Current through December 12, 2024
The performance evaluation of a school-level administrator in
the domain of professional responsibilities of the administrator to support
learning and promote the effectiveness of the school community 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 effectively
manages the personnel employed at the school, as demonstrated by the following
indicators:
(a) Collecting high-quality
observation data and other evidence of the practice of teachers in a fair and
equitable manner and using the results of the performance evaluations of
teachers to provide support to teachers and improve their
performance;
(b) Using available
data, including the performance evaluations of teachers, to identify,
recognize, support and retain teachers;
(c) Supporting the development of leadership
skills in teachers and providing leadership opportunities for teachers ;
and
(d) Complying with the
requirements of the statewide performance evaluation system and any
expectations specified in policies adopted pursuant thereto.
2. The school-level administrator
engages in self-reflection and professional growth, as demonstrated by the
following indicators:
(a) Seeking feedback
from colleagues and staff and using a variety of data and information to
self-reflect upon his or her practice;
(b) Seeking opportunities to increase his or
her professional knowledge to remain current on educational research and
evidence-based practices; and
(c)
Pursuing professional learning opportunities that are aligned with his or her
professional responsibilities to improve his or her instructional leadership
across the school community.
3. The school-level administrator meets
professional obligations, as demonstrated by the following indicators:
(a) Modeling and advocating for fair,
equitable and appropriate treatment of all personnel employed at the school,
pupils and the families of pupils;
(b) Modeling integrity in all interactions
with colleagues and staff, pupils, the families of pupils and the community
;
(c) Respecting the rights of
personnel employed at the school, pupils and the families of pupils with regard
to confidentiality, when appropriate, and engaging in honest interaction with
and treating such persons with dignity; and
(d) Following policies, regulations and
procedures applicable to his or her role and responsibilities as a school-level
administrator.
4. The
school-level administrator engages the families of pupils and the community, as
demonstrated by the following indicators:
(a)
Involving the e families of pupils and the community in appropriate policy
implementation, program planning and assessments;
(b) Involving the e families of pupils and
the community in accomplishing the goals of the school set forth in the vision
developed pursuant to paragraph (a) of subsection 1 of NAC
391.572 and school improvement
efforts; and
(c) When appropriate,
e e connecting pupils and the families of pupils with available educational,
health and social services.
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.
