Administrative Professional Development and Evaluation Handbook

Administrative Professional

Development and Evaluation

Handbook

Ashland School District

A Guide to Continuous Growth and Development for Ashland Administrators

A s h l a n d S c h o o l D i s t r i c t

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 Practice

B.

Professional Responsibilities

C.

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

Evidence of

Professional

Practice

Evidence of

Student

Learning and

Growth

Evidence of

Professional

Resonsibilites

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 Leadership

Standard 2: Instructional Improvement

Standard 3: Effective Management

Standard 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

B. Professional Responsibilities:

Standard 4: Inclusive Practice

Standard 5: Ethical Leadership

Standard 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 Assessment/

Reflection

Goal Setting

Summative Evaluation

Professional

Development

Observation/Collection of Evidence

Observation/

Collection of

Evidence

Formative

Assessment/Mid Year

Review

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


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 Process

From 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 generally includes the following five

SLG development process. steps:

STEP 1: Identify Core Concepts and Standards

The 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

1. Identify core content and standards

2. Gather and analyze data 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) 3. Determine the focus of that align with that content. Content should be broad enough to represent the most important learning for the school, but narrow the SLG enough to be measured through one or more summative assessments.

4. Select or develop an assessment

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

5. Develop a growth target and rationale 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

SLGs come in a variety of forms as provide lists of approved data sources for use in

SLG development. After identifying curricular follows:

School-Level SLGs

—focused on priorities and gathering baseline data, the administrator is prepared to conduct a detailed the entire student population for a given content area, which often analysis.

Conduct an analysis of student data . This step includes multiple classes

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

Targeted Student SLGs — 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 preassessment skills and knowledge. The administrator can also review past students’ data to identify growth trends specific to the SLG area separate SLGs for subgroups of students that need specific support

(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

Targeted Content SLGs — separate 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

SLGs for specific skills or content that students must master 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.

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

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 adjustments. compromised.

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.


STEP 5: Develop a Growth Target and Rationale

In 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

Growth targets should be considered estimates and handled with a degree of caution during the early years of implementation.

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

Educators may set targets that are too ambitious (and unachievable) or too low (and insufficiently 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 challenging for teachers and students), resulting in misleading can include instructional strategies used to achieve SLG goals. 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:

Evaluator:

Content for first Student Learning Goal (SLG1)



The goal is being written around which grade/subject/level?



Define the timeframe.

School: Date:

Year in Cycle: Year 1: SLGs, PPG, & PRG Year 2: SLGs only

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, districtdeveloped 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 SLG1

Fill in the blank row with concrete numbers to delineate between the levels for summative assessment.

H ighly Effective:

Exceptional number of students achieve goal

E ffective :

Significant number of students achieve goal

I mprovement Necessary:

Less than significant number of students achieve goal

D oes 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.




Strategies for Improvement of SLG2



How will I help the school attain this goal?



Provide specific actions that will lead to goal attainment.







Category 1: State or National Standardized Test: ____________

Category 2: Common national, international, regional, district-

Define HEID for SLG2

Fill in the blank row with concrete numbers to delineate between the levels for summative assessment.

H ighly Effective:

Exceptional number of students achieve goal

E ffective :

Significant number of students achieve goal

I mprovement Necessary:

Less than significant number of students achieve goal

D oes Not Meet: Few students achieve goal developed measures: ___________________________________

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

_____________________________________________________

Write your Professional Practice Goal (PPG) from

Performance Expectations 1, 2, and 3

Types of Measures for PPG



Multiple measures are required.




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



Category 1:

Evaluator’s observation



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

Types of Measures for PRG



Multiple measures are required.



Circle all that apply & add if necessary.

Administrator Signature: Date:



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.



_____________________________________________________

Evaluator Signature: Date:

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:

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

Effectiveness of SLG2

Effectiveness of PE 1:

Vision, Mission, and Goals


Teaching and Learning


Managing Organizational Systems/Safety


Collaborating with Families/Stakeholders


Ethics and Integrity


The Education System

Professional Growth Plan Implications



How can I use these results to support my professional growth?



Comment on any mitigating circumstances.

Administrator Signature: Date:

4

4

4

4

4

4

4

Evaluator Signature:

3

3

3

3

3

3

3

3

2

2

2

2

2

2

2

2

Date:

1

1

1

1

1

1

1

1


Calculating Summative Administrator Evaluation

To 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

Effectiveness of Domain 1:

Visionary Leadership


Instructional Improvement


Effective Management


Inclusive Practice


Ethical Practice


Socio-Political Context

Score

H ighly Effective

E ffective

I mprovement Necessary

D oes Not Meet Standard

Top 2 SLG outcomes

SLG 1

SLG 2

Average Score:

4

3

2

1

Score

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).

