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Administrator Growth and Evaluation Handbook

A comprehensive system of growth and evaluation designed to support best practice in teaching and

learning

Updated: April 30, 2013

Introduction

Springfield Public SchoolsAdministrator Evaluation System

In 2011, the legislature passed SB 290 and the Oregon State Board of Education adopted OAR 581-022-172, strengthening administrator and teacher evaluation systems in Oregon. Both state law and the ESEA Flexibility Waiver require that each district, in collaboration with its local Administrator group, align their current educator evaluation systems to the new requirements by July 1, 2013. In the fall of 2012, a team of administrators from Springfield came together to study the new requirements and to refine the current system as needed, keeping the strong foundation created in 2009. After the revisions were completed, a group of administrators volunteered to pilot the new elements.

In Springfield, teaching and learning is the heart of everything we do. It is our vision to provide excellent instruction for all of our students every school year throughout their career in Springfield schools. This evaluation system will help achieve that vision. It is designed not only to evaluate Administrator performance (accountability) but also to improve performance (growth) by providing many examples, models, and definitions of effective leadership. The goal of our system is to support each Administrator to reach Proficient in all standards so that all of our students can become graduates with bright and successful futures.

2012-2013 Administrator Evaluation Team 2012-2013 Pilot Members

___________________________________________________________________________Springfield Public Schools Administrator Evaluation System i

Chad ToweJim KeeganBrandi StarckBrooke WagnerJeff MatherDawn Strong

Chad ToweJim KeeganMike RiplingerJeff MatherBrooke WagnerBrandi StarckKevin RowanMatt ColemanDave Collins

Table of Contents

I. Introduction & Table of Contents...................................................................................................i-ii

II. Required Elements ......................................................................................................................2-11

A. Standards of Professional Practice...........................................................................................2

B. Differentiated Performance Levels...........................................................................................4

C. Multiple Measures....................................................................................................................4

D. Professional Growth and Evaluation Cycle..............................................................................6

E. Aligned Professional Learning.................................................................................................9

III. Appendix

A. Standards and Levels of Performance............................................................................A1-A18

B. Gap Analysis Tool............................................................................................................B1-B8

C. Goals Template.................................................................................................................C1-C2

D. SLO Template Checklist........................................................................................................D1

E. Multiple Measures Chart………………………....................................................................E1

F. Sample Summative Evaluation Score Sheet…………………………………………....…...F1

G. Professional Development Intersect Graphic………………………………………............G1

___________________________________________________________________________Springfield Public Schools Teacher Evaluation System 2

Springfield Administrator Evaluation System

The state required elements (SB 290) for administrator evaluation systems include the following:

1. Standards of Professional Practice.2. Differentiated (4) Performance Levels.3. Multiple Measures4. Evaluation and Professional Growth Cycle5. Aligned Professional Learning

Element 1: Standards of Professional Practice. The standards of professional practice are the cornerstone of an evaluation system. Professional standards outline what administrators should know and be able to do to ensure that every teacher is an effective teacher and that every student is ready for college, careers and engaged citizenship in today’s world (Oregon Framework, pg. 13).

Oregon has adopted model core standards (ISLLC) for administrators, which are based on six domains:

1. Setting a widely shared vision for learning2. Developing a school culture and instructional program conducive to student

learning and staff professional growth3. Ensuring effective management of the organization, operation, and resources for

a safe, efficient, and effective learning environment4. Collaborating with faculty and community members, responding to diverse

community interests and needs, and mobilizing community resources5. Acting with integrity, fairness, and in an ethical manner6. Understanding, responding to, and influencing the political, social, legal, and

cultural context

Springfield has adapted the model standards as the basis for its evaluation system (see crosswalk in Appendix B).

Standard #1: Visionary LeadershipAn 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:a. Collaboratively develop and implement a shared vision and mission;b. Collect and use data to identify goals, assess organizational effectiveness, and promote

organizational learning;c. Create and implement plans to achieve goals;d. Promote continuous and sustainable improvement; and

Monitor and evaluate progress and revise plans._______________________________________________________________________Springfield Public Schools Administrator Evaluation System 3

St a nd a rd # 2: In s t r u ct i o na l I m prov eme nt An educational leader integrates principles of cultural competency and equitable practice andpromotes the success of every student by sustaining a positive school culture and instructional program conducive to student learning and staff professional growth.

Educational Leaders:a. Nurture and sustain a culture of collaboration, trust, learning and high expectations;b. Create a comprehensive, rigorous and coherent curricular program;c. Create a personalized and motivating learning environment for students;d. Supervise and support instruction;e. Develop assessment and accountability systems to monitor student progress;f. Develop the instructional and leadership capacity of staff;g. Maximize time spent on quality instruction;h. Promote the use of the most effective and appropriate technologies to support teaching and

learning; andi. Monitor and evaluate the impact of instruction.

St a nd a rd # 3: E f f e c t i ve Ma n ag e me nt An educational leader integrates principles of cultural competency and equitable practice andpromotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

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; ande. Ensure teacher and organizational time is focused to support quality instruction and student

learning.

St a nd a rd # 4: In c lu s ive Pr a ctice An educational leader integrates principles of cultural competency and equitable practice andpromotes 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:a. Collect and analyze data pertinent to equitable outcomes;b. Understand and integrate the community’s diverse cultural, social and intellectual

resources;c. Build and sustain positive relationships with families and caregivers; andd. Build and sustain productive relationships with community partners.

_______________________________________________________________________Springfield Public Schools Administrator Evaluation System 4

St a nd a rd # 5: E t hical Lea d e rsh i p An educational leader integrates principles of cultural competency and equitable practice andpromotes the success of every student by acting with integrity, fairness, and in an ethical manner.

Educational Leaders:a. Ensure a system of accountability for every student’s academic and social success;b. Model principles of self-awareness, reflective practice, transparency and ethical behavior;c. Safeguard the values of democracy, equity and diversity;d. Evaluate the potential ethical and legal consequences of decision-making; ande. Promote social justice and ensure that individual student needs inform all aspects of

schooling.

