks their recruitment strategies for attracting for attracting qualified job applicants strategies for attracting qualified job success, learns from past experience, qualified job applicants. Strategies are not timely or do not result in a applicants. and revisits the strategies annually for the purposes of continual improvement. are timely and result in a sufficient number of applications. The leader selects job descriptions sufficient number of applications. The leader attempts to select job descriptions and request The leader does not select job descriptions or request advertisements that are aligned with The leader participates in the and requests advertisements that advertisements that are aligned with the actual vacancies. development or revision of job descriptions to ensure that descriptions are well aligned with are well aligned with the actual vacancies. The leader uses screening tools the actual vacancies, but inconsistencies are apparent. The leader uses screening tools to The leader does not use screening tools to identify potential candidates. anticipated vacancies or aligned with the Board approved job identify potential candidates, but the The leader does not employ an department/division needs. The leader uses screening tools aligned with the Board approved job descriptions to identify potential candidates. The leader develops and employs tools are not well aligned with the Board approved job descriptions. The leader employs generic interview rubric or the rubric does not address the job qualifications. The leader does not follow the laws descriptions and job specific interview rubrics that ensure success interview rubrics that address some, that affect the hiring process, competencies to identify potential candidates. The leader develops and employs in selecting the most qualified applicant for a job opening. The leader follows all contractual but not all, of the key job qualifications. The leader follows all the laws that including laws about discrimination. The leader does not complete the district hiring processes. interview rubrics that ensure success and grant requirements and all laws affect the hiring process, including The leader does not demonstrate an in selecting the most qualified and affecting the hiring process, including laws about discrimination, but may awareness of staff duties. There is best fit applicant for a job opening. The leader follows all contractual laws about discrimination. The leader ensures the district not be aware of some contractual or grant requirements. little or no alignment of staff duties with their assigned job descriptions. and grant requirements and all laws processes for hiring are completed in The leader does not complete the affecting the hiring process, including laws about discrimination. The leader ensures the district a timely fashion. The leader demonstrates an district hiring processes in a timely fashion. The leader demonstrates an processes for hiring are completed in awareness of staff duties, monitors awareness of staff duties but does a timely fashion. changes in staff duties, and ensures not monitor changes. There is The leader demonstrates an alignment of duties with assigned job alignment of staff duties with awareness of staff duties, monitors changes in staff duties, and ensures descriptions. The leader revises or updates job descriptions when assigned job description, but job descriptions are not updated to alignment of duties with assigned job necessary. reflect changes in staff duties. descriptions. The leader employs a system to periodically review job descriptions and revises or updates job descriptions as necessary with collaborative input. 11 District-Based Administrator Evaluation 08/2013
Indicator A.7 Recognitions: The leader recognizes individuals, collegial work groups, and supporting organizations for effective performance. The leader consistently uses formal The leader frequently recognizes The leader uses established criteria The leader does not celebrate and informal staff recognition to staff through timely praise and/or for performance as the primary basis accomplishments of the build a culture of recognition and as a way to promote the accomplishments of the department/division. The leader balances individual recognition with team and department/division recognition. rewards with an emphasis on individual and collective contributions toward attainment of strategic goals and on recognition of increased quality in performance based on established criteria. for recognition and reward, but is inconsistent or untimely in doing so, with some people deserving of recognition not receiving it. department/division or staff, or has minimal participation in such recognitions. Indicator B.1 Delegation: The leader delegates responsibility and tasks. Domain B: Leadership and Stakeholder Engagement The leader consistently delegates The leader frequently delegates The leader delegates only basic The leader rarely or never delegates responsibility and tasks and gives the responsibility and tasks. responsibilities or tasks. responsibilities or tasks. appropriate authority to ensure success. Delegations are clear such that subordinates have a full Clarity of the scope of delegated authority is inconsistent from one If delegation has occurred there is no clarity of the scope of the delegated Delegations are clear such that understanding of the scope and level delegation to another. authority or the outcome is not subordinates have a full of their responsibilities. Results of delegated responsibilities successful. understanding of the scope and level Results of delegated responsibilities or tasks may be unsupported or lead of their responsibilities and the responsibilities of others. Results of delegated or assumed responsibilities or tasks are fully supported and lead to department/ division improvement and innovation. or tasks are supported and lead to department/division improvement. to duplication of efforts. 12 District-Based Administrator Evaluation 08/2013
Indicator B.2 Shared Leadership: The leader distributes leadership when appropriate. The leader provides opportunities for The leader provides opportunities for The leader provides limited The leader provides no opportunities stakeholders to demonstrate leadership skills, resulting in innovation and improvement in district/division operations. stakeholders to demonstrate leadership skills by allowing them to assume leadership and decisionmaking roles. opportunities for stakeholders to provide input on significant issues, but decisions are often rushed or made without including appropriate for stakeholders to have a meaningful role in making decisions. The leader supports a culture in which leadership team members function independently with clear The leader supports decisions made as stakeholders. part of the collective decision-making process. and efficient implementation of their role(s) and work in a collegial partnership with other team members to accomplish department/division goals. Indicator B.3 Accessibility: The leader maintains high visibility in the department/division/district and in the community (where applicable) and utilizes appropriate technologies for communication and collaboration. The leader is consistently visible within the department/division and The leader is frequently visible within The leader s attempts to be visible the department/division and focuses and accessible are inconsistent or Leader is not accessible to stakeholders or does not engage district (and community, where applicable) and focuses attention on department/ division and district improvement and recognition of successes. The leader is a model for the efficient use of appropriate technology for communication and collaboration. attention on department/division improvement and recognition of successes. The leader makes efficient use of appropriate technology for communication and collaboration. limited in scope and include only minimal use of technology for communication and collaboration. Leadership is focused within the department/division with minimal outreach to other stakeholders. stakeholders in the work of the department/division/ district. Leader has low visibility to stakeholders. 13 District-Based Administrator Evaluation 08/2013
Indicator B.4 Customer Focus: The leader actively listens to, learns from, and engages stakeholders and takes action based on what is learned. The leader creates and implements a The leader creates and implements a The leader s communication with There is little or no evidence that the systematic plan, including a variety of methods, to reciprocally listen to and communicate with appropriate stakeholders. The leader proactively systematic plan to reciprocally listen to and communicate with appropriate stakeholders. The leader communicates with stakeholder groups and responds to stakeholders is primarily unplanned or does not necessarily address stakeholder needs. The leader s communication with stakeholders and responsiveness to leader seeks input or feedback from stakeholders. The leader has little or no communication with stakeholders or is unresponsive to their requests, communicates with stakeholders and stakeholder requests, questions and responds to their requests, questions complaints in a professional and their requests, questions and complaints is professional, but questions or complaints. The leader makes no attempt to and complaints in a professional and timely manner and with appropriate follow up. The leader engages stakeholders by developing, supporting, and sustaining relationships resulting in exemplary stakeholder satisfaction. There is evidence that the leader takes action based on what was learned from stakeholders and shares lessons learned with others. timely manner and with appropriate follow up. The leader engages stakeholders by developing, supporting, and sustaining relationships resulting in high stakeholder satisfaction. There is evidence that the leader takes action based on what was learned from stakeholders. irregular and may result in misunderstandings. The leader s has not fully developed the relationships necessary to provide quality service to stakeholders. There is limited or no evidence that the leader takes action based on what was learned from stakeholders. develop relationships with or understand the needs or expectations of stakeholders. 14 District-Based Administrator Evaluation 08/2013
Indicator B.5 Collegiality and Collaboration: The leader works in a collegial and collaborative manner with stakeholders to further the goals of the department/division. The leader s relationships with colleagues across the district are characterized by mutual support and cooperation. The leader s department/division is a model of a culture of professional inquiry, characterized by self and collaborative critical reflection about established practices and routines and an open and safe environment that allows stakeholders to reveal and explore aspects of their practices. The leader volunteers to participate in department/division/district events and projects making a substantial contribution toward accomplishing the goals of the department/division/ district. The leader s relationships with department/division colleagues are characterized by mutual support and cooperation. The leader actively supports a culture of professional inquiry, characterized by self and collaborative critical reflection about established practices and routines. The leader volunteers to participate in department/division/district events and projects. The leader maintains cordial relationships with colleagues to fulfill duties that the department/division or district requirements. Leader becomes involved in a culture of professional inquiry when required to do so. Leader participates in department/ division/district events and projects only when asked to do so. The leader s relationships with colleagues are negative or selfserving. Leader avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Leader resists becoming involved in department/division/district events or projects. 15 District-Based Administrator Evaluation 08/2013
