Administrative Professional Development and … · Web viewAdministrative Professional Development and Evaluation Handbook 29 Indicators highlighted in yellow represent changes that

Ashland School District

Administrative Professional Development and Evaluation HandbookAshland School District

A Guide to Continuous Growth and Development for Ashland Administrators

Ashland School District’s Measures of Administrator Effectiveness

Effective administrators integrate principles of cultural competency and equitable practice and promote the success of every student through visionary leadership, instructional improvement, effective management, inclusive practice, ethical leadership, and the socio-political context of their building and district. By demonstrating proficiency in the adopted educational leadership/administrator standards, effective administrators improve teacher effectiveness and student learning and growth. They also lead by modeling ethical and competent behavior according to all standards set for administrators by the Teachers Standards and Practices Commission.

As the school’s instructional leader, effective principals enable critical discourse and data-driven reflection and decisions about curriculum, assessment, instruction, and student progress, and create structures to facilitate instructional improvement. Effective principals ensure their staff receives support, assistance, and professional growth opportunities necessary to strengthen teacher knowledge, skills, dispositions, and instructional practices in mutually identified areas of need. By creating a common vision for equity and excellence and articulating shared values, effective principals lead and manage their schools in a manner that promotes collaboration and equity, creates an inclusive and safe, efficient, and effective learning environment, and improves the school’s positive impact on students, families, and community members.

Multiple Measures

The Administrative Professional Growth and Evaluation Handbook focuses on the process to include evidence based on multiple measures to evaluate administrator effectiveness. The multiple measures are based on the Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Leadership Constituents Council (ELCC) standards for education leadership. The ISLLC standards have been adopted by the Ashland School District Board of Directors.

The multiple measures refer to tools, instruments, protocols, assessments, and processes to collect evidence on performance and assessment. These measures must support each of the following three categories of the Administrative Professional Growth and Evaluation Handbook:

A. Professional PracticeB. Professional ResponsibilitiesC. Student Learning and Growth

All Administrators will be evaluated using at least two measures for each of the three components in combination with one another. Administrators will use evidence from all three areas and components to holistically rate performance.

2 Administrative Professional Development and Evaluation Handbook

The Ashland School District’s Administrative Standards have six domains of practice. Each domain has several standards to measure effective practice. The rubrics used to assess progress have been modified from Kim Marshall’s rubrics of effective administrative practice.

The Student Learning and Growth Goals and the administrative Professional Growth Plan process both support Student Learning and Growth.

A. Professional Practice:

Standard 1: Visionary LeadershipStandard 2: Instructional ImprovementStandard 3: Effective ManagementStandard 4: Inclusive Practice

Evidence of school leadership practices, teacher effectiveness, and organizational conditions:

a. Observation of Leadership Practice:Evaluator’s observation, documentation and feedback on an administrator’s leadership practices; both formal and informal

b. Examination of Artifacts:Each domain has a list of possible evidence that could be collected to demonstrate administrators growth towards the standards of professional practice

Administrative Professional Development and Evaluation Handbook 3

Evidence of Professional

Practice

Evidence of Professional

Resonsibilites

Evidence of Student

Learning and Growth

B. Professional Responsibilities:Standard 4: Inclusive PracticeStandard 5: Ethical LeadershipStandard 6: Socio-Political Content

Evidence of administrators’ progress toward their own professional goals and contribution to school-wide and district goals:

a. Observation of Professional Responsibilities:Evaluator’s observation, documentation and feedback on an administrator’s leadership practices; both formal and informal

b. Examination of Artifacts:Each domain has a list of possible evidence that could be collected to demonstrate administrators growth towards the standards of professional practice

C. Student Learning and Growth:Evidence of administrators’ contribution to school-wide student learning and growth:

Administrators, in collaboration with their supervisor/evaluator, will establish at least two student growth goals from the three categories in the Table 4. One goal must be related to student learning and growth using state assessment (Category 1) as a measure (e.g., building- level data on proficiency and growth in reading and math, including all subgroups).

Student growth goals and measures should align with Achievement Compact indicators where applicable.


Professional Growth and Evaluation Cycle

The Administrative Professional Growth and Evaluation Handbook includes a cycle of continuous professional development to support effective instruction that will impact student success. The cycle allows for continued review and feedback as the Administrator and Supervising Administrator plan for opportunities for feedback and meaningful conversations. This Professional Growth and Evaluation Cycle supports professional growth and learning.

Self Reflection: The administrative domains, standards and rubrics will be reviewed and prioritized through a reflective process. Student learning data will also be analyzed. The administrator will assess the areas of strength and areas for professional growth. The administrator will analyze student data to prepare for the Student Learning and Growth Goals.

Goal Setting: Based on the self assessment and assessment of student data, the Administrator will write two Student Learning and Growth SMART goals and one Professional Practice and Responsibilities goal. The Administrative Goals form will be utilized to summarize the


Self Assessment/ Reflection

Observation/Collection of

Evidence

Goal Setting

Observation/Collection of Evidence

Formative Assessment/Mid Year

Review

Summative Evaluation

ProfessionalDevelopment

goals. These goals will be submitted to the administrator’s evaluator by October 15 of each year.

Observation/Collection Of Artifacts:The administrator and evaluator will collect evidence to support the three components: Professional Practice, Professional Responsibilities, and Student Learning.

Formative Assessment /Mid Year Review:The evaluator and administrator review the administrator’s progress toward the student learning and professional growth goals and or performance against the standards. This will include the review of evidence, professional conversations and professional growth. This review promotes awareness of growth and additional professional growth needs. The administrator will have the opportunity to make adjustments in the instructional leadership practices and additional professional learning opportunities. The Mid-Year Review will be completed by January 31 of each year.

Observation/Collection Of Artifacts:Following the Formative Assessment/Mid Year review, the administrator and evaluator will collect evidence to support the three components: Professional Practice, Professional Responsibilities, and Student Learning.

Summative Evaluation: The Summative Evaluation (annual for Probationary administrators and every two years for Contract administrators) is the culminating meeting with multiple examples of evidence for all goals. The evaluator will assess the administrator’s performance against the standards of Professional Practice and Responsibilities, attainment of student learning goals and Professional growth goals. The summative evaluation will be completed by June 30 of each year.

Professional Development: It is intentional to illustrate Professional Development as the center of the Professional Growth and Evaluation Cycle. This district believes that an effective evaluation process is more meaningful when Professional Development continually supports improved practice resulting in high student achievement.