St a nd a rd # 6: S o c i o-Po l itic a l Co n text An educational leader integrates principles of cultural competency and equitable practice andpromotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Educational Leaders:a. Advocate for children, families and caregivers;b. Act to influence local, district, state and national decisions affecting student learning; andc. Assess, analyze and anticipate emerging trends and initiatives in order to adapt leadership

strategies.

Element 2: Differentiated (4) Performance Levels. In addition to adopting the model standards, school districts are required to define four levels of performance for each standard:

1 - Unsatisfactory2 - Developing Proficiency3 - Proficient4 - Distinguished

You will find Springfield’s complete rubric of standards and performance levels in Appendix A.

Element 3: Multiple Measures. The evaluation system must include a variety of evidence-based measures to evaluate administrator performance and effectiveness based on the standards. To provide a balanced view of administrator performance, evaluations of all building administrators (i.e., principals, vice-principals) must include evidence from the following three categories: (A) Professional Practice, (B) Professional Responsibilities, and (C) Student Learning and Growth. Determining multiple measures for the district’s evaluation system is key. The measures listed under each category are provided as examples.

Pr o f e s s i on a l P r a c t i c e : Evidence of school leadership practices, teacher effectiveness, and organizational conditions (Standards 1 – 4).


Observation and review of artifacts (choose at least 2 pieces of evidence):Examples: 360 o feedback, feedback to teachers, surveys developed collaboratively with staff (re: instructional leadership, teacher/student climate), staff communication, teacher development, student/staff handbooks, records of mentoring/coaching, teacher use of data, staff meetings, teacher observations, summative and formative teacher evaluation

Pr ofe s s i on a l R e s pon si b i l i t y : Evidence of administrators’ progress toward their own professional goals and contribution to school-wide and district goals (Standards 5 – 6).

Examples (choose at least 2 pieces of evidence): administrator reflection, self-report, professional goal setting, school-wide improvement goals, data committee meetings, portfolios, parent and community involvement, decision-making, professional development log, staff retention rate, collaborative leadership, school-wide budget, master schedule, teambuilding, teacher evaluations

S t uden t Le a r n i n g a n d G r o wth : 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 (See Appendix B and C) from the three categories below. 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).

Types of Measures for Student Learning and Growth for Administrator Evaluations

Category Types of Measures (aligned to standards)

Examples include, but are not limited to:

1 State or nationalstandardized tests

Oregon Assessment of Knowledge and Skills (OAKS),SMARTER Balanced (when adopted), English Language Proficiency Assessment (ELPA), Extended Assessments

2

Common national,international, regional, district-developed measures

ACT, PLAN, EXPLORE, AP, IB, DIBELS, C-PAS, othernational measures; or common assessments approved by the district or state as valid, reliable and able to be scored comparably across schools or classrooms

3 Other school-wide or district-wide measures

Graduation rate, attendance rate, drop-out rate,discipline data, college ready indicators (PSAT, AP/IB tests, dual enrollment, college remediation rates), college and career readiness measures, and other measures of student learning and growth

*See Appendix E for a list of measures currently used in Springfield schools.


Student growth goals and measures should align with Achievement Compact indicators where applicable:

Grade 3 proficiency in reading and math, as measured by meeting or exceeding benchmark on the Oregon Assessment of Knowledge and Skills (OAKS);

Grade 6 on-track, as measured by rates of chronic absenteeism; Grade 9 on-track, as measured by rates of credit attainment and chronic absenteeism; Earning college credit in high school, through Advanced Placement (AP), International

Baccalaureate (IB), dual enrollment, or college enrollment; Four- and five-year cohort graduation and completion rates; and Post-secondary enrollment, as collected through the National Student Clearinghouse.

Element 4: Professional Growth and Evaluation Cycle. Administrators are evaluated on a regular cycle of continuous improvement that includes self reflection, goal setting, observations, formative assessment and summative evaluation. Probationary Administrators will be evaluated every year and Contract Administrators at least every two years.

Probationary Administrators – Administrators in their first three years of administrating. Administrators will complete a self-assessment using the district adopted standards and rubric. In addition, each Administrator will develop one professional learning goal and two student learning goals.

Contract Administrators – Administrators in year 4 or beyond of administrating in Springfield. Administrators will complete a self-assessment using the district adopted standards and rubric. In addition, each Administrator will develop one professional learning goal and two student learning goals.

All Administrators will collect evidence throughout the year to show progress toward reaching their professional and student learning goals. Administrators will have a chance to review progress with their supervisor in mid-year and end of the year conferences.


The following diagram illustrates the critical steps in the professional growth and evaluation cycle. This cycle can be adapted to local district processes:

Evaluation and Professional Growth Cycle

Self-Reflection

Summative Evaluation Goal Setting

Formative Assessment/

Evaluation

Observation/ Collection of

Evidence

Steps in a Professional Growth and Evaluation Cycle:

Step 1: Self-Reflection Based on the standards of professional practice, the first step of an evaluation system is self-reflection. The educator reflects on and assesses his/her professional practice and analyzes the learning and growth of his/her students in preparation for goal setting.

Step 2: Goal Setting (Student growth goals and professional goals) Based on the self-assessment, the educator identifies goals aligned with the standards of professional practice that encompass both practice and impact on student learning. The educator sets both professional practice goals and student learning goals. SMART goals and/or learning targets are used as a tool for effective goal setting.

Step 3: Observation and Collection of Evidence (Multiple measures) The educator and evaluator collect evidence using multiple measures regarding student learning and growth, professional practice, professional responsibilities, and student learning to inform progress throughout the process of evaluation.

Step 4: Formative Assessment/Evaluation (Analysis of evidence, Professional conversations, and Professional growth) The evaluator and educator review the educator’s progress toward goals _______________________________________________________________________Springfield Public Schools Administrator Evaluation System 8

and/or performance against standards. This step includes three interdependent and critical parts: analysis of evidence, professional conversations, and professional growth. Both the educator and the observer analyze the evidence leading into a collaborative professional conversation. Feedback through professional conversations promotes awareness of growth that has occurred, and highlights professional growth needs. These conversations help the educator make adjustments in his/her practice and select relevant professional learning opportunities.

Step 5: Summative Evaluation This step is the culmination of multiple formative observations, reflections, professional conversations, etc. Evaluator assesses the educator’s performance against the standards of professional practice, attainment of student learning goals, and attainment of professional practice goals.