2-YEAR CYCLE OF SELF-DIRECTED 2-YEAR CYCLE OF SELF-DIRECTED

4

PROFESSIONAL GROWTH GOALS BASED ON

STUDENT GROWTH GOALS & RUBRIC:

One PPG or PRG must focus on improving Student

Goals’ outcomes.

PROFESSIONAL GROWTH GOALS:

Administrator has total autonomy to guide their own professional growth plan.

3

3 4

2

1

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

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

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

PLAN OF AWARENESS:

Supervisor/Evaluator will annually develop PPG and

PRG based on improving targeted growth areas; monthly check-in required.

2

1 2 3 4


Indicators highlighted in yellow represent changes that address identified gaps.

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 4

Consistently exceeds expectations for good performance under this standard

Level 3

Consistently meets expectations for good performance under this standard

Level 2

Making sufficient progress toward meeting the standard

Level 1

Does not meet standard

Mission

Strategy

Target

Diagnosis

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

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

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

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

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

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

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

Builds staff support for a

3-4- year student achievement target.

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

Writes a cumbersome, nonaccountable strategic plan.

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

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

Does not share a mission statement.

Recycles the previous year’s cumbersome, nonaccountable strategic plan.

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

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


Planning

Revision

Communication

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

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

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

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

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

Uses a variety of means

(e.g., face-to-face, newsletters, websites) to communicate goals to others.

Evidence Options: o Written mission, vision and goals for the school o Achievement Compact

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

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

Has a limited communication repertoire and some key stakeholders are not aware of school goals. o Meeting around vision, mission and goals: notes, agendas and evaluations o Stakeholder surveys: staff, families, students o Evaluation process notes: goals of teachers, observations o PLC goals and meeting notes o Site Visits o Observations of meetings and professional development

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

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

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



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.


 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

Level 4

Consistently exceeds

Level 3

Consistently meets

Level 2

Making sufficient

Expectations expectations for good performance under this standard expectations for good performance under this standard

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

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

Follow-Up

Development

Empowerment

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

Gets teams invested in following up assessments with effective reteaching, tutoring, and other interventions.

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

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

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

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

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

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

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

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

Level 1


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

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

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

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


Support

Units

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

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

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

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

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

Occasionally reviews teachers' lesson plans but not unit plans.

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.

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

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

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

Gap

Revision

Baselines

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

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

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

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

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

Presents data without a vision or a vision without data.

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

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

Targets

Interims

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

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

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

Evidence Options: o Professional development evidence, both personal and for staff: PD plans, o Teacher observation notes and feedback

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

Suggests that teacher teams give common interim assessments to check on student learning. o Schedules of classroom visits o Lesson plans and unit planning o Teacher leadership teams and actions they have taken to improve student learning

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

Does not review lesson or unit plans.

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

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

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

Does not provide historical test data to teachers.

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

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



o Agendas and minutes from teacher staff meetings and team meetings o PLC work: reflection on meetings, common assessments, analysis of student work, redesign of curriculum and/or instructional practice o List of best practice strategies to meet the needs of diverse learners and evidence of their use o Teacher leadership at site and district level o Survey data o Teacher reflection on professional learning o Collecting and sharing classroom observational data o Disaggregated achievement data and samples of how it is used to impact student learning


PERFORMANCE EXPECTATION 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.


 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

Level 4


Level 3


Level 2

Making sufficient expectations for good performance under this standard expectations for good performance under this standard progress toward meeting the standard

Strategy

Planning

Setting High

Standards

Delegation

District Processes

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

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

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

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

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

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

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

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

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

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

Writes a cumbersome, nonaccountable strategic plan.

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

Periodically reminds teachers of policies on management procedures and discipline.

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

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

Level 1


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

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

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

Does almost everything him- or herself.

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



Resources

Outreach

Site Management and

Safety

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

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

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

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

Evidence Options: o Behavior records and reports o Meeting agendas & minutes o Safety plans and procedures o Emergency response plans o Sample email to parents and staff o Parent and student meeting notes o Year end budget o Certified and classified evaluations o Title reviews o Student handbook o Staff, parent, student feedback surveys o Master scheduling o Building calendar o School website o Newsletter

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

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

Occasionally raises additional funds or finds volunteers to help out.

