Administrative Professional Development and Evaluation Handbook

Ashland School District

A Guide to Continuous Growth and Development for Ashland Administrators

Ashland School District

 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
Evidence of
Student
Professional
Learning and
Resonsibilites
Growth

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 Handbook3

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.

4 Administrative Professional Development and Evaluation Handbook

 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

Administrative Professional Development and Evaluation Handbook5

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.

6 Administrative Professional Development and Evaluation Handbook

 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

Administrative Professional Development and Evaluation Handbook7

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 SLG development generally
steps generally outline the first part of the SLG evaluation cycle, the includes the following five steps:
SLG development process.
1. Identify core content and
STEP 1: Identify Core Concepts and Standards standards
The development process begins with an administrator or a team of
administrators identifying the main content and standards for their 2. Gather and analyze data
school. In this step, the administrator articulates the major concepts or
skills that students will gain during the year. The content and standards
should represent the essential learning for the year, such as key skills 3. Determine the focus of
or overarching content, and the specific national or state standard(s) the SLG
that align with that content. Content should be broad enough to
represent the most important learning for the school, but narrow 4. Select or develop an
enough to be measured through one or more summative assessments.
assessment

STEP 2: Gather and Analyze Student Data 5. Develop a growth target

and rationale
Gather baseline and trend data. SLGs are based on a clear
understanding of the student population under the administrator’s
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
follows: SLG development. After identifying curricular
priorities and gathering baseline data, the
School-Level SLGs—focused on
administrator is prepared to conduct a detailed
the entire student population for a analysis.
given content area, which often
includes multiple classes Conduct an analysis of student data. This step
helps the administrator determine the current level
of student learning and the potential for growth.
Content-Level SLGs—focused
The administrator analyzes current students’ data
on the student population in a to identify trends in student performance and pre-
given content area or grade level assessment skills and knowledge. The
administrator can also review past students’ data
Targeted Student SLGs— to identify growth trends specific to the SLG area
(e.g., What is the average amount of growth
separate SLGs for subgroups of
attained in this area? Are there specific skills or
students that need specific content strands that particularly challenge
support students?). Based on the data analysis, the
administrator can decide which knowledge or
Targeted Content SLGs— skills the SLG(s) will target. To aid in this step, it
may be helpful to think about three groups of
separate
students: those who are prepared to access the
SLGs for specific skills or content content, those who are not prepared (need some
that students must master remediation), and those who are very well

8 Administrative Professional Development and Evaluation Handbook

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 A CRITICAL NOTE:
for maintaining SLG rigor. In this step, administrators indicate which SLGs are only as good as the
summative assessments will be used to assess student learning at the baseline, trend, and assessment data
end of the interval of instruction and consider which formative upon which they are built. If these
assessments will be used to track progress and make midcourse forms of data are invalid or unreliable,
adjustments. the growth target and SLG will be
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.

Administrative Professional Development and Evaluation Handbook9

  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 SLGs include strong justifications for why the growth target
considered estimates and handled is appropriate and achievable for the group of students. In
this step, administrators provide precise and concise
with a degree of caution during the
statements that describe student needs and explain in detail
early years of implementation. how the baseline and trend data informed the development
Educators may set targets that are of the growth target(s). When applicable, rationales should
too ambitious (and unachievable) also connect with school and district goals or priorities and
or too low (and insufficiently can include instructional strategies used to achieve SLG
goals.
challenging for teachers and
students), resulting in misleading
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.

10 Administrative Professional Development and Evaluation Handbook

 ADMINISTRATOR GOALS SHEET
Administrator: School: Date:
Evaluator: Year in Cycle: Year 1: SLGs, PPG, & PRG Year 2: SLGs only

Content for first Student Learning Goal (SLG1)

 The goal is being written around which
grade/subject/level?
 Define the timeframe.
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: State or National Standardized Test: ____________
 Category 1 is mandatory for one goal if available. You
must use a second measure of assessment if data is not  Category 2: Common national, international, regional, district-
available by June. developed measures: __________________________________
 Categories 2 & 3: Multiple measures of assessment are
not required.  Category 3: Classroom-based or school-wide measures:
 Check all that apply & specify. ____________________________________________________

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.
Highly Effective: Effective: Significant number of Improvement Necessary: Does Not Meet: Few students
Initial Conference

Exceptional number of students students achieve goal Less than significant number of achieve goal
achieve goal 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: State or National Standardized Test: ____________
 Category 1 is mandatory for one goal if available. You
must use another measure of assessment if data is not  Category 2: Common national, international, regional, district-
available by June. If you have already used Category 1 developed measures: ___________________________________
in SLG1, you must choose from Categories 2 & 3.
 Within Categories 2 & 3, multiple measures of  Category 3: Classroom-based or school-wide measures:
assessment are not required. _____________________________________________________
 Check all that apply & specify.
Strategies for Improvement of SLG2
 How will I help the school attain this goal?
 Provide specific actions that will lead to goal attainment.
Define HEID for SLG2
Fill in the blank row with concrete numbers to delineate between the levels for summative assessment.
Highly Effective: Effective: Significant number of Improvement Necessary: Does Not Meet: Few students
Exceptional number of students students achieve goal Less than significant number of achieve goal
achieve goal students achieve goal