Summary Scoring All probationary Administrators and contract Administrators who are on the summative cycle will receive ratings for each of the standards as well as a summary evaluation score at the end of the year conference:

1 – Does not meet standard2 – Progressing towards standard3 – Meets standard/proficient4 – Exceeds standard/exemplary

An Administrator’s overall rating (see Appendix F) is based on the following score distribution:

Professional Practice – 60% Professional Responsibilities – 20% Student Learning and Growth – 20%

Though a summary score measures an Administrator’s overall performance, the school district believes that the ratings for each standard and for the Student Learning and Growth goals provide better guidance for professional development and improvement.


Summary Timeline

Probationary Administrators

Contract Administrators – Summative Year

Contract Administrators – Formative Year

September 10 Self-reflection and assessment completed

Self-reflection and assessment completed

Self-reflection and assessment completed

October 15 Goals submitted (1 professional goal and 2 student learning goals)

Goals submitted (1 professional goal and 2 student learning goals)

Goals submitted (1 professional goal and 2 student learning goals)

October 31 Goals reviewed and signed by supervisor

Goals reviewed and signed by supervisor

Goals reviewed and signed by supervisor

December 15 1 formal observation completed

– –

January 31 3 mini-observations completed (two for probationary years 2 and 3)

3 mini-observations completed

Walk-through’s

February 1 Mid-year conference completed

Mid-year conference completed

Mid-year conference completed

March 15 1 formal observation completed

3 mini-observations completed

Walk-through’s

April 15 Goal evidence submitted to supervisor

Goal evidence submitted to supervisor

Goal evidence submitted to supervisor

May 15 3 mini-observations completed (two for probationary years 2 and 3)

– –

May 30 Summative evaluation/End-of-year review completed

Summative evaluation/End-of-year review completed

Evidence Summary Conference completed

Element 5: Aligned Professional Learning. The focus of the evaluation system is to improve student learning and professional practice for all educators regardless of their current performance level. Therefore, linking evaluations with high quality professional learning is critical.

During the goal setting process, professional development needs will be collaboratively identified between the administrator and the supervisor. Professional development needs also will be reviewed at both the mid-year and end-of-year evaluation conferences. Finally, supervisors will use evaluation data to determine individual and district-wide professional development activities. A district goal is to use proficient and exemplary administrators to provide professional development to colleagues (see Appendix G).


AppendicesAppendix A: Standards and Levels of PerformanceAppendix B: Gap Analysis ToolAppendix C: Goals TemplateAppendix D: SLO Template and ChecklistAppendix E: Multiple Measures ChartAppendix F: Sample Summative Evaluation Score SheetAppendix G: Professional Development Intersect Graphic


Appendix A – Standards and Levels of Performance

Standard 1: Visionary LeadershipAn educational leader 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 all stakeholders.

Guiding Questions:

1. Does the educational leader establish high and measurable expectations for all students and educators?2. Does the educational leader facilitate a process of creating a shared vision, mission, and goals?3. Does the educational leader sustain strong organizational commitment to vision, mission and goals aimed at continuous improvement?

Elements Unsatisfactory Developing Proficiency Proficient Distinguished

A leader…

1.1 Believes that all students can learn and incorporates diverse perspectives and builds consensus to provide equitable, appropriate, and effective learning opportunities for every student to achieve.

Informs stakeholder groups about vision, mission, and goals, which are limited in scope and does not emphasis the belief that children can learn.

Invites input from many stakeholder groups in the school community when creating vision, mission, and goals with the belief that most students can learn.

…andIncludes 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.

…andProvides training, facilitation, and guidance about demographics, research, and best practices to all stakeholder groups and engages them in setting vision, mission, and goals in order to provide equitable, appropriate, and effective learning opportunities in which every student learns and achieves.

1.2. Uses varied sources of evidence and analyzes data about current practices and outcomes to shape vision, mission, and goals with high, measurable expectations for all students and educators.

Uses a single source of information and data about what is currently occurring to shape mission and goals.

Uses several information sources and some data to shape vision, mission, and goals with expectations for students and educators.

…andSelects 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.

…andEngages all stakeholder groups in understanding information from a variety of sources and in understanding how to analyze data in order to assist in focusing vision, mission, and goals with high, measurable expectations for all students and educators.

___________________________________________________________________________________________________________Springfield Public Schools Administrator Evaluation System, Appendix A A-1


1.3. Aligns, revises, and adapts vision, mission, and goals to school, district, state, and federal policies.

Treats expressions of vision, mission, and goals as isolated statements and programs with little reference to overall policy direction.

Scrutinizes vision, mission, and goals for congruence with school, district, state, and federal policies.

…andEnsures that the overall meaning and expressions contained within vision, mission, and goals are aligned with school, district, state, and federal policies.

…andLeads stakeholder groups to know and use school, district, state, and federal policies as a method of aligning, adapting, and revising shared vision, mission, and goals within the larger context of school improvement and student achievement.

1.4. Communicates and acts on commitments in the shared vision, mission, and goals so educators and the community understand, support, and act on them consistently.

Shows little regard for vision, mission, and goals in reference to actions and decisions.

Supports through words and actions commitment to vision, mission, and goals.

…andLeads 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.

…andLeads, models, and assesses with staff and community the effectiveness of their adherence to words and actions which demonstrate commitment to vision, mission, and goals and works to ensure continuing fit with school, student, and staff needs.

1.5. Uses or develops data systems and other sources of information to identify unique strengths and needs of students, gaps between current outcomes and goals, and areas for improvement.

Understands sources of information and data systems, but only uses these sources in limited ways.

Uses information sources and data systems which provide knowledge that can be used to assess whether goals for students are being met.

…andEnsures 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.

…andCreates or adapts data systems and uses appropriate data systems and additional information sources for assessing goals and student progress, and proceeds with a plan for involving stakeholder groups in improving student achievement.



1.6. Engages faculty, staff and school community by making decisions informed by vision, mission, data, research, and best practices to identify and eliminate barriers, shape plans, programs, and activities, and regularly review their effects.

Has limited knowledge and skill in the use of data and research to identify barriers to goal accomplishment and program review.

