PERFORMANCE EXPECTATION 5: Ethical Practice An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Educational Leaders: Ensure a system of accountability for student’s academic and social success Model principles of self-awareness, reflective practice, transparency and ethical behavior Safeguard the values of democracy, equity and diversity Evaluate the potential ethical and legal consequences of decision-making Promote social justice and ensure that individual student needs inform all aspects of schooling Level 4 Level 3 2 Level 1 Consistently exceeds Consistently Making sufficient Does not meet standard expectations for good expectations for good progress toward meeting performance under this performance under this the standard standard standard Challenges colleagues by presenting Motivates colleagues by Presents data without a vision Bemoans students’ low the gap between current student data comparing students’ current or a vision without data. achievement and shows fatalism Gap Analysis and a vision for college success. achievement with rigorous about bringing about significant expectations. change. Is highly effective getting counseling, Identifies struggling students Tries to get crisis counseling for Focuses mainly on discipline and mentoring, and supports for and works to get support highly disruptive and troubled punishment with highly Support students. services to meet their needs. students. disruptive and troubled students. families feel welcome and Makes parents feel welcome, Reaches out to parents and Makes little effort to reach out to respected, responds to concerns, and listens to their concerns, and tries to understand when they families and is defensive when Openness gets a number of them actively tries to get them involved. are critical. parents express concerns. involved in the school. Provides effective programs for all Provides programs for most Provides ad hoc, occasional Does not provide assistance for students with inadequate home students whose parents do not support for students who are students with inadequate home Safety-net support. provide adequate support. not adequately supported at support. home. Successfully communicates to all Uses a variety of means (e.g., Has a limited communication Is not an effective constituencies by skillfully using a face-to-face, newsletters, repertoire and some key communicator, and others are Communication variety of channels. websites) to communicate stakeholders are not aware of often left guessing about policies goals to others. school goals. and direction.
PERFORMANCE EXPECTATION 5: Ethical Practice An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by acting with integrity, fairness, and in an ethical manner. Educational Leaders: Ensure a system of accountability for student’s academic and social success Model principles of self-awareness, reflective practice, transparency and ethical behavior Safeguard the values of democracy, equity and diversity Evaluate the potential ethical and legal consequences of decision-making Promote social justice and ensure that individual student needs inform all aspects of schooling Level 4 Consistently exceeds expectations for good performance under this standard Level 3 Consistently expectations for good performance under this standard 2 Making sufficient progress toward meeting the standard Level 1 Does not meet standard Gap Analysis Challenges colleagues by presenting the gap between current student data and a vision for college success. Motivates colleagues by comparing students’ current achievement with rigorous expectations. Presents data without a vision or a vision without data. Bemoans students’ low achievement and shows fatalism about bringing about significant change. Support Is highly effective getting counseling, mentoring, and supports for students. Identifies struggling students and works to get support services to meet their needs. Tries to get crisis counseling for highly disruptive and troubled students. Focuses mainly on discipline and punishment with highly disruptive and troubled students. Openness families feel welcome and respected, responds to concerns, and gets a number of them actively involved in the school. Makes parents feel welcome, listens to their concerns, and tries to get them involved. Reaches out to parents and tries to understand when they are critical. Makes little effort to reach out to families and is defensive when parents express concerns. Safety-net Provides effective programs for all students with inadequate home support. Provides programs for most students whose parents do not provide adequate support. Provides ad hoc, occasional support for students who are not adequately supported at home. Does not provide assistance for students with inadequate home support. Communication Successfully communicates to all constituencies by skillfully using a variety of channels. Uses a variety of means (e.g., face-to-face, newsletters, websites) to communicate goals to others. Has a limited communication repertoire and some key stakeholders are not aware of school goals. Is not an effective communicator, and others are often left guessing about policies and direction.
ashland-administrator-handbook-final.docx