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

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

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

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

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


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.


 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

Level 4


Level 3


Level 2


Diagnosis expectations for good performance under this standard expectations for good performance under this standard

Carefully assesses the school’s strengths and areas for development. progress toward meeting the standard

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

Curriculum

Relationships

Communication

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

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

Regularly 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.

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

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

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.

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

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

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.

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

Level 1


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

Does not send home the school's learning expectations.

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.

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



Outreach

Openness

Transparency

Resources

Support channels.

Regularly 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.

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

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

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

Fosters a sense of urgency and responsibility among all stakeholders for achieving annual goals. goals to others.

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.

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

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

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

Builds ownership and support among stakeholders for achieving annual goals. school goals. goals.

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

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

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

Occasionally raises additional funds or finds volunteers to help out.

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

Evidence Options: o Family surveys/community surveys o Building calendars (when other agencies used your site) o List of programs and events o Leader's reflection o Observational data o News-postings regarding community/school events o Passing a levy o Attendance of diverse parents at school events-list what we did to encourage their attendance. policies and direction.

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.

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

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

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

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


o Minutes from CST or SST o List of methods for gathering parent input o Reflecting on the impact of parent input on a particular issue or action. o Newsletters o Case study of a community partnership o List of community partnerships for students with particular needs o List of community partnerships for all students o Evidence of sharing the good news-public relations

PERFORMANCE EXPECTATION 5: Ethical Practice

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.




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

Level 4


Level 3


Level 2


Level 1


Gap Analysis

Support

Openness expectations for good performance under this standard

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

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

Makes families feel welcome and respected, responds to concerns, and gets a number of them actively involved in the school. expectations for good performance under this standard

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

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

Makes parents feel welcome, listens to their concerns, and tries to get them involved. progress toward meeting the standard

Presents data without a vision or a vision without data.

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

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

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

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

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



Safety-net

Communication

Follow-Up

Budget

Compliance

Provides effective programs for all students with inadequate home support.


Has a foolproof system for capturing key information, remembering, prioritizing, and following up.

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

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

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

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

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

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

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

Transparency

Monitoring

Meetings

Bureaucracy

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

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

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


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

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

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

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


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

Fulfills compliance and reporting responsibilities to the district and beyond.

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

Monitors attendance and discipline data to inform decisions.

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

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

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

Meets minimum compliance and reporting responsibilities with occasional lapses.

Evidence Options: o Perception/performance survey o Diverse populations achievement data (OAKS, EasyCBM, graduation rates)

Does not provide assistance for students with inadequate home support.


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

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

Is inattentive to important school data.

Rarely convenes staff members and/or uses meetings for oneway lectures on policies.


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

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


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

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

o Case study o CST/SST analysis o Written reflection o Site visits/observation o 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 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.


 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 4


Level 3


Level 2

Making sufficient expectations for good expectations for good progress toward meeting

Communication

Outreach

Support performance under this standard


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

Is highly effective getting counseling, mentoring, and other supports for high-need performance un der this standard

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

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

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

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

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

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

Level 1



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

Focuses mainly on discipline and punishment with highly disruptive and troubled



Safety-net

Resources

Compliance

Relationships

Bureaucracy students.

Provides effective programs for all students with inadequate home support.

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

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

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


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

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

Fulfills compliance and reporting responsibilities to the district and beyond.

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


Evidence Options: o Newsletter articles on education issues o Participation in local, state and/or national education advocacy groups o Meeting attendance at community organizing events o Staff, parent, and community survey data o Parent out-reach and education events o Community members participation at the school o Local community grants for student support o Presentations at service clubs and community groups o School improvement action plans and results o Participation in district level committees and action groups

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

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

Meets minimum compliance and reporting responsibilities with occasional lapses.

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

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

Does not provide assistance for students with inadequate home support.

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

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

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



Gap Analysis of Marshall’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.

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.

Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps Indicators from Oregon’s Educational

Leadership/Administrator Standards

Educational Leaders: a) Collaboratively develop and implement a shared vision and mission; b) Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning;

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

Carefully assesses the school’s strengths and areas for development.(A.b)

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

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

Orchestrates common interim assessments to monitor student learning several times a year. (C.e)

Monitors teacher teams as they analyze interim assessment results and formulate action plans.(C.f)

Asks that data meetings go beyond what students got

Vision, collaboratively develop

Organizational effectiveness, promote organizational learning


Indicators from Oregon’s Educational

Leadership/Administrator Standards c) Create and implement plans to achieve goals; d) Promote continuous and sustainable improvement; and e) Monitor and evaluate progress and revise plans.

Rubric Text Aligned to Indicators wrong and delve into why. (C.g)

Identifying the Gaps

Researches and writes a convincing theory of action for improving achievement.(A.f)

Gets input and writes a comprehensive, measurable strategic plan for the current year. (A.g)

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

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



Draws attention to student, classroom, and school-wide successes, giving credit where credit is due.(C.j)

Implement plans to achieve goals

Continuous and sustainable improvement

Addressing the Gaps



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.

Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps Indicators from Oregon’s Educational


Educational Leaders: Sustain a) Nurture and sustain a culture of collaboration, trust, learning and high expectations;

Motivates colleagues by comparing students’ current achievement with rigorous expectations. (A.c)

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

Manages resistance, low expectations, and fear of change.(A.i)

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

Asks teams to follow up each interim assessment with reteaching and remediation. (C.h)

Uses all-staff meetings to get teachers sharing strategies and becoming more cohesive.(D.a)

Orchestrates regular teacher team meetings as the prime locus for professional learning.(D.d)

Asks teacher teams to 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.



Leadership/Administrator Standards b) Create a comprehensive, rigorous and coherent curricular program; c) Create a personalized and motivating learning environment for students; d) Supervise and support instruction;

Rubric Text Aligned to Indicators cooperatively plan curriculum units following a common format.(D.f)

Praises student achievement and works to build school spirit.(E.c)

Asks teacher teams to cooperatively plan curriculum units following a common format.(D.f)

Draws attention to student, classroom, and school-wide successes, giving credit where credit is due.(C.j)

Praises student achievement and works to build school spirit.(E.c)

Identifies struggling students and works to get support services to meet their needs. (E.e)

Provides programs for most students whose parents do not provide adequate support.(E.j)

Gets teachers effective literacy, math, science, and social studies materials and technology.(C.d)

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


Create a comprehensive, rigorous and coherent curricular program

Personalized learning environment for students





Leadership/Administrator Standards e) Develop assessment and accountability systems to monitor student progress;

Rubric Text Aligned to Indicators

Makes unannounced visits to a few classrooms every day and gives helpful feedback to teachers.(D.g)

Provides redirection and support to teachers who are less than proficient.(D.h)

Recruits and hires effective teachers.(D.j)






Asks that data meetings go






Rubric Text Aligned to Indicators beyond what students got wrong and delve into why. (C.g) f) Develop the instructional and leadership capacity of staff; Recruits and develops a leadership team with a balance of skills. (A.a)

Delegates appropriate tasks to competent staff members and checks on progress.(B.f)

Uses all-staff meetings to get teachers sharing strategies and becoming more cohesive.(D.a) g) Maximize time spent on quality instruction;

Reads and shares research and fosters an on-going, schoolwide discussion of best practices.(D.b)

Organizes aligned, on-going coaching and training that builds classroom proficiency.(D.c)

Orchestrates regular teacher team meetings as the prime locus for professional learning.(D.d)

None 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.

None

Monitors data in several key areas and uses them to inform


Maximize time spent on quality instruction;

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

Evaluate impact of instruction






Rubric Text Aligned to Indicators improvement efforts.(C.i)

Asks teacher teams to cooperatively plan curriculum units following a common format.(D.f)

Identifying the Gaps Addressing the Gaps


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.



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;

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

Manages the school’s budget and finances to support the strategic plan.(F.g)

Fulfills compliance and reporting responsibilities to the district and beyond.(F.h)

Manages the school’s budget and finances to support the strategic plan.(F.g)

Is effective in bringing additional human and financial resources into the school.(F.j)

Recruits and hires effective teachers.(D.j)

Gets teachers effective literacy, math, science, and social studies materials and technology. (C.d)

Evaluate management and operational systems

Align and efficiently use human, fiscal and technological resources






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

Makes sure staff know what is expected for management procedures and discipline.(B.e)

Supervises orderly student entry, dismissal, meals, class transitions, and recesses.(F.c)

Sets expectations for student behavior and establishes schoolwide routines and consequences.(E.a)

Deals quickly with disruptions to learning and looks for underlying causes.(E.b)

Organizes workshops and suggests articles and books on classroom management.

