COMPLETED BY: Administrator Timeline (Non-Review Year) MILESTONE AND DETAILS: NOVEMBER 4 INITIAL PROFESSIONAL GROWTH CONFERENCE Discuss Self-Assessment of Administrator Rubric Worksheet Discuss potential Professional/School Growth Goals Discuss PDUs for License Renewal (if applicable) NOVEMBER 11 PROFESSIONAL/SCHOOL GROWTH GOALS FINALIZED Must be submitted to evaluator electronically MARCH 15 INTERIM GOAL REFLECTION Must be submitted to evaluator electronically AUGUST 15 END OF YEAR CONFERENCE Discuss End of Year Data Discuss Reflection on Results Discuss Professional Growth Plan implications Discuss PDUs for License Renewal (if applicable)
to monitor and adjust the mission and vision. Suggested Evidence: Site Visits; Observations; Balanced Leadership Survey; Academic Conferences; Attendance at PTC/PTA Meeting 1.3 The CSIP (including assessment calendar, PD plan and SMART goals) target the areas of need and is connected to the District Strategic Plan. It is designed to improve the achievement of all students and close the achievement gap. Writes a CSIP that is poorly aligned to instructional behaviors and/or the District Strategic Plan and not reflective of student needs. Introduces the CSIP to staff and stakeholders and input is sought to develop the plan and make adjustments. Links to the District Strategic Plan are evident. Has in place a CSIP that is developed with stakeholder and staff input and is the driving force in the school for student improvement. Internal stakeholders regularly review the plan, and monitor its effectiveness for all students. The CSIP is clearly linked to the District Strategic Plan. Has in place a CSIP that is a dynamic plan that is strongly connected to the District Strategic Plan. The Plan is responsive to the academic and organizational needs of the school, and has been adapted/revised based on student progress or lack thereof toward established learning targets. Student achievement results, especially for those students who comprise the subgroups in the school, demonstrate effective monitoring and implementation by internal and external stakeholders. Suggested Evidence: CSIP; District Strategic Plan; Data Plan - Results and Subgroup Data; Balanced Leadership Survey; Academic Conferences; Intervention Plan Standard 2: The Culture of Teaching and Learning A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
articulate the expectation that staff members collaborate on instructional planning, assessment and data work and debrief of practice. and/or protocols in place. Professional Learning Communities (PLCs) are beginning to develop. analyze student data through the use of common assessments. Teachers leave the collaboration with plans to further develop lessons and create interventions for students needing additional help. PLC meetings operate effectively under an agreed upon set of norms and protocols. develop common assessments, review data, and create interventions for students who need additional help. Teachers leave these collaborations with plans for further developing lessons. PLC meetings operate effectively under an agreed upon set of norms and protocols. Student achievement data indicates an effective use of collaborative time. Suggested Evidence: PLC Plans and Protocols; Observation of PLCs; Observations; Instructional Coach Model/Data; Mentor Model/Data; Staff Professional Growth Goal(s); Student Achievement Data; Peer Observations 2.4 Effective Professional Development Plans professional development however it is a “one-size fits all”, e.g. tends to be topical, not always aligned to school improvement plan; data or on best practices. Attempts to provide staff with Professional Development activities that reflect current best practices focused on needs based on school wide student data. There is an intentional connection to the CSIP and the District Strategic Plan. Coaching is occurring, but does not follow an established instructional coaching model. Links professional development to the CSIP plan based on student and staff assessed needs especially the needs of identified subgroups. Training is embedded in the day-to-day work of the school and instructional coaching is a functional model of support for most teachers. Administrator and staff members regularly dialogue about the staff member’s professional growth. Demonstrates investment in a continuous improvement process by addressing identifying factors leading to under-performance and/or successes of students. Plans for professional development address those factors and are differentiated to meet the varying needs of the staff. Instructional coaching is a valued model of support for teachers. Administrator and staff members regularly dialogue about personal/professional growth for the staff. Suggested Evidence: Professional Development Agenda; Academy of Teaching and Learning Records by Location; Balanced Leadership Survey; Site Visits; Observations; Coaching Log; Student Achievement Results; Aggregate Data – LEGENDS; Diagnostic Surveys
