backwards-design high- quality, aligned units and provides feedback on drafts. cooperatively plan curriculum units following a common format. lesson plans but not unit plans. 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. Expresses confidence that student achievement will improve each year through hard work. one year at a time and does not provide an achievement target. Gap Challenges colleagues by presenting the gap between current student data and a vision for college success. Motivates colleagues by comparing students’ current achievement with rigorous expectations. Presents data without a vision or a vision without data. Bemoans students’ low achievement and shows fatalism about bringing about significant change. Revision Regularly tracks progress, gives and takes feedback, and continuously improves performance. Periodically measures progress, listens to feedback, and revises the strategic plan. Occasionally focuses on key data points and prods colleagues to improve. Is too caught up in daily crises to focus on emerging data. Baselines Ensures that all teams use summative data from the previous year and fresh diagnostic data to plan instruction. Provides teacher teams with previous-year test data and asks them to assess students’ current levels. Refers teachers to previous- year test data as a baseline for current-year instruction. Does not provide historical test data to teachers. Targets Gets each grade-level/subject team invested in reaching measurable, results-oriented year-end goals. Works with grade-level and subject-area teams to set measurable student goals for the current year. grade-level/subject teams to set measurable student learning goals for the current year. Urges teachers to improve student achievement, but without measurable outcome goals. Interims Ensures that high-quality, aligned, common interim assessments are given by all teacher teams at least four times each year. Orchestrates common interim assessments to monitor student learning several times a year. Suggests that teacher give common interim assessments to check on student learning. insist on common interim assessments, allowing teachers to use their own classroom tests. Evidence Options: Professional development evidence, both personal and for staff: PD plans, Teacher observation notes and feedback Schedules of classroom visits Lesson plans and unit planning Teacher leadership and actions they have taken to improve student learning
Planning Plans for the year, month, week, and day, relentlessly getting the highest-leverage activities done. Plans for the year, month, week, and day, keeping the highest-leverage activities front and center. Comes to work with a list of tasks that need to be accomplished that day but is often distracted from them. Has a list in his or her head of tasks to be accomplished each day, but often loses track. Setting High Standards Has total staff buy-in on exactly what is expected for management procedures and discipline. Makes sure staff know what is expected for management procedures and discipline. Periodically reminds teachers of policies on management procedures and discipline. Is constantly reminding staff what they should be doing in management and discipline. Delegation Has highly competent people in all key roles and is able to entrust them with maximum responsibility. Delegates appropriate tasks to competent staff members and checks on progress. delegate some tasks that should be done by others. Does almost everything him- or herself. District Processes Deftly handles bureaucratic, contractual, and legal issues so they never detract from, and sometimes contribute to, teaching and learning. Manages bureaucratic, contractual, and legal issues efficiently and effectively. Sometimes allows bureaucratic, contractual, and legal issues to distract teachers from their work. Frequently mishandles bureaucratic, contractual, and legal issues in ways that disrupt teaching and learning. Resources Taps all possible and financial resources to support the school’s mission and strategic plan. Is effective in bringing additional human and financial resources into the school. Occasionally raises additional or finds volunteers to help out. Is resigned to working with the standard school budget, which doesn’t seem adequate. Outreach Frequently solicits and uses feedback and help from staff, students, parents, and external partners. Regularly reaches out to staff, students, parents, and external partners for feedback and help. Occasionally asks staff, students, parents, or external partners for feedback. Rarely or never reaches out to others for feedback or help. Site Management and Safety Leads staff to ensure effective, creative use of space and a clean, safe, and inviting campus. Supervises staff to keep the campus clean, attractive, and safe. Works with custodial staff to keep the campus clean and safe, but there are occasional lapses. Leaves campus cleanliness and safety to custodial staff and there are frequent lapses. Evidence Options: Behavior records and reports Meeting agendas & minutes Safety plans and procedures Emergency response plans
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. Educational Leaders: Ensure a system of accountability for 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 Consistently exceeds expectations for good performance under this standard Level 3 Consistently expectations for good performance under this standard 2 Making sufficient progress toward meeting the standard Level 1 Does not meet standard Gap Analysis Challenges colleagues by presenting the gap between current student data and a vision for college success. Motivates colleagues by comparing students’ current achievement with rigorous expectations. Presents data without a vision or a vision without data. Bemoans students’ low achievement and shows fatalism about bringing about significant change. Support Is highly effective getting counseling, mentoring, and supports for students. Identifies struggling students and works to get support services to meet their needs. Tries to get crisis counseling for highly disruptive and troubled students. Focuses mainly on discipline and punishment with highly disruptive and troubled students. Openness families feel welcome and respected, responds to concerns, and gets a number of them actively involved in the school. Makes parents feel welcome, listens to their concerns, and tries to get them involved. Reaches out to parents and tries to understand when they are critical. Makes little effort to reach out to families and is defensive when parents express concerns. Safety-net Provides effective programs for all students with inadequate home support. Provides programs for most students whose parents do not provide adequate support. Provides ad hoc, occasional support for students who are not adequately supported at home. Does not provide assistance for students with inadequate home support. Communication Successfully communicates to all constituencies by skillfully using a variety of channels. Uses a variety of means (e.g., face-to-face, newsletters, websites) to communicate goals to others. Has a limited communication repertoire and some key stakeholders are not aware of school goals. Is not an effective communicator, and others are often left guessing about policies and direction.
Standard #3: Effective Management An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. Indicators from Oregon’s Educational Leadership/Administrator Standards Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps Educational Leaders: a) Monitor and evaluate the management and operational systems; 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) Evaluate management and operational systems b) Obtain, allocate, align and efficiently use human, fiscal and technological resources; 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 Align and efficiently use human, fiscal and technological resources
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) Capacity for adaptive leadership e) Ensure teacher and organizational time is focused to support quality instruction and student learning. Is effective at preventing and/or deflecting many time wasting crises and activities.(B.h) Uses all-staff meetings to get teachers sharing strategies and becoming more cohesive.(D.a) 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.