Administrator Professional Development Process

Annual Goals Developed through annual reflective process Written in collaboration with administrative team and superintendent Should consider annual SIP, CIP, and District goals Will state target areas for growth Based on self-evaluation on Administrative Evaluation Rubric

Resources and Research Determine PD needed to reach goals Consider resources available in the district: Administrative PLC, local

training and support programs, webinars Identify outside resources when necessary: COSA, ESD training, university

course work

Revise, Redirect, Rethink While applying the strategies necessary to reach your goals, critically analyze

the effectiveness of your PD plan Revise as necessary through reflective practice and the formal mid-year

review process Collaborate with other administrators is assessing the effectiveness of your

PD plan

Summative Evaluation Reflect on your goals with your evaluator, and determine the effectiveness of

each one Analyze your professional development plan as it related to goal attainment

and determine its effectiveness In collaboration with your evaluator, determine potential goals and PD plan

for the subsequent year


SLG Development ProcessFrom Student Learning Objectives and Measures of Educator Effectiveness: The Basics by the American Institute for Research, pages 3-7.

Though SLGs take on a variety of shapes and forms, the following five steps generally outline the first part of the SLG evaluation cycle, the SLG development process.

STEP 1: Identify Core Concepts and StandardsThe development process begins with an administrator or a team of administrators identifying the main content and standards for their school. In this step, the administrator articulates the major concepts or skills that students will gain during the year. The content and standards should represent the essential learning for the year, such as key skills or overarching content, and the specific national or state standard(s) that align with that content. Content should be broad enough to represent the most important learning for the school, but narrow enough to be measured through one or more summative assessments.

STEP 2: Gather and Analyze Student Data

Gather baseline and trend data. SLGs are based on a clear understanding of the student population under the administrator’s charge. In this step, administrators gather baseline and trend data to better understand how well prepared their students are for the content covered during the year. These data should include multiple sources, such as end-of-year data from the previous year, baseline data from district assessments, pretest data, student work samples, and benchmark tests or unit tests that address similar standards. Some states and districts also recommend using additional data including student transiency rates, pass/fail rates from earlier courses, and

attendance rates. Some districts and states provide lists of approved data sources for use in SLG development. After identifying curricular priorities and gathering baseline data, the administrator is prepared to conduct a detailed analysis.

Conduct an analysis of student data. This step helps the administrator determine the current level of student learning and the potential for growth. The administrator analyzes current students’ data to identify trends in student performance and pre-assessment skills and knowledge. The administrator can also review past students’ data to identify growth trends specific to the SLG area (e.g., What is the average amount of growth attained in this area? Are there specific skills or content strands that particularly challenge students?). Based on the data analysis, the administrator can decide which knowledge or skills the SLG(s) will target. To aid in this step, it may be helpful to think about three groups of students: those who are prepared to access the content, those who are not prepared (need some remediation), and those who are very well prepared (and may be in need of some

enrichment). Administrators can organize student data into a useful chart for this step. 8 Administrative Professional Development and Evaluation Handbook

SLG development generally includes the following five steps:

1. Identify core content and standards

2. Gather and analyze data

3. Determine the focus of the SLG

4. Select or develop an assessment

5. Develop a growth target and rationale

SLGs come in a variety of forms as follows:

School-Level SLGs—focused on the entire student population for a given content area, which often includes multiple classes

Content-Level SLGs—focused on the student population in a given content area or grade level

Targeted Student SLGs—separate SLGs for subgroups of students that need specific support

Targeted Content SLGs—separateSLGs for specific skills or content that students must master

STEP 3: Determine the Focus of the SLG

Identify the student population of focus for the SLG. SLGs can focus on a single grade level, content area, or subgroups of students. Targeted objectives allow administrators to address specific subpopulations that need attention regarding a particular standard or topic. The review of assessment data may highlight trends for a subset of students on a similar trajectory or may reveal specific content that a whole grade level finds challenging. The first instance may lead to a targeted student SLG, while the second instance may lead to a targeted content SLG.

This step requires administrators to articulate why they have chosen a particular group of students or a narrow set of skills or content as a focus of their SLG. For example, if an analysis shows that 80 percent of a grade level is weaker in a necessary skill, but 20 percent of students have already mastered the skill, an administrator might create one SLG for the students who are struggling in the skill and a separate SLG for the students who have already mastered the skill. Another approach is to create an SLG that applies to everyone in the grade level that has tiered targets or separate learning goals for different subgroups of students.

Determine the interval of instruction. In general, administrators will set goals that span the school year as they will be analyzing student achievement across a large group of students. However, some goals may be more appropriate for a shorter period of time. Districts may also set requirements for administrators regarding the interval of instruction when state or district timelines for evaluation results conflict with the school structure.

STEP 4: Select or Develop an Assessment

Valid and reliable assessments of student achievement are necessary for maintaining SLG rigor. In this step, administrators indicate which summative assessments will be used to assess student learning at the end of the interval of instruction and consider which formative assessments will be used to track progress and make midcourse adjustments.

Administrators often choose their assessments based on guidance from the state or district. This guidance ensures that rigorous assessment standards are applied to schools uniformly. When multiple administrators adopt the same SLG, it is advisable that all educators use the same assessment measure(s) to ensure that student progress is measured the same way and under the same testing conditions. For the purposes of SLG development, many states and districts recommend team-developed tests.

Assessment options may include: Performance-based assessments, such as presentations, projects, and tasks graded with a

rubric. Portfolios of student work, with samples throughout the year that illustrate knowledge and skills

before and after a learning experience. A rubric is also needed for this type of assessment. State exams when value-added or standardized student growth scores are not available. Nationally normed tests. Educator, school-created, or district-created tests.

Identified Assessments should be: Aligned to national or state standards and to the SLG growth target (meaning that they measure

the skills or content addressed by the SLG). Reliable, meaning that they produce accurate and consistent results. Valid, meaning that they measure what they are designed to measure. Realistic in terms of the time required for administration.


A CRITICAL NOTE:SLGs are only as good as the baseline, trend, and assessment data upon which they are built. If these forms of data are invalid or unreliable, the growth target and SLG will be compromised.

STEP 5: Develop a Growth Target and RationaleIn this final step of the SLG development process, administrators must understand assessment data and identify student achievement trends to set rigorous yet realistic student growth targets. In this step, the administrator writes specific growth targets for students that align with state or national standards, district priorities, and content objectives. These growth targets can include specific indicators of growth (e.g., percentage correct or number of questions answered correctly) that demonstrate an increase in learning between two points in time. The target can be tiered for students in the school to allow all students to demonstrate growth or it can apply to all students in a grade or subject area.

Explain the rationale for the growth target. High-quality SLGs include strong justifications for why the growth target is appropriate and achievable for the group of students. In this step, administrators provide precise and concise statements that describe student needs and explain in detail how the baseline and trend data informed the development of the growth target(s). When applicable, rationales should also connect with school and district goals or priorities and can include instructional strategies used to achieve SLG goals.


Growth targets should be considered estimates and handled with a degree of caution during the early years of implementation. Educators may set targets that are too ambitious (and unachievable) or too low (and insufficiently challenging for teachers and students), resulting in misleading evaluation results. To support educators and their evaluators in building their skill in setting and judging growth targets, states and districts can provide explicit guidance and training. Training should include how to identify student trends through data analysis, how to set appropriate growth expectations based on data, and how to identify appropriate formative and summative assessments and their limitations.

