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Principal Nomination and Assessment Survey
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SECTION I. NOMINATION
Instructions: This survey section is used for you to nominate an outstanding teacher you supervise to the PROPEL program. It is understood that should the nominee be selected the supervisor is committed to sponsoring the participant during the time that they will be in the program. Only one nominee is allowed per school/center, and ONLY THE PRINCIPAL CAN FILL OUT THIS SURVEY. This is NOT to be shared with the nominee.
Name of Principal/Director:*
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School:*
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Email Address:*
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Name of Teacher:*
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Years this teacher has been supervised by nominating principal:
*
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SECTION II. ASSESSMENT
Instructions: Please fill out this survey section to the best of your ability. The purpose of this assessment is to measure your nominee’s demonstrated leadership potential and, if accepted, to help create an individualized and group learning plan. It is important that you respond in the most objective and formative manner possible, as strong agreement with these statements will not necessarily translate into acceptance into the program.
Part 1: Your nominee’s effectiveness with student achievement. This teacher:
1. Aligns the classroom learning goals based on the state’s adopted student academic standards and the district’s adopted curricula.
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2. Demonstrates positive student learning results as evidenced by the student performance and growth on statewide assessments.
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3. Demonstrates positive student learning results as evidenced on BCPS-determined assessments.
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4. Demonstrates positive student learning results as evidenced by your school’s own particular assessments (if applicable).
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Part 2: Your nominee’s effectiveness with making student learning a priority. This teacher:
1. Enables peers and those that s/he works with to help focus on student learning.
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2. Contributes to maintaining a school climate that supports student engagement in learning.
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3. Generates high expectations for learning growth by all students.
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4. Engages peers and those s/he works with in efforts to close learning performance gaps among student subgroups within the school.
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Part 3: Your nominee’s effectiveness at implementing instruction. This teacher:
1. Understands and implements the Florida Educator Accomplished Practices (FEAPs) as a part of the lesson planning and instruction used in the classroom.
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2. Engages in data analysis for instructional planning and improvement.
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3. Understands and communicates the relationships among academic standards, effective instruction, and student performance to students, parents, peers, administrators, and stakeholders if and when necessary.
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4. Implements the BCPS curriculum and Florida adopted academic standards in a manner that is rigorous and culturally relevant to the students and school.
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5. Appropriately uses the school-provided formative and interim assessments.
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Part 4: Your nominee’s effectiveness at professional improvement. This teacher:
1. Links his/her focus on student and professional learning to the school improvement plan.
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2. Focuses on the effectiveness of his/her instruction.
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3. Demonstrates the instructional proficiencies needed for a high-needs school population.
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4. Looks to improve through research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology.
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5. Engages in professional learning that enables him/her to deliver culturally relevant and differentiated instruction.
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6. Makes a consistent effort to engage in effective individual and collaborative professional learning throughout the school year.
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Part 5: Your nominee’s effectiveness at providing an adequate learning environment. This teacher:
1. Maintains a safe, respectful and inclusive student-centered learning environment.
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2. Is focused on equitable opportunities for learning and building a foundation for a fulfilling life in a democratic society and global economy.
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3. Recognizes and uses diversity as an asset in the development and implementation of classroom procedures and practices to motivate all students and improve student learning.
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4. Promotes classroom practices that validate and value similarities and differences among students.
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5. Demonstrates constant monitoring and looks for feedback on the quality of the learning environment.
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6. Initiates and supports learning processes focused on the students’ opportunities for success and well-being.
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7. Recognizes and understands cultural and developmental issues related to student learning by identifying and addressing strategies to minimize and/or eliminate achievement gaps.
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Part 6: Your nominee’s demonstration of decision making skills. This teacher:
1. Tends to prioritize classroom and professional decisions on how they impact the quality of student learning.
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2. Uses critical thinking and problem solving techniques to define problems and identify solutions.
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3. Evaluates his/her decisions based on their effectiveness towards intended and actual outcomes.
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4. Evaluates his/her decisions based on equity in the effect on students and implements follow-up actions or revises decisions as needed.
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5. If and when in a leadership role, empowers others and distributes leadership when appropriate.
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6. Uses effective technology integration to enhance decision making.
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Part 7: Your nominee’s organizational management. This teacher:
1. Organizes time, tasks and projects effectively with clear objectives and coherent plans.
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2. Establishes appropriate deadlines for him/herself.
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Part 8: Your nominee’s effectiveness at communication. This teacher:
1. Actively listens to and learns from students, colleagues, staff, parents, and community stakeholders.
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2. Recognizes individual students and others for effective performance.
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3. Communicates student performance expectations and information to students, parents, and community if/when appropriate.
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4. Creates opportunities to engage students, colleagues, parents, and community stakeholders (if/when appropriate) in constructive conversations about student learning issues.
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5. Utilizes appropriate technologies for communication and collaboration.
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Part 9: Your nominee’s professional and ethical behavior. This teacher:
1. Demonstrates resiliency by staying focused on the school’s vision and reacting constructively to disagreement and dissent with leadership.
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2. Demonstrates a commitment to the success of all students.
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3. Engages in professional learning that improves professional practice in alignment with the needs of the students and school.
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4. Demonstrates a willingness to admit error and learn from it.
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5. Demonstrates explicit improvement in specific performance areas based on previous evaluations and formative feedback.
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