and learning and meets diverse learning needs for all students. without regard to learners' needs. schools, individual students, and learning objectives for all curricular areas in the aggregate. ensures that professional learning for educators focuses on the characteristics and demographics of learners. development that is built on data, feedback and continuous study of evidence-based practices and focused on the learning needs for all students. Elements Unsatisfactory Developing Proficiency Proficient Distinguished 2.6. Works with individual teachers and teams to analyze student work, monitor student progress, adapt curriculum, and adjust instructional practice to meet student learning needs. Lacks a practical understanding of how to analyze student work, monitor student progress, adapt curriculum and adapt instructional practice. Knows ways to analyze student work, monitor student progress, adapt curriculum and adapt instructional practice, but does not break it down to individual or team levels. …and Organizes and information sources to create a common focus for individuals and teams to analyzing student work, monitoring student progress, adapting curriculum, and adjusting instructional practice to meet student learning needs. …and Uses examples of student and teacher work to clarify and promote individual and team understanding and support collaborative practices that encourage the use of rigorous curriculum and appropriate instructional practices to promote high levels of achievement for all students. 2.7. Facilitates shared understanding of Oregon Core Curriculum and instructional practices and programs by providing support and guidance to teachers in implementing and aligning rigorous curriculum, effective instruction, content standards, and appropriate assessments to meet student learning needs. Provides little leadership in applying the Oregon Core Standards, instructional practices, and assessments. Offers opportunities through random events for educators to understand, apply, and reflect upon the use of Oregon Core Curriculum Standards, instructional practices, and assessments. ...and Arranges for professional learning opportunities for staff to understand and apply the Oregon Core Curriculum Standards and reflect upon curriculum, instruction, and assessments. …and Leads staff in formal and informal sessions which focus on Oregon Core Curriculum Standards, aligning rigorous curriculum, effective instruction, and appropriate assessments to meet every student's learning needs. 2.8. Provides instructional leadership by supervising, evaluating, coaching, and mentoring educators to improve instructional practice. Completes supervisory function and encourages professional growth with little success. Completes formative evaluation tasks and attempts to guide improvement in instructional practice. …and Supervises, evaluates, coaches and mentors educators to improve instructional practice. …and Builds capacity for all educators to be involved in reflective practice to monitor their own progress in
improving instruction and assist others in their progress. Elements Unsatisfactory Developing Proficiency Proficient Distinguished 2.9. Uses effective data-based technologies/performance management systems to support regular analysis and interpretation of data for accountability to guide continuous improvement. …and Uses little technology or performance management systems to direct school improvement. Studies technology and performance management systems available and is learning the relationship between such tools and school improvement. …and Applies appropriate technology and performance management systems to address stated goals and to adjust programs and resources for improvement aimed at enhanced teaching and learning. …and Explores cutting edge technologies and other assessment tools, and collaborates with colleagues to improve the quality of the technology and program management tools for continuous school improvement associated with enhanced teaching and learning. 2.10. Synthesizes data and evaluates progress toward vision, mission, and goals for all stakeholders. Has little understanding about the relationship between vision, mission, and goals and the use of data. Studies available for gathering data and attempts to relate these data to vision, mission, and goals. …and Organizes and interprets data so that individual educators and stakeholder groups can understand the results and plan for future improvement of vision, mission, and goals. …and Leads educators to organize data so that results have meaning in terms of expressed goals and leads educators to know strategies for communicating complex findings so that individuals and stakeholder groups can understand the meaning of the data in terms of expressed vision, mission, and goals. Elements Unsatisfactory Developing Proficiency Proficient Distinguished 2.11 Planning and developing Student Learning Objectives Neglects to provide opportunities for teacher collaboration; does not meet with the teacher to look at baseline data, and does not monitor the teacher progress toward the goal. Works with teacher only occasionally to identify standards or skills to be assessed and may check on measured progress toward the goal. …and Supports the planning and development of SLOs by: Organizes and leads opportunities for collaboration within departments and across grades in developing SLOs; Collaborates with teachers to …and Fulfills the requirements for Level 3 and additionally: Utilizes SLOs as the basis of school-wide goals, and vision; Communicates with all stakeholders the purpose and progress toward SLOs; Empowers teachers, staff and
