GRADING RUBRIC – ESSENTIAL QUESTIONS – EDAD 5801
EQ1: What sources of information should be used to evaluate teachers?
4 EXEMPLARY
Three or more sources are identified and use of each in the evaluation of teachers is
described. Sources are directly related to effective classroom practice and other
responsibilities and duties of teachers. An explanation of each source is provided of how
this information is applied based on personal experience or observed or how it will be
used as a future administrator. The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
3 ABOVE
Two sources are identified and use of each in the evaluation of teachers is described.
STANDARDS
Sources are directly related to effective classroom practice and other responsibilities and
duties of teachers. 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. The narrative is clear, well organized, and concise. Appropriate grammar
and syntax are used.
2 MEETS
Two sources are identified and use of each in the evaluation of teachers is described.
STANDARDS
Sources are directly related to effective classroom practice and other responsibilities and
duties of teachers. Occasional grammatical and syntactic errors are noted.
1 BELOW
One or more key sources are identified, but are not accurately described. Occasional
STANDARDS
grammatical and syntactic errors are noted.
• Classroom observations (formal or informal)
• Lesson plans
• District/state assessment results
KEY SOURCES
• Pre- and post- teacher conferences
• California Standards for the Teaching Profession
• Collective bargaining agreement
• Student, parent, and/or counselor feedback
EQ2:
4
3
2
1
What are the benefits of principals placing a high priority for frequent, short classroom visits?
Describe each benefit.
EXEMPLARY
Three or more benefits are identified and a clear, concise, and accurate description of
each benefit is provided. An explanation of each benefit is provided regarding how this
information is applied based on personal experience or observed or how it will be used as
a future administrator. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
ABOVE
Two benefits are identified and a clear, concise, and accurate description of each benefit
STANDARDS
is provided. An explanation of each benefit 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.
MEETS
Two benefits are identified and a clear, concise, and accurate description of each benefit
STANDARDS
is provided. An explanation of each benefit is provided. Occasional grammatical and
syntactic errors are noted.
BELOW
One or more key benefits are identified, but are not accurately described. Occasional
STANDARDS
grammatical and syntactic errors are noted.
• Visibility
• Model a vision of “priority for instruction”
KEY BENEFITS
• Awareness of classroom practices
• Informal observation of teacher effectiveness
• Capacity to respond immediately to needs of students and teachers
• Positive teacher and student relationships
EQ3: What methods would you use to evaluate your school and its problems? Elaborate.
4 EXEMPLARY
Three or more methods are identified and a clear, concise, and accurate description of
each method is provided. An explanation 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.
3 ABOVE
Two methods are identified and a clear, concise, and accurate description of each method
STANDARDS
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 administrator.
Appropriate grammar and syntax are used.
2 MEETS
Two methods are identified and accurately described. Occasional grammar and syntax
STANDARDS
are used. Occasional grammatical and syntactic errors are noted.
1 BELOW
One or more key methods for evaluating a school and its problems are identified, but are
STANDARDS
not accurately described. Occasional grammatical and syntactic errors are noted.
• Short frequent “walk-throughs”
• Professional conversations with staff
• Written needs assessments
• State assessment data
KEY METHODS
• District benchmark assessment data
• Advisory committees
• Parent-teacher surveys
• Coordinated Program Monitoring
• WASC accreditation reviews
• Single Site Plan for Student Achievement
EQ4:
4
3
2
1
Identify and describe the components (e.g., classroom management, instruction, and assessment) of
an effective classroom.
EXEMPLARY
Three components are identified and a clear, concise, and accurate description of each
component is provided. Specific examples are provided to illustrate each key component.
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.
ABOVE
Two components are identified and a clear, concise, and accurate description of each
STANDARDS
component is provided. Specific examples are provided to illustrate each component. 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.
MEETS
Two components are identified and described. Specific examples are provided to illustrate
STANDARDS
each component. Occasional grammatical and syntactic errors are noted.
BELOW
One or more components of an effective classroom are identified, but are not accurately
STANDARDS
described. Occasional grammatical and syntactic errors are noted.