Explores and practices with the use of data, research, and best practices to shape plans, programs, and activities associated with vision, mission, and goals.

…andUses 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.

…andEngages all staff and diverse stakeholder groups in the decision making process and uses data, research, and best practices to identify and eliminate barriers to accomplishing goals by regularly reviewing and evaluating the outcomes of planning, program development, and activities associated with vision, mission, and goals.

1.7 Uses vision, mission, and goals to guide school improvement planning, change strategies, and implement instructional programs.

Does very little to provide for improvement planning, change strategies, and instructional programs as they relate to vision, mission, and goals.

Consults and considers vision, mission, and goals when planning, selecting change strategies, and selecting instructional programs.

…andAligns vision, mission, and goals with improvement planning processes, change strategies, and implementing effective instructional programs.

…andSees vision, mission, and goals on a regular basis as a foundation for setting short and long-range goals and purposeful alignment of resources to improve instruction.

Evidence Of Standard 1

To be determined during pilot


Standard 2: Teaching and LearningAn educational leader promotes the success of every student by advocating, nurturing and sustaining a school focused on teaching and learning conducive to student, faculty, and staff growth.

Guiding Questions:

1. Does the educational leader ensure strong professional cultures that support teaching and learning?2. Establishes clear goals and keeps those goals in the forefront of the school’s attention.3. Does the educational leader require all educators to know and use Oregon Core Curriculum, and current Oregon Effective Teaching Standards

(INTASC)?4. Does the educational leader implement appropriate systems of assessment and accountability?


A leader…

2.1. Develops shared understanding of and commitment to ongoing professional learning to achieve high expectations for all students.

Provides professional development with little focus on school needs and with minimal impact on student learning.

Provides sustainable professional learning activities that support student learning and school culture based on school needs.

…andProvides sustainable professional learning activities that support student learning and school culture based on school needs.

…andUses multiple data sources to provide varied, targeted and sustainable professional learning activities that enhance adult capacity to positively impact student learning and school culture.

2.2. Builds organizational capacity that collectively improves instructional practices and student outcomes.

Makes organizational and instructional decisions with little regard to impact on student outcomes.

Is aware of the impact that hiring, training, and retaining professional staff has on improving instructional practices and student outcomes.

…andConsistently hires, trains and retains professional staff that collaboratively work to improve instructional practices and student outcomes.

…andBuilds a self-sustaining structure that provides for staff to actively participate in improving instructional practices and student outcomes by participating in hiring, training, and instructional decisions.



2.3. Builds a professional culture of trust, openness and collaboration, engaging teachers in sharing information, analyzing outcomes, and planning improvement.

Makes school decisions mostly in isolation and informs others of these decisions.

Frequently makes effort to include others in sharing information, analyzing outcomes and planning improvement, but results do not permeate the school culture.

…andBuilds a professional culture of trust, openness and collaboration, engaging teachers in sharing information, analyzing outcomes, and planning improvement.

…andSustains an ongoing professional culture of trust, openness and collaboration, engaging teachers in sharing information, analyzing outcomes, and planning improvement.

2.4. Uses data about teacher practice to identify and support individual and team professional learning needs across a continuum of professional growth.

Provides very little data-based feedback.

Uses some clearly defined sources of information as the basis for feedback, and offers feedback on an unscheduled, irregular basis.

…andProvides feedback that includes multiple clearly defined sources, delivers feedback on a regular basis, and links data and feedback to improvement in teaching and learning for individuals and teams.

…andDifferentiates some of the data sources on which feedback is based according to individual needs and team needs, and aggregates data to offer individual, school, and system- level feedback which supports a continuum of professional growth.

2.5. Guides and supports quality professional development that results in improved teaching and learning and meets diverse learning needs for all students.

Offers little or ineffective professional development without regard to learners' needs.

Initiates professional learning opportunities that apply best practices to classrooms, schools, individual students, and learning objectives for all curricular areas in the aggregate.

…andImplements professional learning with performance-based components and ensures that professional learning for educators focuses on the characteristics and demographics of learners.

…andOrganizes a long-term plan for continuous improvement of quality professional development that is built on data, feedback and continuous study of evidence-based practices and focused on the learning needs for all students.



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.

…andOrganizes staff 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.

…andUses 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 standards-based 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.

...andArranges for professional learning opportunities for staff to understand and apply the Oregon Core Curriculum Standards and reflect upon curriculum, instruction, and assessments.

…andLeads 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.

…andSupervises, evaluates, coaches and mentors educators to improve instructional practice.

…andBuilds capacity for all educators to be involved in reflective practice to monitor their own progress in improving instruction and assist others in their progress.



2.9. Uses effective data-based technologies/performance management systems to support regular analysis and interpretation of data for accountability to guide continuous improvement.

…andUses 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.

…andApplies appropriate technology and performance management systems to address stated goals and to adjust programs and resources for improvement aimed at enhanced teaching and learning.

…andExplores 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 tools available for gathering data and attempts to relate these data to vision, mission, and goals.

…andOrganizes and interprets data so that individual educators and stakeholder groups can understand the results and plan for future improvement of vision, mission, and goals.

…andLeads 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.



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.

…andSupports 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 identify standards or skills to be assessed; Collaborates with teachers to develop/select assessments to evaluate overall student progress. Systematically works with teachers to monitor and revisit SLOs throughout the year; Ensures teachers utilize a tracking tool to show student progress toward SLOs.

…andFulfills 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 students to participate in the monitoring of progress toward SLOs and revisits the use and design of teacher and school-wide tracking instruments.

Evidence of Standard 2



Standard 3: Management for LearningAn educational leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

Guiding Questions:

1. Educational leaders distribute responsibilities and supervise ongoing management structures and practices to enhance teaching and learning.2. Does the educational leader strategically allocate and align human, fiscal, technological, and physical resources?3. Does the educational leader protect the well-being and safety of students and staff?


A leader…

3.1. Makes decisions based on the vision and mission using facts and data. They use a transparent process for making decisions and articulate who makes which decisions. The leader uses the process to empower others and distribute leadership when appropriate.

Provides very few management structures and procedures and is unaware of how they support student learning.

