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 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
Educational Leaders:
a) Collaboratively develop and implement a shared vision and
mission;
Rubric Text Aligned to Indicators
1.Providing a clear Vision for
Instruction (p. 131)
Addressing the Gaps
Collaboratively develop/ Shared
Implement
Mission
The school administrator ensures
that a school-wide language or
model of instruction is in place
and continually refers to that
model.
b) Collect and use data to identify goals, assess organizational
effectiveness, and promote organizational learning;
None
c) Create and implement plans to achieve goals;
1. Establishing Goals for Overall
Student Achievement (p. 125)
d) Promote continuous and sustainable improvement; and
Identifying the Gaps
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.
3. Progress Monitoring for School
Achievement (p. 127)
e) Monitor and evaluate progress and revise plans.
Use data to identify goals
Assess organizational
effectiveness
Promote organizational learning
Plans to achieve goals/Implement
Promote continuous and
sustainable improvement
Revise plans
The school administrator ensures
that data are available for overall
student achievement and that
these data are regularly analyzed
to determine student growth.
January 2012
Page 2 of 14
Standard #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.
Indicators from Oregon’s Educational
Leadership/Administrator Standards
Educational Leaders:
a) Nurture and sustain a culture of collaboration, trust,
learning and high expectations;
Rubric Text Aligned to Indicators
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)
Identifying the Gaps
High expectations
Addressing the Gaps
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.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)
January 2012
Page 3 of 14
Indicators from Oregon’s Educational
Leadership/Administrator Standards
Rubric Text Aligned to Indicators
Identifying the Gaps
Addressing the Gaps
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
b) Create a comprehensive, rigorous and coherent
curricular program;
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)
1. Curriculum Aligned to State and
District Standards
Comprehensive
Rigorous curricular program
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)
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)
January 2012
Page 4 of 14
Indicators from Oregon’s Educational
Leadership/Administrator Standards
Rubric Text Aligned to Indicators
Identifying the Gaps
Addressing the Gaps
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
January 2012
Page 5 of 14
Indicators from Oregon’s Educational
Leadership/Administrator Standards
Rubric Text Aligned to Indicators
Identifying the Gaps
Addressing the Gaps
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
Goals
The 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
Assessment and accountability
systems
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
January 2012
Page 6 of 14
Indicators from Oregon’s Educational
Leadership/Administrator Standards
Rubric Text Aligned to Indicators
Identifying the Gaps
Addressing the Gaps
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
Leadership capacity
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)
g) Maximize time spent on quality instruction;
h) Promote the use of the most effective and appropriate
technologies to support teaching and learning; and
i) Monitor and evaluate the impact of instruction.
January 2012
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)
None
Maximize
Quality instruction
Promote the use of the most
effective and appropriate
technologies to support teaching
and learning; and
3. Progress Monitoring for School
Achievement Goals
Page 7 of 14
Indicators from Oregon’s Educational
Leadership/Administrator Standards
Rubric Text Aligned to Indicators
Identifying the Gaps
Addressing the Gaps
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)
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 Management
An 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.
Indicators from Oregon’s Educational
Leadership/Administrator Standards
Rubric Text Aligned to
Indicators
Educational Leaders:
a) Monitor and evaluate the management and operational
systems;
b) Obtain, allocate, align and efficiently use human,
fiscal and technological resources;
January 2012
5.Resource Management
Identifying the Gaps
Monitor and evaluate the
management and operational
systems
Human resources
Technological resources
Addressing the Gaps
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
Page 8 of 14
Indicators from Oregon’s Educational
Leadership/Administrator Standards
Rubric Text Aligned to
Indicators
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)
c) Promote and protect the welfare and safety of students
and staff;
Identifying the Gaps
Addressing the Gaps
plan for areas of improvement.
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
January 2012
Page 9 of 14
Indicators from Oregon’s Educational
Leadership/Administrator Standards
Rubric Text Aligned to
Indicators
faculty and staff can teach
effectively. (p.151)
Identifying the Gaps
Addressing the Gaps
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.
Indicators from Oregon’s Educational
Leadership/Administrator Standards
Educational Leaders:
a) Collect and analyze data pertinent to equitable
outcomes;
Rubric Text Aligned to
Indicators
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)
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
January 2012
Identifying the Gaps
Addressing the Gaps
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 schoolcommunity collaborations and
partnerships. Systems and
procedures put in place for
monitoring, evaluating, and
sustaining existing community
relationships and for identifying
Page 10 of 14
Indicators from Oregon’s Educational
Leadership/Administrator Standards
Rubric Text Aligned to
Indicators
Identifying the Gaps
and establishing new ones that
support school and district
goals.
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)
b) Understand and integrate the community’s diverse
cultural, social and intellectual resources;
None
c) Build and sustain positive relationships with families
and caregivers; and
4.Parent and School
Perceptions of School
Environment
Addressing the Gaps
Understand and integrate the
community’s diverse cultural,
social and intellectual resources
Sustain positive relationships
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
January 2012
Page 11 of 14
Indicators from Oregon’s Educational
Leadership/Administrator Standards
d) Build and sustain productive relationships with
community partners.
Rubric Text Aligned to
Indicators
school, and this information is
an important part of
deliberations about the
school. (p. 145)
None
Identifying the Gaps
Addressing the Gaps
Build and sustain productive
relationships with community
partners.
Standard #5: Ethical Leadership
An 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.
Indicators from Oregon’s Educational
Leadership/Administrator Standards
Educational Leaders:
a) Ensure a system of accountability for every
student’s academic and social success;
b) Model principles of self-awareness, reflective
practice, transparency and ethical behavior;
Rubric Text Aligned to
Indicators
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)
Teacher Roles in Decision
Making Processes
Identifying the Gaps
Social success
Models self-awareness
Reflective practice
Addressing the Gaps
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.
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
January 2012
Page 12 of 14
Indicators from Oregon’s Educational
Leadership/Administrator Standards
Rubric Text Aligned to
Indicators
manner in which those data are
used to make decisions is made
transparent. (p. 142)
Identifying the Gaps
Addressing the Gaps
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
d) Evaluate the potential ethical and legal
consequences of decision-making; and
None
e) Promote social justice and ensure that individual
student needs inform all aspects of schooling.
Interventions to Help Students
Meet Individual Achievement
Goals
Safeguard the values of
democracy, equity and
diversity;
Evaluate the potential ethical
and legal consequences of
decision-making; and
Social aspects of schooling
Inform
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)
January 2012
Page 13 of 14
Standard #6: Socio-Political Context
An 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.
Indicators from Oregon’s Educational
Leadership/Administrator Standards
Educational Leaders:
Rubric Text Aligned to
Indicators
Identifying the Gaps
None
Advocate for children, families and
caregivers
b) Act to influence local, district, state and national
decisions affecting student learning; and
None
c) Assess, analyze and anticipate emerging trends and
initiatives in order to adapt leadership strategies.
None
Act to influence local, district, state
and national decisions affecting
student learning; and
Assess, analyze and anticipate
emerging trends and initiatives in
order to adapt leadership strategies.
a) Advocate for children, families and caregivers;
Addressing the Gaps
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.
Note: On Marzano’s Rubric, #6 under “School Climate” (Domain 5): “Acknowledges Success,” is not in the Oregon standards.
January 2012
Page 14 of 14