Page 123 - Superintendent Annual Report 2023-24
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Figure 4
Non-Classroom Teacher Learning Map
School Leader Evaluations
A committee of District and school-based representatives selected the School Leader Evaluation Model (SLEM). This model,
based on the work of Dr. Robert J. Marzano and Instructional Empowerment, is founded on the belief that all employees can
enhance their practice, irrespective of their current performance level.
SLEM is structured around five domains with 24 elements of behavior that connect research-based strategies to student
achievement: Data-Driven Focus on Student Achievement, Continuous Improvement of Instruction, Guaranteed and
Viable Curriculum, Communication, Cooperation and Collaboration, and School Climate.
Since its inception in 2014, SLEM’s primary goal is to facilitate the growth of principals and assistant principals in their
leadership roles. A crucial aspect of the model involves collecting evidence and data for analysis, reflection, and coaching,
which guides deliberate practice. Observations allow school leaders and supervisors to engage in this process.
In FY24, 80 new school leaders were trained on the model and how to integrate it into their daily professional practice. The
school leaders created 1,050 growth plans to improve the following top five competencies.
Top Five Competencies for Growth:
• Monitor progress on overall student achievement goals.
• Set clear and measurable goals for overall student achievement.
• Monitor progress on individual student achievement goals.
• Awareness of predominant instructional practices.
• Ensure practices are in place to help all students meet achievement goals.
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