Knows some of the strategies needed to build management structures and procedures and uses them appropriately to support teaching and learning.

...andAssigns and reviews the duties and responsibilities associated with leading operational systems and encourages others to assist in the use of appropriate strategies for school management to support teaching and learning.

…andEngages stakeholder groups in analyzing duties and responsibilities associated with leading operational systems and planning for appropriate assignments while modeling effective problem solving skills and knowledge of strategic, long-range 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.

Knows the requirements of maintaining the physical plant and works to ensure adherence to safety, ADA, and other access issues.

…andMaintains the physical plant, adheres to safety and ADA requirements and other access issues in order to support student learning.

…andLeads staff and stakeholder groups to understand and sustain the positive relationship between a well- maintained and accessible physical plant and student learning.



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.

…andDevelops and facilitates communication and data systems that assure the timely flow of communication to support teaching and learning.

…andEngages 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.

…andAdheres to monetary guidelines and effectively directs resources toward teaching and learning.

…andEnables 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.

…andRecruits, develops, and retains highly qualified and effective personnel.

…andInvolves 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.

…andConducts personnel evaluation processes that lead to improved professional practice and complies with district and state policies.

…andRelates 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.

…andTakes responsibility to develop and establish collaborative systems and shared leadership responsibilities that support student and staff safety and well-being.

…andLeads 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 well-being topics.

Provides safety and security plan based 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.

…andDevelops, shares, and monitors a comprehensive safety and security plan and implements effective instructional programs and safety practices to address safety topics.

…andCollaborates 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 3To be determined during pilot


Standard 4: Community CollaborationAn 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:

1. Does the educational leader collaborate with families and diverse community stakeholders to extend programs, services, and outreach?2. Does the educational leader respond and contribute to community interests and needs?3. Does the educational leader maximize shared school and community resources to provide essential services for students and families?


A leader…

4.1. Collects, analyzes, and shares data and information with the community pertinent to the educational environment.

Makes 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.

…andCollects, 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.

…andShares 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.



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.

…andUses effective, timely, and accurate communication strategies with families and community members appropriate to their needs and abilities.

…andShares 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 decision-making 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.

…andInvolves families in decision making about their student's education, and invites families to partner with the school for improved student outcomes.

…andTeaches 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.



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.

…andEffectively shares responsibilities with communities by inviting stakeholder groups into the school to participate in the improvement process.

…andExplains and models to others the behaviors, language, and attitudes that will engage the community in participating in the process to improve teaching and learning.




Standard 5: Ethical LeadershipAn educational leader promotes the success of every student by acting with, and ensuring a system of, integrity, fairness, equity, and ethical behavior.

Guiding Questions:

1. Does the educational leader demonstrate appropriate, ethical, and legal behavior expected by the profession?2. Does the educational leader examine personal assumptions, values, beliefs, cultural competencies, and practices in service of a shared vision,

mission, and goals for student learning?3. Does the educational leader perform the work required for high levels of personal effective leadership performance, including acquiring new

capacities needed to fulfill responsibilities?


A leader…

5.1. Models personal and professional ethics, integrity, justice, and fairness and expects the same of others.

Is complacent and/ or unconcerned about personal, professional, and stakeholder groups’ ethics, integrity, justice, and fairness.

Sets goals and strives for high standards of personal and professional ethics, integrity, justice and fairness in self and in stakeholder groups.

…andModels personal and professional ethics, integrity, justice, and fairness and expects the same of stakeholder groups.

…andArticulates models, expects and helps to define for self and stakeholder groups the highest standards of professional ethics, integrity, justice, and fairness.

5.2. Protects the rights, including appropriate confidentiality, of students and staff.

Inconsistently maintains confidentiality and rarely protects the rights of others.

Meets the requirements of the law with regard to rights and confidentiality of students and staff.

…andProtects the rights and appropriate confidentiality of students and staff.

…andModels and leads stakeholder groups to establish ways to protect rights and confidentiality in complex situations.

5.3. Behaves in a trustworthy manner, using professional influence and authority to enhance education and the common good.

Engenders little trust or inappropriately uses professional influence and authority.

Is trustworthy as an individual in personal and professional ways.

…andBehaves in a trustworthy manner, using professional influence and authority to enhance education and the common good.

…andCoaches stakeholder groups to follow practices of consistently trustworthy behavior to enhance professional influence for the common good.



5.4. Demonstrates respect for the inherent dignity and worth of each individual.

Shows lack of respect to those in the organization and the community.

Applies generally respectful tones of voice and behaviors with those in the organization and the community.

…andDemonstrates respect for the inherent dignity and worth of each individual.

…andEngages with stakeholder groups in conversations about a variety of verbal, nonverbal, and organizational ways to demonstrate respect for every person.

5.5. Uses a variety of strategies to lead others in safely examining deeply held assumptions and beliefs that may conflict with vision, mission, and goals.

Minimally fosters personal reflection of deeply held assumptions and beliefs that may conflict with vision, mission, and goals by stakeholder groups.

Promotes personal reevaluation of deeply held assumptions and beliefs that may conflict with vision, mission, and goals by stakeholder groups.

…andUses a variety of strategies to lead educators in safely examining deeply held assumptions and beliefs that may conflict with vision, mission, and goals.

…andDevelops others to use a variety of strategies in safely examining deeply held assumptions and beliefs, including those which may conflict with vision, mission, and goals.

5.6. Respectfully challenges and works to change assumptions, beliefs, and biases that negatively affect students, educational environments, and every student’s learning.

Selectively ignores various assumptions and beliefs that negatively affect students, educational environments, and every student’s learning.

Looks for ways to challenge and change assumptions and beliefs that negatively affect stakeholder groups and every student’s learning.

…andRespectfully challenges and works to change assumptions and beliefs that negatively affect stakeholder groups and every student’s learning.

…andLeads in changing assumptions, beliefs, and biases to accommodate the diversity among stakeholder groups and every student’s learning.

5.7. Models lifelong learning by continually deepening understanding and practice related to content, standards, assessment, data, teacher support, evaluation, and professional development strategies.

Lacks evidences of systematic professional growth and its relationships to educational practices.

