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Summary of Administrator ­ Management Evaluation Rubrics

Name of Evaluation Basis or Rubric

Name of Sponsoring Organization

Research Basis or Background

Website or Source of Document

Overall Description

Professional Organizations Utilizing the Basis or Rubric

Special Notes for Ka Piÿina CPT Consideration

Other There is further evidence of interest in National Board Certification for Principals. States, including Arkansas, Delaware, Florida, Georgia, Hawaii, Illinois, New Jersey, New York and North Carolina, are working to identify and recognize principals who are performing at an accomplished or advanced level.

National Board Certification for Principals: Standards

National Board for Professional Teaching Standards

In June 2008, National Research Council (NRC) of the National Academies affirmed that NBPTS and its advanced teacher certification program have had a positive impact on student achievement, teacher retention and professional development. The NRC study found that students taught by National Board Certified Teachers make higher gains on achievement tests than students of nonboard-certified teachers.

http://www.nbpts.org/products_ and_services/national_board_c ertifica Standards Document from my e-coach.com/ Accomplished Teaching and Leadership Community.

Standard I: Leadership for Results Standard II: Vision and Mission Standard III: Teaching and Learning Standard IV: Knowledge of Students and Adults Standard V: Culture Standard VI: Strategic Management Standard VII: Advocacy Standard VIII: Ethics Standard IX: Reflection and Growth

The NBPTS Principals certification is scheduled to be made available in 2011.

Consider analyzing summary standards as a guide to determine general categories or "buckets"

Deasy: The Administrator's Portfolio and Evaluation Process

Operation Public Education

The APEP system, developed under the direction of John Deasy when he was superintendent of the Santa Monica-Malibu Unified School District in California, provides evaluation and self-reflection tools that support administrator growth, school improvement, and student achievement. The APEP system applies the concepts of a performance based rubric such as the Framework developed by Charlotte Danielson to generating an analogous model for administrators using the Interstate School Leaders Licensure Consortium (ISLLC) leadership standards as a basis.

Deasy, Operation Public Education Toolkit Project Ka Piÿina Framework V.10 document provided by Marc Wallace

Standard I: Instructional Leadership Standard II: Assessment and Supervision Standard III: Management and Organization Skills Standard IV: Community/Parent Partnerships Standard V: Multicultural Awareness and Appreciation Standard VI: Effective Communication

Santa MonicaMalibu (California) Unified School District. FIRST schools in Prince George's County Public Schools

Santa Monica-Malibu (California) Unified School District. FIRST schools in Prince George's County Public Schools

For school based administrators, the five Standards of Performance are: Administrator Evaluation Handbook (August 1, 2004 ­ DRAFT) The Denver Public Schools Administrator Evaluation process is designed to provide feedback to support the continuous improvement efforts of Denver Public Schools administrators and to meet the legal and policy requirements of an effective human resources evaluation system. Official website: http://www.dpsk12.org/ url for document location: http://static.dpsk12.org/gems/hr 2009/AdministratorEvaluationH andbook.pdf 1. SCHOOL IMPROVEMENT PLANNING AND ASSESSMENT 2. INSTRUCTION 3. SAFETY AND ORGANIZATION 4. COMMUNICATIONS AND COMMUNITY RELATIONS 5. PROFESSIONALISM Additional information about their professional compensation program for teachers is found at: http://denverprocomp.dp sk12.org/ For Glossary Terms with historic significance, see cover sheet.

Denver Public Schools

Denver Public Schools

Ka Piÿina: Education Workforce Capacity Building ­ Administrator-Management Evaluation Rubric Workshop

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Summary of Administrator ­ Management Evaluation Rubrics

Name of Evaluation Basis or Rubric

Name of Sponsoring Organization

Research Basis or Background Public education's changed mission dictates the need for a new type of school leader -- an executive instead of an administrator. No longer are school leaders just maintaining the status quo by managing complex operations but just like their colleagues in business, they must be able to create schools as organizations that can learn and change quickly if they are to improve performance. The successful work of the new executive will only be realized in the creation of a culture in which leadership is distributed and encouraged with teachers, which consists of open, honest communication, which is focused on the use of data, teamwork, research-based best practices, and which uses modern tools to drive ethical and principled, goal-oriented action. The NSDC standards are grounded in research that documents the connection between staff development and student learning. Georgea M. Sparks (1983) introduced the context/process/content schema as a way of organizing the research findings. There are 3 Domains: Context, Process, and Content. Within each standard there are indicators. Context, process, and content standards are all necessary to ensure that staff development improves student learning. If one dimension is ignored, the intended results are far less likely to be achieved.

