An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by stakeholders. Indicators from Oregon’s Educational Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps Leadership/Administrator Standards 1.1. Includes various stakeholder groups - including the Educational Leaders: No specific mention of No gaps needed to be school population and community - and builds consensus promoting continuous and addressed. about vision, mission, and goals to provide equitable, sustainable improvement (d) Collaboratively develop and appropriate, and effective learning opportunities for every but it is implied in work with implement a shared vision and student to learn and achieve. (a) stakeholder groups to create mission; and revise (1.2, 1.5, 1.6). b) Collect and use data to identify 1.2. Selects and organizes data about current processes and outcomes and connects that data with best information assess organizational sources that shape vision, mission, and goals with high effectiveness, and promote measurable expectations for all students and educators. (b) organizational learning; c) Create and implement plans to 1.3. Ensures that the overall meaning and expressions achieve contained within vision, mission, and goals are aligned with school, district, state, and federal policies. goals; d) Promote continuous and 1.4. Leads and models to staff and community the sustainable responsibility to act with consistency and adhere through improvement; and words and actions a commitment to vision, mission, and e) Monitor and evaluate progress and goals. revise plans. 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 with improvement planning processes, change strategies, and implementing effective instructional programs. Standard #2: Instructional Improvement
An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by stakeholders. Indicators from Oregon’s Educational Leadership/Administrator Standards Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps Educational Leaders: Collaboratively develop and implement a shared vision and mission; b) Collect and use data to identify assess organizational effectiveness, and promote organizational learning; c) Create and implement plans to achieve goals; d) Promote continuous and sustainable improvement; and e) 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 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 (1.2, 1.5, 1.6). No gaps needed to be addressed. Standard #2: Instructional Improvement
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