· Web viewEstablishing Goals for the Achievement of Individual Students The school administrator ensures that written achievement goals are established for each student and that

Gap Analysis of Marzano’s Administrator Rubric against Oregon’s Educational Leadership/Administrator Standards

All 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.

January 2012 Page 1 of 14

Standard #1: Visionary LeadershipAn 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;

1.Providing a clear Vision for Instruction (p. 131)

The school administrator ensures that a school-wide language or model of instruction is in place and continually refers to that model.

Collaboratively develop/ SharedImplementMission

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

None Use data to identify goalsAssess organizational effectivenessPromote organizational learning

c) Create and implement plans to achieve goals; 1. Establishing Goals for Overall Student Achievement (p. 125)

The school administrator establishes written achievement goals at the school level and regularly refers to these goals and reminds faculty and staff of these goals.

Plans to achieve goals/Implement

d) Promote continuous and sustainable improvement; and

e) Monitor and evaluate progress and revise plans.

3. Progress Monitoring for School Achievement (p. 127)

The school administrator ensures that data are available for overall student achievement and that these data are regularly analyzed to determine student growth.

Promote continuous and sustainable improvementRevise plans


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;

1.Opportunities for Teachers to Observe and Discuss Effective Teaching

The school administrator ensures that teachers have regular opportunities to interact regarding effective instructional practices and that they have opportunities to observe specific examples of effective teaching virtually or in person.(p. 141)

2.Teacher Roles in Decision-Making Processes

For specific types of decisions, the school administrator ensures that formal processes are in place to collect data from all teachers regarding their preferences and that the manner in which those data are used to make decisions is made transparent.(p.142)

3. Teacher Collaboration About Common Issues

The school administrator ensures that formal teams or collaborative groups of teachers and other relevant staff meet regularly and have specific goals relative to curriculum, assessment, and instruction that are designed to enhance student achievement. (p.143)

High expectations 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.




2. Trust of Faculty and Staff

Faculty and staff perceive the school administrator as an individual whose actions are guided by the desire to help all students learn and as a person who will follow through with his or her initiatives.(p. 148)

6.Acknowledging Success

When appropriate, the school administrator acknowledges and celebrates the accomplishments of the school as a whole and the accomplishments of individuals within the school.(p. 152)

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

1. Curriculum Aligned to State and District Standards

The school administrator ensures that both the written curriculum and the curriculum that is delivered in the classroom (i.e., the taught curriculum) adhere to state and district standards. (p. 137)

ComprehensiveRigorous curricular program

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

2. Establishing Goals for the Achievement of Individual Students

The school administrator ensures that written achievement goals are established for each student and that faculty members are aware of the goals for those students within their realm of responsibility.(p. 126)




5.Interventions to Help Students Meet Individual Achievement Goals

The school administrator ensures that programs and practices are in place for individual students who are not making adequate progress and that students are successfully completing those programs.(p. 129)

5.Acknowledging Success

When appropriate, the school administrator acknowledges and celebrates the accomplishments of the school as a whole and the accomplishments of individuals within the school.(p. 152)

Equal Opportunities for All Students

The school administrator ensures that all students have access to the courses and classes that directly address the essential elements of the curriculum as well as access to the teachers and instructional practices that most strongly increase the chances that students will learn the essential elements. (p.139)

d) Supervise and support instruction; 2. Encouraging Teachers to Enhance their Pedagogical Skills

The school administrator ensures




that teachers establish growth goals regarding their pedagogical skills and tracks their individual progress.(p. 132)

4.Using Multiple Sources of Data for Teaching Evaluation

The school administrator ensures that specific evaluation data are collected on each teacher regarding their pedagogical strengths and weaknesses and that these data are gathered from multiple sources.(p.134)

5.Providing teacher Professional Development Related to Growth GoalsThe school administrator ensures that job-embedded professional development is provided to teachers that is directly related to their growth goals.(p. 135)

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

3. Progress Monitoring for School Achievement Goals

The school administrator ensures that data are available for overall student achievement and that these data are regularly analyzed to determine student growth.(p. 127)

5.Interventions to Help Students Meet Individual Achievement Goals

The school administrator ensures that programs and practices are in place for individual students who are not making adequate progress

Assessment and accountability systems




and that students are successfully completing those programs.(p. 129)

f) Develop the instructional and leadership capacity of staff; 2. Encouraging Teachers to Enhance their Pedagogical Skills

The school administrator ensures that teachers establish growth goals regarding their pedagogical skills and tracks their individual progress.(p. 132)

5.Teacher and Staff Input

The school administrator ensures that data are regularly collected from teachers and staff regarding their opinions about and suggestions for the optimal functioning of the school, and this information is an important part of deliberations about the school.(p.144)

Leadership capacity

g) Maximize time spent on quality instruction; 2.Curriculum Focused According to Time Available

The school administrator ensures that the written curriculum has been unpacked in such a manner that essential elements have been identified and that these essential elements are few enough to allow adequate time for students to learn them.(p. 138)

