EDAD 5801 ESSENTIAL QUESTIONS GRADING RUBRICS EQ

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1 EDAD 5801 ESSENTIAL QUESTIONS GRADING RUBRICS EQ 1: Identify and describe practices for identifying, collecting, analyzing, evaluating, and using various types of data to engage staff in reflecting on their instructional effectiveness and making data based instructional and programmatic decisions. 4 EXEMPLARY Three practices are identified. A clear, concise, and accurate description of each practice is provided. An explanation is provided of how this information was applied based on PRACTICES Three practices are identified. A adequate description of each practice is provided. An Two practices are identified. A description is of each practice is adequately provided. Occasional One or more practices are identified, but are not adequately described. Frequent Classroom observations (formal or informal) Parent/teacher/student surveys Student work samples Student assessment Peer Coaching Professional Learning Communities WASC accreditation reviews Single Site Plan for Student Achievement EQ 2: What are the benefits of principals placing a high priority for frequent, short classroom visits? Describe each benefit. 4 EXEMPLARY Three benefits are identified. A clear, concise, and accurate description of each benefit is provided. An explanation is provided of how this information was applied based on The BENEFITS narrative is clear, well organized, and concise. Three benefits are identified. An adequate description of each benefit is provided. An Two benefits are identified. An adequate description of each benefit is provided. Occasional One or more key benefits are identified, but are not adequately described. Frequent Visibility Model a vision of priority for instruction Awareness of classroom practices Informal observation of teacher effectiveness Capacity to respond immediately to needs of students and teachers Positive teacher and student relationships

2 EQ 3: What sources of information and processes (PLC s) would you use to evaluate student achievement? Elaborate. 4 EXEMPLARY Three sources and three processes are identified. A clear, concise, and accurate description of each source and process is provided. An explanation is provided of how this information was applied based on personal experience or observed or how it will be SOURCES PROCESSESS used as a future administrator. Three sources and three processes are identified. An adequate description of each source and process is provided. An explanation is provided of how this information was applied based on personal experience or observed or how it will be used as a future administrator is provided. Two sources and two processes are identified. An adequate description of each source and process is provided. Occasional One or more sources and one or more processes are identified, but are not adequately described. Frequent Written needs assessments State assessment data District benchmark assessment data Parent/teacher/student surveys Student work samples Professional conversations with staff Advisory committees WASC accreditation reviews Single Site Plan for Student Achievement Instructional Rounds Professional Learning Communities Coordinated Program Monitoring EQ 4: Identify and summarize the benefits of Common Core and Smarter Balanced Assessment as it relates to teacher instruction and student learning. 4 EXEMPLARY Three benefits are identified. A clear, concise, and accurate summary of each benefit is provided. An explanation is provided regarding how this information was applied based on BENEFITS Two benefits are identified. An adequate summary of each benefit is provided. An explanation is provided of how this information is applied based on personal experience or observed or how it will be used as a future administrator. Appropriate grammar and syntax are used. Two benefits are identified. An adequate summary of each benefit is provided. Occasional One or more key benefits are identified, but are not adequately described. Frequent Restating or paraphrasing (orally and in writing) rather than recalling information Application of classroom learning to real life problem situations Creative thinking Critical thinking Problem solving Decision making Collaboration and team work

3 EQ 5: Identify and describe the essential instructional practices that best support an effective learning environment for all students 4 EXEMPLARY Three classroom practices are identified. A clear, concise, and accurate description of each practice is provided. An explanation is provided regarding how this information is applied based on personal experience or observed or how it will be used as a future INSTRUCTIONAL PRACTICES administrator. Three classroom practices are identified. An adequate description of each practice is provided. An explanation is provided of how this information is applied based on Two classroom practices are identified. An adequate description of each practice is provided. Occasional One or more classroom practices are identified, but are not adequately described. Frequent Routine, student discipline, efficient use of time Explicit Direction Instruction, Cooperative Learning, Inquiry Method Formative, summative, standardized, performance-based assessments EQ 6: Share examples of your understanding of site and district accountability for providing access and opportunity to all students as it relates to the Single Plan for Student Achievement (SPSA) and the Local Control Accountability Plan (LCAP). 4 EXEMPLARY Three examples are provided. A clear, concise, and accurate understanding of each example is provided. An explanation is provided of how this information was applied based on personal experience or observed or how it will be used as a future EXAMPLES administrator. Two examples are identified. An adequate description of each example is provided. An explanation is provided regarding how this information was applied based on personal Two examples are identified. An adequate description of each example is provided. Occasional One or more examples are identified, but are not adequately described. Frequent English Learners Foster Children Economically Disadvantaged Children