Domain C: Strategic Planning and Operations Indicator C.1 Strategic Focus: The leader s work, goals, and action plans align with the mission, vision, values and strategic objectives of the district. The leader s own work and the work of subordinates align with the mission of the school district and The leader s own work and the work of subordinates align with the mission, vision, values and strategic The leader s own work aligns with the mission of the school district. The leader develops job-specific/ The leader s own work does not align with the mission of the school district. serve to promote an understanding objectives of the district. department/division goals, but some Job-specific/department/division of the mission among other stakeholders. The leader develops job-specific/ department/division goals that are fully aligned with district goals and uses improvement processes for continuously monitoring progress and adapting goals. Action plans address strategic objectives, challenges, and advantages, opportunities for innovation, and capitalize on current core competencies. Progress is monitored and actions plans are adapted to meet the changing needs of stakeholders. The leader develops job-specific/ department/division goals that are aligned with district goals and meet key requirements. Action plans address strategic objectives, challenges and advantages. are not aligned with the goals of the district. Action plans address strategic objectives. goals are not aligned with the goals of the district. Action plans are incomplete or nonexistent. 16 District-Based Administrator Evaluation 08/2013
Indicator C.2 Critical Thinking and Problem Solving: The leader uses critical thinking and problem solving techniques to define problems and identify solutions. The leader constructs clear, insightful and detailed problem statements with factual evidence of the most relevant contextual factors. The leader identifies and evaluates multiple solutions for a given problem, and proposes one or more solutions that indicate a deep comprehension of the problem. Proposed solutions take into consideration the history of the problem, logic and reasoning, alternative points of view, and the feasibility and impact of the solution. The leader constructs adequately detailed problem statements with factual evidence of relevant contextual factors. The leader identifies and evaluates solutions for a given problem and proposes one or more solutions. Proposed solutions take into consideration the history of the problem, logic and reasoning, and the feasibility of the solution. The leader constructs problem statement with evidence of contextual factors, but the problem statements are superficial or inconsistent in quality. The leader identifies and proposes a solution without evaluating the extent to which it addresses the contextual factors. The leader demonstrates a limited ability to identify a problem statement or related contextual factors. Solutions are vague or only indirectly address the problem statement. Indicator C.3 Decisions: The leader places priority on decisions that impact the quality of the department/division, gather and analyzes facts and data, and assesses alignment of decisions with district vision, mission, and improvement priorities. The leader develops or enhances systems for prioritizing issues and gathering and analyzing facts and The leader utilizes a system for prioritizing issues and gathering and analyzing facts and data resulting in There is little evidence the leader aligns decisions with jobspecific/department/ division or The leader s decisions are not aligned with jobspecific/department/division or data resulting in the alignment of key the alignment of key decisions with district goals. district goals. decisions with job-specific/ department/ division and district goals. The leader serves as a model of the job-specific/department/division goals. The leader shows adequate understanding of the continuous The leader shows incomplete understanding of the steps of the continuous improvement process, omits steps, or does not arrive at The leader does not use the continuous improvement process or completely misinterprets the steps. Key decisions are not made. continuous improvement process, making use of the process to arrive at decisions in a timely and efficient improvement process, making use of decisions in a timely or efficient the process to arrive at decisions in a manner. timely and efficient manner and to manner, to assess the impact, and to assess the impact. apply lessons learned. 17 District-Based Administrator Evaluation 08/2013
Indicator C.4 Technology Integration: The leader integrates a variety of technologies into the day to day business of the department/division to ensure data-driven decision making and process efficiency. The leader acquires and integrates a variety of technologies to improve process efficiency and drive datadriven decision making as part of continuous improvement. The leader engages and supports stakeholders in developing and implementing strategies for integrating technology to improve the work of the department/division or district. The leader leverages available technology to support process efficiency and data-driven decision making. The leader engages and supports stakeholders in developing and implementing strategies for integrating technology to improve individual work. The leader use of technology to support process efficiency and datadriven decision making is limited. Stakeholders may be engaged, but are not fully supported in developing or implementing strategies for integrating technology to improve their own work or the work of the department/division. The leader makes little or no attempt to use technology to support processes or decision making. Stakeholders are not engaged or are not supported in developing or implementing strategies to improve their work or the work of the department/division. Indicator C.5 Performance Measurement: The leader measures, analyzes, reviews, and improves department/division performance through the use of data and information. The leader identifies key data and information that supports operational and strategic decision making. The leader develops or enhances a performance measurement system that includes processes for collecting, aligning and integrating data and information for the purposes of tracking the day to day business of the department/division and department/division performance, including progress relative to strategic objectives and action plans. The leader adapts the performance measurement system in response to rapid or unexpected organizational changes or external changes. The leader utilizes a performance measurement system that includes processes for collecting, aligning and integrating data and information for the purposes of tracking the day to day business of the department/division and department/division performance, including progress relative to strategic objectives and action plans. The leader utilizes a performance measurement system, but the system does not consistently align with operational or strategic needs of the department/division. The leader makes little or no attempt to utilize a performance measurement system or the measurements have no alignment with the operational or strategic needs of the department/ division. 18 District-Based Administrator Evaluation 08/2013