Write your Professional Practice Goal (PPG) from

Initi

Performance Expectations 1, 2, and 3

 Types of Measures for PPG  Category 1: Evaluator’s observation
 Multiple measures are required.
 Check all that apply & specify.  Category 2: School artifacts (teacher or student produced), lesson
plans, curriculum design, etc. ________________________
al Conference

Write your Professional Responsibility Goal (PRG)

from Performance Expectations 4, 5, and 6

Types of Measures for PRG  Administrator reflections, self-reports, data analysis, records of
 Multiple measures are required. participation in meetings or committees, peer collaboration &/or
 Circle all that apply & add if necessary. observation, evaluator observation, parent/ student surveys,
portfolios, committee work, building level leadership, etc.
 _____________________________________________________
Administrator Signature: Date: Evaluator Signature: Date:

Collaborative Mid-Course Data Review of SLGs,

PPG & PRG
 What progress has been made?
Mid-Year
Review

 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 3 2 1

Effectiveness of SLG2 4 3 2 1
Effectiveness of PE 1:
Summative Review

4 3 2 1
Vision, Mission, and Goals
Effectiveness of PE 2:
4 3 2 1
Teaching and Learning
Effectiveness of PE 3:
4 3 2 1
Managing Organizational Systems/Safety
Effectiveness of PE 4:
4 3 2 1
Collaborating with Families/Stakeholders
Effectiveness of PE 5:
4 3 2 1
Ethics and Integrity
Effectiveness of PE 6:
4 3 2 1
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: Evaluator Signature: Date:

12 Administrative Professional Development and Evaluation Handbook

 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 Score Highly Effective 4

Effectiveness of Domain 1: Effective 3
Visionary Leadership Improvement Necessary 2
Effectiveness of Domain 2: Does Not Meet Standard 1
Instructional Improvement
Effectiveness of Domain 3:
Effective Management
Effectiveness of Domain 4: Top 2 SLG outcomes Score
Inclusive Practice SLG 1
Effectiveness of Domain 5:
Ethical Practice SLG 2
Effectiveness of Domain 6: Average Score:
Socio-Political Context

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
PROFESSIONAL GROWTH GOALS BASED ON PROFESSIONAL GROWTH GOALS:
Professional Practice and Responsibility

4 STUDENT GROWTH GOALS & RUBRIC: Administrator has total autonomy to guide their own
One PPG or PRG must focus on improving Student professional growth plan.
Goals’ outcomes.

3 3 4
ANNUAL COLLABORATIVE PROFESSIONAL ANNUAL COLLABORATIVE PROFESSIONAL
GROWTH GOALS BASED ON STUDENT GROWTH GROWTH GOALS:
Average

GOALS & RUBRIC: Administrator will annually meet with

Administrator will annually meet with Supervisor/Evaluator and collaboratively develop
Supervisor/Evaluator and collaboratively develop PPG and PRG based on improving targeted growth
2 PPG and PRG based on improving SLG outcomes areas.
and targeted growth areas.
2 2
PLAN OF ASSISTANCE: PLAN OF AWARENESS:
Supervisor/Evaluator will immediately develop a Plan Supervisor/Evaluator will annually develop PPG and
of Assistance based on improving outcomes and PRG based on improving targeted growth areas;
1 targeted growth areas of PPG, PRG, and SLG. monthly check-in required.
1 2
1 2 3 4

Administrative Professional Development and Evaluation Handbook13

 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 Level 3 Level 2 Level 1

Consistently Consistently Making sufficient Does not meet standard
exceeds meets progress toward
expectations for expectations for meeting the
good performance good performance standard
under this under this
standard standard
Wins staff and student Produces a memorable,
Distributes a boiler-plate
buy-in for a succinct, succinct, results-oriented
Mission inspiring, results-oriented mission statement that's
mission statement that Does not share a mission statement.
few colleagues remember.
mission statement. known by all staff.
Collaboratively crafts a Gets input and writes a
Writes a cumbersome,
lean, comprehensive, comprehensive, Recycles the previous year’s cumbersome, non-
Strategy results- oriented strategic measurable strategic plan
non- accountable
accountable strategic plan.
strategic plan.
plan with annual goals. for the current year.
Involves stakeholders in a
Carefully assesses the Makes a quick assessment
comprehensive diagnosis Is unable to gather much information on the
Diagnosis of the school’s strengths
school’s strengths and of the school’s strengths
school’s strong and weak points.
areas for development. and weaknesses.
and weaknesses.
Target Gets strong staff Builds staff support for a Expresses confidence that Takes one year at a time and does not provide
commitment on a bold, 3-4- year student student achievement will an achievement target.
ambitious 3-4-year achievement target. improve each year
student achievement through hard work.

14 Administrative Professional Development and Evaluation Handbook

 target.

