NAC391.572. Performance evaluation of school-level administrator in domain of instructional leadership practices.

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 plan for obtaining high pupil achievement and college and career readiness for pupils and periodically reviewing and revising the plan as necessary;

     (b) Holding teachers and pupils accountable for learning by regularly monitoring a range of performance data;

     (c) Providing adequate opportunities for 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 to facilitate pupil learning through a variety of means.

     2. The school-level administrator creates and sustains a school culture of striving for 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 pupil performance and learning; 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 promotes the well-being of pupils, staff and the school community;

     (b) Providing opportunities for extended, productive discourse between the school-level administrator and teachers and among teachers to inform decisions designed to meet the goals of the school, including, without limitation, structuring the school environment to enable such collaboration; and

     (c) Creating and maintaining processes to communicate and partner with teachers and parents and families in a manner that supports the 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 periodically reviewing and revising those systems and processes when necessary;

     (b) Developing systems and processes to implement a clearly articulated curriculum across the entire school and periodically reviewing and revising those systems and processes when necessary; and

     (c) Allocating resources, including the organization of time, effectively to support and further the goals of the school.

     (Added to NAC by Bd. of Education by R007-13, eff. 10-23-2013)