ADMINISTRATOR GOALS SHEET Administrator: School: Date:Evaluator: Year in Cycle: Year 1: SLGs, PPG, & PRG Year 2: SLGs only

Init

ial

Con

fere

nce

Content for first Student Learning Goal (SLG1) The goal is being written around which

grade/subject/level? Define the timeframe.

Baseline Data for SLG1 What are the learning needs of the school? Attach supporting data/ pre-assessment.

Write your SLG1 Check that goal meets the SMART criteria.

Types of Measures for SLG1 Category 1 is mandatory for one goal if available. You

must use a second measure of assessment if data is not available by June.

Categories 2 & 3: Multiple measures of assessment are not required.

Check all that apply & specify.

Category 1: State or National Standardized Test: ____________

Category 2: Common national, international, regional, district-developed measures: __________________________________

Category 3: Classroom-based or school-wide measures: ____________________________________________________

Strategies for Improvement of SLG1 How will I help the school attain this goal? Provide specific actions that will lead to goal attainment.

Define HEID for SLG1Fill in the blank row with concrete numbers to delineate between the levels for summative assessment.Highly Effective: Exceptional number of students achieve goal

Effective: Significant number of students achieve goal

Improvement Necessary:Less than significant number of students achieve goal

Does Not Meet: Few students achieve goal

Content for second Student Learning Goal (SLG2) The goal is being written around which

grade/subject/level? Define the timeframe.

Baseline Data for SLG2 What are the learning needs of the school? Attach supporting data/ pre-assessment.

Write your SLG2 Check that goal meets the SMART criteria

Types of Measures for SLG2 Category 1 is mandatory for one goal if available. You

must use another measure of assessment if data is not available by June. If you have already used Category 1 in SLG1, you must choose from Categories 2 & 3.

Within Categories 2 & 3, multiple measures of assessment are not required.

Check all that apply & specify.

Category 1: State or National Standardized Test: ____________

Category 2: Common national, international, regional, district-developed measures: ___________________________________

Category 3: Classroom-based or school-wide measures: _____________________________________________________

Strategies for Improvement of SLG2 How will I help the school attain this goal? Provide specific actions that will lead to goal attainment.

Define HEID for SLG2Fill in the blank row with concrete numbers to delineate between the levels for summative assessment.Highly Effective: Exceptional number of students achieve goal

Effective: Significant number of students achieve goal

Improvement Necessary:Less than significant number of students achieve goal

Does Not Meet: Few students achieve goal

Initi Write your Professional Practice Goal (PPG) from

Performance Expectations 1, 2, and 3

al C

onfe

renc

eTypes of Measures for PPG Multiple measures are required. Check all that apply & specify.

Category 1: Evaluator’s observation

Category 2: School artifacts (teacher or student produced), lesson plans, curriculum design, etc. ________________________

Write your Professional Responsibility Goal (PRG) from Performance Expectations 4, 5, and 6

Types of Measures for PRG Multiple measures are required. Circle all that apply & add if necessary.

Administrator reflections, self-reports, data analysis, records of participation in meetings or committees, peer collaboration &/or observation, evaluator observation, parent/ student surveys, portfolios, committee work, building level leadership, etc.

_____________________________________________________Administrator Signature: Date: Evaluator Signature: Date:

Mid

-Yea

r R

evie

w

Collaborative Mid-Course Data Review of SLGs, PPG & PRG What progress has been made? Are you collecting evidence?

Strategy Modification What adjustments need to be made to my strategies?

Administrator Signature: Date: Evaluator Signature: Date:

Sum

mat

ive

Rev

iew

End-of-Year Data of SLGs, PPG & PRG What does the end of the year data show? Attach supporting data.

Reflection on Results Overall, what worked or what should be refined?

Effectiveness of SLG1 4 3 2 1

Effectiveness of SLG2 4 3 2 1

Effectiveness of PE 1: Vision, Mission, and Goals 4 3 2 1

Effectiveness of PE 2: Teaching and Learning 4 3 2 1

Effectiveness of PE 3: Managing Organizational Systems/Safety 4 3 2 1

Effectiveness of PE 4: Collaborating with Families/Stakeholders 4 3 2 1

Effectiveness of PE 5: Ethics and Integrity 4 3 2 1

Effectiveness of PE 6: The Education System 4 3 2 1

Professional Growth Plan Implications How can I use these results to support my professional

growth? Comment on any mitigating circumstances.Administrator Signature: Date: Evaluator Signature: Date:


Calculating Summative Administrator EvaluationTo adhere to new state laws, we must submit aggregate scores of administrators in the district. To do this, transpose the HEID from each goal into numbers, average the scores then use the matrix at the bottom of the page to determine the final summative score for each administrator.

Domain ScoreEffectiveness of Domain 1: Visionary LeadershipEffectiveness of Domain 2: Instructional ImprovementEffectiveness of Domain 3: Effective ManagementEffectiveness of Domain 4: Inclusive PracticeEffectiveness of Domain 5: Ethical PracticeEffectiveness of Domain 6:

Socio-Political Context

Average Score:

Circle the Average Score for the Professional Practice and Responsibilities on the Y axis and the average score for the Student Learning Goals on the X-axis. The point where they meet is the final summative score as well as the evaluation plan for the following year(s).

Prof

essi

onal

Pra

ctic

e an

d R

espo

nsib

ility

A

vera

ge

42-YEAR CYCLE OF SELF-DIRECTED PROFESSIONAL GROWTH GOALS BASED ON STUDENT GROWTH GOALS & RUBRIC:One PPG or PRG must focus on improving Student Goals’ outcomes.

3

2-YEAR CYCLE OF SELF-DIRECTED PROFESSIONAL GROWTH GOALS:Administrator has total autonomy to guide their own professional growth plan.

43

2

ANNUAL COLLABORATIVE PROFESSIONAL GROWTH GOALS BASED ON STUDENT GROWTH GOALS & RUBRIC:Administrator will annually meet with Supervisor/Evaluator and collaboratively develop PPG and PRG based on improving SLG outcomes and targeted growth areas.

2

ANNUAL COLLABORATIVE PROFESSIONAL GROWTH GOALS:Administrator will annually meet with Supervisor/Evaluator and collaboratively develop PPG and PRG based on improving targeted growth areas.

2

1

PLAN OF ASSISTANCE:Supervisor/Evaluator will immediately develop a Plan of Assistance based on improving outcomes and targeted growth areas of PPG, PRG, and SLG.

1

PLAN OF AWARENESS:Supervisor/Evaluator will annually develop PPG and PRG based on improving targeted growth areas; monthly check-in required.