Plans for the year, month, Comes to work with a list

Plans for the year, month,
week, and day, of tasks that need to be
week, and day, keeping Has a list in his or her head of tasks to be
Planning relentlessly getting the
the highest-leverage
accomplished that day
accomplished each day, but often loses track.
highest-leverage activities but is often distracted
activities front and center.
done. from them.
Regularly tracks progress, Periodically measures
Occasionally focuses on
gives and takes feedback, progress, listens to Is too caught up in daily crises to focus on
Revision and continuously feedback, and revises the
key data points and prods
emerging data.
colleagues to improve.
improves performance. strategic plan.
Successfully Uses a variety of means Has a limited
communicates goals to all (e.g., face-to-face, communication
Is not an effective communicator, and others are
Communication constituencies by newsletters, websites) to repertoire and some key
often left guessing about policies and direction.
skillfully using a variety of communicate goals to stakeholders are not
channels. others. aware of school goals.

Evidence Options:

o Written mission, vision and goals for the school

o Achievement Compact
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

Administrative Professional Development and Evaluation Handbook15

Indicators highlighted in yellow represent changes that address identified gaps.
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.
Educational Leaders:
 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 Level 3 Level 2 Level 1
Consistently exceeds Consistently meets Making sufficient Does not meet
expectations for good expectations for good progress toward standard
performance under performance under meeting the standard
this standard this standard
Gets all teachers to buy into Tells teachers exactly what Refers teachers to district or
Leaves teachers without clear
clear, manageable, standards- students should know and be national scope-and-sequence
Expectations aligned grade-level goals with able to do by the end of each documents for curriculum
direction on student learning
outcomes for each grade level.
exemplars of proficient work. grade level. direction.
Gets teams invested in
Asks teams to follow up each Suggests that teachers use Does not provide time or
following up assessments with
Follow-Up effective reteaching, tutoring,
interim assessment with interim assessment data to leadership for follow-up after
reteaching and remediation. help struggling students. tests.
and other interventions.
Orchestrates aligned, high-
Provides occasional
quality coaching, mentoring, Organizes aligned, on-going Provides staff development
workshops, leaving teachers
Development workshops, school visits, and coaching and training that workshops that rarely engage
mostly on their own in terms of
other professional learning builds classroom proficiency. staff or improve instruction.
professional development.
tuned to staff needs.
Empowerment Gets teams to take ownership Orchestrates regular teacher Suggests that teacher teams Does not emphasize teamwork
for using data and student team meetings as the prime work together to address and teachers work mostly in
work to drive constant locus for professional learning. students' learning problems. isolation from colleagues.

16 Administrative Professional Development and Evaluation Handbook

 refinement of teaching.
Gives teacher teams the
Ensures that teacher teams Has teacher teams appoint a Leaves teacher teams to fend
training, facilitation, and
Support resources they need to make
have facilitators so meetings leader to chair meetings and for themselves in terms of
are focused and substantive. file reports. leadership and direction.
their meetings highly effective.
Ensures that teachers Asks teacher teams to
backwards-design high- cooperatively plan curriculum Occasionally reviews teachers' Does not review lesson or unit
Units quality, aligned units and units following a common lesson plans but not unit plans. plans.
provides feedback on drafts. format.
Expresses confidence that
Gets strong staff commitment Builds staff support for a 3-4- Takes one year at a time and
student achievement will
Target on a bold, ambitious 3-4-year year student achievement
improve each year through
does not provide an
student achievement target. target. achievement target.
hard work.
Challenges colleagues by Motivates colleagues by Bemoans students’ low
presenting the gap between comparing students’ current Presents data without a vision achievement and shows
Gap current student data and a achievement with rigorous or a vision without data. fatalism about bringing about
vision for college success. expectations. significant change.
Regularly tracks progress,
Periodically measures Occasionally focuses on key
gives and takes feedback, and Is too caught up in daily crises
Revision continuously improves
progress, listens to feedback, data points and prods
to focus on emerging data.
and revises the strategic plan. colleagues to improve.
performance.
Ensures that all teams use
Provides teacher teams with
summative data from the Refers teachers to previous-
previous-year test data and Does not provide historical test
Baselines previous year and fresh
asks them to assess students’
year test data as a baseline for
data to teachers.
diagnostic data to plan current-year instruction.
current levels.
instruction.
Gets each grade-level/subject Works with grade-level and Urges grade-level/subject Urges teachers to improve
team invested in reaching subject-area teams to set teams to set measurable student achievement, but
Targets measurable, results-oriented measurable student goals for student learning goals for the without measurable outcome
year-end goals. the current year. current year. goals.
Ensures that high-quality,
Orchestrates common interim Suggests that teacher teams Doesn't insist on common
aligned, common interim
assessments to monitor give common interim interim assessments, allowing
Interims assessments are given by all
student learning several times assessments to check on teachers to use their own
teacher teams at least four
a year. student learning. classroom tests.
times each year.