2.9 Ensures effective management of student data Demonstrates a weak understanding of student data and/or the district tools used to capture and analyze data. Limited processes are in place at the school site. Conducts an ongoing review of student data using district tools with some support from staff. Leader shares data with teachers and provides teachers with opportunities through data teams and PLCs to review and improve data analysis. Demonstrates strong facility in the use of data and uses district tools to monitor and share student progress with teachers. Uses technology to support data management and has the school data analysis and assessment team in place with clearly defined roles appropriate for building size and level. Puts processes and training in place to develop the assessment and data literacy of all teachers. Demonstrates strong facility in the use of data and uses district tools to monitor and share student progress with teachers. Promotes use of technology as a data management tool and has the school data analysis and assessment team in place with clearly defined roles as appropriate for building size and level. Suggested Evidence: Data Plan; PLC Notes and Protocols; Schoolwide PD Plan; Balanced Assessment Plan; Site Visits; Observations; Academic Conferences; Student Achievement Results 2.10 Instructional Initiatives Implementation Attends trainings associated with the initiative, but lacks the knowledge and/or ability to successfully implement the instructional initiative(s). Possesses the knowledge of the initiative(s) and provides the training and resources to staff; however consistent monitoring and continuing support are insufficient and result in the lack of quality, fidelity, intensity and consistency in the school-wide implementation of the initiative(s). - Possesses the knowledge of, provides ongoing training for, and ensures sufficient resources for the implementation of instructional initiative(s). Provides ongoing monitoring and continuing support for and assists in teacher revisions and refinement of instructional initiative(s). Quality, fidelity, intensity and consistency are progressing in the implementation of the initiative and are verified by clear and consistent data. Possesses the knowledge of, provides ongoing training for, and ensures sufficient resources for the implementation of instructional initiative(s). Provides ongoing monitoring and continuing support for and assists in teacher’s revisions and refinement of instructional initiative(s). Quality, fidelity, intensity and consistency in the delivery of the initiative(s) are ensured and verified by clear and consistent data. Suggested Evidence: IL-PLCs Instructional Coaching Plan; Schoolwide PD Plan; Evaluation Schedule; Student Achievement Results; Observations; Site Visits; Academic Conferences; Budget worksheet that shows how funds are allocated to support instruction.
Standard 3: The Management of Learning A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. PERFORMANCE LEVEL Indicators Does Not Meet Standard (DNM) Developing Proficiency Toward Standard (DP) Proficient Relative to Standard (PR) Exceeds Standard (E) 3.1 District Protocols and Procedures Is unsure of district protocols, procedures and supports. Crisis management plan that is in place is inadequate. Does not always respond appropriately in crisis situations. Is learning district protocols and procedures. Basic crisis management plan in place. Learning to remain calm and manage crisis situations. Understands and follows district protocols and procedures. Accesses support quickly, especially in crisis situations. Has a satisfactory crisis management plan which is reviewed regularly with staff and students. Facilitates leadership decisions appropriately in crisis situations. Understands and follows district protocols and procedures. Accesses support quickly in crisis situations. Has a well-developed crisis management plan that is reviewed regularly with staff and students. Demonstrates ability to remain calm and exercise responsive leadership and decision-making, especially in crisis situations. Suggested Evidence: Crisis Management Plan; Balanced Leadership Survey; Incident Reports; Site Visits; Staff Feedback; Parent Feedback; Monthly Fire and Safety Reports 3.2 Budget Management Possesses inadequate understanding of budget management and procedures and requires significant levels of support. Budget reflects inadequate thought and Manages budget for building according to district budget procedures. Requires support in managing multiple funds to support CSIP priorities. At times has difficulty adhering to Manages budget for building according to district budget procedures. Demonstrates the ability to manage multiple funds to support CSIP priorities. Consistently reviews Manages budget for building according to district budget procedures. Demonstrates the ability to manage multiple funds, creatively leveraging dollars to support CSIP priorities and
to classroom. State requirements may not be met. order to maximize the available time. for instruction. which leads to high levels of student achievement. . Suggested Evidence: Schedule; Site Visits; Observations; Balanced Leadership Survey; Bell-to-Bell Learning 3.7 Use of Staff Time Allows staff time to be self- directed and there are few opportunities for staff for professional development, meetings and collaboration time with a focus on instruction. Works with staff to provide a predictable schedule for meetings, professional development and collaboration time. Many meetings are focused on operational issues and are not related to instruction nor are there planned agendas. Works with staff to provide a predictable schedule with adequate advanced notice and planned agendas for meetings, professional development and collaboration time that have a focus on instruction. Staff has a method for obtaining information, a professional development plan is established and teachers are in the beginning stages of collaboration. Works with staff to provide a predictable schedule with adequate advanced notice and planned agendas for meetings, professional development and collaboration time. Intentionally promotes a culture of professional use of work time and teacher collaboration that is focused on instruction. Suggested Evidence: PLC Notes and Protocols; Staff Meeting Schedule; Balanced Leadership Survey; Peer Observations; Planned Agenda