Provides programs for most students whose parents do not provide adequate support.(E.j)

Supervises staff to keep the campus clean, attractive and safe. (F.d) d) Develop the capacity for adaptive leadership; and Recruits and develops a leadership team with a balance of skills. (A.a)


Promotes “welfare” of students and staff

Capacity for adaptive leadership




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


Indicators

Is effective at preventing and/or deflecting many time wasting crises and activities.(B.h)


Creates a schedule that provides meeting times for all key teams.(F.b)

Suggests effective macro strategies (e.g., looping, team teaching) to improve student learning.(F.a)


High quality instruction student learning




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


Educational Leaders: a) Collect and analyze data pertinent to equitable outcomes; b) Understand and integrate the community’s diverse cultural, social and intellectual resources; c) Build and sustain positive relationships with families and caregivers; and

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

Asks that data meetings go beyond what students got wrong and delve into why.( C.g)

None

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

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

Works to maximize the number of face-to-face parent/ teacher report card conferences.(E.h)

Pertinent to equitable outcomes

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

Sustain positive relationships with families and caregivers. 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 and establishing new ones that



Leadership/Administrator Standards d) Build and sustain productive relationships with community partners.


Indicators

Sends home a periodic school newsletter and asks teachers to have regular channels of communication of their own.(E.i)

None


Build and sustain productive relationships with community partners.

Addressing the Gaps support school and district goals.



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.

Identifying the Gaps Addressing the Gaps Indicators from Oregon’s Educational


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


Indicators





Asks that data meetings go beyond what students got wrong and delve into why. (C.g)

Ensures that staff members know how and why key decisions are being made.(F.e)

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

System of accountability

For student’s social success

Model self-awareness, reflective practice, ethical behavior

Safeguard the values of democracy, equity and diversity 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 communitybased, 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.



Leadership/Administrator Standards d) 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.


Indicators partners for feedback and help.(B.c)

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

None


Evaluate the potential ethical consequences of decisionmaking

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




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.

Identifying the Gaps Addressing the Gaps Indicators from Oregon’s Educational


Educational Leaders: a) Advocate for children, families and caregivers;


Indicators

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

Identifies struggling students and works to get support services to meet their needs.(E.e)

None

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; and 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.


Administrative Professional Development and Evaluation Handbook

Administrative Professional

Development and Evaluation

Handbook

Ashland School District

Ashland School District’s Measures of

Administrator Effectiveness

Multiple Measures

Evidence of

Professional

Practice

Evidence of

Student

Learning and

Growth

Evidence of

Professional

Resonsibilites

Professional Growth and Evaluation Cycle

Administrator Professional Development Process

SLG Development Process

STEP 1: Identify Core Concepts and Standards

STEP 2: Gather and Analyze Student Data

STEP 3: Determine the Focus of the SLG

STEP 4: Select or Develop an Assessment

STEP 5: Develop a Growth Target and Rationale

ADMINISTRATOR GOALS SHEET

Calculating Summative Administrator Evaluation

Ashland Schools Administrative Standards

PERFORMANCE EXPECTATION 1: Visionary Leadership

PERFORMANCE EXPECTATION 2: Instructional Improvement

PERFORMANCE EXPECTATION 3: Effective Management

PERFORMANCE EXPECTATION 4: Inclusive Practice

PERFORMANCE EXPECTATION 5: Ethical Practice

PERFORMANCE EXPECTATION 6: Socio-Political Context

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

Related documents

Products

Support

Administrative Professional Development and Evaluation Handbook

Administrative Professional

Development and Evaluation

Handbook

Ashland School District

Ashland School District’s Measures of

Administrator Effectiveness

Multiple Measures

Evidence of

Professional

Practice

Evidence of

Student

Learning and

Growth

Evidence of

Professional

Resonsibilites

Professional Growth and Evaluation Cycle

Administrator Professional Development Process

SLG Development Process

STEP 1: Identify Core Concepts and Standards

STEP 2: Gather and Analyze Student Data

STEP 3: Determine the Focus of the SLG

STEP 4: Select or Develop an Assessment

STEP 5: Develop a Growth Target and Rationale

ADMINISTRATOR GOALS SHEET

Calculating Summative Administrator Evaluation

Ashland Schools Administrative Standards

PERFORMANCE EXPECTATION 1: Visionary Leadership

PERFORMANCE EXPECTATION 2: Instructional Improvement

PERFORMANCE EXPECTATION 3: Effective Management

PERFORMANCE EXPECTATION 4: Inclusive Practice

PERFORMANCE EXPECTATION 5: Ethical Practice

PERFORMANCE EXPECTATION 6: Socio-Political Context

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

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