Indicator C.6 Management Skills: The leader organizes time, tasks, and projects effectively with clear objectives, coherent plans, and establishes appropriate deadlines for self and stakeholders. The leader establishes clear objectives, coherent plans, and appropriate deadlines for self and stakeholders, so that tasks and projects are successfully completed in a timely manner. Tasks, projects, and deadlines are tracked and routinely monitored for potential issues and adjustments are made to address concerns. The leader communicates concerns and adjustments to the appropriate stakeholders. The leader establishes objectives, plans, and deadlines for self and stakeholders, so that tasks and projects are successfully completed in a timely manner. Tasks, projects, and deadlines are tracked and routinely monitored for potential issues and concerns communicated to the appropriate stakeholders. The leader s established objectives, plans, and deadlines lack clarity. Tasks and projects are usually successful, but routinely late. Tracking and monitoring of tasks, projects, and deadlines is inconsistent and identified concerns may not be communicated to the appropriate stakeholders. The leader makes little or no effort to establish objective, plans or deadlines for self or others. Tasks and projects are left unfinished. Tasks, projects, and deadlines are not tracked or monitored. 19 District-Based Administrator Evaluation 08/2013
Indicator C.7 Resource Allocation: The leader effectively manages and monitors resources to maximize the impact of department/division personnel and to provide recurring systemic support for strategic priorities. The leader leverages knowledge of budgeting, categories, and funding sources and establishes processes to maximize existing funds to achieve department/division strategic priorities and to increase capacity through resourcefulness. The leader anticipates potential issues and is proactive in meeting deadlines and, where applicable, budget commitments. Where applicable, financial accountability records are accurate and demonstrate efficient expenditure practices. The leader is innovative in the use of job-specific/department/divisional physical resources to maximize systemic support for strategic work priorities. The leader maintains accurate accountability practices for all items assigned to the leader and/or located on the department/division s property inventory. The leader utilizes knowledge of the budgeting process, categories, and funding sources to maximize existing funds to achieve department/division strategic priorities. The leader meets deadlines. Where applicable, the leader meets budget commitments and financial accountability records are accurate and demonstrate efficient expenditure practices. The leader manages and monitors job-specific/department/divisional resources, including time, to provide systemic support for strategic work priorities. The leader maintains accurate accountability practices for all items assigned to the leader and/or located on the department/division s property inventory. The leader s lack of knowledge of the budgeting process or lack of planning results in funds not being used strategically. The leader sometimes misses deadlines. Where applicable, the leader sometimes does not meet budget commitments, but financial accountability records are accurate. The leader manages and monitors department/divisional physical resources to promote a supportive work environment, but does not address strategic work priorities. The leader maintains accountability practices for items located on the department/division s property inventory, but practices result in items unable to be located for one year. The leader s lack of knowledge of the budgeting process or lack of planning results in the misuse of funds. There is little or no evidence that the leader meets deadlines. Where applicable, budgets commitments are not met or financial accountability records are inaccurate. This is little or no evidence that the leader manages or monitors department/divisional physical resources. The leader does not maintain accountability practices for items located on the department/division s property inventory or practices result in items unable to be located for multiple years. 20 District-Based Administrator Evaluation 08/2013
Indicator C.8 Work Processes: The leader designs, managed, and improves processes to deliver stakeholder value and achieve organizational success and sustainability. The leader designs and innovates work processes to meet all key requirements, incorporating new technology, organizational knowledge, service excellence, and the need for agility. Processes are integrated into a work system that aligns with the department/division s core competencies, strategic objectives, and critical success factors. Work processes and systems meet stakeholder needs, are sustainable and lead to department/division success. Documentation defining key work processes is up to date, easily accessible, and relevant to the work of the department/division and is utilized throughout the department/division. The leader designs work processes to meet all key requirements. Processes are integrated into a work system that supports key department/division functions. Work processes and systems meet stakeholder needs and lead to department/division success. Documentation defining key work processes is up to date, easily accessible, and relevant to the work of the department/division, and is utilized by key staff members. The leader utilizes work processes to meet some key requirements. Work processes do not form a cohesive system. Documentation for work processes is available but incomplete or underutilized. The leader does not use work processes or processes do not meet key requirements. Process documentation does not exist, is not accessible, is not relevant to the work of the department/division, or not used. 21 District-Based Administrator Evaluation 08/2013
Domain D: Professionalism Indicator D.1 Professional Conduct: The leader models professional, moral, and ethical standards as well as personal integrity in all interactions. The leader abides by the policies, The leader s abides by policies, laws, The leader s abides by policies, laws, The leader s behavior is inconsistent laws, and regulations that govern the regulations that govern the district regulations that govern the district, with prescribed ethical conduct or district with personal integrity and inspires others within the district to do the same. The leader demonstrates professionalism, moral and ethical behaviors, and the importance of maintaining confidentiality and holds constructive conversations around professional, moral and ethical issues. with personal integrity. The leader demonstrates professionalism, moral and ethical behaviors, and the importance of maintaining confidentiality. but the leader s professional, moral and ethical behaviors result in recurring misunderstanding and misperceptions about the leader s conduct, ethics and professionalism. policies, laws, regulations that govern the district or disciplinary action has been initiated. The leader s lack of professionalism has a negative impact on the department/division. Indicator D.2 Job-Specific Knowledge: The leader exhibits accurate knowledge of the content and methods required for the specific job. The leader is an expert in his or her The leader exhibits accurate and The leader exhibits general content The leader exhibits minimal content field, sharing content knowledge and specific content knowledge and knowledge, but gaps in knowledge knowledge essential to job-specific proven or innovative methods to execute department/division responsibilities, program objectives, protocol, policies, and essential procedures with other stakeholders. The leader demonstrates a deep understanding of federal, state, and local requirements, serving as a resource to others in the same field. The leader manages compliance activities such that reporting is efficient, accurate and timely. consistently applies proven methods to execute job-specific responsibilities, program objectives, protocol, policies, and essential procedures. The leader demonstrates a thorough understanding of federal, state, and local requirements in relevant areas. hinder the application of methods for the execution of job-specific responsibilities, program objectives, protocol, policies, and essential procedures. The leader demonstrates an awareness of the relevant federal, state, and local requirements. duties. The leader exhibits minimal or no awareness of federal, state, or local requirements. 22 District-Based Administrator Evaluation 08/2013
Indicator D.3 Technical Skills: The leader exhibits the technical skills required for the specific job. The leader demonstrates a high degree of technical proficiency, insightfully selects tools or technology for tasks, and improves or redesigns processes, tools, or technologies to maximize department/division operations and communication. The leader demonstrates technical proficiency, chooses appropriate technical tools for tasks, and experiments with new processes, tools, or technologies to improve job effectiveness. The leader has limited technical proficiency. Technical tools chosen for tasks are not always appropriate. The leader does not display technical proficiency or selects technical tools that prevent tasks from being completed. Indicator D.4 Professional Growth: The leader engages in professional learning that improves professional practice in alignment with the needs of the department, division and district, and demonstrates explicit improvement in specific performance areas based on previous evaluations and formative feedback. The leader actively participates in professional learning and knowledge and skills acquired are shared with others. Professional learning is directly linked to organizational needs, with priority given to building on personal leadership strengths and improvement in specific performance areas based on previous evaluations and formative feedback. The leader implements professional learning by adapting the learning tools to the specific needs of the department/ division so they become part of the culture, resulting in an improvement in practice of self and others. The leader actively participates in professional learning that is directly linked to organizational needs, with priority given to improvement in specific performance areas based on previous evaluations and formative feedback. The leader implements professional learning with fidelity, resulting in an improvement in practice. The leader actively participates in professional learning, but it is reflective of a personal agenda rather than addresses identified areas of need. The leader s implementation of professional learning results in little or no improvement. The leader does not actively participate in professional learning or does not implement professional learning. 23 District-Based Administrator Evaluation 08/2013
The School District of Lee County District-based Administrator Evaluation System Form DBA-DP1 Deliberate Practice (DP) Planning Form District Administrator Name: EMPLID: Job Title: Dept./Div. Name: Supervisor Name & Title: Instructional administrator Non-instructional administrator Deliberate Practice Goal: Select the goal number below. GOAL #1: Department or job-specific student performance goal (instructional administrator) or Division or Department goal (non-instructional administrator) GOAL #2: Goal aligning with the Division or Department goals. GOAL #3: Job specific goal aligning with Division or Department goals. Goal for school year: (yyyy-yyyy) Date Submitted: Date Approved: Goal: Describe the expected results of this goal. 24 District-Based Administrator Evaluation 08/2013