• Effective classroom management (routine, student discipline, efficient use of time)
KEY
• Effective Instruction (Explicit Direction Instruction, Cooperative Learning, Inquiry
COMPONENTS
Method)
• Effective Assessment (formative, summative, standardized, performance-based)
EQ5:
Share your understanding of current state and federal accountability initiatives as they pertain to
student achievement.
4 EXEMPLARY
Three or more accountability measures are identified and a clear, concise, and accurate
description of each accountability measure in relation to student achievement 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 administrator.
Appropriate grammar and syntax are used.
3 ABOVE
Two accountability measures are identified and a clear, concise, and accurate description
STANDARDS
of each accountability measure in relation to student achievement 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 administrator. Appropriate
grammar and syntax are used.
2 MEETS
Two accountability measures are identified and accurately described in relation to
STANDARDS
student achievement. Occasional grammatical and syntactic errors are noted.
1 BELOW
One or more key accountability measures are identified, but are not accurately described.
STANDARDS
Occasional grammatical and syntactic errors are noted.
• California Public Schools Accountability Act of 1999
KEY
ACCOUNTABILITY • No Child Left Behind of 2001
• Common Core
MEAURES
EQ6: Identify and describe a mechanism or structure to raise student achievement at a school.
4 EXEMPLARY
Three or more mechanisms or structures are identified and a clear, concise, and accurate
description of each mechanism or structure in relation to student achievement is
provided. An explanation is provided regarding 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.
3 ABOVE
Two mechanisms or structures are identified and a clear, concise, and accurate
STANDARDS
description of each mechanism or structure in relation to student achievement is
provided. An explanation is provided regarding 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.
2 MEETS
Two mechanisms or structures are identified and accurately described in relation to
STANDARDS
student achievement. Occasional grammatical and syntactic errors are noted.
1 BELOW
One or more key mechanisms or structures to raise student achievement are identified,
STANDARDS
but are not accurately described. Occasional grammatical and syntactic errors are noted.
• Data-driven instruction
• Targeted intervention and remediation
KEY MECHANISMS • Profession development (targeted & ongoing)
• Single Plan for Student Achievement
• School Academic Intervention Team (SAIT)
• Professional Learning Communities
• Instructional Rounds
GRADING RUBRIC – ESSENTIAL QUESTIONS – EDAD 5802
EQ1: Identify and describe effective professional development programs for teachers.
4 EXEMPLARY
Three key programs are identified and accurately described. An explanation of how this
information was applied based on personal experience or observed or how it will be used
as a future administrator. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
3 ABOVE
Two key programs are identified and accurately described. The narrative is clear, well
STANDARDS
organized, and concise. An explanation 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.
3 MEETS
One program is identified and accurately described. An explanation of how this
STANDARDS
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.
1 BELOW
One or more key programs are identified, but not accurately described. Occasional
STANDARDS
grammatical and syntactic errors are noted.
• Instructional Coaching
• Professional Learning Communities
KEY PROGRAMS
• Instructional Rounds
• Classroom Walkthroughs
• Classroom Observation and Evaluation
EQ2:
What are the key components of a collective bargaining agreement and elaborate on the impact of
the union contract on the day-to-day operation of a school?
4 EXEMPLARY
Three key components are identified and accurately described. The impact of these key
components on three specific areas of site-level management is discussed. An explanation
of how this information was applied based on personal experience or observed or how it
will be used as a future administrator. The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
3 ABOVE
Two key components are identified and accurately described. The impact of these key
STANDARDS
components on two specific areas of site-level management is discussed. An explanation of
how this information was applied based on personal experience or observed or how it will
be used as a future administrator. The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
2 MEETS
One key component is identified and accurately described. The impact of this key
STANDARDS
component on one specific area of site-level management is discussed. An explanation 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.
1 BELOW
One or more key components are identified, but not accurately described. Occasional
STANDARDS
grammatical and syntactic errors are noted.
• Sick & personal necessity leave
• Transfer and reassignment
• Formative and summative evaluation
KEY COMPONENTS • Grievance procedure
• Work day
• School calendar
• Employee discipline
• Professional relationship with site union representative
EQ3:
Identify and describe employment program practices that effectively identify qualified candidates
and protect the district from claims of discrimination.
4 EXEMPLARY
Three key practices are identified and accurately described. Three specific examples are
provided to illustrate these practices in the school setting. An explanation of how this
information was applied based on personal experience or observed or how it will be used as
a future administrator. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
3 ABOVE
Two key practices are identified and accurately described. Two specific examples are
STANDARDS
provided to illustrate these practices in the school setting. An explanation of how this
information was applied based on personal experience or observed or how it will be used as
a future administrator. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
2 MEETS
One key practice is identified and accurately described. One specific example is provided to
STANDARDS
illustrate this practice in the school setting. An explanation 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.
1 BELOW
One or more key practices are identified, but not accurately described. Occasional
STANDARDS
grammatical and syntactic errors are noted.
• Recruitment
• Application screening (paper & electronic)
KEY PRACTICES • Interviewing (questions that reflect CSTPs & CSPELs)
• Reference checking
• Administrative recommendation & board approval
• Job descriptions (physical limitations)
EQ4:
4
3
2
1
Describe the difference between “restricted” and “unrestricted” funds and identify one example of
each.
EXEMPLARY
Key funds are identified and the differences are described in specific terms. Examples from
a school-based budget are provided to illustrate the differences (i.e., carry-over, spending
restrictions, cost-of-living adjustments). An explanation of how this information was applied
based on personal experience or observed or how it will be used as a future administrator.
The narrative is clear, well organized, and concise. Appropriate grammar and syntax are
used.
ABOVE
Key funds are identified and the differences are described in specific terms. The narrative is
STANDARDS
clear, well organized, and concise. An explanation 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.
MEETS
Key funds are identified and the differences are described in general terms. An explanation
STANDARDS
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.
BELOW
Key funds are identified, but the differences are not accurately described. Occasional
STANDARDS
grammatical and syntactic errors are noted.
• Revenue Limit/General Fund (unrestricted)
• Lottery (unrestricted)
• Title I (restricted)
• Special Education (restricted)
KEY FUNDS
• Class Size Reduction (restricted)
• School/Library Improvement (restricted)
• Economic Impact Aid (restricted)
• Grants (restricted)
EQ5: Identify and describe a process (steps) for developing and implementing a site budget.
4 EXEMPLARY Five or more key steps are identified and the process is accurately described in specific terms.
Examples are provided to illustrate the process (i.e., carry-over, spending restrictions, cost-ofliving adjustments, district/school goals and priorities). An explanation of how this
information was applied based on personal experience or observed or how it will be used as a
future administrator. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
3 ABOVE
Four key steps are identified and the process is accurately described in specific terms. An
STANDARDS explanation of how this information was applied based on personal experience or observed or
how it will be used as a future administrator. The narrative is clear, well organized, and
concise. Appropriate grammar and syntax are used.
2 MEETS
Three key steps are identified and the process is accurately described in general terms. An
STANDARDS explanation 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.
1 BELOW
Key steps are identified, but the process is not accurately described. Occasional grammatical
STANDARDS and syntactic errors are noted.
• Historical data (prior year revenue/expenditures)
• State budget projection
• Student enrollment projection
• Needs assessment
KEY STEPS
• 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
EQ6: Discuss the concept of “cost-effectiveness” when describing instructional programs.
4 EXEMPLARY Demonstrates a thorough understanding of the concept and provides three or more examples
or scenarios that illustrate the application of the concept in the school setting. An explanation
of how this information was applied based on personal experience or observed or how it will
be used as a future administrator. The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
3 ABOVE
Demonstrates a thorough understanding of the concept and provides two examples or
STANDARDS scenarios that illustrate the application of the concept in the school setting. An explanation of
how this information was applied based on personal experience or observed or how it will be
used as a future administrator. The narrative is clear, well organized & concise. Appropriate
grammar & syntax are used.