4 EDAD 5802 ESSENTIAL QUESTIONS - GRADING RUBRICS EQ 1: Identify and describe employment program practices that effectively identify qualified candidates and protect the district from claims of discrimination. 4 EXEMPLARY Three practices are identified. A clear, concise, and accurate description of each practice is provided. An explanation is provided of how this information was applied based on PRACTICES Three practices are identified. An adequate description of each practice is provided. An Two practices are identified. An adequate description of each practice is provided. Occasional grammar and syntactic errors are noted. One or more practices are identified, but not adequately described. Several grammatical and syntactic errors are noted. Standardization of forms and processes for application screening, interviewing and reference checking Confidentiality Recruitment Application screening Interviewing Reference checking Administrative recommendation & board approval Job descriptions (physical limitations) Consideration of skills, talents, educational preparation, professional experience Non-consideration of race, ethnicity, age, gender, appearance, disabilities that will not interfere with execution of job responsibilities and duties EQ 2: Identify and describe the elements of an effective induction program for new teachers. 4 EXEMPLARY Three elements are identified. A clear, concise, and accurate description of each element is provided. An explanation is provided of how this information was applied based on ELEMENTS Three elements are identified. An adequate description of each element is provided an Two elements are identified. An adequate description of each element is provided. Occasional grammar and syntactic errors are noted. One or more elements are identified, but not adequately described. Several grammatical and syntactic errors are noted. BTSA Instructional Coaching Professional Learning Communities Instructional Rounds Classroom Evaluation Legally Required Employee Orientations Enculturation

5 EQ 3: Describe an effective and fair process for investigating, documenting and correcting incidents of staff misconduct. 4 EXEMPLARY Three practices of an effective and fair process for investigating, documenting and correcting incidents of staff misconduct are clearly, concisely and accurately described. An PRACTICES Three practices of an effective and fair process for investigating, documenting and correcting incidents of staff misconduct are adequately described. An explanation is provided of how this information was applied based on personal experience or observed or how it will be used as a future administrator. Appropriate grammar and syntax are used. Two practices of an effective and fair process for investigating, documenting and correcting incidents of staff misconduct are adequately described. Occasional grammar and syntactic errors are noted. One or more practices of an effective and fair process for investigating, documenting and correcting incidents of staff misconduct are not adequately described. Several F.R.I.S.K. Prompt reporting to HR Prompt investigation Familiarity with Equal Employment Opportunity Commission s guidelines Documentation Interviewing witnesses Interim remedial measures Avoidance of retaliation Maintaining confidentiality Avoidance of prejudgment Consistency throughout process EQ 4: In implementing a new program, describe how you would measure the effectiveness of the program, align the program to site and district goals and initiatives, design professional learning for the program and determine if the program is cost effective. 4 EXEMPLARY A clear, concise and accurate description is provided for each of the following: (1) how to measure the effectiveness of a new program, (2) how to align the program to site and district goals and initiatives, (3) how to design professional learning for the program and (4) how to determine if the program is cost effective. An explanation is provided of how this information was applied based on personal experience or observed or how it will be used as a future administrator. An adequate description is provided for each of the following: (1) to how to measure the effectiveness of a new program, (2) how to align the program to site and district goals and initiatives, (3) how design professional learning for the program and (4) how to determine if the program is cost effective. An explanation is provided of how this information was applied based on personal experience or observed or how it will be used as a future administrator. An adequate description is provided for three of the following: (1) how to measure the effectiveness of a new program, (2) how to align the program to site and district goals and initiatives, (3) how to design professional learning for the program and (4) how to determine if the program is cost effective. Occasional grammar and syntactic errors are noted. A description is provided for one or more of the following, but not adequately: (1) how to measure the effectiveness of a new program, (2) how to align the program to site and