Evidence Options:
o Professional development evidence, both personal and for staff: PD plans,
o Teacher observation notes and feedback
o Schedules of classroom visits
o Lesson plans and unit planning

Administrative Professional Development and Evaluation Handbook17

Indicators highlighted in yellow represent changes that address identified gaps.
o Teacher leadership teams and actions they have taken to improve student learning
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

18 Administrative Professional Development and Evaluation Handbook

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.
Educational Leaders:
 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 Level 1
Consistently exceeds Consistently meets Making sufficient Does not meet
expectations for good expectations for good progress toward standard
performance under performance under meeting the standard
this standard this standard
Collaboratively crafts a lean, Gets input and writes a
Recyles the previous year’s
comprehensive, results- comprehensive, measurable Writes a cumbersome, non-
Strategy oriented strategic plan with strategic plan for the current accountable strategic plan.
cumbersome, non-accountable
strategic plan.
annual goals. year.
Plans for the year, month, Plans for the year, month, Comes to work with a list of
Has a list in his or her head of
Planning week, and day, relentlessly week, and day, keeping the tasks that need to be
tasks to be accomplished each
getting the highest-leverage highest-leverage activities accomplished that day but is
day, but often loses track.
activities done. front and center. often distracted from them.
Setting High Has total staff buy-in on exactly
Makes sure staff know what is Periodically reminds teachers Is constantly reminding staff
what is expected for
Standards management procedures and
expected for management of policies on management what they should be doing in
procedures and discipline. procedures and discipline. management and discipline.
discipline.
Has highly competent people in
Delegates appropriate tasks to
Delegation all key roles and is able to
competent staff members and
Doesn't delegate some tasks Does almost everything him- or
entrust them with maximum that should be done by others. herself.
checks on progress.
responsibility.
District Processes Deftly handles bureaucratic, Manages bureaucratic, Sometimes allows Frequently mishandles
contractual, and legal issues so contractual, and legal issues bureaucratic, contractual, and bureaucratic, contractual, and
they never detract from, and efficiently and effectively. legal issues to distract teachers legal issues in ways that
sometimes contribute to, from their work. disrupt teaching and learning.

Administrative Professional Development and Evaluation Handbook19

Indicators highlighted in yellow represent changes that address identified gaps.
 teaching and learning.
Taps all possible human and
Is effective in bringing Occasionally raises additional Is resigned to working with the
Resources financial resources to support
additional human and financial funds or finds volunteers to standard school budget, which
the school’s mission and
resources into the school. help out. doesn’t seem adequate.
strategic plan.
Frequently solicits and uses
Regularly reaches out to staff, Occasionally asks staff,
Outreach feedback and help from staff,
students, parents, and external students, parents, or external
Rarely or never reaches out to
students, parents, and external others for feedback or help.
partners for feedback and help. partners for feedback.
partners.
Leads staff to ensure effective, Works with custodial staff to
Supervises staff to keep the Leaves campus cleanliness and
Site Management and creative use of space and a
campus clean, attractive, and
keep the campus clean and
safety to custodial staff and
Safety clean, safe, and inviting
safe.
safe, but there are occasional
there are frequent lapses.
campus. lapses.

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

20 Administrative Professional Development and Evaluation Handbook

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.
Educational Leaders:
 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 Level 1
Consistently exceeds Consistently meets Making sufficient Does not meet
expectations for good expectations for good progress toward standard
performance under performance under meeting the standard
this standard this standard
Involves stakeholders in a Carefully assesses the school’s Makes a quick assessment of Is unable to gather much
comprehensive diagnosis of strengths and areas for the school’s strengths and information on the school’s
Diagnosis the school’s strengths and development. weaknesses. strong and weak points.
weaknesses.
Informs parents of monthly Sends home information on the Sends home an annual list of Does not send home the
learning expectations and grade-level learning grade-level learning school's learning expectations.
Curriculum specific ways they can support expectations and ways parents expectations.
their children’s learning. can help at home.
Regularly develops and Develops and implements Occasionally develops and Does not develop and
implements plans for building plans for building relationships implements plans for building implements plans for building
Relationships relationships with key district with key district and external relationships with key district relationships with key district
and external personnel to personnel to understand and and external personnel to and external personnel to
understand and integrate the integrate the community’s understand and integrate the understand and integrate the
community’s diverse cultural, diverse cultural, intellectual community’s diverse cultural, community’s diverse cultural,
intellectual resources and to resources and to more intellectual resources and to intellectual resources and to
more regularly communicate regularly communicate and more regularly communicate more regularly communicate
and implement the school implement the school mission. and implement the school and implement the school
mission. mission. mission.
Successfully communicates Uses a variety of means (e.g., Has a limited communication Is not an effective
goals to all constituencies by face-to-face, newsletters, repertoire and some key communicator, and others are