Standard 4: Relationships with the Broader Community to Foster Learning: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. PERFORMANCE LEVEL Indicators Does Not Meet Standard (DNM) Developing Proficiency Toward Standard (DP) Proficient Relative to Standard (PR) Exceeds Standard (E) 4.1 Responds to and Provides Outreach to a Diverse Community Has little understanding and/or takes little interest in the changing diversity and demographics of the community served. Is developing an understanding of the changing diversity and demographics of the school and community served. Organization structures (parent groups and committees) do not necessarily reflect this diversity. Relationships with community members and outside organizations are beginning to develop. Diversity is celebrated at times. Parent communication, calendars and activities are at times not culturally sensitive. Develops processes to stay in touch with the changing diversity and demographics of the school and community served. Diversity is regularly celebrated. Parent organization, site council, booster clubs and/or advisory committees are in place and reflect this diversity. In addition parent communication, school activities, and calendars are structured in a culturally sensitive manner. School activities are open to the broader community. Relationships are being built with community members and outside organizations to support the needs of the school. Develops processes to stay in touch with the changing diversity and demographics of the school and community served. Diversity is regularly celebrated. Parent organization, site council, booster clubs and/or advisory committees are in place and reflect this diversity. Parent communication, school activities, and calendars are structured in a culturally sensitive manner. School activities are open to the broader community. Builds effective relationships with community members and outside organizations to support the needs of the school and various student and parent groups. Suggested Evidence: Parent Survey; Attendance at PTA/PTC Meeting; Site Visit by Director to one PTA/PTC meeting a year; Copies of Demographic data over time that tracks changes; Copy of parent involvement flyers/brochures for parent nights, family dinners, etc; CSIP; Parental Involvement; Climate Survey - Staff & Student; Attendance at Math/Reading Nights
5.4 Encourages Multiple points of view, recognizes thoughtful dissent and uses multiple opinions to form solutions Seldom considers the unintended consequences of his/her own actions. Discourages dissent, creates a climate where people are reluctant to raise issues. Generally adjusts behavior according to environment and occasionally needs coaching to respond appropriately in a given situation. In certain situations encourages multiple opinions and is successful on occasion in reaching win-win solutions. Considers consequences of own actions, anticipates possible responses and adjusts behavior to the environment. Encourages multiple points of view, using dissent to inform decisions and improve the quality of his/her decision-making. Majority of situations involve win-win solutions. Considers consequences of own actions, anticipates possible responses and adjusts behavior to the environment. Encourages multiple points of view, recognizing thoughtful dissent and using multiple opinions to inform solutions. Transforms negative energy into an opportunity for reflection and win-win solutions. Suggested Evidence: Balanced Leadership Survey; Staff Feedback; IL-PLCs; Site Visits; Observations; Staff Climate Survey 5.5 Leader Resilience Demonstrates little or no emotional fortitude and perseverance in the face of obstacles. May lose mental focus and energy. May back down from tough decisions. Recognizes own emotions and tries to manage them but may become defensive or defeated in the face of resistance, setbacks or failures. Regularly perseveres and is effective in less complex situations, but has limited results in more challenging situations. Understands and manages own emotions, reactions and assumptions, but may take resistance or failure personally at times. Is effective at adapting to obstacles and achieving results in all situations. Leader models resiliency and anticipates and overcomes resistance and guides others through adversity and challenges. Leader remains calm, constructive and optimistic. Does not take negativity or dissent personally and quickly transitions from emotional to strategic response. Effectively makes tough decisions and engages in difficult conversations. Focuses on the solution and stays the course. Creates a schoolwide culture around relentless drive and perseverance and is able to develop this behavior in others. Leader is highly effective at adapting to obstacles and achieving results in all situations. Leader models resiliency and skillfully anticipates and overcomes resistance. Guides others through adversity and challenges. Teaches others to make tough decisions. Capitalizes on challenges and models and uses resistance, setbacks and opportunities to learn and grow. Suggested Evidence: Site Visits; Conversations; Academic Conferences; Observations; Staff Feedback; Balanced Leadership Survey