Seeks opportunities to learn about education, especially content, standards, assessment, data, teacher support, evaluation, and professional development strategies, and strives to see the relationship to effective educational practices.

…andModels lifelong learning by continually deepening understanding and practice related to content, standards, assessment, data, teacher support, evaluation, and professional development strategies.

…andLeads and models for stakeholder groups a commitment to lifelong learning and effective educational practices, and assists others to see the relationship of these practices to improvement in student learning.



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.

…andSustains personal motivation, optimism, commitment, energy, and health by balancing professional and personal responsibilities and encouraging similar actions for others.

…andTeaches stakeholder groups about the concepts and practices related to balancing personal and professional commitments that lead to an emotionally, psychologically, and physically healthy lifestyle.




Standard 6: Socio-Political Context An educational leader promotes the success of every student by understanding, responding to, and influencing the interrelated systems of political, social, economic, legal, policy, and cultural contexts affecting education.

Guiding Questions:

1. Does the educational leader demonstrate active participation in the school's local community?2. Does the educational leader contribute to the larger arena of educational policy making?


A leader…

6.1. Advocates for equity and adequacy in providing for students' and families' educational, physical, emotional, social, cultural, legal, 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.

…andAdvocates 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.

…andBuilds capacity in staff and stakeholder groups to advocate for equity and appropriate provisions to ensure every student can have the opportunities needed for success.

6.2. Operates consistently to uphold federal, state, and local laws, policies, regulations, and statutory requirements in support of learning for all students.

Shows minimal compliance with federal, state, and local mandates.

Abides by federal, state, and local laws, policies, regulations, and statutory requirements to support student learning.

…andUpholds federal, state, and local laws, policies, regulations, and statutory requirements in support of learning for every student.

…andBuilds 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.



6.3. Communicates effectively with stakeholders in the community and in broader political contexts to improve public understanding of federal, state, and local laws, policies, regulations, and statutory requirements.

Does not communicate educational needs effectively.

Develops awareness of education needs in a variety of contexts.

…andCommunicates 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.

…andModels 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.




Appendix B – Gap Analysis Tool

Gap Analysis Tool for Administrator Rubrics

Required Element 3: Differentiated Performance Levels

All district evaluation systems must include rubrics that use the four levels of performance identified in the Framework. Districts have the flexibility to name the levels, for example, ineffective, emerging, effective, and highly effective. Regardless of the terms used, they must be aligned to the performance levels described in the Framework.

This template is provided for districts that choose to use an existing district rubric rather than an ODE recommended rubric as part of their evaluation system for the purpose of determining the level of alignment of the rubric to Oregon’s adopted standards, and identifying any gaps that may exist between the two. This template must be included with the district submission, and will be reviewed to assure that district rubrics align to Oregon’s standards.

How to Use the Template:

1. Oregon’s Educational Leadership/Administrator Standards are listed in Column 1.

2. In Column 2, insert text from the rubric that is comparable to the indicator from the Educational Leadership/Administrator Standards. Use the language from the rubric that describes a “proficient” administrator as your evidence. Any indicator for which there is no evidence from the rubric would be considered a gap. Each standard should be examined holistically; it is possible that not all indicators will be addressed for each standard.

3. Column 3 is provided to allow districts to analyze any gaps in their rubric.

4. Column 4 is provided for districts to describe how they might address any identified gaps. Each standard should be examined holistically; it is possible that not all indicators will be addressed for each standard.

NOTE: Each standard should be examined holistically; it is possible that not all indicators will be addressed for each standard.

___________________________________________________________________________________________________________Springfield Public Schools Administrator Evaluation System, Appendix B B-1

http://www.ode.state.or.us/wma/teachlearn/educatoreffectiveness/oregon-framework--for-eval-and-support-systems.pdf#page=21

http://www.ode.state.or.us/wma/teachlearn/educatoreffectiveness/oregon-framework--for-eval-and-support-systems.pdf#page=21

Standard #1: Visionary LeadershipAn 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:

a) Collaboratively develop and implement a shared vision and mission;

b) Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning;

c) Create and implement plans to achieve goals;d) Promote continuous and sustainable improvement; ande) 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 goals 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 plans (1.2, 1.5, 1.6).

No gaps needed to be addressed.


Standard #2: Instructional ImprovementAn 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.



a) Nurture and sustain a culture of collaboration, trust, learning and high expectations;

b) Create a comprehensive, rigorous and coherent curricular program;

c) Create a personalized and motivating learning environment for students;

d) Supervise and support instruction;e) Develop assessment and accountability

systems to monitor student progress;f) Develop the instructional and

leadership capacity of staff;g) Maximize time spent on quality

instruction;h) Promote the use of the most effective

and appropriate technologies to support teaching and learning; and

i) Monitor and evaluate the impact of instruction.

2.1. Provides sustainable professional learning activities that support student learning and school culture based on school needs. (a, d, f)

2.2. Consistently hires, trains and retains professional staff that collaboratively work to improve instructional practices and student outcomes. (a)

2.3. Builds a professional culture of trust, openness and collaboration, engaging teachers in sharing information, analyzing outcomes, and planning improvement. (a, i)

2.4. Provides feedback that includes multiple clearly defined sources, delivers feedback on a regular basis, and links data and feedback to improvement in teaching and learning for individuals and teams. (a, d, e, i)

2.5. Implements professional learning with performance-based components and ensures that professional learning for educators focuses on the characteristics and demographics of learners. (c, d)

2.6. Organizes staff 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. (c, d, e, i)

No direct description tied to creating a comprehensive, rigorous, and coherent curricular program (b); though it is implied in 2.6 (adapting curriculum) and 2.7 (apply Oregon Curriculum Content Standards).

Create a personalized and motivating environment for students (c) is implied in 2.5 (focus on characteristics and demographics of learners); 2.6 (adjust practice to meet student learning needs) and 2.11 (creating SLOs for every student).

Develop Instructional and leadership capacity of staff (f) implied in 2.2, 2.3 and 2.6- 2.8.

Maximize time spent on quality instruction (g) not stated.

Consider adding rubric text to address creating a comprehensive, rigorous, and coherent curricular program.

Consider adding text for building leadership capacity for staff.

Consider adding text for maximizing time spent on quality instruction.