empower others and distribute leadership when appropriate. management to support teaching and learning. problem solving skills and knowledge of strategic, and operational planning to support teaching and learning. 3.2. Maintains the physical plant for safety, ADA requirements, and other access issues to support the learning of every student. Does not maintain the physical plant or keep in compliance with ADA or access issues. the requirements of maintaining the physical plant and works to ensure adherence to safety, ADA, and other access issues. …and Maintains the physical plant, adheres to safety and ADA requirements and other access issues in order to support student learning. …and Leads staff and stakeholder groups to understand and sustain the positive relationship between a well- maintained and accessible physical plant and student learning. Aaa 3.3. Develops and facilitates communication and data systems that assure the timely flow of information to support teaching and learning. Does little to facilitate the timely flow of information. Employs systems to provide timely flow of information. …and Develops and facilitates communication and data systems that assure the timely flow of communication to support teaching and learning. …and Engages all diverse stakeholder groups in developing and facilitating communication and data systems to support teaching and learning. 3.4. Operates within budget and fiscal guidelines directed effectively toward teaching and learning. Has little understanding of monetary guidelines and/or fails to direct resources toward teaching and learning. Understands monetary guidelines and develops capability of directing resources toward teaching and learning. …and Adheres to monetary guidelines and effectively directs resources toward teaching and learning. …and Enables stakeholder groups to understand the importance of abiding by monetary guidelines and increases their knowledge of ways to effectively direct resources toward teaching and learning. 3.5. Implements practices to recruit, develop, and retain highly qualified and effective personnel. Does not effectively recruit, develop, and/or retain personnel. Implements, investigates, and experiments with ways to recruit, develop, and retain highly qualified and effective personnel. …and Recruits, develops, and retains highly qualified and effective personnel. …and Involves other appropriate personnel and diverse stakeholder groups as well as teacher leaders to recruit, develop, and retain highly
qualified and effective personnel. 3.6. Conducts personnel evaluation processes that develop and improve professional practice, by providing timely feedback, and remediates and/or terminates employment in keeping with district and state policies. Conducts employee evaluations with little regard to adhering to deadlines and procedures. Employs personnel evaluation processes that offer some benefit in promoting future professional practice and complies with district and state policies. …and Conducts personnel evaluation processes that lead to improved professional practice and complies with district and state policies. …and Relates personnel evaluation policies to improve professional growth and enhance professional practice and complies with district and state polices in ways that all employees can understand. 3.7. Advocates for and creates collaborative systems and shared leadership responsibilities that support student and staff safety and well-being. Does little to create collaborative systems or shared leadership that support student and staff safety and well-being. Supervises shared responsibilities and collaborative systems that support student and staff safety and well-being. …and Takes responsibility to develop and establish collaborative systems and shared leadership responsibilities that support student and staff safety and well-being. …and others and models an example of how shared leadership and collaborative systems can and do support student and staff safety and well-being. 3.8. Develops and monitors a comprehensive safety and security plan and implements effective instructional program and practices to address current safety and topics. Provides safety and security plan on insufficient data and investigation and/or may not use the plan as indicated. Drafts and uses a comprehensive safety and security plan based on critical incidents and needs. …and Develops, shares, and monitors a comprehensive safety and security plan and implements effective instructional programs and safety practices to address safety topics. …and Collaborates with stakeholder groups and demonstrates to others how the comprehensive safety and security plan relates to a safe environment for teaching and learning. Evidence of Standard 3 To be determined during pilot Standard 4: Community Collaboration An educational leader promotes the success of every student by collaborating with faculty, staff, parents, and community members, responding to diverse community interests and needs and mobilizing community resources.