6 Measures of Effectiveness Alignment district goals and initiatives, (3) how to design professional learning for the program and (4) how to determine if the program is cost effective. Several grammatical and syntactic errors are noted. Professional Development Cost Effectiveness EQ 5: Identify and describe a process (steps) for developing and implementing a site budget. 4 EXEMPLARY Five steps are identified. A clear, concise and accurate description of each step is provided. Examples are provided to illustrate the process (i.e., carry-over, spending restrictions, cost-of-living adjustments, district/school goals and priorities). An KEY STEPS Five steps are identified. An adequate description of each step is provided. Examples Are provided to illustrate the process (i.e., carry-over, spending restrictions, cost-of - living adjustments, district/ school goals and priorities). An explanation is provided of how this information was applied based on personal experience or observed or how it will be used as a future administrator. Three steps are identified. An adequate description of each step is provided. Occasional grammar and syntactic errors are used. One or more steps are identified, but are not adequately described. Several grammatical and syntactic errors are noted. Historical data (prior year revenue/expenditures) State budget projection Student enrollment projection Needs assessment Broad school-community participation Advisory groups (Leadership Team, School Site Council, PTA) Single Plan for Student Achievement District goals and priorities Prioritize site needs based on student achievement

7 EQ 6: Differentiate base funding from targeted funding under the Local Control Funding Formula and provide examples of how you could utilize each in a site budget. 4 EXEMPLARY The concepts of base funding and targeted funding under the Local Control Funding Formula are clearly, concisely, and accurately differentiated. Three examples of how supplemental and concentration grants are utilized in a site budget. An explanation is provided of how this information was applied based on personal experience or observed or how it will be used as a future administrator is provided. Appropriate grammar and CONCEPTS syntax are used. The concepts of base funding and targeted funding under the Local Control Funding Formula are adequately differentiated. Three examples are provided of how supplemental and concentration grants are utilized in a site budget. An explanation is provided of how this information was applied based on personal experience or observed or how it will be used as a future administrator. Appropriate grammar and syntax are used. The concepts of base funding and targeted funding under the Local Control Funding Formula are adequately differentiated. Two examples are provided of how supplemental and concentration grants are utilized in a site budget. Occasional grammar and syntactic errors are noted. The concepts of base funding and targeted funding under the Local Control Funding Formula are not adequately differentiated. One or more examples are provided of how supplemental and concentration grants are utilized in a site budget. Several grammar and syntactic errors are noted. Base Grant - Targeted Funds Supplemental Grant Concentration Grant Economically Disadvantaged children, English Learners, & Foster Youth expenditures: Supplemental instructional materials & programs Professional development Specialists Parent education After school programs EDAD 5803 ESSENTIAL QUESTIONS GRADING RUBRICS EQ 1: Share the steps to developing and generating support for a vision of teaching and learning for the school consistent with the overall vision and goals of the school district. 4 EXEMPLARY Three steps are identified. A clear, concise, and accurate description of each step is provided. An explanation is provided of how this information was applied based on Three steps are identified. An adequate description of each step is provided. An Two steps are identified. An adequate description of each step is provided. Occasional One or more characteristics are identified, but not accurately described. Frequent Gather data from all stakeholders and collaboratively create a vision for the comprehensive education of all students

8 STEPS Articulate the vision and gain support from all stakeholders. Make the vision concrete (Posters, Letterhead, Websites, Bulletin Boards, etc.) Establish priorities (collaboratively with all stakeholders) based on the vision (minimal of one academic; one that will help build staff s sense of collaboration; one that will develop stronger communication with parents and community) Use priorities to establish goals (collaboratively with all stakeholders Expose/share goals with all stakeholders (repetition, consistency, and support) Make sure all stakeholders are focused on vision and goals Develop mentor leaders (Multiplier Effect) from within the organization so goals and vision don t die without the principal Encourage staff to share best practices and celebrate evidence of meeting goals to attain and sustain vision EQ 2: Identify the responsibilities and duties of the principal as the school improvement and instructional leader. 4 EXEMPLARY Three responsibilities are identified. A clear, concise and accurate description of each responsibility is provided. An explanation is provided of how this information was applied based on personal experience or observed or how it will be used as a future RESPONSIBILITIES administrator. Three responsibilities are identified. An adequate description of each responsibility is provided. An explanation is provided of how this information was applied based on Two responsibilities are identified. An adequate description of each responsibility is provided. Occasional grammatical and syntactic errors are noted One or more responsibilities are identified, but not accurately described. Frequent Vision Guidance Role Model Coach Resource support EQ 3: Identify and describe elements of effective problem solving at a school. 4 EXEMPLARY Three elements are identified. A clear, concise, and accurate description of each element is provided. An explanation is provided of how this information was applied based on 3 BELOW ELEMENTS Three examples are identified. An adequate description of each element is provided. An Two elements are identified. An adequate description of each element is provided. Occasional One or more elements are identified, but are not accurately described. Frequent Investigation Identification of solutions Evaluation of pros and cons for each solution Selection the best solution Reaction to solution by supervisor or peers Implementation of solution Evaluation of solution after implementation

9 EQ 4: Share examples of ethical decision-making. 4 EXEMPLARY Three examples are identified. A clear, concise, and accurate description of each example is provided. An explanation is provided of how this information was applied based on personal experience or observed or how it will be used as a future EXAMPLES administrator. Three examples are identified. An adequate description of each example is provided. An Two examples are identified. An adequate description of each example is provided. Occasional One or more examples are provided, but are not representative of ethical decisionmaking. Frequent Ensuring that decisions are honest, credible, and justifiable Making employment decisions based solely on the unique, professional qualities of the candidates Practicing data-driven decision-making (rather than taking the path of least resistance or cutting deals ) Displaying a positive, caring role model Implementing and enforcing the law and/or district policy Accepting responsibility for own actions/decisions Deflecting credit for success of others Being child-centered EQ 5: Identify practices of professional growth and development for practicing site administrators 4 EXEMPLARY Three practices are identified. A clear, concise, and accurate description of each practice is provided. An explanation is provided of how this information was applied based on PRACTICES Three practices are identified. An adequate description of each practice is provided. An Two practices are identified. An adequate description of each practice is provided. Occasional One or more practices are identified and but not adequately described. Frequent Involvement in professional organizations (ACSA, NASSP, NAESP, etc ) Frequent networking with colleagues School visits Research Practice (demonstrate lessons, know and understand curriculum being taught and share data)

10 EQ 6: Share examples of relationship building. 4 EXEMPLARY Three examples are identified. A clear, concise, and accurate description of each example is provided. An explanation is provided of how this information was applied based on EXAMPLES Three examples are identified. An adequate description of each example is provided. An experience or observed or how it will be used as a future administrator. Appropriate grammar and syntax are used. Two examples are identified. An adequate description of each example is provided. Occasional One or more examples are identified and but not adequately described. Frequent Classroom visitations Attendance/participation at classroom and school activities and events Attendance/participation at community activities and events Membership in community service clubs Home visits EDAD 5804 ESSENTIAL QUESTIONS GRADING RUBRIC EQ 1: First, identify the membership of a legally constituted Individual Education Plan (IEP) Team. Second, briefly describe the responsibilities of the IEP Team in providing a free and appropriate public education for students with exceptional needs. 4 EXEMPLARY All (mandated) members are identified and three responsibilities are identified. A clear, concise, and accurate description of each responsibility is provided. An explanation is provided of how this information was applied based on personal experience or observed or how it will be used as a future administrator. Appropriate grammar and syntax are MEMBERS RESPONSIBILITIES used. All (mandated) members are identified and three responsibilities are identified. An adequate description of each responsibility is adequately provided. An explanation is provided of how this information was applied based on personal experience or observed or how it will be used as a future administrator. Appropriate grammar and syntax are used. All (mandated) members are identified and two responsibilities are identified. A description is of each responsibility is adequately provided. Occasional grammatical and syntactic errors are noted. Some key (mandated) members and one or more responsibilities are identified, but are not adequately described. Several General education teacher Parent Special education teacher District representative Develop program of modifications and/or special services Notify (orally and in writing) parents of procedural due process rights Consider all relevant student assessment data Develop goals and objectives, including benchmark assessments Determine appropriate modifications and/or special services Review program annually Evaluate program every three years

11 EQ 2: Briefly discuss the manifestation determination process in terms of a student s physical removal from school. 4 EXEMPLARY The manifestation determination process is clearly, concisely, accurately defined and three provisions of the law are delineated. An explanation is provided of how this information was applied based on personal experience or observed or how it will be used as a future PROVISIONS administrator. The manifestation determination process is adequately defined and three provisions of the law are delineated. An explanation is provided of how this information was applied based on The manifestation determination process is adequately defined and two provisions of the law are delineated. Occasional The manifestation determination process and provisions are unclear and vague. Several A change of placement occurs after 10 cumulative days of suspension during the school year or expulsion Behavioral assessment and intervention services may be required Manifestation determination criteria: (1) student s misbehavior is the result of his/her disability and (2) district s failure to implement student s IEP Stay-put safeguards Continuation of instructional services during the period of removal Protection for students not yet determined eligible for special education services EQ 3: Identify and describe the elements of due process related to the suspension of general education students. 4 EXEMPLARY Three elements are identified. A clear, concise, and accurate description of each element is provided. An explanation is provided of how this information was applied based on ELEMENTS Three elements are identified. An adequate description of each element is provided. An experience or observed or how it will be used as a future administrator. Appropriate grammar and syntax are used. Two elements are identified. An adequate description is of each practice is provided. Occasional One or more elements are identified, but are not accurately described. Several Written and/or oral notice of charges to student Evidence is discussed with the student Student is afforded the opportunity to present an explanation of the incident

12 EQ 4: Define the Family Educational Rights and Privacy Act (FERPA) of 1974 and describe the confidentiality protection afforded students. 4 EXEMPLARY Act is accurately defined and three protections are identified. A clear, concise, and accurate description of each protection is provided.. An explanation is provided of how this information was applied based on personal experience or observed or how it will be PROTECTIONS used as a future administrator. Act is adequately defined and three protections are identified. An adequate description of each protection is provided. An explanation is provided of how this information was applied based on personal experience or observed or how it will be used as a future administrator. Act is adequately defined and two protections are identified. An adequate description of each protection is provided. Occasional grammatical and syntactic are noted. Act is not adequately described and protections are not identified. Several grammatical and syntactic errors are noted. Confidentiality of student educational records Parent rights regarding access to educational records Staff access to mandated, permanent student records Directory information Release of records to authorized persons (non-parent) Posting of grades EQ 5: Identify & describe three sources of legal expertise from which a new administrator can draw. 4 EXEMPLARY Three sources are identified. A clear, concise, and accurate description of each source is provided. An explanation is provided of how this information was applied based on SOURCES Three sources are identified. An adequate description of each source is provided. An experience or observed or how it will be used as a future administrator. Appropriate grammar and syntax are used. Two sources are identified. An adequate description is of each source is provided. Occasional One or more sources are identified, but not accurately described. Several grammatical and syntactic errors are noted. California Laws Related to Minors California Education Code Title V Regulations District Policy/Administrative Regulations District-level Administrator County Offices of Education California Department of Education

13 EQ 6: School officials have the legal authority to regulate the expression of students speech on campus. Provide relevant examples that clearly illustrate when and how this authority can be exercised. 4 EXEMPLARY Three examples that illustrate when and how the legal authority of school officials can be exercised are provided. A clear, concise, and accurate description of each example is provided. An explanation is provided of how this information was applied based on EXAMPLES Three examples that illustrate when and how the legal authority of school officials can be exercised are provided. An adequate description of each example is provided. An experience or observed or how it will be used as a future administrator. Appropriate grammar and syntax are used. Two examples that illustrate when and how the legal authority of school officials can be exercised are provided. An adequate description is of each source is provided. Occasional One or more examples that illustrate when and how the legal authority of school officials can be exercised are provided, but not accurately described. Several grammatical and syntactic errors are noted. Obscene and/or vulgar language Violating adopted district policy and/or administrative regulations Inciting unlawful criminal acts Libelous and/or slanderous expression Substantial disruption of classroom instruction and/or other school activities Proselytizing religious beliefs EDAD 5805 ESSENTIAL QUESTIONS-GRADING RUBRIC EQ 1: Share strategies for creating a positive, safe, and supportive learning environment for all student groups by promoting equity and respect among all members of the school community. 4 EXEMPLARY Three strategies are identified. A clear, concise, and accurate description of each strategy is provided. An explanation is provided regarding how this information was applied based on STRATEGIES Three strategies are identified. Each strategy is adequately described. An explanation is provided regarding how this information is applied based on personal experience or observed or how it will be used as a future administrator. Appropriate grammar and syntax are used. Two strategies are identified. Each is adequately described. Occasional grammatical and syntactic errors are noted. One or more strategies are identified, but are not accurately described. Frequent Restorative Justice Character Education Parent Education and Involvement Multicultural Education AVID GEAR Student Clubs Academic Counseling

14 EQ 2: Describe three public relations strategies, which can be implemented effectively at the site-level. 4 EXEMPLARY Three strategies are identified. A clear, concise, and accurate description of each is provided. An explanation is provided regarding how this information is applied based on STRATEGIES Three strategies are identified. Each strategy is adequately described. An explanation is provided regarding how this information is applied based on personal experience or observed or how it will be used as a future administrator. Appropriate grammar and syntax are used. Two strategies are identified. Each strategy is adequately described. Occasional One or more key strategies are identified, but are not accurately described. Frequent Family math/science nights Newsletter High test scores Babysitting for events Back-to-School Night/Open House Parent-teacher conferences Homework hotline Communication between teachers and parents Awards programs Website EQ 3: Share effective communication techniques that can improve school culture. 4 EXEMPLARY Three techniques are identified. A clear, concise, and accurate description of each is provided. An explanation is provided regarding how this information is applied based on TECHNIQUES Three techniques are identified. Each is adequately described. An explanation is provided regarding how this information is applied based on personal experience or observed or how it will be used as a future administrator. Two techniques are identified. Each is adequately described. Occasional grammatical and syntactic errors are noted. One or more key techniques are identified, but are not accurately described. Frequent Common vision and mission Shared decision-making (curriculum, instruction and assessment) Regular grade level, team, and/or department meetings Team work and collaboration Agendas and minutes of meetings posted on Open door policy

15 EQ 4: Identify school-based strategies, activities or programs that are designed to improve the academic achievement of a significant subgroup of students (e.g., English learners, Special Education, Economically Disadvantaged). 4 EXEMPLARY Three strategies, activities or programs are identified. A clear, concise, and accurate description of each is provided. An explanation of each is provided regarding how this information is applied based on personal experience or observed or how it will be used as STRATEGIES a future administrator. Three strategies, activities or programs are identified. An adequate description of each is provided. An explanation of each is provided regarding how this information is applied based on Two strategies, activities, or programs are identified. An adequate description of each is provided. Occasional One or more key strategies, activities, or programs are identified, but are not accurately described. Frequent Sheltered Instruction Observation Protocol (SIOP) Dual Immersion Direct Instruction Cooperative Learning Response to Intervention Student Support Team EQ 5: Describe strategies to increase parent participation at school. 4 EXEMPLARY Three strategies are identified. A clear, concise, and accurate description of each is provided. An explanation is provided regarding how this information is applied based on STRATEGIES Three strategies are identified. An adequate description of each is provided. An explanation is provided regarding how this information is applied based on personal Two strategies are identified. An adequate description of each is provided. Occasional One or more key strategies are identified, but are not accurately described. Frequent Parenting classes Family math/science nights Parent advisory committees (SSC, ELAC, textbook adoption, school safety) Transportation to school events Volunteering Recognition events

16 EQ 6: Describe school partnerships with businesses and public agencies and how these relationships can benefit students. 4 EXEMPLARY Three partnerships are identified. A clear, concise, and accurate description of each is provided. An explanation is provided regarding how this information is applied based on PARTNERSHIPS Three partnerships are identified. An adequate description of each is provided. An explanation is provided regarding how this information is applied based on personal Two partnerships are identified. An adequate description of each is provided. Occasional One or more key partnerships are identified, but are not accurately described. Frequent Business For-profit community organizations Non-profit community organizations (Salvation Army, police department, fire department) Community health service organizations (Center for Human Services) Senior citizens County Offices of Education