2 MEETS
Demonstrates a general understanding of the concept and provides one example or scenario
STANDARDS that illustrates the application of the concept in the school setting. An explanation 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.
1 BELOW
Demonstrates limited understanding of the concept and provides no examples or scenarios that
STANDARDS illustrate the application of the concept in the school setting. Occasional grammatical and
syntactic errors are noted.
• Expenditures are based on a well-articulated plan
• Expenditures are aligned with content standards
• Expenditures reflect efforts to improve student achievement
KEY CONCEPTS • Expenditures are aligned with district and site goals
• The most “expensive” are not always the most “effective”
• “Open” purchase orders (“not to exceed”)
• “Spend It or Lose It” policies
• Long-range planning (multi-year budgets with adequate carry-over)
GRADING RUBRIC – ESSENTIAL QUESTIONS – EDAD 5803
EQ1: Identify and describe personal characteristics that are associated with principals of effective schools.
4 EXEMPLARY Three key characteristics are identified and accurately 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. The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
3 ABOVE
Two key characteristics are identified and accurately described. An explanation is provided
STANDARDS of how this information was applied based on personal experience or observed or how it will
be used as a future administrator. The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
2 MEETS
One key characteristic is identified and accurately described. An explanation is provided of
STANDARDS 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.
1 BELOW
One or more key characteristics are identified, but not accurately described. Occasional
STANDARDS grammatical and syntactic errors are noted.
• Visible, Approachable, Accessible
• Excellent Communicator and Listener
KEY
• Collaborative
CHRACTERISTICS • Shares credit for success and takes responsibility for mistakes
• Keeps promises
• Student centered
EQ2: Identify and describe effective leadership styles.
4 EXEMPLARY Three key styles are identified and 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. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
3 ABOVE
Two key styles are identified and adequately described. An explanation is provided of how
STANDARDS this information was applied based on personal experience or observed or how it will be used
as a future administrator. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
2 MEETS
One key style is identified and adequately described. An explanation is provided of how this
STANDARDS 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.
1 BELOW
One or more key styles are identified and described. Occasional grammatical and syntactic
STANDARDS errors are noted.
• Transactional
KEY STYLES
• Transformational
• Situational
• Participatory
EQ3: Discuss the responsibilities and duties of the principal as the instructional leader of a school.
4 EXEMPLARY Three key responsibilities are identified and accurately 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. The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
3 ABOVE
Two key responsibilities are identified and accurately described. An explanation is provided
STANDARDS of how this information was applied based on personal experience or observed or how it will
be used as a future administrator. The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
2 MEETS
One key responsibility is identified and accurately described. An explanation is provided of
STANDARDS 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.
1 BELOW
One or more key responsibilities are identified, but not accurately described. Occasional
STANDARDS grammatical and syntactic errors are noted.
• Vision
KEY
• Guidance
RESPONSIBILITIES
• Role Model
• Coach
• Resource support
EQ4: Identify and describe elements of effective problem solving at a school.
4 EXEMPLARY Four key elements are identified and accurately 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. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
3 ABOVE
Three key elements are identified and accurately described. An explanation is provided of
STANDARDS how this information was applied based on personal experience or observed or how it will be
used as a future administrator. The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
2 MEETS
Two key elements are identified and accurately described. An explanation is provided of how
STANDARDS 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.
3 BELOW
One or more key elements are identified, but are not accurately described. Occasional
STANDARDS grammatical and syntactic errors are noted.
• Investigation
KEY ELEMENTS • 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
EQ5: Share examples of ethical decision-making.
4 EXEMPLARY Three key examples are provided and are representative of ethical decision-making. An
explanation of how this information was applied based on personal experience or observed or
how it will be used as a future administrator. The narrative is clear, well organized, and
concise. Appropriate grammar and syntax are used.
3 ABOVE
Two key examples are provided and are representative of ethical decision-making. An
STANDARDS explanation of how this information was applied based on personal experience or observed or
how it will be used as a future administrator. The narrative is clear, well organized, and
concise. Appropriate grammar and syntax are used.
2 MEETS
One key example is provided and is representative of ethical decision-making. An
STANDARDS explanation 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.
1 BELOW
One or more key examples are provided, but are not representative of ethical decision-making.
STANDARDS Occasional grammatical and syntactic errors are noted.
• 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
KEY EXAMPLES
“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 to others
• Being “child-centered”
EQ6: Share examples of relationship building.
4 EXEMPLARY Three key examples are identified and 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. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
3 ABOVE
Two key examples are identified and described. An explanation is provided of how this
STANDARDS information was applied based on personal experience or observed or how it will be used as a
future administrator. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
2 MEETS
One key example is identified and described. An explanation is provided of how this
STANDARDS 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.
1 BELOW
One or more key examples are identified and described. Occasional grammatical and
STANDARDS syntactic errors are noted.
• Classroom visitations
KEY EXAMPLES • Attendance/participation at classroom and school activities and events
• Attendance/participation at community activities and events
• Membership in community service clubs
• Home visits
GRADING RUBRIC – ESSENTIAL QUESTIONS - EDAD 5804
EQ1:
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 Key (mandated) members are identified and three or more key responsibilities are identified
and accurately described. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
3 ABOVE
Key (mandated) members are identified and two key responsibilities are identified and
STANDARDS accurately described. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
2 MEETS
Key (mandated) members are identified and one key responsibility is accurately described.
STANDARDS Appropriate grammar and syntax are generally used with minor errors noted.
1 BELOW
Some key (mandated) members and/or their responsibilities are identified, but are not
STANDARDS accurately described. Frequent grammatical and syntactic errors are noted.
• General education teacher (M)
• Special education teacher (M)
• District representative (M)
• Parent (M)
KEY MEMBERS &
• Develop program of modifications and/or special services (R)
RESPONSIBILITIES
• Notify (orally and in writing) parents of procedural due process rights (R)
• Consider all relevant student assessment data (R)
• Develop goals and objectives, including benchmark assessments (R)
• Determine appropriate modifications and/or special services (R)
• Review program annually (R)
• Evaluate program every three years (R)
EQ2:
4
3
2
1
Students with disabilities have been granted procedural due process rights that protect them from
discriminatory disciplinary practices. Briefly discuss the manifestation determination process in
terms of a student’s physical removal from school.
EXEMPLARY The manifestation determination process is accurately defined and three key provisions of the
law are delineated. The narrative is clear, well organized, and concise. Appropriate grammar
and syntax are used.
ABOVE
The manifestation determination process is accurately defined and two key provisions of the
STANDARDS law are delineated. The narrative is clear, well organized, and concise. Appropriate grammar
and syntax are used.
MEETS
The manifestation determination process is defined in general terms and one key provision of
STANDARDS the law is delineated. Appropriate grammar and syntax are generally used with minor errors
noted.
BELOW
A description of the manifestation determination process is unclear and vague. Frequent
STANDARDS grammatical and syntactic errors are noted.
• 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
KEY
• Manifestation determination criteria: (1) student’s misbehavior is the result of his/her
PROVISIONS
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
EQ3:
Identify and describe the elements of due process related to the suspension of general education
students.
4 EXEMPLARY Three key elements are accurately described and are illustrated with examples of effective
administrative practice. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
3 ABOVE
Two key elements are accurately described and are illustrated with examples of effective
STANDARDS administrative practice. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
2 MEETS
One key element is accurately described. Appropriate grammar and syntax are generally
STANDARDS used with minor errors noted.
1 BELOW
Key elements are not accurately described and no examples are provided. Frequent
STANDARDS grammatical and syntactic errors are noted.
• Written and/or oral notice of charges to student
KEY ELEMENTS • Evidence is discussed with the student
• Student is afforded the opportunity to present an explanation of the incident
EQ4:
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 or more key protections are identified and accurately
described. One or more examples are provided to illustrate the Act’s application in the
school setting. Historical precedence and case law citations are provided to provide a legal
context. The narrative is clear, well organized, and concise. Appropriate grammar and
syntax are used.