Standard #2: Instructional Improvement, cont.


(repeated from above)Educational Leaders:

a) Nurture and sustain a culture of collaboration, trust, learning and high expectations;

b) Create a comprehensive, rigorous and coherent curricular program;

c) Create a personalized and motivating learning environment for students;

d) Supervise and support instruction;e) Develop assessment and accountability

systems to monitor student progress;f) Develop the instructional and leadership

capacity of staff;g) Maximize time spent on quality

instruction;h) Promote the use of the most effective

and appropriate technologies to support teaching and learning; and

i) Monitor and evaluate the impact of instruction.

2.7. Arranges for professional learning opportunities for staff to understand and apply the Oregon Core Curriculum Standards and reflect upon curriculum, instruction, and assessments. (d)

2.8. Supervises, evaluates, coaches and mentors educators to improve instructional practice.(d, f)

2.9. 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.(h, i)

2.10. 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. (a, i)

2.11. 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 identify standards or skills to be assessed; Collaborates with teachers to develop/select assessments to evaluate overall student progress. Systematically works with teachers to monitor and revisit SLOs throughout the year; Ensures teachers utilize a tracking tool to show student progress toward SLOs. (a, d, h, i)

CCSS and content standards


Standard #3: Effective ManagementAn 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


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 PracticeAn 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.



a) Collect and analyze data pertinent to equitable outcomes;

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

c) Build and sustain positive relationships with families and caregivers; and

d) Build and sustain productive relationships with community partners.

4.1. 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. (a, c, d)

4.2. Uses effective, timely, and accurate communication strategies with families and community members appropriate to their needs and abilities. (b, c, d)

4.3. Involves families in decision making about their student's education, and invites families to partner with the school for improved student outcomes.(b, c)

4.4. Capitalizes on diversity as an asset of the school community to strengthen educational programs. (b)

4.5. Effectively shares responsibilities with communities by inviting stakeholder groups into the school to participate in the improvement process. (b, c, d)

Collect and analyze data pertinent to equitable outcomes (a) – 4.1 describes using data but is not linked to equitable outcomes.

Building and sustaining positive relationships is not mentioned directly but may be an outcome due to the work completed in 4.1 – 4.4.

Build and sustain productive relationships with community partners (d) – Communicating with community is described, thought there is no mention of forming community partnerships.

Consider adding language to 4.1 about achieving equitable outcomes.

Use words, “community partnerships” in text.


Standard #5: Ethical LeadershipAn 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 Leadership/Administrator Standards

Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps


a) Ensure a system of accountability for every student’s academic and social success;

b) Model principles of self-awareness, reflective practice, transparency and ethical behavior;

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

d) Evaluate the potential ethical and legal consequences of decision-making; and

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

5.1. Models personal and professional ethics, integrity, justice, and fairness and expects the same of stakeholder groups.(b)

5.2. Protects the rights and appropriate confidentiality of students and staff. (c)

5.3. Behaves in a trustworthy manner, using professional influence and authority to enhance education and the common good. (b, e)

5.4. Demonstrates respect for the inherent dignity and worth of each individual. (a)

5.5. Uses a variety of strategies to lead educators in safely examining deeply held assumptions and beliefs that may conflict with vision, mission, and goals. (c)

5.6. Respectfully challenges and works to change assumptions and beliefs that negatively affect stakeholder groups and every student’s learning. (c)

5.7. Models lifelong learning by continually deepening understanding and practice related to content, standards, assessment, data, teacher support, evaluation, and professional development strategies. (a – implied)

5.8. Sustains personal motivation, optimism, commitment, energy, and health by balancing professional and personal responsibilities and encouraging similar actions for others.

Evaluate the ethical and legal aspects of decision-making (d) is not mentioned directly but is implied in 5.1.

Promote social justice and ensure individual student needs inform all aspects of schooling (e) is not mentioned directly but is implied in 5.3.

No gaps needed to be addressed.


Standard #6: Socio-Political ContextAn 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.



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.


Appendix C – Goals Template

STUDENT GROWTH & PROFESSIONAL GOALSADMINISTRATOR TEMPLATE

AdministratorSchoolSupervisor

1.

Goal

-Setti

ng C

onfe

renc

e

Content The goal is being written around which

grade/subject/level?

Context What are the characteristics or special

learning circumstances of my school?

Baseline Data What are the learning needs of my

students? Attach supporting data.

School Growth Goal Statement Does my goal meet the SMART criteria?

Strategies for Improvement How will I help teachers & students

attain this goal? Provide specific actions that will lead to

goal attainment.

Professional Growth Goal: What do I want to change about my

instructional leadership that will effectively impact student learning?

What is my personal learning necessary to make that change?

___________________________________________________________________________________Springfield Public Schools Administrator Evaluation System, Appendix C C-1

What are my measures of success?

Resources and Support: What resources and support do I need

to meet my Professional Growth Goal?

Administrator Signature: Date: Supervisor Signature: Date:

2.

Mid

-Yea

r Rev

iew

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:

3.

Sum

mati

ve C

onfe

renc

e

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:

___________________________________________________________________________________Springfield Public Schools Administrator Evaluation System, Appendix C C-2

Appendix D – SLO Template ChecklistAdministrator: Student Learning Objective (SLO) Template Checklist

This checklist should be used for both writing and approving SLOs.

Baseline Data Context Interval of Instruction Content Student Growth Goal Statement

Professional Growth Goal

Strategies for Improvement

What information is being used to inform the creation of the SLO and establish the amount of growth that should take place within the time period?

Which students will be included in this SLO? Include course, grade level, and number of students.

What is the duration of the course that the SLO will cover?

What content will the SLO target? To what related standards is the SLO aligned?

Considering all available data and content requirements, what growth target(s) can students be expected to reach?What assessment(s) will be used to measure student growth for this SLO?

Considering both student data and the teacher’s self-reflection on the Danielson Framework, what would be an aligned professional growth goal that will support my instructional and/or professional improvement?

How will I help students attain the SLO? What specific actions will lead to goal attainment? What strategies will the teacher incorporate into his/her methodology and professional practice?