Administrative Professional Development and Evaluation Handbook21

Indicators highlighted in yellow represent changes that address identified gaps.
Communication skillfully using a variety of websites) to communicate stakeholders are not aware of often left guessing about
channels. goals to others. school goals. policies and direction.
Regularly initiates and Initiates and responds to many Occasionally initiates and Does not initiate and respond
responds to many opportunities for school responds to many to many opportunities for
Outreach opportunities for school community collaborations and opportunities for school school community
community collaborations and partnerships. Systems are in community collaborations and collaborations and
partnerships. Systems are in place for monitoring, partnerships. Systems are in partnerships. Systems are in
place for monitoring, evaluating, and sustaining place for monitoring, place for monitoring,
evaluating, and sustaining existing relationships for evaluating, and sustaining evaluating, and sustaining
existing relationships for identifying and establishing existing relationships for existing relationships for
identifying and establishing new ones that support school identifying and establishing identifying and establishing
new ones that support school goals. new ones that support school new ones that support school
goals. goals. goals.
Makes families feel welcome Makes parents feel welcome, Reaches out to parents and Makes little effort to reach out
and respected, responds to listens to their concerns, and tries to understand when they to families and is defensive
Openness concerns, and gets a number of tries to get them involved. are critical. when parents express
them actively involved in the concerns.
school.
Is transparent about how and Ensures that staff members Tries to be transparent about Makes decisions with little or
why decisions were made, know how and why key decision-making, but no consultation, causing
Transparency involving stakeholders decisions are being made. stakeholders sometimes feel frequent resentment and
whenever possible. shut out. morale problems.
Taps all possible human and Is effective in bringing Occasionally raises additional Is resigned to working with the
financial resources to support additional human and financial funds or finds volunteers to standard school budget, which
Resources the school’s mission and resources into the school. help out. doesn’t seem adequate.
strategic plan.
Fosters a sense of urgency and Builds ownership and support Presents the annual plan to Gets the necessary signatures
responsibility among all among stakeholders for stakeholders and asks them to for the annual plan, but there is
Support stakeholders for achieving achieving annual goals. support it. little ownership or support.
annual goals.

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

22 Administrative Professional Development and Evaluation Handbook

 o Attendance of diverse parents at school events-list what we did to encourage their attendance.
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.
Educational Leaders:
 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
Consistently exceeds Consistently meets Making sufficient Does not meet
expectations for good expectations for good progress toward standard
performance under this performance under meeting the standard
standard this standard
Challenges colleagues by presenting Motivates colleagues by Presents data without a vision Bemoans students’ low
the gap between current student data comparing students’ current or a vision without data. achievement and shows fatalism
Gap Analysis and a vision for college success. achievement with rigorous about bringing about significant
expectations. change.
Is highly effective getting counseling, Identifies struggling students Tries to get crisis counseling for Focuses mainly on discipline and
mentoring, and other supports for and works to get support highly disruptive and troubled punishment with highly
Support high-need students. services to meet their needs. students. disruptive and troubled
students.
Makes families feel welcome and Makes parents feel welcome, Reaches out to parents and Makes little effort to reach out to

Administrative Professional Development and Evaluation Handbook23

Indicators highlighted in yellow represent changes that address identified gaps.
Openness respected, responds to concerns, and listens to their concerns, and tries to understand when they families and is defensive when
gets a number of them actively tries to get them involved. are critical. parents express concerns.
involved in the school.
Provides effective programs for all Provides programs for most Provides ad hoc, occasional Does not provide assistance for
students with inadequate home students whose parents do not support for students who are students with inadequate home
Safety-net support. provide adequate support. not adequately supported at support.
home.
Successfully communicates goals to all Uses a variety of means (e.g., Has a limited communication Is not an effective communicator,
constituencies by skillfully using a face-to-face, newsletters, repertoire and some key and others are often left
Communication variety of channels. websites) to communicate stakeholders are not aware of guessing about policies and
goals to others. school goals. direction.
Has a foolproof system for capturing Writes down important Writes things down but is Trusts his or her memory to
key information, remembering, information, remembers, swamped by events and retain important information,
Follow-Up prioritizing, and following up. prioritizes, and almost always sometimes doesn’t follow up. but often forgets and fails to
follows up. follow up.
Is transparent about how and why Ensures that staff members Tries to be transparent about Makes decisions with little or no
decisions were made, involving know how and why key decision-making, but consultation, causing frequent
Transparency stakeholders whenever possible. decisions are being made. stakeholders sometimes feel resentment and morale
shut out. problems.
Uses data on grades, attendance, Monitors data in several key Monitors attendance and Is inattentive to important
behavior, and other variables to areas and uses them to inform discipline data to inform school data.
Monitoring monitor and drive continuous improvement efforts. decisions.
improvement toward goals.
In all-staff meetings, gets teachers Uses all-staff meetings to get Uses staff meetings primarily to Rarely convenes staff members
highly invested in discussing results, teachers sharing strategies and announce decisions, clarify and/or uses meetings for one-
Meetings learning best strategies, and building becoming more cohesive. policies, and listen to staff way lectures on policies.
trust and respect. concerns.
Deftly handles bureaucratic, Manages bureaucratic, Sometimes allows bureaucratic, Frequently mishandles
contractual, and legal issues so they contractual, and legal issues contractual, and legal issues to bureaucratic, contractual, and
Bureaucracy never detract from, and sometimes efficiently and effectively. distract teachers from their legal issues in ways that disrupt
contribute to, teaching and learning. work. teaching and learning.
Skillfully manages the budget and Manages the school’s budget Manages budget and finances Makes errors in managing the
finances to maximize student and finances to support the with few errors, but misses budget and finances and misses
Budget achievement and staff growth. strategic plan. opportunities to support the opportunities to further the
strategic plan. mission.
Fulfills all compliance and reporting Fulfills compliance and Meets minimum compliance Has difficulty keeping the school
requirements and creates new reporting responsibilities to and reporting responsibilities in compliance and district and
Compliance opportunities to support learning. the district and beyond. with occasional lapses. other external requirements.