21 2 3 4

Administrative Professional Development and Evaluation Handbook 13Indicators highlighted in yellow represent changes that address identified gaps.

Highly Effective 4Effective 3Improvement Necessary 2Does Not Meet Standard 1

Top 2 SLG outcomes ScoreSLG 1

SLG 2

Average Score:

Ashland Schools Administrative Standards PERFORMANCE EXPECTATION 1: Visionary Leadership

An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by stakeholders.Educational Leaders: Collaboratively develop and implement a shared vision and mission Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning Create and implement plans to achieve goals Promote continuous and sustainable improvement Monitor and evaluate progress and revise plans

Level 4Consistently exceeds expectations for good performance under this standard

Level 3Consistently meets expectations for good performance under this standard

Level 2Making sufficient progress toward meeting the standard

Level 1Does not meet standard

MissionWins staff and student buy-in for a succinct, inspiring, results-oriented mission statement.

Produces a memorable, succinct, results-oriented mission statement that's known by all staff.

Distributes a boiler-plate mission statement that few colleagues remember.

Does not share a mission statement.

StrategyCollaboratively crafts a lean, comprehensive, results- oriented strategic plan with annual goals.

Gets input and writes a comprehensive, measurable strategic plan for the current year.

Writes a cumbersome, non- accountable strategic plan.

Recycles the previous year’s cumbersome, non-accountable strategic plan.

DiagnosisInvolves stakeholders in a comprehensive diagnosis of the school’s strengths and weaknesses.

Carefully assesses the school’s strengths and areas for development.

Makes a quick assessment of the school’s strengths and weaknesses.

Is unable to gather much information on the school’s strong and weak points.

Target

Gets strong staff commitment on a bold, ambitious 3-4-year student achievement target.

Builds staff support for a 3-4- year student achievement target.

Expresses confidence that student achievement will improve each year through hard work.

Takes one year at a time and does not provide an achievement target.


Planning

Plans for the year, month, week, and day, relentlessly getting the highest-leverage activities done.

Plans for the year, month, week, and day, keeping the highest-leverage activities front and center.

Comes to work with a list of tasks that need to be accomplished that day but is often distracted from them.

Has a list in his or her head of tasks to be accomplished each day, but often loses track.

RevisionRegularly tracks progress, gives and takes feedback, and continuously improves performance.

Periodically measures progress, listens to feedback, and revises the strategic plan.

Occasionally focuses on key data points and prods colleagues to improve.

Is too caught up in daily crises to focus on emerging data.

Communication

Successfully communicates goals to all constituencies by skillfully using a variety of channels.

Uses a variety of means (e.g., face-to-face, newsletters, websites) to communicate goals to others.

Has a limited communication repertoire and some key stakeholders are not aware of school goals.

Is not an effective communicator, and others are often left guessing about policies and direction.

Evidence Options:

o Written mission, vision and goals for the schoolo Achievement Compacto Meeting around vision, mission and goals: notes, agendas and evaluationso Stakeholder surveys: staff, families, studentso Evaluation process notes: goals of teachers, observationso PLC goals and meeting noteso Site Visitso Observations of meetings and professional development


PERFORMANCE EXPECTATION 2: Instructional Improvement

An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by sustaining a positive school culture and instructional program conducive to student learning and staff professional growth.Educational Leaders: Nurture and sustain a culture of collaboration, trust, learning and high expectations Create a comprehensive, rigorous and coherent curricular program Create a personalized and motivating learning environment for students Supervise and support instruction Develop assessment and accountability systems to monitor student progress; Develop the instructional and leadership capacity of staff Maximize time spent on quality instruction Promote the use of the most effective and appropriate technologies to support teaching and learning Monitor and evaluate the impact of instruction





ExpectationsGets all teachers to buy into clear, manageable, standards- aligned grade-level goals with exemplars of proficient work.

Tells teachers exactly what students should know and be able to do by the end of each grade level.

Refers teachers to district or national scope-and-sequence documents for curriculum direction.

Leaves teachers without clear direction on student learning outcomes for each grade level.

Follow-UpGets teams invested in following up assessments with effective reteaching, tutoring, and other interventions.

Asks teams to follow up each interim assessment with reteaching and remediation.

Suggests that teachers use interim assessment data to help struggling students.

Does not provide time or leadership for follow-up after tests.

Development

Orchestrates aligned, high- quality coaching, mentoring, workshops, school visits, and other professional learning tuned to staff needs.

Organizes aligned, on-going coaching and training that builds classroom proficiency.

Provides staff development workshops that rarely engage staff or improve instruction.

Provides occasional workshops, leaving teachers mostly on their own in terms of professional development.

EmpowermentGets teams to take ownership for using data and student work to drive constant refinement of teaching.

Orchestrates regular teacher team meetings as the prime locus for professional learning.

Suggests that teacher teams work together to address students' learning problems.

Does not emphasize teamwork and teachers work mostly in isolation from colleagues.


SupportGives teacher teams the training, facilitation, and resources they need to make their meetings highly effective.

Ensures that teacher teams have facilitators so meetings are focused and substantive.

Has teacher teams appoint a leader to chair meetings and file reports.

Leaves teacher teams to fend for themselves in terms of leadership and direction.

UnitsEnsures that teachers backwards-design high- quality, aligned units and provides feedback on drafts.

Asks teacher teams to cooperatively plan curriculum units following a common format.

Occasionally reviews teachers' lesson plans but not unit plans.

Does not review lesson or unit plans.

TargetGets strong staff commitment on a bold, ambitious 3-4-year student achievement target.

Builds staff support for a 3-4- year student achievement target.

Expresses confidence that student achievement will improve each year through hard work.

Takes one year at a time and does not provide an achievement target.

GapChallenges colleagues by presenting the gap between current student data and a vision for college success.

Motivates colleagues by comparing students’ current achievement with rigorous expectations.

Presents data without a vision or a vision without data.

Bemoans students’ low achievement and shows fatalism about bringing about significant change.

RevisionRegularly tracks progress, gives and takes feedback, and continuously improves performance.

Periodically measures progress, listens to feedback, and revises the strategic plan.

Occasionally focuses on key data points and prods colleagues to improve.

Is too caught up in daily crises to focus on emerging data.

Baselines

Ensures that all teams use summative data from the previous year and fresh diagnostic data to plan instruction.

Provides teacher teams with previous-year test data and asks them to assess students’ current levels.

Refers teachers to previous- year test data as a baseline for current-year instruction.

Does not provide historical test data to teachers.

TargetsGets each grade-level/subject team invested in reaching measurable, results-oriented year-end goals.

Works with grade-level and subject-area teams to set measurable student goals for the current year.

Urges grade-level/subject teams to set measurable student learning goals for the current year.

Urges teachers to improve student achievement, but without measurable outcome goals.

Interims

Ensures that high-quality, aligned, common interim assessments are given by all teacher teams at least four times each year.