MaximizeQuality 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; and

i) Monitor and evaluate the impact of instruction. 3. Progress Monitoring for School Achievement Goals





2. Encouraging Teachers to Enhance their Pedagogical Skills

The school administrator ensures that teachers establish growth goals regarding their pedagogical skills and tracks their individual progress.(p. 132)

Awareness of Predominant Instructional Practices in the School

The school administrator ensures that information about predominant instructional practices in the school is available and regularly interacts with teachers about the effectiveness of these practices. (p. 133)

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;

Monitor and evaluate the management and operational systems

a) Regularly monitors routines, processes, and procedures and regularly collects and analyzes a variety of data from multiple sources in order to gauge their effectiveness and to identify and plan for areas of improvement.

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

5.Resource Management

The school administrator manages

Human resourcesTechnological resources





the fiscal resources of the school in such a way that faculty and staff have the materials necessary to teach effectively and manages time resources in such a way that faculty and staff can teach effectively.(p.151)

c) Promote and protect the welfare and safety of students and staff;

4.Parent and School Perceptions of School Environment

The school administrator ensures that faculty and staff perceive the school as a safe place and as a place that has well-defined routines and procedures that lead to orderly conduct from everyone.(p. 149)

d) Develop the capacity for adaptive leadership; and 4.Teacher and Staff Input

The school administrator ensures that data are regularly collected from teachers and staff regarding their opinions about and suggestions for the optimal functioning of the school, and this information is an important part of deliberations about the school.(p.144)

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

5. Resource Management

The school administrator manages the fiscal resources of the school in such a way that faculty and staff have the materials necessary to teach effectively and manages time resources in such a way that faculty and staff can teach





effectively. (p.151)

Standard #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.





a) Collect and analyze data pertinent to equitable outcomes;

3. Progress Monitoring for School Achievement Goals.


4.Progress Monitoring for Individual Achievement Goals.

The school administrator ensures that achievement data are available for individual students and that these data are regularly analyzed to determine individual student growth. (p. 128)

Trust of Faculty and Staff

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





Faculty and staff perceive the school administrator as an individual whose actions are guided by the desire to help all students learn and as a person who will follow through with his or her initiatives. (p. 148)

support school and district goals.

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

4.Parent and School Perceptions of School Environment

The school administrator ensures that parents and students perceive the school as a safe place and as a place that has well-defined routines and procedures that lead to orderly conduct from everyone. (p. 150)

5.Student and Parent Input

The school administrator ensures that data are regularly collected from students and parents regarding their opinions about and suggestions for the optimal functioning of the school, and this information is

Sustain positive relationships





an important part of deliberations about the school. (p. 145)

d) Build and sustain productive relationships with community partners.

None Build and sustain productiverelationships with communitypartners.

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;

4.Progress Monitoring for Individual Achievement Goals.

The school administrator ensures that achievement data are available for individual students and that these data are regularly analyzed to determine individual student growth. (p. 128)

Social success c) Collects and analyzes data that is varied and from multiple sources in order to gain adequate knowledge of the diverse school community and its needs and resources and used this analysis to safeguard the values of democracy, equity, and diversity.

d) Evaluates the potential ethical and legal consequences of decisions made at administrative and classroom levels in the school.

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

Teacher Roles in Decision Making Processes

For specific types of decisions, the school administrator ensures that formal processes are in place to collect data from all teachers regarding their preferences and that the manner in which those data

Models self-awarenessReflective practice





are used to make decisions is made transparent. (p. 142)

Recognition as Leader

Faculty and staff perceive the school administrator as the leader of the school and generally feel confident about his or her leadership abilities. (p. 147)

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

None Safeguard the values of democracy, equity and diversity;

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

None Evaluate the potential ethical and legal consequences of decision-making; and

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

Interventions to Help Students Meet Individual Achievement Goals

The school administrator ensures that programs and practices are in place for individual students who are not making adequate progress and that students are successfully completing those programs. (p. 129)

Social aspects of schoolingInform


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;

None Advocate for children, families and caregivers

a) Advocates for equity and adequacy in providing for students’ and families’/ caregivers’ educational, physical, emotional, social, cultural, legal, and economic needs while also training others to advocate for equity and appropriate provisions to ensure opportunities for success for every student.

b) Actively develops relationships with and taught others the techniques for developing relationships across a range of individuals to identify and influence local, district, state, and national decisions affecting student learning.

c) Consistently assesses analyzes, and collaborates with other educational leaders to anticipate emerging trends and initiatives in order to adapt leadership strategies.

b) Act to influence local, district, state and national decisions affecting student learning; and

None 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.

Note: On Marzano’s Rubric, #6 under “School Climate” (Domain 5): “Acknowledges Success,” is not in the Oregon standards.


Documents

· Web viewEstablishing Goals for the Achievement of Individual Students The school administrator ensures that written achievement goals are established for each student and that