Evidence Options:

24 Administrative Professional Development and Evaluation Handbook

 o Perception/performance survey
o Diverse populations achievement data (OAKS, EasyCBM, graduation rates)
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.
Educational Leaders:
 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 Level 1
Consistently exceeds Consistently meets Making sufficient Does not meet
expectations for good expectations for good progress toward standard
performance under performance un der meeting the standard
this standard this standard
Successfully communicates Uses a variety of means (e.g., Has a limited communication Is not an effective
goals to all constituencies by face-to-face, newsletters, repertoire and some key communicator, and others are
Communication skillfully using a variety of websites) to communicate stakeholders are not aware of often left guessing about
channels. goals to others. school goals. policies and direction.
Outreach Develops strong relationships Building relationships to Occasionally works with local, Rarely works with local,
to influence local, district, state influence local, district, state district, state and national district, state and national
and national decisions and national decisions decisions affecting student decisions affecting student

Administrative Professional Development and Evaluation Handbook25

Indicators highlighted in yellow represent changes that address identified gaps.
 affecting student learning. affecting student learning.
learning. learning.
Is highly effective getting Focuses mainly on discipline
Identifies struggling students Tries to get crisis counseling
counseling, mentoring, and and punishment with highly
Support other supports for high-need
and works to get support for highly disruptive and
disruptive and troubled
services to meet their needs. troubled students.
students. students.
Provides ad hoc, occasional
Provides effective programs Provides programs for most Does not provide assistance for
support for students who are
Safety-net for all students with students whose parents do not
not adequately supported at
students with inadequate
inadequate home support. provide adequate support. home support.
home.
Regularly assesses, analyzes Works to assess, analyze and Occasionally assesses, analyzes Does not assess, analyze and
and anticipates emerging anticipate emerging trends and and anticipates emerging anticipate emerging trends and
Resources trends and initiatives in order initiatives in order to adapt trends and initiatives in order initiatives in order to adapt
to adapt leadership strategies. leadership strategies. to adapt leadership strategies. leadership strategies.
Fulfills all compliance and Has difficulty keeping the
Fulfills compliance and Meets minimum compliance
reporting requirements and school in compliance and
Compliance creates new opportunities to
reporting responsibilities to and reporting responsibilities
district and other external
the district and beyond. with occasional lapses.
support learning. requirements.
Builds strong relationships
Builds relationships with Is correct and professional Neglects relationship-building
with key district and external
district and external staffers so with district and external staff with district and external staff
Relationships personnel and gets them
they will be helpful with but does not enlist their active and doesn't have their support
excited about the school’s
paperwork and process. support. to get things done.
mission.
Deftly handles bureaucratic,
Sometimes allows Frequently mishandles
contractual, and legal issues so Manages bureaucratic,
bureaucratic, contractual, and bureaucratic, contractual, and
Bureaucracy they never detract from, and contractual, and legal issues
legal issues to distract teachers legal issues in ways that
sometimes contribute to, efficiently and effectively.
from their work. disrupt teaching and learning.
teaching and learning.

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

26 Administrative Professional Development and Evaluation Handbook

 o Participation in district level committees and action groups

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

Administrative Professional Development and Evaluation Handbook27

Indicators highlighted in yellow represent changes that address identified gaps.
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..

28 Administrative Professional Development and Evaluation Handbook

Standard #1: Visionary Leadership
An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every
student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared
and supported by stakeholders.

Indicators from Oregon’s Educational Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps
Leadership/Administrator Standards
Educational Leaders: Produces a memorable, Vision, collaboratively develop
succinct, results-oriented
a) Collaboratively develop and implement a shared vision and mission statement that's
mission; known by all staff. (A.d)
b) Collect and use data to identify goals, assess organizational Carefully assesses the school’s Organizational effectiveness,
effectiveness, and promote organizational learning; strengths and areas for promote organizational learning
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

Administrative Professional Development and Evaluation Handbook29

Indicators highlighted in yellow represent changes that address identified gaps.
 Indicators from Oregon’s Educational Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps
Leadership/Administrator Standards
wrong and delve into why. (C.g)
c) Create and implement plans to achieve goals; Researches and writes a Implement plans to achieve goals
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)
d) Promote continuous and sustainable improvement; and Periodically measures Continuous and sustainable
progress, listens to feedback, improvement
e) Monitor and evaluate progress and revise plans. and revises the strategic plan.(A.j)

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)