3 ABOVE
Act is accurately defined and two key protections are identified and accurately described.
STANDARDS One or more examples are provided to illustrate the Act’s application in the school setting.
The narrative is clear, well organized, and concise. Appropriate grammar and syntax are
used.
2 MEETS
Act is accurately defined and one key protection is identified and accurately described.
STANDARDS Appropriate grammar and syntax are generally used with minor errors noted.
1 BELOW
Act is accurately defined; however, key protections are not identified or accurately described.
STANDARDS Frequent grammatical and syntactic errors are noted.
• Confidentiality of student educational records
• Parent rights regarding access to educational records
KEY
• Staff access to mandated, permanent student records
PROTECTIONS
• Directory information
• Release of records to authorized persons (non-parent)
• Posting of grades
EQ5:
Identify & describe three sources of legal expertise from which a new administrator can draw.
4 EXEMPLARY Three or more key sources are identified and accurately described. Three or more examples
are provided to illustrate these sources. The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
3 ABOVE
Two key sources are identified and accurately described. Two examples are provided to
STANDARDS illustrate these sources. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
2 MEETS
One key source is identified and accurately described. An example is provided to illustrate
STANDARDS this source. Appropriate grammar and syntax are generally used with minor errors noted.
1 BELOW
One or more key sources are identified, but are not accurately described. Frequent
STANDARDS grammatical and syntactic errors are noted.
• California Laws Related to Minors
• California Education Code
• Title V Regulations
KEY SOURCES
• District Policy/Administrative Regulations
• District-level Administrator
• County Offices of Education
• California Department of Education
EQ6:
School officials’ have the legal authority to regulate the expression of students’ speech on campus.
Provide relevant examples that illustrate when and how this authority can be exercised.
4
EXEMPLARY
Three or more key examples are provided to illustrate the types of student speech that may be
restricted on a school campus. The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
3
ABOVE
STANDARDS
2
MEETS
STANDARDS
1
BELOW
STANDARDS
Two key examples are provided to illustrate the types of student speech that may be restricted
on a school campus. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
One key example is provided to illustrate the types of student speech that may be restricted
on a school campus. Appropriate grammar and syntax are generally used with minor errors
noted.
Key examples are unclear and non-specific. Occasional grammatical and syntactic errors are
noted.
KEY EXAMPLES
•
•
•
•
•
•
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
GRADING RUBRIC – ESSENTIAL QUESTIONS – EDAD 5805
EQ1: Describe responsibilities of the school board in the overall management of a school district.
4 EXEMPLARY
Three key responsibilities are identified and accurately 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. The narrative is clear, well
organized, and concise. Appropriate grammar and syntax are used.
3 ABOVE
Two key responsibilities are identified and accurately described. An explanation is
STANDARDS
provided regarding how this information is applied based on personal experience or
observed or how it will be used as a future administrator. The narrative is clear, well
organized, and concise. Appropriate grammar and syntax are used.
2 MEETS
Two key responsibilities are identified and accurately described. Occasional grammatical
STANDARDS
and syntactic errors are noted.
1 BELOW
One or more key responsibilities are identified, but are not accurately described.
STANDARDS
Occasional or frequent grammatical and syntactic errors are noted.
• Employ superintendent
KEY
• Establish district mission, philosophy, goals
RESPONSIBILITIES • Approve policies, programs, budget and expenditures and employment
recommendations of superintendent
• Ultimately accountable for all district functions
EQ2: Describe three public relations strategies that can be implemented effectively at the site-level.
4 EXEMPLARY
Three key strategies are identified and accurately 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. The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
3 ABOVE
Two key strategies are identified and accurately described. An explanation is provided
STANDARDS
regarding how this information is applied based on personal experience or observed or how
it will be used as a future administrator. The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
2 MEETS
Two key strategies are identified and accurately described. Occasional grammatical and
STANDARDS
syntactic errors are noted.
1 BELOW
One or more key strategies are identified, but are not accurately described. Occasional or
STANDARDS
frequent grammatical and syntactic errors are noted.
• Family math/science nights
• Newsletter
• High test scores
• Babysitting for events
KEY STRATEGIES
• Back-to-School Night/Open House
• Parent-teacher conferences
• Homework hotline
• Communication between teachers and parents
• Awards programs
• Website
EQ3: Describe effective communication techniques that can improve school culture.
4 EXEMPLARY
Three or more key techniques are identified and accurately 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. The narrative is clear, well organized, and
concise. Appropriate grammar and syntax are used.
3 ABOVE
Two key techniques are identified and accurately described. An explanation is provided
STANDARDS
regarding how this information is applied based on personal experience or observed or how it
will be used as a future administrator. The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
2 MEETS
Two key techniques are identified and accurately described. Occasional grammatical and
STANDARDS
syntactic errors are noted.
1 BELOW
One or more key techniques are identified, but are not accurately described. Occasional or
STANDARDS
frequent grammatical and syntactic errors are noted.
•
Common vision and mission
•
Shared decision-making (curriculum, instruction and assessment)
KEY •
Regular grade level, team, and/or department meetings
TECHNIQUES
•
Team work and collaboration
•
Agendas and minutes of meetings posted on email
•
Open door policy
EQ4:
Describe school-based strategies, activities and programs that are designed to improve the academic
achievement of a significant subgroup of students (e.g., English learners, Special Education, Title 1).
4 EXEMPLARY
Three or more strategies, activities and programs are identified and 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
a future administrator. The narrative is clear, well organized, and concise. Appropriate
grammar and syntax are used.
3 ABOVE
Two strategies, activities and programs are identified and a clear, concise, and accurate
STANDARDS
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 a
future administrator. Appropriate grammar and syntax are used.
2 MEETS
Two strategies, activities, and programs are identified and a clear, concise, and accurate
STANDARDS
description of each is provided. An explanation of each is provided. Occasional grammatical
and syntactic errors are noted.
1 BELOW
One or more key strategies, activities, and programs are identified, but are not accurately
STANDARDS
described. Occasional grammatical and syntactic errors are noted.
• Sheltered Instruction – Observation Protocol (SIOP)
• Dual Immersion
• Direct Instruction
• Cooperative Learning
KEY STRATEGIES
• Response to Intervention
• Student Support Team
EQ5: Describe strategies to increase parent participation at school.
4 EXEMPLARY
Three key strategies are identified and accurately 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 The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
3 ABOVE
Two key strategies are identified and accurately described. An explanation is provided
STANDARDS
regarding how this information is applied based on personal experience or observed or how it
will be used as a future administrator. The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
2 MEETS
Two key strategies are identified and accurately described. Occasional grammatical and
STANDARDS
syntactic errors are noted.
1 BELOW
One or more key strategies are identified, but are not accurately described. Occasional or
STANDARDS
frequent grammatical and syntactic errors are noted.
• Parenting classes
• Family math/science nights
KEY STRATEGIES • Parent advisory committees (SSC, ELAC, textbook adoption, school safety)
• Transportation to school events
• Volunteering
• Recognition events
EQ6: Describe school-business partnerships and how these relationships can improve school programs.
4 EXEMPLARY
Three or more key partnerships are identified and accurately described. The narrative is clear,
well organized, and concise. 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.
3 ABOVE
Two key partnerships are identified and accurately described. An explanation is provided
STANDARDS
regarding how this information is applied based on personal experience or observed or how it
will be used as a future administrator. The narrative is clear, well organized, and concise.
Appropriate grammar and syntax are used.
2 MEETS
One key partnership is identified and accurately described. Appropriate grammar and syntax
STANDARDS
are used. Occasional grammatical and syntactic errors are noted.
1 BELOW
One or more key partnerships are identified, but are not accurately described. Occasional or
STANDARDS
frequent grammatical and syntactic errors are noted.
• Business
• For-profit community organizations
KEY
• Non-profit community organizations (Salvation Army, police department, fire department)
PARTNERSHIPS
• Community health service organizations (Center for Human Services)
• Senior citizens
• County Offices of Education