Orchestrates common interim assessments to monitor student learning several times a year.

Suggests that teacher teams give common interim assessments to check on student learning.

Doesn't insist on common interim assessments, allowing teachers to use their own classroom tests.

Evidence Options:o Professional development evidence, both personal and for staff: PD plans, o Teacher observation notes and feedbacko Schedules of classroom visitso Lesson plans and unit planningo Teacher leadership teams and actions they have taken to improve student learning


o Agendas and minutes from teacher staff meetings and team meetingso PLC work: reflection on meetings, common assessments, analysis of student work, redesign of curriculum and/or

instructional practiceo List of best practice strategies to meet the needs of diverse learners and evidence of their use o Teacher leadership at site and district levelo Survey datao Teacher reflection on professional learningo Collecting and sharing classroom observational datao Disaggregated achievement data and samples of how it is used to impact student learning


PERFORMANCE EXPECTATION 3: Effective ManagementAn educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.Educational Leaders: Monitor and evaluate the management and operational systems Obtain, allocate, align and efficiently use human, fiscal and technological resources Promote and protect the welfare and safety of students and staff Develop the capacity for adaptive leadership Ensure teacher and organizational time is focused to support quality instruction and student learning





StrategyCollaboratively crafts a lean, comprehensive, results- oriented strategic plan with annual goals.

Gets input and writes a comprehensive, measurable strategic plan for the current year.

Writes a cumbersome, non- accountable strategic plan.

Recyles the previous year’s cumbersome, non-accountable strategic plan.

PlanningPlans for the year, month, week, and day, relentlessly getting the highest-leverage activities done.

Plans for the year, month, week, and day, keeping the highest-leverage activities front and center.

Comes to work with a list of tasks that need to be accomplished that day but is often distracted from them.

Has a list in his or her head of tasks to be accomplished each day, but often loses track.

Setting High Standards

Has total staff buy-in on exactly what is expected for management procedures and discipline.

Makes sure staff know what is expected for management procedures and discipline.

Periodically reminds teachers of policies on management procedures and discipline.

Is constantly reminding staff what they should be doing in management and discipline.

DelegationHas highly competent people in all key roles and is able to entrust them with maximum responsibility.

Delegates appropriate tasks to competent staff members and checks on progress.

Doesn't delegate some tasks that should be done by others.

Does almost everything him- or herself.

District Processes

Deftly handles bureaucratic, contractual, and legal issues so they never detract from, and sometimes contribute to, teaching and learning.

Manages bureaucratic, contractual, and legal issues efficiently and effectively.

Sometimes allows bureaucratic, contractual, and legal issues to distract teachers from their work.

Frequently mishandles bureaucratic, contractual, and legal issues in ways that disrupt teaching and learning.


ResourcesTaps all possible human and financial resources to support the school’s mission and strategic plan.

Is effective in bringing additional human and financial resources into the school.

Occasionally raises additional funds or finds volunteers to help out.

Is resigned to working with the standard school budget, which doesn’t seem adequate.

OutreachFrequently solicits and uses feedback and help from staff, students, parents, and external partners.

Regularly reaches out to staff, students, parents, and external partners for feedback and help.

Occasionally asks staff, students, parents, or external partners for feedback.

Rarely or never reaches out to others for feedback or help.

Site Management and Safety

Leads staff to ensure effective, creative use of space and a clean, safe, and inviting campus.

Supervises staff to keep the campus clean, attractive, and safe.

Works with custodial staff to keep the campus clean and safe, but there are occasional lapses.

Leaves campus cleanliness and safety to custodial staff and there are frequent lapses.

Evidence Options:

o Behavior records and reportso Meeting agendas & minutes o Safety plans and procedureso Emergency response plans o Sample email to parents and staffo Parent and student meeting noteso Year end budgeto Certified and classified evaluationso Title reviewso Student handbooko Staff, parent, student feedback surveyso Master scheduling o Building calendaro School website o Newsletter


PERFORMANCE EXPECTATION 4: Inclusive Practice

An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources in order to demonstrate and promote ethical standards of democracy, equity, diversity, and excellence and to promote communication among diverse groups.Educational Leaders: Collect and analyze data pertinent to equitable outcomes Understand and integrate the community’s diverse cultural, social and intellectual resources Build and sustain positive relationships with families and caregivers Build and sustain productive relationships with community partners





DiagnosisInvolves stakeholders in a comprehensive diagnosis of the school’s strengths and weaknesses.

Carefully assesses the school’s strengths and areas for development.

Makes a quick assessment of the school’s strengths and weaknesses.

Is unable to gather much information on the school’s strong and weak points.

CurriculumInforms parents of monthly learning expectations and specific ways they can support their children’s learning.

Sends home information on the grade-level learning expectations and ways parents can help at home.

Sends home an annual list of grade-level learning expectations.

Does not send home the school's learning expectations.

RelationshipsRegularly develops and implements plans for building relationships with key district and external personnel to understand and integrate the community’s diverse cultural, intellectual resources and to more regularly communicate and implement the school mission.

Develops and implements plans for building relationships with key district and external personnel to understand and integrate the community’s diverse cultural, intellectual resources and to more regularly communicate and implement the school mission.

Occasionally develops and implements plans for building relationships with key district and external personnel to understand and integrate the community’s diverse cultural, intellectual resources and to more regularly communicate and implement the school mission.

Does not develop and implements plans for building relationships with key district and external personnel to understand and integrate the community’s diverse cultural, intellectual resources and to more regularly communicate and implement the school mission.

CommunicationSuccessfully communicates goals to all constituencies by skillfully using a variety of

Uses a variety of means (e.g., face-to-face, newsletters, websites) to communicate

Has a limited communication repertoire and some key stakeholders are not aware of

Is not an effective communicator, and others are often left guessing about


channels. goals to others. school goals. policies and direction.

OutreachRegularly initiates and responds to many opportunities for school community collaborations and partnerships. Systems are in place for monitoring, evaluating, and sustaining existing relationships for identifying and establishing new ones that support school goals.

Initiates and responds to many opportunities for school community collaborations and partnerships. Systems are in place for monitoring, evaluating, and sustaining existing relationships for identifying and establishing new ones that support school goals.

Occasionally initiates and responds to many opportunities for school community collaborations and partnerships. Systems are in place for monitoring, evaluating, and sustaining existing relationships for identifying and establishing new ones that support school goals.

Does not initiate and respond to many opportunities for school community collaborations and partnerships. Systems are in place for monitoring, evaluating, and sustaining existing relationships for identifying and establishing new ones that support school goals.

OpennessMakes families feel welcome and respected, responds to concerns, and gets a number of them actively involved in the school.

Makes parents feel welcome, listens to their concerns, and tries to get them involved.

Reaches out to parents and tries to understand when they are critical.

Makes little effort to reach out to families and is defensive when parents express concerns.

TransparencyIs transparent about how and why decisions were made, involving stakeholders whenever possible.

Ensures that staff members know how and why key decisions are being made.

Tries to be transparent about decision-making, but stakeholders sometimes feel shut out.

Makes decisions with little or no consultation, causing frequent resentment and morale problems.

ResourcesTaps all possible human and financial resources to support the school’s mission and strategic plan.

Is effective in bringing additional human and financial resources into the school.

Occasionally raises additional funds or finds volunteers to help out.

Is resigned to working with the standard school budget, which doesn’t seem adequate.

SupportFosters a sense of urgency and responsibility among all stakeholders for achieving annual goals.

Builds ownership and support among stakeholders for achieving annual goals.

Presents the annual plan to stakeholders and asks them to support it.

Gets the necessary signatures for the annual plan, but there is little ownership or support.

Evidence Options:

o Family surveys/community surveyso Building calendars (when other agencies used your site)o List of programs and events o Leader's reflectiono Observational datao News-postings regarding community/school events o Passing a levyo Attendance of diverse parents at school events-list what we did to encourage their attendance.


o Minutes from CST or SSTo List of methods for gathering parent inputo Reflecting on the impact of parent input on a particular issue or action.o Newsletterso Case study of a community partnershipo List of community partnerships for students with particular needso List of community partnerships for all studentso Evidence of sharing the good news-public relations

PERFORMANCE EXPECTATION 5: Ethical PracticeAn educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by acting with integrity, fairness, and in an ethical manner.Educational Leaders: Ensure a system of accountability for every student’s academic and social success Model principles of self-awareness, reflective practice, transparency and ethical behavior Safeguard the values of democracy, equity and diversity Evaluate the potential ethical and legal consequences of decision-making Promote social justice and ensure that individual student needs inform all aspects of schooling





Gap AnalysisChallenges colleagues by presenting the gap between current student data and a vision for college success.

Motivates colleagues by comparing students’ current achievement with rigorous expectations.

Presents data without a vision or a vision without data.

Bemoans students’ low achievement and shows fatalism about bringing about significant change.

SupportIs highly effective getting counseling, mentoring, and other supports for high-need students.

Identifies struggling students and works to get support services to meet their needs.

Tries to get crisis counseling for highly disruptive and troubled students.

Focuses mainly on discipline and punishment with highly disruptive and troubled students.

OpennessMakes families feel welcome and respected, responds to concerns, and gets a number of them actively involved in the school.

Makes parents feel welcome, listens to their concerns, and tries to get them involved.

Reaches out to parents and tries to understand when they are critical.

Makes little effort to reach out to families and is defensive when parents express concerns.


Safety-netProvides effective programs for all students with inadequate home support.

Provides programs for most students whose parents do not provide adequate support.

Provides ad hoc, occasional support for students who are not adequately supported at home.

Does not provide assistance for students with inadequate home support.

CommunicationSuccessfully communicates goals to all constituencies by skillfully using a variety of channels.




Follow-UpHas a foolproof system for capturing key information, remembering, prioritizing, and following up.

Writes down important information, remembers, prioritizes, and almost always follows up.

Writes things down but is swamped by events and sometimes doesn’t follow up.

Trusts his or her memory to retain important information, but often forgets and fails to follow up.

TransparencyIs transparent about how and why decisions were made, involving stakeholders whenever possible.

Ensures that staff members know how and why key decisions are being made.

Tries to be transparent about decision-making, but stakeholders sometimes feel shut out.

Makes decisions with little or no consultation, causing frequent resentment and morale problems.

MonitoringUses data on grades, attendance, behavior, and other variables to monitor and drive continuous improvement toward goals.

Monitors data in several key areas and uses them to inform improvement efforts.

Monitors attendance and discipline data to inform decisions.

Is inattentive to important school data.

MeetingsIn all-staff meetings, gets teachers highly invested in discussing results, learning best strategies, and building trust and respect.

Uses all-staff meetings to get teachers sharing strategies and becoming more cohesive.

Uses staff meetings primarily to announce decisions, clarify policies, and listen to staff concerns.

Rarely convenes staff members and/or uses meetings for one-way lectures on policies.

BureaucracyDeftly handles bureaucratic, contractual, and legal issues so they never detract from, and sometimes contribute to, teaching and learning.




BudgetSkillfully manages the budget and finances to maximize student achievement and staff growth.

Manages the school’s budget and finances to support the strategic plan.

Manages budget and finances with few errors, but misses opportunities to support the strategic plan.

Makes errors in managing the budget and finances and misses opportunities to further the mission.

ComplianceFulfills all compliance and reporting requirements and creates new opportunities to support learning.

Fulfills compliance and reporting responsibilities to the district and beyond.

Meets minimum compliance and reporting responsibilities with occasional lapses.

Has difficulty keeping the school in compliance and district and other external requirements.

Evidence Options:

o Perception/performance surveyo Diverse populations achievement data (OAKS, EasyCBM, graduation rates)


o Agendas from Title I or Title III parent meetingso Budget Documents re. financial priorities and responsibilitieso Cultural competency checklist for school staff & action plan

(http://www.nasponline.org/resources/culturalcompetence/checklist.aspxo Case study o CST/SST analysiso Written reflectiono Site visits/observationo Student discipline data (re. subgroup referrals or bullying in the school)o Professional development workshops in this area and action plan

PERFORMANCE EXPECTATION 6: Socio-Political ContextAn educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.Educational Leaders: Advocate for children, families and caregivers Act to influence local, district, state and national decisions affecting student learning Assess, analyze and anticipate emerging trends and initiatives in order to adapt leadership strategies


Level 3Consistently meets expectations for good performance un der this standard



CommunicationSuccessfully communicates goals to all constituencies by skillfully using a variety of channels.




Outreach

Develops strong relationships to influence local, district, state and national decisions affecting student learning.

Building relationships to influence local, district, state and national decisions affecting student learning.

Occasionally works with local, district, state and national decisions affecting student learning.

Rarely works with local, district, state and national decisions affecting student learning.

Support Is highly effective getting counseling, mentoring, and

Identifies struggling students and works to get support

Tries to get crisis counseling for highly disruptive and

Focuses mainly on discipline and punishment with highly


http://www.nasponline.org/resources/culturalcompetence/checklist.aspx

other supports for high-need students.

services to meet their needs. troubled students.disruptive and troubled students.

Safety-netProvides effective programs for all students with inadequate home support.

Provides programs for most students whose parents do not provide adequate support.

Provides ad hoc, occasional support for students who are not adequately supported at home.

Does not provide assistance for students with inadequate home support.

ResourcesRegularly assesses, analyzes and anticipates emerging trends and initiatives in order to adapt leadership strategies.

Works to assess, analyze and anticipate emerging trends and initiatives in order to adapt leadership strategies.

Occasionally assesses, analyzes and anticipates emerging trends and initiatives in order to adapt leadership strategies.

Does not assess, analyze and anticipate emerging trends and initiatives in order to adapt leadership strategies.

ComplianceFulfills all compliance and reporting requirements and creates new opportunities to support learning.

Fulfills compliance and reporting responsibilities to the district and beyond.

Meets minimum compliance and reporting responsibilities with occasional lapses.

Has difficulty keeping the school in compliance and district and other external requirements.

Relationships

Builds strong relationships with key district and external personnel and gets them excited about the school’s mission.

Builds relationships with district and external staffers so they will be helpful with paperwork and process.

Is correct and professional with district and external staff but does not enlist their active support.

Neglects relationship-building with district and external staff and doesn't have their support to get things done.

Bureaucracy

Deftly handles bureaucratic, contractual, and legal issues so they never detract from, and sometimes contribute to, teaching and learning.




Evidence Options:o Newsletter articles on education issueso Participation in local, state and/or national education advocacy groupso Meeting attendance at community organizing eventso Staff, parent, and community survey datao Parent out-reach and education eventso Community members participation at the schoolo Local community grants for student supporto Presentations at service clubs and community groupso School improvement action plans and resultso Participation in district level committees and action groups


Gap Analysis of Marshall’s Administrator Rubric against Oregon’s Educational Leadership/Administrator StandardsAll Oregon districts are required to develop or adopt an Educator Evaluation System. This system must include an

administrator rubric with four performance levels that is aligned to Oregon’s Educational Leadership/Administrator

Standards.

Staff at the Regional Northwest Comprehensive Center (NWRCC), conducted a match gap analyses of several rubrics already in

use in Oregon districts for the purpose of determining their degree of alignment to the Oregon’s Educational

Leadership/Administrator Standards. The organization of the results is as follows:

1. Performance indicators related to each of the Educational Leadership/Administrator Standards are listed in Column 1.

2. In Column 2, is text from the rubric that is comparable to the indicators from the Educational

Leadership/Administrator Standards. Language from the rubric that describes a “proficient” teacher is used as

evidence. Any indicator for which there is no evidence from the rubric is considered a gap.

3. The gap is summarized in column 3.

It was not expected that every rubric would address every indicator listed. Rather, once the language from the rubric was

inserted the result was viewed holistically to see whether the rubric met the overall goal for each standard. In the event that

the majority of the indicators for a particular standard had no evidence, language describing a proficient administrator was

inserted in the “Addressing the Gap” column. This language appears in red. Districts choosing to use a rubric with a

standards gap would need to add the necessary language in their district rubric for every level for each of the gaps

identified.


Ashland’s Rubric highlights in yellow the changes that address the gaps identified below..


Standard #1: Visionary Leadership

An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by stakeholders.

Indicators from Oregon’s Educational Leadership/Administrator Standards

Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps

Educational Leaders:

a) Collaboratively develop and implement a shared vision and mission;

Produces a memorable,succinct, results-orientedmission statement that'sknown by all staff. (A.d)

Vision, collaboratively develop

b) Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning;

Carefully assesses the school’sstrengths and areas fordevelopment.(A.b)

Provides teacher teams withprevious-year test data andasks them to assess students’current levels. (C.b)

Works with grade-level andsubject-area teams to setmeasurable student goals forthe current year. (C.c)

Orchestrates common interimassessments to monitorstudent learning several timesa year. (C.e)

Monitors teacher teams asthey analyze interimassessment results andformulate action plans.(C.f)

Asks that data meetings gobeyond what students got

Organizational effectiveness, promote organizational learning




wrong and delve into why. (C.g)c) Create and implement plans to achieve goals; Researches and writes a

convincing theory of actionfor improving achievement.(A.f)

Gets input and writes acomprehensive, measurablestrategic plan for the currentyear. (A.g)

Periodically measuresprogress, listens to feedback,and revises the strategic plan.(A.j)

Implement plans to achieve goals

d) Promote continuous and sustainable improvement; and

e) Monitor and evaluate progress and revise plans.

Periodically measuresprogress, listens to feedback,and revises the strategic plan.(A.j)



Draws attention to student,classroom, and school-widesuccesses, giving credit wherecredit is due.(C.j)

Continuous and sustainable improvement


Standard #2: Instructional ImprovementAn educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by sustaining a positive school culture and instructional program conducive to student learning and staff professional growth.




a) Nurture and sustain a culture of collaboration, trust, learning and high expectations;

Motivates colleagues bycomparing students’ currentachievement with rigorousexpectations. (A.c)

Builds staff support for a 3-4-year student achievementtarget.(A.e)

Manages resistance, lowexpectations, and fear ofchange.(A.i)

Ensures that key teams (e.g.,leadership, grade-level,student support) meetregularly.(B.g)

Asks teams to follow up eachinterim assessment withreteaching and remediation. (C.h)

Uses all-staff meetings to getteachers sharing strategies andbecoming more cohesive.(D.a)

Orchestrates regular teacherteam meetings as the primelocus for professionallearning.(D.d)

Asks teacher teams to

Sustain g) Minimizes interruptions during the school day, adjusts the master schedule to provide some collaboration time for all teachers, and monitors students’ time on task in classrooms.

h) Is aware of many of the most effective and appropriate technologies that support teaching and learning, funded purchase of these tools when possible, and promotes their use in many classrooms.




cooperatively plan curriculumunits following a commonformat.(D.f)

Praises student achievementand works to build schoolspirit.(E.c)

b) Create a comprehensive, rigorous and coherent curricular program;

Asks teacher teams tocooperatively plan curriculumunits following a commonformat.(D.f)

Create a comprehensive, rigorous and coherent curricular program

c) Create a personalized and motivating learning environment for students;

Draws attention to student,classroom, and school-widesuccesses, giving credit wherecredit is due.(C.j)

Praises student achievementand works to build schoolspirit.(E.c)

Identifies struggling studentsand works to get supportservices to meet their needs. (E.e)

Provides programs for moststudents whose parents do notprovide adequate support.(E.j)

Personalized learning environment for students

d) Supervise and support instruction; Gets teachers effectiveliteracy, math, science, andsocial studies materials andtechnology.(C.d)

Tells teachers exactly whatstudents should know and beable to do by the end of eachgrade level.(C.a)




Makes unannounced visits to afew classrooms every day andgives helpful feedback toteachers.(D.g)

Provides redirection andsupport to teachers who areless than proficient.(D.h)

Recruits and hires effectiveteachers.(D.j)


e) Develop assessment and accountability systems to monitor student progress;




Monitors teacher teams asthey analyze interimassessment results andformulate action plans.(C.f)Asks that data meetings go




beyond what students gotwrong and delve into why. (C.g)

f) Develop the instructional and leadership capacity of staff; Recruits and develops aleadership team with a balanceof skills. (A.a)

Delegates appropriate tasks tocompetent staff members andchecks on progress.(B.f)


Reads and shares research andfosters an on-going,schoolwide discussion of bestpractices.(D.b)

Organizes aligned, on-goingcoaching and training thatbuilds classroom proficiency.(D.c)

Orchestrates regular teacherteam meetings as the primelocus for professionallearning.(D.d)

g) Maximize time spent on quality instruction; None Maximize time spent on quality instruction;

h) Promote the use of the most effective and appropriate technologies to support teaching and learning; and

None Promote the use of the most effective and appropriate technologies to support teaching and learning;

i) Monitor and evaluate the impact of instruction. Monitors data in several keyareas and uses them to inform

Evaluate impact of instruction




improvement efforts.(C.i)

Asks teacher teams tocooperatively plan curriculumunits following a commonformat.(D.f)


Standard #3: Effective ManagementAn educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.


Rubric Text Aligned to Indicators

Identifying the Gaps Addressing the Gaps

Educational Leaders:a) Monitor and evaluate the management and

operational systems;

Manages bureaucratic,contractual, and legal issuesefficiently and effectively.(F.f)

Manages the school’s budgetand finances to support thestrategic plan.(F.g)

Fulfills compliance andreporting responsibilities tothe district and beyond.(F.h)

Evaluate management and operational systems

b) Obtain, allocate, align and efficiently use human, fiscal and technological resources;

Manages the school’s budgetand finances to support thestrategic plan.(F.g)

Is effective in bringingadditional human and financialresources into the school.(F.j)

Recruits and hires effectiveteachers.(D.j)

Gets teachers effectiveliteracy, math, science, andsocial studies materials andtechnology. (C.d)

Align and efficiently use human, fiscal and technological resources

c) Promote and protect the welfare and safety of Makes sure staff know what is Promotes “welfare” of students





students and staff; expected for managementprocedures and discipline.(B.e)

Supervises orderly studententry, dismissal, meals, classtransitions, and recesses.(F.c)Sets expectations for studentbehavior and establishesschoolwide routines andconsequences.(E.a)

Deals quickly with disruptionsto learning and looks forunderlying causes.(E.b)

Organizes workshops andsuggests articles and books onclassroom management.

Provides programs for moststudents whose parents do notprovide adequate support.(E.j)

Supervises staff to keep the campus clean, attractive and safe. (F.d)

and staff

d) Develop the capacity for adaptive leadership; and Recruits and develops aleadership team with a balanceof skills. (A.a)

Capacity for adaptive leadership

e) Ensure teacher and organizational time is focused to support quality instruction and student learning.

Is effective at preventingand/or deflecting many time

High quality instruction student learning





wasting crises and activities.(B.h)


Creates a schedule thatprovides meeting times for allkey teams.(F.b)

Suggests effective macrostrategies (e.g., looping, teamteaching) to improve studentlearning.(F.a)


Standard #4: Inclusive PracticeAn educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources in order to demonstrate and promote ethical standards of democracy, equity, diversity, and excellence, and to promote communication among diverse groups.





a) Collect and analyze data pertinent to equitable outcomes;

Provides teacher teams withprevious-year test data andasks them to assess students’current levels.(C.b)

Asks that data meetings gobeyond what students gotwrong and delve into why.(C.g)

Pertinent to equitable outcomes

b) Develops and implements adequate plans for building and sustaining relationships with all members of the school community (staff, students, families, and community partners) in order to understand and integrate the community’s diverse cultural, social, and intellectual resources and to more regularly communicate and implement the school’s vision.

Systems and procedures were put in place for monitoring, evaluating, and maintaining existing community relationships and for identifying and establishing new ones that support school and district goals.

d) Initiates and responds to many opportunities for school-community collaborations and partnerships. Systems and procedures put in place for monitoring, evaluating, and sustaining existing community relationships and for identifying and establishing new ones that

b) Understand and integrate the community’s diverse cultural, social and intellectual resources;

None Understand and integrate the community’s diverse cultural, social and intellectual resources;

c) Build and sustain positive relationships with families and caregivers; and

Makes parents feel welcome,listens to their concerns, andtries to get them involved.(E.f)

Sends home information onthe grade-level learningexpectations and ways parentscan help at home. (E.g)

Works to maximize thenumber of face-to-face parent/teacher report cardconferences.(E.h)

Sustain positive relationships with families and caregivers.





Sends home a periodic schoolnewsletter and asks teachers tohave regular channels ofcommunication of theirown.(E.i)

support school and district goals.

d) Build and sustain productive relationships with community partners.

None Build and sustain productive relationships with community partners.


Standard #5: Ethical LeadershipAn educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by acting with integrity, fairness, and in an ethical manner.





a) Ensure a system of accountability for every student’s academic and social success;





Asks that data meetings gobeyond what students gotwrong and delve into why. (C.g)

System of accountabilityFor student’s social success

e) Is aware of many of the school and/or district-provided student support personnel, resources, and services (e.g., counselors, nurses, social workers, support groups, etc.) and external community-based, volunteer and family services and used these resources to promote social justice and to meet the mental, physical, and emotional needs of the student population.

Maintains an appropriate evaluation system, but it is not consistently used to evaluate the effectiveness of school, district, and external resources and services in promoting social justice and meeting the needs of the students.

b) Model principles of self-awareness, reflective practice, transparency and ethical behavior;

Ensures that staff membersknow how and why keydecisions are being made.(F.e)

Model self-awareness, reflective practice, ethical behavior

c) Safeguard the values of democracy, equity and diversity;

Regularly reaches out to staff,students, parents, and external

Safeguard the values of democracy, equity and diversity





partners for feedback and help.(B.c)

d) Evaluate the potential ethical and legal consequences of decision-making; and

Manages bureaucratic,contractual, and legal issuesefficiently and effectively.(F.f)

Evaluate the potential ethical consequences of decision-making

e) Promote social justice and ensure that individual student needs inform all aspects of schooling.

None Promote social justice and ensure that individual student needs inform all aspects of schooling.


Standard #6: Socio-Political ContextAn educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.





a) Advocate for children, families and caregivers;

Regularly reaches out to staff,students, parents, and externalpartners for feedback and help.(B.c)

Identifies struggling studentsand works to get supportservices to meet their needs.(E.e)

Advocates for (families and caregivers)

b) Develops relationships with a range of stakeholders and policymakers to identify and influence local, district, state, and national decisions affecting student learning.

c) Routinely assesses, analyzes, and anticipates emerging trends and initiatives in order to adapt leadership strategies.b) Act to influence local, district, state and national

decisions affecting student learning; andNone Act to influence local, district,

state and national decisions affecting student learning; and

c) Assess, analyze and anticipate emerging trends and initiatives in order to adapt leadership strategies.

None Assess, analyze and anticipate emerging trends and initiatives in order to adapt leadership strategies.