Draws attention to student,

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

30 Administrative Professional Development and Evaluation Handbook

Standard #2: Instructional Improvement
An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every
student by sustaining a positive school culture and instructional program conducive to student learning and staff professional
growth.
Indicators from Oregon’s Educational Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps
Leadership/Administrator Standards
Educational Leaders: Motivates colleagues by Sustain g) Minimizes interruptions during
comparing students’ current the school day, adjusts the master
a) Nurture and sustain a culture of collaboration, trust, achievement with rigorous schedule to provide some
expectations. (A.c) collaboration time for all
learning and high expectations;
teachers, and monitors students’
time on task in classrooms.
Builds staff support for a 3-4-
year student achievement
target.(A.e) h) Is aware of many of the most
effective and appropriate
Manages resistance, low
technologies that support
expectations, and fear of
teaching and learning, funded
change.(A.i)
purchase of these tools when
possible, and promotes their use
Ensures that key teams (e.g., in many classrooms.
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

Administrative Professional Development and Evaluation Handbook31

Indicators highlighted in yellow represent changes that address identified gaps.
 Indicators from Oregon’s Educational Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps
Leadership/Administrator Standards
cooperatively plan curriculum
units following a common
format.(D.f)

Praises student achievement

and works to build school
spirit.(E.c)
b) Create a comprehensive, rigorous and coherent Asks teacher teams to Create a comprehensive, rigorous
curricular program; cooperatively plan curriculum and coherent curricular program
units following a common
format.(D.f)
c) Create a personalized and motivating learning Draws attention to student, Personalized learning environment
environment for students; classroom, and school-wide for students
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)
d) Supervise and support instruction; 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)

32 Administrative Professional Development and Evaluation Handbook

 Indicators from Oregon’s Educational Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps
Leadership/Administrator Standards

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)

Uses all-staff meetings to get

teachers sharing strategies and
becoming more cohesive.(D.a)
e) Develop assessment and accountability systems to Provides teacher teams with
monitor student progress; 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

Administrative Professional Development and Evaluation Handbook33

Indicators highlighted in yellow represent changes that address identified gaps.
 Indicators from Oregon’s Educational Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps
Leadership/Administrator Standards
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)

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)

g) Maximize time spent on quality instruction; None Maximize time spent on quality
instruction;
h) Promote the use of the most effective and appropriate None Promote the use of the most
technologies to support teaching and learning; and effective and appropriate
technologies to support teaching
and learning;
i) Monitor and evaluate the impact of instruction. Monitors data in several key Evaluate impact of instruction
areas and uses them to inform

34 Administrative Professional Development and Evaluation Handbook

 Indicators from Oregon’s Educational Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps
Leadership/Administrator Standards
improvement efforts.(C.i)

Asks teacher teams to

cooperatively plan curriculum
units following a common
format.(D.f)

Administrative Professional Development and Evaluation Handbook35

Indicators highlighted in yellow represent changes that address identified 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.

Indicators from Oregon’s Educational Rubric Text Aligned to Identifying the Gaps Addressing the Gaps
Leadership/Administrator Standards Indicators
Educational Leaders: Manages bureaucratic, Evaluate management and
a) Monitor and evaluate the management and contractual, and legal issues operational systems
operational systems; 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)
b) Obtain, allocate, align and efficiently use human, Manages the school’s budget Align and efficiently use human,
fiscal and technological resources; and finances to support the fiscal and technological
strategic plan.(F.g) resources

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)
c) Promote and protect the welfare and safety of Makes sure staff know what is Promotes “welfare” of students

36 Administrative Professional Development and Evaluation Handbook

 Indicators from Oregon’s Educational Rubric Text Aligned to Identifying the Gaps Addressing the Gaps
Leadership/Administrator Standards Indicators
students and staff; expected for management and staff
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 Capacity for adaptive leadership
leadership team with a balance
of skills. (A.a)
e) Ensure teacher and organizational time is focused Is effective at preventing High quality instruction student
to support quality instruction and student learning. and/or deflecting many time learning

Administrative Professional Development and Evaluation Handbook37

Indicators highlighted in yellow represent changes that address identified gaps.
 Indicators from Oregon’s Educational Rubric Text Aligned to Identifying the Gaps Addressing the Gaps
Leadership/Administrator Standards Indicators
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)

38 Administrative Professional Development and Evaluation Handbook

Standard #4: Inclusive Practice
An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every
student by collaborating with faculty and community members, responding to diverse community interests and needs, and
mobilizing community resources in order to demonstrate and promote ethical standards of democracy, equity, diversity, and
excellence, and to promote communication among diverse groups.