_______________________________________________________________________________________________________________Springfield Public Schools Administrator Evaluation System, Appendix D D-1

Appendix D – SLO Template Checklist□ Identifies sources of

information about the school (e.g., test scores from prior years, results of pre-assessments)

□ Summarizes the administrator’s analysis of the baseline data by identifying school strengths and weaknesses

□ School-wide

□ Describes the student population and considers any contextual factors that may impact school-wide growth

□ Does not exclude subgroups of students that may have difficulty meeting growth targets

□ Matches the length of the course (e.g., quarter, semester, year)

□ Specifies how the SLO will address applicable standards from the following: (1) Common Core State Standards, (2) Oregon Content Standards, or (3) curriculum guides/planned course statements.

□ Represents the big ideas or domains of the content taught during the interval of instruction

□ Identifies core knowledge and skills students are expected to attain as required by the applicable standards

□ Ensures all students in the course have a growth target

□ Uses baseline or pretest data to determine appropriate growth

□ Identifies assessments that will effectively measure course content and reliably measure student learning as intended

□ Creates tiered targets when appropriate so that all students may demonstrate growth

□ Sets ambitious yet attainable targets

□ Teacher has used their self reflection on the Danielson Framework to determine their professional goal

□ Achievement of the teacher’s professional growth goal will improve student learning and engagement

□ Teacher includes ways to team with colleagues to successfully achieve his/her goal

□ Specific strategies to assisting students to meet the SLO are included

□ Specific strategies are listed that will assist the teacher in meeting their professional growth goal

□ The strategies to assist students and the professional growth strategies are aligned

_______________________________________________________________________________________________________________Springfield Public Schools Administrator Evaluation System, Appendix D D-2

Appendix E – Multiple Measures Chart: Student Learning and Growth

Category 1 – STATE OR NATIONAL STANDARDIZED TESTS

Category 2 – COMMON NATIONAL, INTERNATIONAL, REGIONAL,

DISTRICT

Category 3 – CLASSROOM-BASED OR SCHOOL-WIDE MEASURES

*OAKS *PSAT/SAT Basic Behavior ACT Adaptive Assessments MAPS ASSET Compass IB World Exams Technologies Tasks Conners OAKS Extended Assessment WMLS NCCE Standards Individually Administered Assessments National/International Auto Cad Standards

Test State Math Test Woodcock Johnson Test of Acad. Ach. State Writing test

SWIS *DIBELS DAZE President’s Challenge for PE Houghton Mifflin Unit Tests *Easy CBM *Running Records (DRA) *OAKS District Letter and Sounds ID Houghton Mifflin Phonics screening Scored writing samples to prompt Free write samples Moby Math Writing Performance Scoring Guides Aims Web Performance Tasks Solom

Patterning Heavier/lighter weight measurement *Six minute solutions (ORF) Subtraction/Addition Number recognition Math fact family with unifix cubes Make 10 assessment Count on Sight word and word family Number writing 1to 1 correspondence counting Unit tests Portfolios Bridges assessments Houghton Mifflin unit test Administrator made assessments Phonics survey *DRA Administrator directed quizzes/tests Student/Administrator directed projects Language samples Administrator made math assessment *Fountas Pinnell DRA *Fountas and Pinnel Running Records *IXL math Rhyming assessment Sticky note surveys Behavior data Anecdotal notes Oregon Reading Assessment (Grade 10) text

notes in margins questions Writing conferences Administrator made pre-formative and post

assessment “Ticket out” Sight word assessment Shape ID, 3D and 2D Common formative assessments between

grade group Classroom formative Observation Walk to Read Quizzes Presentation speeches Letter recognition Syllable assessments IRI Chapter tests Oral presentations *MAPS Phonogram review and tests Diagnostic spelling Mimio votes Asking questions *Multiple mentions

___________________________________________________________________________Springfield Public Schools Administrator Evaluation System, Appendix E E-1

Appendix F – Sample Summative Evaluation Score Sheet

Eval Points

Element Score Element Score Element Score Element Score Element Score Element Score1.1 4 2.1 3 3.1 2 4.1 2 5.1 4 6.1 3 124 Pts Possible Area Percentage Points as 60% of Eval1.2 4 2.2 3 3.2 4 4.2 3 5.2 4 6.2 4 89 60 0.431.3 4 2.3 3 3.3 2 4.3 2 5.3 4 6.3 31.4 3 2.4 2 3.4 3 4.4 2 5.4 3 Total Score 0.431.5 3 2.5 2 3.5 3 4.5 3 5.5 21.6 3 2.6 3 3.6 2 5.6 31.7 3 2.7 3 3.7 3 5.7 3 44 Pts Possible Area Percentage Points as 20% of Eval

2.8 3 3.8 4 5.8 4 37 20 0.172.9 3

2.10 2 Total Score 0.602.11 3

Total 24 Total 30 Total 23 Total 12 Total 27 Total 10

24 Pts Possible Area Percentage Points as 20% of Eval1 18 20 0.1523 Element Score Element Score Total Score 754 A 3 A 3

B 3 B 3C 3 C 3

Unsatisfactory <50Total 9 Total 9 Developing Prof. 50-74

Proficient 75-89Distinguished 90-100

UnsatisfactoryDeveloping ProficiencyProficient

Student Learning & Growth

Key

Distinguished

SLO 2SLO 1STUDENT LEARNING & GROWTH

Area Score

Professional Practice

Professional Responsibility

Key

Ethical Leadership Socio-Political ContextStandard 5 Standard 6Standard 1 Standard 2 Standard 3 Standard 4

Visionary Leadership Teaching and Learning Management for Learning Community Collaboration

_______________________________________________________________________________________________________________Springfield Public Schools Administrator Evaluation System, Appendix F F-1

Appendix G – Professional Development Intersect Graphic

Below is a visual of the three critical elements that drives the Professional Development plan at the individual Administrator level. Student, Administrator, and system needs drive the Professional Development plan, which is then supported through the Master Administrator Program where identified master Administrators deliver PD to their colleagues.

________________________________________________________________________________Springfield Public Schools Administrator Evaluation System, Appendix G G-1

Appendix G – Professional Development Intersect Graphic

________________________________________________________________________________Springfield Public Schools Administrator Evaluation System, Appendix G G-1

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