Standard 6: The Context of Learning: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. PERFORMANCE LEVEL Indicators Does Not Meet Standard (DNM) Developing Proficiency Toward Standard (DP) Proficient Relative to Standard (PR) Exceeds Standard (E) 6.1 Effective Collaborator with Service Providers and Decision Makers Interaction and collaboration with outside organizations and decision makers is not evident or at best is ineffective. Interacts with outside organizations and decision makers to enhance their support for educational outcomes and maintain existing education programs. Does not keep pace with emerging trends and initiatives. Interacts and collaborates with outside organizations and decision makers. Understands the importance of the political processes impacting education and responds to community needs through development of educational programs. Responds to requests for support from service providers and decision makers. Interacts and collaborates with outside organizations and decision makers. Demonstrates the responsibility of outreach and is an advocate and spokesperson for the school for all stakeholders. Fully engages the community in the educational process within the school/district. Suggested Evidence: Site Visits; Conversations; Balanced Leadership Survey; Staff Feedback; Academic Conferences; Parent and Community Feedback 6.2 Responds in a positive and strategic way to the factors that influence student success that are social, political and legal. Suggested Evidence: Site Visits; Conversations; Balanced Leadership Survey; Staff Feedback; Academic Conferences; Parent and Community Feedback Does not attend to the factors beyond the school that are soft factors that may influence student success. Discusses and appears to understand the soft factors and their effect on student success. Does not take an active stance when it comes to intervening in areas outside the school that effect student achievement. Attends to and takes an active role both in terms of studying the factors and their influence on success and takes an active advocacy stance when needed. Attends to and takes an active role in terms of studying the factors and their influence on student success, taking an active advocacy role and leading efforts to influence a change in the factors through funding, legislation or educating others.
Administrator Rubric Worksheet DNM DP PR E 1.1 1.2 1.3 St. 1: The Vision of Learning Belief that all students can learn Stakeholders are actively engaged in developing, implementing, communicating, monitoring, and evaluating the school mission and vision. The Continuous School Improvement Plan (including assessment calendar, Professional Development Plan and SMART goals) target the areas of need and is connected to the District Strategic Plan. It is designed to improve the achievement of all students and close the achievement gap. DNM DP PR E 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 St. 2: The Culture of Teaching and Learning Principal as the Instructional Leader 2.2 Teacher Growth and Professional Development 2.3 Teacher Collaboration/Guaranteed Viable Curriculum 2.4 Effective Professional Development 2.5 Use of academic expectations 2.6 Assessment Plan and Proficiency Based Grading System 2.7 Use of State and District Standards 2.8 Set of common effective instructional strategies to meet the needs of all learners 2.9 Ensures effective management of student data 2.10 Instructional Initiatives implementation DNM DP PR E 3.1 3.2 3.3 3.4 3.5 3.6 3.7 St. 3: The Management of Learning 3.1 District Protocols and Procedures 3.2 Budget Management 3.3 Facility Management 3.4 Compliance 3.5 Behavior Expectations 3.6 Use of Instructional Time 3.7 Use of Staff Time DNM DP PR E 4.1 4.2 St. 4: Relationships with the Broader Community to Foster Learning 4.1 Responds to and provides outreach to a diverse community 4.2 Use of parent, family, & community participation
The Oregon Matrix for Summative Evaluations for Teachers and Administrators Beginning in the 2014-15 school year, all districts will use the Oregon Matrix Model for their summative evaluations. In the Oregon Matrix, Professional Practice (PP) and Professional Responsibilities (PR) intersect with Student Learning and Growth (SLG) culminating in a Professional Growth Plans (Facilitative, Collegial, Consulting, Directed) and summative performance level. When there is a discrepancy between the PP/PR level and SLG level, further inquiry is triggered to explore and understand the reasons for the discrepancy in order to then determine the Professional Growth Plan and corresponding summative performance level. Y-AXIS: Combined Rating on Professional Practice and Professional Responsibilities (PP/PR) LEVEL 4 (Highest) COLLEGIAL Focus on SLG Goals *SLG INQUIRY due to LOW level of fidelity between measures 3 FACILITATIVE or COLLEGIAL Focus on SLG Goals Determined post inquiry *SLG INQUIRY due to only SOME level of fidelity between measures 3 or 4 FACILITATIVE GOOD level of fidelity between measures 4 FACILITATIVE HIGHEST level of fidelity between measures 4 LEVEL 3 COLLEGIAL or CONSULTING Focus on SLG Goals Determined post inquiry *SLG INQUIRY due to SOME level of fidelity between measures 2 or 3 COLLEGIAL PLAN GOOD level of fidelity between measures 3 COLLEGIAL HIGHEST level of fidelity between measures 3 COLLEGIAL GOOD level of fidelity between measures 3 LEVEL 2 CONSULTING GOOD level of fidelity between measures 2 CONSULTING HIGHEST level of fidelity between measures 2 CONSULTING GOOD level of fidelity between measures 2 COLLEGIAL or CONSULTING Determined post inquiry *PP/PR INQUIRY due to only SOME level of fidelity between measures 2 or 3 LEVEL 1 (Lowest) DIRECTED HIGHEST level of fidelity between measures 1 DIRECTED GOOD level of fidelity between measures 1 CONSULTING or DIRECTED Determined post inquiry *PP/PR INQUIRY due to only SOME level of fidelity between measures 1 or 2 CONSULTING *PP/PR INQUIRY due to only LOW level of fidelity between measures 2 LEVEL 1 (Lowest) LEVEL 2 LEVEL 3 LEVEL 4 (Highest) X-AXIS: Rating on Student Learning and Growth *Ratings in these areas require an inquiry process in order to determine a summative performance level and Professional Growth Plan.
