Current through February 27, 2024
The performance evaluation of a school-level
administrator in the domain of instructional leadership practices of the
administrator at the school must include, without limitation, an evaluation of
the school-level administrator in the following standards of performance, with
each standard carrying the weight prescribed by the Department pursuant to NAC
391.580:
1. The school-level administrator creates and
sustains a focus on learning at the school, as demonstrated by the following
indicators:
(a) Engaging stakeholders in the
development of a vision for obtaining high pupil achievement and college and
career readiness for pupils and frequently reviewing and revising the vision
when appropriate;
(b) Holding
teachers and pupils accountable for learning through regular monitoring of a
range of performance data;
(c)
Structuring opportunities to engage teachers to reflect on their practice and
take actions to improve pupil learning and support professional growth;
and
(d) Systematically supporting
short-term and long-term planning for teachers to facilitate pupil learning
through a variety of means.
2. The school-level administrator creates and
sustains a culture of continuous improvement, as demonstrated by the following
indicators:
(a) Setting clear expectations for
the performance of teachers and pupils and creating a system for the consistent
monitoring and follow-up of growth and development;
(b) Supporting the development of teachers
through quality observation, feedback, coaching and professional learning
structures;
(c) Gathering and
analyzing data from multiple sources to monitor and evaluate the progress of
the school toward established goals for learning that facilitate ongoing
improvement; and
(d) Operating with
a belief that all children can achieve regardless of their race, perceived
abilities or socioeconomic status.
3. The school-level administrator creates and
sustains productive relationships, as demonstrated by the following indicators:
(a) Creating and maintaining a welcoming,
respectful and caring environment that demonstrates an interest in the
well-being of pupils, staff and the school community and creates a positive
affective experience for such persons;
(b) Providing opportunities for extended,
productive discourse between the school-level administrator and teachers and
among teachers to support the decision-making process at the school;
(c) Structuring the school environment to
facilitate collaboration between the school-level administrator and teachers
and among teachers in a manner that supports the learning goals of the school;
and
(d) Creating and maintaining
structures and processes to communicate and partner with teachers and the
families of pupils in a manner that supports the learning goals of the
school.
4. The
school-level administrator creates and sustains structures to support an
effective school, as demonstrated by the following indicators:
(a) Implementing systems and processes to
align curriculum, instruction and assessment with state standards and standards
for college and career readiness and frequently reviewing and revising those
systems and processes when appropriate;
(b) Developing systems and processes to
implement a coherent and clearly articulated curriculum across the entire
school and frequently reviewing and revising those systems and processes when
appropriate; and
(c) Allocating
resources, including the organization of time, effectively to support and
further the learning goals of the school.
Added to NAC by Bd. of Education
by R007-13, eff. 10-23-2013; A by
R021-16A,
eff. 11/2/2016
NRS
385.080,
391.465.