Guiding Questions: Does the educational leader collaborate with families and diverse community stakeholders to extend programs, services, and outreach? Does the educational leader respond and contribute to community interests and needs? Does the educational leader maximize shared school and community resources to provide essential services for students and families? Elements Unsatisfactory Developing Proficiency Proficient Distinguished A leader… 4.1. Collects, analyzes, and shares data and information with the community pertinent to the educational environment. minimal effort to ensure that public information strategies fit with the abilities and needs of the families and the community. Experiments with techniques for providing public information strategies appropriate to the needs and abilities of stakeholders in order to communicate with families and community members. …and Collects, analyzes, and shares data and information with the community and uses public information strategies that are appropriate to the needs and abilities of stakeholders in order to communicate with families and community members. …and Shares the rationale behind the data that are collected, analyzed and reported to community members, reviews the efficiency and effectiveness of strategies used to communicate with families and community members, and seeks new ways to continue effective public information strategies that are appropriate to the needs and abilities of stakeholders in order to communicate with families and community members as demographics and opportunities change. Elements Unsatisfactory Developing Proficiency Proficient Distinguished 4.2. Uses effective communication strategies with families and community members to provide stakeholders with timely and accurate information. Minimally uses commun- ication strategies fit without regard to the abilities and needs of the families and the community. Experiments with for providing timely and accurate information appropriate to the needs and abilities of stakeholders. …and Uses effective, timely, and accurate communication strategies with families and community members appropriate to their needs and abilities. …and Shares the rationale behind the effective public information strategies chosen, reviews the efficiency and effectiveness of communication strategies with families and community members, and seeks new
ways to ensure that effective, timely, and accurate information is communicated to meet the needs and abilities of stakeholders as demographics and opportunities change. 4.3. Applies communication and collaboration strategies to involve families in about their student's education and develop positive family partnerships. Excludes families, whether intentionally or not, and does not involve families in the decision making about their student's education. Creates opportunities for families to have input into their student's education and understands the importance of family partnerships. …and Involves families in decision making about their student's education, and invites families to partner with the school for improved student outcomes. …and Teaches families of diverse student populations effective strategies for making appropriate, well-informed decisions about their student's educational options and involves the families in the decision-making process through positive family partnerships. 4.4. Utilizes diversity as an asset of the school community to strengthen educational programs. Does not acknowledge diversity among students as necessarily desirable or positive. Studies the ways in which aspects of diverse groups can enrich the school community and strengthen educational programs. Capitalizes on diversity as an asset of the school community to strengthen educational programs. Demonstrates through examples and personal modeling the advantages diversity holds for strengthening educational programs and the school community. Elements Unsatisfactory Developing Proficiency Proficient Distinguished 4.5. Shares responsibilities with communities to improve teaching and learning. Does not share with the community responsibilities for improving teaching and learning. Attempts in small ways to engage communities in improving teaching and learning. …and Effectively shares responsibilities with communities by inviting stakeholder groups into the school to participate in the improvement process. …and Explains and models to others the behaviors, language, and attitudes that will engage the community in participating in the process to improve teaching and learning. Evidence of Standard 4 To be determined during
Elements Unsatisfactory Developing Proficiency Proficient Distinguished 5.8. Sustains personal motivation, optimism, commitment, energy, and health by balancing professional and personal responsibilities and encouraging similar actions for others. Does not balance personal and professional commitments and opportunities. Strives to balance personal and professional commitments and opportunities. …and Sustains personal motivation, optimism, commitment, energy, and health by balancing professional and personal responsibilities and encouraging similar actions for others. …and Teaches stakeholder groups the concepts and practices related to balancing personal and professional commitments that lead to an emotionally, psychologically, and physically healthy lifestyle. Evidence of Standard 5 To be determined during Standard 6: Socio-Political Context An educational leader promotes the success of student by understanding, responding to, and influencing the interrelated systems of political, social, economic, legal, policy, and cultural contexts affecting education. Guiding Questions: Does the educational leader demonstrate active participation in the school's local community? Does the educational leader contribute to the larger arena of educational policy making? Elements Unsatisfactory Developing Proficiency Proficient Distinguished A leader… 6.1. Advocates for equity and adequacy in providing for students' and families' educational, physical, emotional, social, cultural, and economic needs, so every student can meet educational expectations and policy goals. Does not plan or seek equity or appropriate provisions to ensure opportunities for success for every student. Plans for changes that could lead to equity or appropriate provisions to ensure opportunities for success for every student. …and Advocates for equity and adequacy in providing for students' and families' educational, physical, emotional, social, cultural, legal, and economic needs, to enable every student to meet …and Builds capacity in staff and stakeholder groups to advocate for equity and appropriate provisions to ensure every student can have the opportunities needed for success.