Administrator: School Growth Goals (SGG) Template Checklist This checklist should be used for both writing and approving SGGs. Baseline Data Context Interval Content School Growth Goal Statement Professional Growth Goal Strategies for Improvement What information is being used to inform the creation of the SGG and establish the amount of growth that should take place within the time period? Which students will be included in this SGG? Include grade level and number of students. What duration will the SGG span? What content will the SGG target? To what related standards is the SGG aligned? Considering all available data and content requirements, what growth target(s) can students be expected to reach? What assessment(s) will be used to measure student growth for this SGG? Considering both student data and the administrator’s on the rubric, what would be an aligned professional growth goal that will support my instructional and/or professional improvement? How will I help students attain the SGG? What specific actions will lead to goal attainment? What strategies will the administrator incorporate into his/her methodology and professional practice? Identifies sources of information about the school (e.g., test scores from prior years, results of Summarizes the administrator’s analysis of the baseline data by identifying school strengths and weaknesses School-wide Describes the student population and considers any contextual factors that may impact school-wide growth Does not exclude subgroups of students that may have difficulty meeting growth targets Matches the length of the year Specifies how the SGG will address applicable standards from the following: (1) Common Core State Standards, (2) Oregon Content Standards, or (3) curriculum guides/planned course statements. Represents the big ideas or domains of the content taught during the interval of instruction Identifies core knowledge and skills students are expected to attain as required by the applicable standards Ensures all students have a growth target Uses baseline or pretest data to determine appropriate growth Identifies assessments that will effectively measure content and reliably measure student learning as intended Creates tiered targets when appropriate so that all students may demonstrate growth Sets ambitious yet attainable targets Administrator has used their on the rubric to determine their professional goal Achievement of the administrator’s professional growth goal will improve student learning and engagement Administrator includes ways to team with colleagues to successfully achieve his/her goal Specific strategies to assisting students to meet the SGG are included Specific strategies are listed that will assist the administrator in meeting their professional growth goal The strategies to assist students and the professional growth strategies are aligned
Administrator Artifact Checklist Observed Artifact 1.1 1.2 1.3 St. 1: The Vision of Learning Belief that all students can learn Stakeholders are actively engaged in developing, implementing, communicating, monitoring, and evaluating the school mission and vision. The Continuous School Improvement Plan (including assessment calendar, Professional Development Plan and SMART goals) target the areas of need and is connected to the District Strategic Plan. It is designed to improve the achievement of all students and close the achievement gap. Observed Artifact 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 St. 2: The Culture of Teaching and Learning Principal as the Instructional Leader 2.2 Teacher Growth and Professional Development 2.3 Teacher Collaboration/Guaranteed Viable Curriculum 2.4 Effective Professional Development 2.5 Use of academic expectations 2.6 Assessment Plan and Proficiency Based Grading System 2.7 Use of State and District Standards 2.8 Set of common effective instructional strategies to meet the needs of all learners 2.9 Ensures effective management of student data 2.10 Instructional Initiatives implementation Observed Artifact 3.1 3.2 3.3 3.4 3.5 3.6 3.7 St. 3: The Management of Learning 3.1 District Protocols and Procedures 3.2 Budget Management 3.3 Facility Management 3.4 Compliance 3.5 Behavior Expectations 3.6 Use of Instructional Time 3.7 Use of Staff Time Observed Artifact 4.1 4.2 St. 4: Relationships with the Broader Community to Foster Learning 4.1 Responds to and provides outreach to a diverse community 4.2 Use of parent, family, & community participation