Indicators from Oregon’s Educational Rubric Text Aligned to Identifying the Gaps Addressing the Gaps
Leadership/Administrator Standards Indicators
Educational Leaders: Provides teacher teams with Pertinent to equitable b) Develops and implements
adequate plans for building and
previous-year test data and outcomes sustaining relationships with all
a) Collect and analyze data pertinent to equitable asks them to assess students’ members of the school
outcomes; current levels.(C.b) community (staff, students,
families, and community
partners) in order to
Asks that data meetings go understand and integrate the
beyond what students got community’s diverse cultural,
wrong and delve into why.(C.g) social, and intellectual
resources and to more
b) Understand and integrate the community’s diverse None Understand and integrate the regularly communicate and
cultural, social and intellectual resources; community’s diverse cultural, implement the school’s vision.
social and intellectual
Systems and procedures were
resources; put in place for monitoring,
c) Build and sustain positive relationships with families Makes parents feel welcome, Sustain positive relationships evaluating, and maintaining
and caregivers; and listens to their concerns, and with families and caregivers. existing community
tries to get them involved.(E.f) relationships and for identifying
and establishing new ones that
support school and district
Sends home information on goals.
the grade-level learning
expectations and ways parents
d) Initiates and responds to many
can help at home. (E.g) opportunities for school-
community collaborations and
Works to maximize the partnerships. Systems and
procedures put in place for
number of face-to-face parent/
monitoring, evaluating, and
teacher report card sustaining existing community
conferences.(E.h) relationships and for identifying
and establishing new ones that

Administrative Professional Development and Evaluation Handbook39

Indicators highlighted in yellow represent changes that address identified gaps.
 Indicators from Oregon’s Educational Rubric Text Aligned to Identifying the Gaps Addressing the Gaps
Leadership/Administrator Standards Indicators
Sends home a periodic school support school and district
goals.
newsletter and asks teachers to
have regular channels of
communication of their
own.(E.i)
d) Build and sustain productive relationships with None Build and sustain productive
community partners. relationships with community
partners.

40 Administrative Professional Development and Evaluation Handbook

Standard #5: Ethical Leadership
An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every
student by acting with integrity, fairness, and in an ethical manner.

Indicators from Oregon’s Educational Rubric Text Aligned to Identifying the Gaps Addressing the Gaps
Leadership/Administrator Standards Indicators
Educational Leaders: Provides teacher teams with System of accountability e) Is aware of many of the school
previous-year test data and For student’s social success and/or district-provided student
support personnel, resources, and
a) Ensure a system of accountability for every asks them to assess students’ services (e.g., counselors, nurses,
student’s academic and social success; current levels. (C.b) social workers, support groups,
etc.) and external community-
based, volunteer and family
Works with grade-level and
services and used these resources
subject-area teams to set to promote social justice and to
measurable student goals for meet the mental, physical, and
the current year. (C.c) emotional needs of the student
population.

Orchestrates common interim Maintains an appropriate

assessments to monitor evaluation system, but it is not
student learning several times consistently used to evaluate the
effectiveness of school, district,
a year. (C.e) and external resources and
services in promoting social justice
Monitors teacher teams as and meeting the needs of the
students.
they analyze interim
assessment results and
formulate action plans.(C.f)

Asks that data meetings go

beyond what students got
wrong and delve into why. (C.g)
b) Model principles of self-awareness, reflective Ensures that staff members Model self-awareness, reflective
practice, transparency and ethical behavior; know how and why key practice, ethical behavior
decisions are being made.(F.e)
c) Safeguard the values of democracy, equity and Regularly reaches out to staff, Safeguard the values of
diversity; students, parents, and external democracy, equity and diversity

Administrative Professional Development and Evaluation Handbook41

Indicators highlighted in yellow represent changes that address identified gaps.
 Indicators from Oregon’s Educational Rubric Text Aligned to Identifying the Gaps Addressing the Gaps
Leadership/Administrator Standards Indicators
partners for feedback and help.
(B.c)
d) Evaluate the potential ethical and legal Manages bureaucratic, Evaluate the potential ethical
consequences of decision-making; and contractual, and legal issues consequences of decision-
efficiently and effectively.(F.f) making
e) Promote social justice and ensure that individual None Promote social justice and
student needs inform all aspects of schooling. ensure that individual student
needs inform all aspects of
schooling.

42 Administrative Professional Development and Evaluation Handbook

Standard #6: Socio-Political Context
An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every
student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Indicators from Oregon’s Educational Rubric Text Aligned to Identifying the Gaps Addressing the Gaps
Leadership/Administrator Standards Indicators
Educational Leaders: Regularly reaches out to staff, Advocates for (families and b) Develops relationships with a
range of stakeholders and
students, parents, and external caregivers) policymakers to identify and
a) Advocate for children, families and caregivers; partners for feedback and help. influence local, district, state,
(B.c) and national decisions affecting
student learning.
Identifies struggling students
and works to get support c) Routinely assesses, analyzes,
services to meet their needs.(E.e) and anticipates emerging
trends and initiatives in order to
b) Act to influence local, district, state and national None Act to influence local, district, adapt leadership strategies.
decisions affecting student learning; and state and national decisions
affecting student learning; and
c) Assess, analyze and anticipate emerging trends and None Assess, analyze and anticipate
initiatives in order to adapt leadership strategies. emerging trends and initiatives in
order to adapt leadership
strategies.

Administrative Professional Development and Evaluation Handbook43

Indicators highlighted in yellow represent changes that address identified gaps.