Website or Source of Document

Overall Description

Professional Organizations Utilizing the Basis or Rubric

Special Notes for Ka Piÿina CPT Consideration

Other

http://www.dpi.state.nc.us/ Principal evaluation process: http://www.ncpublicschools.or g/docs/profdev/training/principa l-evaluation.pdf Standard 1: Strategic Leadership Standard 2: Instructional Leadership Standard 3: Cultural Leadership Standard 4: Human Resource Leadership Standard 5: Managerial Leadership Standard 6: External Development Leadership Standard 7: Micro-political Leadership

North Carolina Public Schools

North Carolina Public Schools

North Carolina Public Schools

Principal evaluation process booklet:http://www.ncpublicsc hools.org/docs/profdev/home/fu tureready/evaluationprocess.pdf

National Staff Development Council ­ Standards for Staff Development

National Staff Development Council

www.nsdc.org

Context Standards Learning Communities Leadership Resources Process Standards Data-driven Evaluation Research-based Design Learning Collaboration Content Standards Equity Quality Teaching Family Involvement Six domains organized to cover all aspects of a principal's job performance: (a) Diagnosis and Planning, (b) Priority Management & Communication, (c) Curriculum & Data, (d) Supervision & Professional Development, (e) Discipline & Parent Involvement, and (f) Management & External Relations. Four-level rating scale: 4 = Proficient, 3 = Expert, 2 = Needs Improvement, and 1 = Does Not Meet Standard. Six rubric pages (w/comment section) with one page Evaluation Summary.

Please see website (above) for report completed February 2009.

This rubric was not intended to stand-alone. The missing component of this rubric addresses the "Operational" responsibilities of the Admin-Mgt Career Family. Either this needs to be integrated with this rubric or 2 rubrics (Instruction Leader rubric/Operational Leader rubric) need to be weighted per leader's EPR. Similar conceptual format as Danielson (i.e. six domains and ten components under each domain). Descriptors under rubric headings succinct and straightforward, somewhat informal, no sugarcoating.

Principal Evaluation Rubric

Kim Marshall

The rubrics were designed to give principals an end-of-the-year assessment of where they stand in all the performance areas and provide detailed guidance on how to improve. Not meant to be checklists for school visits. In order to knowledgeably complete the rubrics, the principal's supervisor would need to be in the school frequently throughout the year; it would be irresponsible to fill out the rubrics based on one visit and without ongoing dialogue.

http://www.marshallmemo.com /articles/Marshall%20Prin%20E val%20Rubrics%20Sept.%2022 ,%2009.pdf

First rubric shared February 19, 2008. Revised version dated September 22, 2009. Citations of schools using this rubric were not identified at this time.

Could be adapted to fit other administrative/managerial positions.

Ka Piÿina: Education Workforce Capacity Building ­ Administrator-Management Evaluation Rubric Workshop

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Summary of Administrator ­ Management Evaluation Rubrics

Name of Evaluation Basis or Rubric

Name of Sponsoring Organization

Research Basis or Background

Website or Source of Document

Overall Description

Professional Organizations Utilizing the Basis or Rubric

Special Notes for Ka Piÿina CPT Consideration

Other The CCSSO State Consortium on Education Leadership (SCEL) created and recently released the Performance Expectations and Indicators for Education Leaders, an ISLLC-Based Guide to Implementing Leader Standards and a Companion Guide to the Educational Leadership Policy Standards: ISLLC 2008. This resource was created in response to requests for performance specifications to implement professional standards in leadership policies, programs, and practices.

Educational Leadership Policy Standards: ISLLC 2008

Interstate School Leadership Licensing Consortium (ISLLC)

A comprehensive online database rich with empirical research reports, policy analyses, leadership texts, and other authoritative resources is now available. The research in the database, as identified by the NPBEA/ISLLC research panel, is a representative sample of 83 empirical and 47 sources of knowledge references which support the six 2008 ISLLC standards. This database reflects the most recent knowledge about schools and leadership. It is available at www.ccsso/ISLLC2008Research.

National Association of Secondary School Principals http://www.principals.org/s_nas sp/sec_inside.asp?CID=1298& DID=56055

Standard I: The Vision of Learning Standard II : The Culture of Teaching and Learning Standard III: The Management of Learning Standard IV: Relationships with the Broader Community to Foster Learning Standard V: Integrity, Fairness, and Ethics in Learning Standard VI: The Political, Social, Economic, Legal, and Cultural Context of Learning There are functions within each standard, which outline necessary actions. The 2008 standards substituted these functions for knowledge, dispositions and performances.

To date, 43 states reported adopting, adapting or using the ISLLC Standards in developing state leadership standards.

Consider: 1. Updating Appendix I-6 to reflect 2008 changes. 2. Reviewing case studies on: http://www.cgp.upenn.ed u/ope/23_administratorev aluation.html

Leading and Learning Communities: Standards for What Principals Should Know and Be Able to Do

National Association of Elementary School Principals (NAESP)

NAESP defines learning communities as "places in which adults and students work collaboratively and demonstrate a commitment to continuous improvement of performance". The document sets the priorities for and provides specific tools and resources to help principals meet standards of effective leadership and structure efforts within learning communities to ensure that all students and adults learn and perform at high levels.

http://www.naesp.org/

Leading Learning Communities identifies six standards that NAESP believes characterize instructional leadership in schools: 1. Lead Student and Adult Learning 2. Lead Diverse Communities 3. Lead 21st Century Learning 4. Lead Continuous Improvement 5. Lead Using Knowledge and Data 6. Lead Parent, Family and Community Engagement. 1 of 10 standards describing a critical component needed for high quality care. Reviews: 1. Leadership 2. Management policies & procedures 3. Fiscal accountability policies & procedures 4. Health, Nutrition, & Safety policies & procedures 5. Personnel policies 6. Program evaluation, accountability, & continuous improvement

Leadership & Management Strand for NAEYC Accreditation

NAEYC

Reviewed and reinvented its previous accreditation standards for quality programs.

www.naeyc.org

Describes the 10th strand that is considered essential together with nine other standards to provide a definition for child care, preschools, and kindergarten programs.

Ka Piÿina: Education Workforce Capacity Building ­ Administrator-Management Evaluation Rubric Workshop

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Summary of Administrator ­ Management Evaluation Rubrics

Name of Evaluation Basis or Rubric

Name of Sponsoring Organization

Research Basis or Background

Website or Source of Document

Overall Description 7 point Rubric Scale on 25 items clustered within 10 subscales: 1. Human resources development 2. Personnel cost and allocation 3. Center operations 4. Child assessment 5. Fiscal management 6. Program planning and evaluation 7. Family partnerships 8. Marketing and public relations 9. Technology 10. Staff qualifications

Professional Organizations Utilizing the Basis or Rubric

Special Notes for Ka Piÿina CPT Consideration

Other

Program Administration Scale

NAEYC

Reliability and Validity study conducted in 2003. Data resulted in revisions to wording of different indicators, deleted redundant items and streamline of the data-collection protocol.

www.naeyc.org

Designed to serve as a reliable and easy to administer too for measuring the overall quality of practices of Early Childhood and Education programs and as a useful guide to improve programs.

Ohio Standards for Principals

Ohio Department of Instruction

With the adoption of the Ohio Standards for Principals, Ohio has clearly defined the traits and skills of effective leaders. These standards will promote the most effective leadership practices among Ohio's principals. The result will be an educational system in which all teachers instruct and students achieve at the highest levels. The Ohio Standards for Principals were developed for use as a guide for principals as they continually reflect upon and improve their effectiveness as leaders throughout all of the stages of their careers. While there are many influences on a principal's development, these standards will serve as an important tool for principals as they consider their growth and development as leaders. http://esb.ode.state.oh.us/Word/ Oh_Standards_ForPrinc_FINAL _10_31_06.doc

Ohio Standards for Principals: 1. Standard #1: Continuous Improvement 2. Standard #2: Instruction 3. Standard #3: School Operations, Resources and Learning Environment 4. Standard #4: Collaboration 5. Standard #5: Parents and Community Engagement

Principal Performance Leadership Rubrics

Illinois Principals' Association

Our belief is that strong students and schools begin with knowledgeable, skilled principals. The Illinois Distinguished Principal Leadership Institute will focus on maximizing student performance through administrative efforts. Principals will have the opportunity to hone their directional skills in maximizing student achievement and engaging the support of the community at large. More information as to how you can get involved with the Leadership Institute will be coming soon, but please read further to learn more about how the Illinois Distinguished Principal Leadership Institute can help you become the most effective educational leader possible. Overview of Principal Performance Leadership Rubrics 1. Creating & Living the Mission, Vision and Beliefs 2. Leading & Managing Change 3. Developing Deep Knowledge of Teaching & Learning 4. Building & Maintaining Collaborative Relationships 5. Building & Sustaining Accountability Systems

www.ilprincipals.org/docs/IDPL I

Illinois Principals Association

Ka Piÿina: Education Workforce Capacity Building ­ Administrator-Management Evaluation Rubric Workshop

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Summary of Administrator ­ Management Evaluation Rubrics

Name of Evaluation Basis or Rubric Vanderbilt Assessment of Leadership in Education

Name of Sponsoring Organization Vanderbilt University

Research Basis or Background Aligned to the widely used Interstate School Leaders Licensure Consortium (ISLLC) standards. VAL-ED is a 360° assessment intended to be taken by the principal, teachers, and the principal's supervisor. VAL-ED provides a total score across all respondents as well as separately by respondent group. The scores from the teachers are all based on the average across all teacher respondents. The total score, core component, and key process effectiveness ratings are interpreted against a national representative sample that included principals, supervisors, and teachers, providing a percentile rank. The results are also interpreted against a set of performance standards ranging from Below Basic to Distinguished. The objectives of PEP-SL are: 1. To communicate leadership expectations. 2. To improve leadership performance. 3. To assess and rate leadership performance.

Website or Source of Document

Overall Description

Professional Organizations Utilizing the Basis or Rubric

Special Notes for Ka Piÿina CPT Consideration

Other

http://www.valed.com

The VAL-ED focuses on leadership behaviors defined by six core components and six key processes known to influence student achievement: Core Components Key Processes 1. High Standards for Student Learning Planning 2. Rigorous Curriculum Implementing 3. Quality Instruction Supporting 4. Culture of Learning & Professional Behavior Advocating 5. Connections to External Communities Communicating 6. Performance Accountability Monitoring The objectives of PEP-SL are: 4. To communicate leadership expectations. 5. To improve leadership performance. 6. To assess and rate leadership performance.

Professional Evaluation Program for School Leaders (PEP-SL)

State of Hawaii, Department of Education

References include: Profile of an Effective School Administrator (Interstate School Leaders Licensure Consortium ­ ISLLC) Quality School Survey

State of Hawaii, Department of Education (via Phyllis Unebasami, KS Literacy Instruction & Support Division Director)

Standard 1 ­ Provides Leadership in School and Instructional Improvements Standard 2- Promotes a Positive Climate for Learning and an Atmosphere of Caring and Respect for all Students and Members of the School Community Standard 3 ­ Maintains High Standards of Professionalism Standard 4 ­ Manages the Full Scope of School Administrative Responsibilities

State of Hawaii, Department of Education

May include language, approach or constructs that are similar to ISLLC, National Board or other K-12 public education entities

Current KS Literacy Instruction & Support (LIS) Division Director Phyllis Unebasami's prior responsibilities with the DOE included development and implementation of Principal and leadership development programs.

21st Century School Administrator Skills ­ National Association of Secondary School Principals (NASSP)

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