educational expectations and policy goals. 6.2. Operates consistently to uphold federal, state, and local laws, policies, regulations, and statutory requirements in support of learning for all students. minimal compliance with federal, state, and local mandates. Abides by federal, state, and local laws, policies, regulations, and statutory requirements to support student learning. …and Upholds federal, state, and local laws, policies, regulations, and statutory requirements in support of learning for every student. …and Builds capacity in stakeholder groups to understand how to uphold federal, state, and local laws, policies, regulations, and statutory requirements in order to offer support of learning for every student. Elements Unsatisfactory Developing Proficiency Proficient Distinguished 6.3. Communicates effectively with stakeholders in the community and in broader political contexts to improve public understanding of federal, and local laws, policies, regulations, and statutory requirements. Does not communicate educational needs effectively. Develops awareness of education needs in a variety of contexts. …and Communicates effectively with stakeholders in a variety of ways and in a variety of contexts to improve public understanding of federal, and local laws, policies, regulations, and statutory requirements. …and Models and shares strategies and language for communicating effectively with stakeholders the needs of education and to improve public understanding of federal, state, and local laws, policies, regulations, and statutory requirements in a variety of public political contexts. Evidence of Standard 6 To be determined during pilot
An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by stakeholders. Indicators from Oregon’s Educational Leadership/Administrator Standards Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps Educational Leaders: Collaboratively develop and implement a shared vision and mission; b) Collect and use data to identify assess organizational effectiveness, and promote organizational learning; c) Create and implement plans to achieve goals; d) Promote continuous and sustainable improvement; and e) Monitor and evaluate progress and revise plans. 1.1. Includes various stakeholder groups - including the school population and community - and builds consensus about vision, mission, and goals to provide equitable, appropriate, and effective learning opportunities for every student to learn and achieve. (a) 1.2. Selects and organizes data about current processes and outcomes and connects that data with best information sources that shape vision, mission, and goals with high measurable expectations for all students and educators. (b) 1.3. Ensures that the overall meaning and expressions contained within vision, mission, and goals are aligned with school, district, state, and federal policies. 1.4. Leads and models to staff and community the responsibility to act with consistency and adhere through words and actions a commitment to vision, mission, and goals. 1.5. Ensures that sources of information and data systems are used to assess whether goals for student progress are being met, and then specifies areas for improving student achievement. (c, e) 1.6. Uses collaborative methods with stakeholder groups to review data, research, and best practices in order to shape needed programs and activities, and identify barriers to goal accomplishment by reviewing the impact of the programs and activities on student learning. (c, e) 1.7. Aligns vision, mission, and with improvement planning processes, change strategies, and implementing effective instructional programs. No specific mention of promoting continuous and sustainable improvement (d) but it is implied in work with stakeholder groups to create and revise (1.2, 1.5, 1.6). No gaps needed to be addressed. Standard #2: Instructional Improvement
Indicators from Oregon’s Educational Leadership/Administrator Standards Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps Educational Leaders: a) Monitor and evaluate the management and operational systems; b) Obtain, allocate, align and efficiently use human, fiscal and technological resources; c) Promote and protect the welfare and safety of students and staff; d) Develop the capacity for adaptive leadership; and e) Ensure teacher and organizational time is focused to support quality instruction and student learning. 3.1. Assigns and reviews the duties and responsibilities associated with leading operational systems and encourage others to assist in the use of appropriate strategies for school management to support teaching and learning. (a) 3.2. Maintains the physical plant, adheres to safety and ADA requirements and other access issues in order to support student learning. (c) 3.3. Develops and facilitates communication and data systems that assure the timely flow of communication to support teaching and learning. (b) 3.4. Adheres to monetary guidelines and effectively directs resources toward teaching and learning. (b, e) 3.5. Recruits, develops, and retains highly qualified and effective personnel. 3.6. Conducts personnel evaluation processes that lead to improved professional practice and complies with district and state policies. 3.7. Takes responsibility to develop and establish collaborative systems and shared leadership responsibilities that support student and staff safety and well-being. (c) 3.8. Develops, shares, and monitors a comprehensive safety and security plan and implements effective instructional programs and safety practices to address safety topics. (c) Develop capacity for adaptive leadership (d) is not directly linked to the rubric text. Teacher and organizational time is focused to support quality instruction and student learning (e) may be implied in 3.1, 3.3, and 3.4. Consider adding language to the rubric. Consider adding rubric text to make this link stronger. Standard #4: Inclusive Practice
Indicators from Oregon’s Educational Leadership/Administrator Standards Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps Educational Leaders: a) Advocate for children, families and caregivers; 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. 6.1. Advocates for equity and adequacy in providing for students' and families' educational, physical, emotional, social, cultural, legal, and economic needs, to enable every student to meet educational expectations and policy goals. (a) 6.2. Upholds federal, state, and local laws, policies, regulations, and statutory requirements in support of learning for every student. 6.3. Communicates effectively with stakeholders in a variety of ways and in a variety of contexts to improve public understanding of federal, state, and local laws, policies, regulations, and statutory requirements. Act to influence decisions affecting student learning on local to national level (b) – is not directly described but is implied in 6.1. Assess and anticipate trends in order to adapt leadership strategies (c) are not referenced. Consider adding rubric text to address this indicator.
Mid-Year Review Collaborative Mid-Year Goal Review What progress has been made? Include a reflection on goals Attach supporting data Strategy Modification What adjustments need to be made to my strategies? Administrator Signature: Date: Administrator Signature: Date: Summative Conference End-of-Year Data What does the end of the year data show? Attach data Reflection on Results Overall, what worked, or what should be refined? Professional Growth Plan Implications How can I use these results to support my professional growth? Administrator Signature: Date: Supervisor Signature: Date: