An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources in order to demonstrate and promote ethical standards of democracy, equity, diversity, and excellence, and to promote communication among diverse groups. Indicators from Oregon’s Educational Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps Leadership/Administrator Standards Educational Leaders: 4.1. Collects, analyzes, and shares data and information Collect and analyze data pertinent Consider adding language to 4.1 with the community and uses public information to equitable outcomes (a) 4.1 about achieving equitable – strategies that are appropriate to the needs and abilities describes using data but is not outcomes. a) Collect and analyze data pertinent to of stakeholders in order to communicate with families linked to equitable outcomes. equitable outcomes; and community members. (a, c, d) b) Understand and integrate the Building and sustaining positive community’s diverse cultural, social 4.2. Uses effective, timely, and accurate communication relationships is not mentioned and intellectual resources; strategies with families and community members directly but may be an outcome c) and sustain positive relationships appropriate to their needs and abilities. (b, c, d) due to the work completed in 4.1 – with families and caregivers; and 4.4. d) Build and sustain productive 4.3. Involves families in decision making about their relationships with community partners. student's education, and invites families to partner with the school for improved student outcomes. (b, c) and sustain productive 4.4. Capitalizes on diversity as an asset of the school relationships with community community to strengthen educational programs. (b) partners (d) Communicating with – Use words, “community community is described, thought partnerships” in text. 4.5. Effectively shares responsibilities with there is no mention of forming communities by inviting stakeholder groups into the community partnerships. school to participate in the improvement process. (b, c, d) Standard #5: Ethical Leadership An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Indicators from Oregon’s Educational Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps Leadership/Administrator Standards
An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources in order to demonstrate and promote ethical standards of democracy, equity, diversity, and excellence, and to promote communication among diverse groups. Indicators from Oregon’s Educational Leadership/Administrator Standards Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps 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) 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. 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 Leadership An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Indicators from Oregon’s Educational Leadership/Administrator Standards Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps