Essential Questions & Common Grading Rubrics

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EDAD 5801 
EDAD 5802
EDAD 5803
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Admin Essential Question.pdf

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 STANDARDS: Two 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 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 STANDARDS: Two 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.  Occasional grammatical and syntactic errors are noted.

1 BELOW STANDARDS: One or more key sources are identified, but are not accurately described.  Occasional grammatical and syntactic errors are noted.

 

Key Sources
  • Classroom observations (formal or informal)
  • Lesson plans
  • District/state assessment results
  • Pre- and post- teacher conferences
  • California Standards for the Teaching Profession
  • Collective bargaining agreement
  • Student, parent, and/or counselor feedback

 

EQ2: What are the benefits of principals placing a high priority for frequent, short classroom visits? Describe each benefit.

4 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.

3 ABOVE STANDARDS: Two 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.  Appropriate grammar and syntax are used.

2 MEETS STANDARDS: Two benefits are identified and a clear, concise, and accurate description of each benefit is provided.  An explanation of each benefit is provided.  Occasional grammatical and syntactic errors are noted.

1 BELOW STANDARDS: One or more key benefits are identified, but are not accurately described. Occasional grammatical and syntactic errors are noted.

 

Key Benefits
  • 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

 

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 STANDARDS: Two methods are identified and a clear, concise, and accurate description of each method 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 STANDARDS: Two methods are identified and accurately described.  Occasional grammar and syntax are used. Occasional grammatical and syntactic errors are noted.

1 BELOW STANDARDS: One or more key methods for evaluating a school and it's problems are identified, but are not accurately described.  Occasional grammatical and syntactic errors are noted.

Key Methods

  • Short frequent "walk-throughs"
  • Professional conversations with staff
  • Written needs assessments
  • State assessment data
  • District benchmark assessment data
  • Advisory committees
  • Parent-teacher surveys
  • Coordinated Program Monitoring
  • WASC accreditation reviews
  • Single Site Plan for Student Achievement

 

EQ4: Identify and describe the components (e.g., classroom management, instruction, and assessment) of an effective classroom.

4 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 expertise or observed or how it will be used as a future administrator.  Appropriate grammar and syntax are used.

3 ABOVE STANDARDS: Two components are identified and a clear, concise, and accurate description of each 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.

2 MEETS STANDARDS: Two components are identified and described.  Specific examples are provided to illustrate each component.  Occasional grammatical and syntactic errors are noted.

1 BELOW STANDARDS: One or more components of an effective classroom are identified, but are not accurately described.  Occasional grammatical and syntactic errors are noted.

Key Components
  • Effective classroom management (routine, student discipline, efficient use of time)
  • Effective Instruction (Explicit Direction Instruction, Cooperative Learning Inquiry 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 STANDARDS: Two 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.

2 MEETS STANDARDS: Two accountability measures are identified and accurately described in relation to student achievement.  Occasional grammatical and syntactic errors are noted.

1 BELOW STANDARDS: One or more key accountability measures are identified, but are not accurately described. Occasional grammatical and syntactic errors are noted.

Key Accountability Measures
  • California Public Schools Accountability Act of 1999
  • No Child Left Behind of 2001
  • Common Core

 

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 is 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 STANDARDS: Two 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.

2 MEETS STANDARDS: Two mechanisms or structures are identified and accurately described in relation to student achievement.  Occasional grammatical and syntactic errors are noted. 

1 BELOW STANDARDS: One or more key mechanisms or structures to raise student achievement are identified, but are not accurately described.  Occasional grammatical and syntactic errors are noted.

Key Mechanisms
  • Data-driven instruction
  • Targeted intervention and remediation
  • Profession development (targeted & ongoing)
  • Single Plan for Student Achievement
  • School Academic Intervention Team (SAIT)
  • Professional Learning Communities
  • Instructional Rounds

 

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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 STANDARDS: Two key programs are identified and accurate 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.

2 MEETS STANDARDS: Two key programs are identified and accurately described.  Appropriate grammar and syntax are used.

1 BELOW STANDARDS: One or more key programs are identified, but not accurately described.  Occasional or frequent grammatical and syntactic errors are noted.

Key Programs
  • Instructional Coaching
  • Professional Learning Communities
  • Instructional Rounds
  • Classroom Walk-throughs
  • 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.  An explanation of how this information was applied (impact on the day-to-day operation of a school) 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 STANDARDS: Two key components are identified and accurately described.  An explanation of how this information was applied (impact on the day-to-day operation of a school 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 STANDARDS: Two key components are identified and accurately described.  Appropriate grammar and syntax are used. 

1 BELOW STANDARDS: One of more key components are identified, but not accurately described.  Occasional or frequent grammatical and syntactic errors are noted.

Key Components
  • Sick & personal necessity leave
  • Transfer and reassignment
  • Formative and summative evaluation
  • 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.  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 STANDARDS: Two key practices 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.

2 MEETS STANDARDS: Two key practices 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.  Appropriate grammar and syntax are used.

1 BELOW STANDARDS: One or more key practices are identified, but not accurately described.  Occasional or frequent grammatical and syntactic errors are noted.

Key Practices
  • Recruitment
  • Application screening (paper & electronic)
  • Interviewing (questions that reflect CSTPs & CSPELs)
  • Reference checking
  • Administrative recommendation & board approval
  • Job descriptions (physical limitations)

 

EQ4: Describe the difference between “restricted” and “unrestricted” funds and identify one example of each.

4 EXEMPLARY: Three key funds are identified and an explanation of why each is restricted or unrestricted is provided.  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 STANDARDS: Two key funds are identified and an explanation of why each is restricted or unrestricted is provided.  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 STANDARDS: Two key funds are identified and an explanation of why each is restricted or unrestricted is provided. Appropriate grammar and syntax are used. 

1 BELOW STANDARDS: Key funds are identified, but an explanation of why each is restricted or unrestricted is not provided.  Occasional or frequent grammatical and syntactic errors are noted.

Key Funds
  • Revenue Limit/General Fund (unrestricted)
  • Lottery (unrestricted)
  • Title I (restricted)
  • Special Education (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.  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 STANDARDS: Four key steps are identified and the process is accurately described in specific terms.  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 STANDARDS: Four key steps are identified and the process is accurately described in general terms.  Appropriate grammar and syntax are used.

1 BELOW STANDARDS: Key steps are identified, but the process is not accurately described.  Occasional or frequent grammatical and syntactic errors are noted.

Key Steps
  • Review district goals and priorities
  • Conduct school needs assessment
  • Prioritize school needs based on student achievement
  • Review prior year revenues/expenditures
  • Obtain enrollment projections
  • Determine revenue and carryover projections
  • Invite broad school-community participation
  • Receive advisory group input (Leadership Team, School Site Council, PTA)
  • Revise as needed, Single Plan for 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 of 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 STANDARDS: Demonstrates a thorough understanding of the concept  and provides two 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 & concise.  Appropriate grammar & syntax are used.

2 MEETS STANDARDS: Demonstrates a general understanding of the concept and provides two 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.  Appropriate grammar and syntax are used.

1 BELOW STANDARDS: Demonstrates limited understanding of the concept and provides no examples or scenarios that illustrate the application of the concept in the school setting. Occasional grammatical and syntactic errors are noted.

Key Concepts
  • Expenditures are based on a well-articulated plan
  • Expenditures are aligned with content standards
  • Expenditures reflect efforts to improve student achievement
  • 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 budges with adequate carry-over)

 

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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 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 STANDARDS: Two key characteristics 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.

2 MEETS STANDARDS: Two key characteristics are identified and accurately described. Occasional grammatical and syntactic errors are noted.

1 BELOW STANDARDS: One or more key characteristics are identified, but not accurately described.  Occasional grammatical and syntactic errors are noted.

Key Characteristics & Management Skills
  • Visible, approachable, accessible
  • Excellent communicator and listener
  • Collaborative
  • Shares credit for success and take responsibility for mistakes
  • Keeps promises
  • Student centered

 

EQ2: Identify and describe effective leadership styles.

4 EXEMPLARY: Three styles are identified and 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.  The narrative is clear, well-organized, and concise.  Appropritate grammar and syntax are used.

3 ABOVE STANDARDS: Two styles are identified and 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 as future administrator.  The narrative is clear, well-organized, and concise.   Appropriate grammar and syntax are used.

2 MEETS STANDARDS: Two styles are identified and adequately described.  Occasional grammatical and syntactic errors are noted.

1 BELOW STANDARDS: One or more styles are identified but not adequately described.  Occasional grammatical and syntactic errors are noted.

Key Advantages & Disadvantages
  • Transactional
  • Transformation
  • Situational
  • Participatory

 

EQ3: Discuss the responsibilities and duties of the principal as the instructional leader of a school.

4 EXEMPLARY: Three responsibilities are identified and accurately described.  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.  The narrative is clear, well- organized, and concise.  Appropriate grammar and syntax are used.

3 ABOVE STANDARDS: Two responsibilities are identified and accurately described.  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.  The narrative is clear, well-organized, and concise.  Appropriate grammar and syntax are used.

2 MEETS STANDARDS: Two responsibilities are identified and accurately described.  Occasional grammatical and syntactic errors are noted.

1 BELOW STANDARDS: One or more responsibilities are identified but not accurately described.

Key Issues & Techniques
  • Vision
  • Guidance
  • Role Model
  • Coach
  • Resource Support

 

EQ4: Identify and describe elements of effective problem solving at a school.

4 EXEMPLARY: Four elements are identified and accurately described.  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.  The narrative is clear, well-organized, and concise.  Appropriate grammar and syntax are used.

3 ABOVE STANDARDS: Three elements are identified and accurately described.  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.  The narrative is clear, well-organized, and concise.  Appropriate grammar and syntax are used.

2 MEETS STANDARDS: Three elements are identified and accurately described.  Occasional grammatical and syntactic errors are noted.

1 BELOW STANDARDS: One or more elements are identified, but are not accurately described.

Key Relationships
  • Investigation
  • Identification of solutions
  • Evaluation of pros and cons for each solution
  • Selection of 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 examples are provided and are representative of ethical decision-making.  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.  The narrative is clear, well-organized, and concise.  Appropriate grammar and syntax are used.

3 ABOVE STANDARDS: Two examples are provided and are representative of ethical decision-making. 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.  The narrative is clear, well-organized, and concise.  Appropriate grammar and syntax are used.

2 MEETS STANDARDS: Two examples are provided and are representative of ethical decision-making.  Occasional grammatical and syntactic errors are noted.

1 BELOW STANDARDS: One or more examples are provided, but are not representative of ethical decision-making.  Occasional grammatical and syntactic errors are noted.

Key Examples
  • 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 to others
  • Being "child-centered"

 

EQ6: Share examples of relationship building.

4 EXEMPLARY: Three examples are identified and described.  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.  The narrative is clear, well-organized, and concise.  Appropriate grammar and syntax are used.

3 ABOVE STANDARDS: Two examples are identified and described.  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.  The narrative is clear, well-organized, and concise.  Appropriate grammar and syntax are used.

2 MEETS STANDARDS: Two examples are identified and described but not adequately described.  Occasional grammatical and syntactic errors are used.

1 BELOW STANDARDS: One or more styles are identified.  Occasional grammatical and syntactic errors are noted.

Key Styles
  • Classroom visitations
  • Attendance/participation at classroom and school activities and events
  • Attendance/participation at communities activities and events
  • Membership in community service clubs
  • Home visits

 

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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. 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 STANDARDS: Key (mandated) members are identified and two 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.

2 MEETS STANDARDS: Key (mandated) members are identified and two key responsibilities are accurately described.  Appropriate grammar and syntax are generally used with minor errors noted.

1 BELOW STANDARDS: Some key (mandated) members and/or their responsibilities are identified, but are not accurately described. Occasional grammatical and syntactic errors are noted.

Key Members & Responsibilities
  • General education teacher (M)
  • Special Education teacher (M)
  • District representative (M)
  • Parent (M)
  • Develop program of modifications and/or special services (R)
  • 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: 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.

4 EXEMPLARY: The manifestation determination process is accurately defined and three key provisions of the law are delineated.  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 STANDARDS: The manifestation determination process is accurately defined and two key provisions of the law are delineated.  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 STANDARDS: The manifestation determination process is defined in general terms and two key provisions of the law are delineated.  Grammar and syntax are generally used with minor errors noted.

1 BELOW STANDARDS: A description of the manifestation determination process is unclear and vague.  Occasional or frequent grammatical and syntactic errors are noted.

Key Provisions
  • 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

 

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.  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 STANDARDS: Two key elements are accurately described and are illustrated with examples of effective administrative practice.  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 STANDARDS: Two key elements are accurately described and are illustrated with examples of effective administrative practice.  Appropriate grammar and syntax are generally used with minor errors noted. 

1 BELOW STANDARDS: Key elements are not accurately described and no examples are provided.  Occasional or frequent grammatical and syntactic errors are noted.

Key Elements
  • 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

 

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. 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 STANDARDS: Act is accurately defined and two key protections 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.

2 MEETS STANDARDS: Act is accurately defined and two key protections are identified and accurately described.  Appropriate grammar and syntax are generally used with minor errors noted.

1 BELOW STANDARDS: Act is accurately defined; however, key protections are not identified or accurately described. Occasional or frequent grammatical and syntactic errors are noted.

Key Protections
  • 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

 

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.  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 STANDARDS: Two key sources 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.

2 MEETS STANDARDS: Two key sources are identified and accurately described.  Appropriate grammar and syntax are generally used with minor errors noted.

1 BELOW STANDARDS: One or more key sources are identified, but are not accurately described. Occasional or frequent grammatical and syntactic errors are noted.

Key Sources
  • 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

 

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.  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 STANDARDS: Two key examples are provided to illustrate the types of student speech that may be restricted on a school campus.  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 STANDARDS: Two key examples are 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. 

1 BELOW STANDARDS: Key examples are unclear and non-specific.  Occasional or frequent 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

 

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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 STANDARDS: Two 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. 

2 MEETS STANDARDS: Two key responsibilities are identified and accurately described.  Occasional grammatical and syntactic errors are noted.

1 BELOW STANDARDS: One or more key responsibilities are identified, but are not accurately described.  Occasional or frequent grammatical and syntactical errors are noted.

Key Responsibilities
  • Employ superintendent
  • Establish district mission, philosophy, goals
  • Approve policies, programs, budget and expenditures and employment recommendations of superintendent
  • Ultimately accountable for all district functions

 

EQ2: Describe three public relations strategies which 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 STANDARDS: Two 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.

2 MEETS STANDARDS: Two key strategies are identified and accurately described.  Occasional grammatical and syntactic errors are noted.

1 BELOW STANDARDS: One or more key strategies are identified, but are not accurately described.  Occasional or frequent grammatical and syntactic errors are noted.

Key Strategies
  • 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

 

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 STANDARDS: Two 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.

2 MEETS STANDARDS: Two key techniques are identified and accurately described.  Occasional grammatical and syntactic errors are noted.

1 BELOW STANDARDS: One or more key techniques are identified, but are not accurately described. Occasional or frequent grammatical and syntactic errors are noted.

Key Techniques
  • 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 email
  • Open door policy

 

EQ4: How do you address issues of access and equity?

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 MEETS STANDARDS: Two 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.

2 BELOW STANDARDS: Two key strategies are identified, but are not accurately described.  Occasional grammatical and syntactic errors are noted.

1 FAR BELOW STANDARDS: One or more key strategies are identified or described.  Occasional or frequent grammatical and syntactic errors are noted.

Key Strategies
  • Using cooperative learning
  • Teaching respect for differences
  • Teaching appreciation of multicultural contributions to society
  • Committing to the belief that all students can learn
  • Making the school welcome to students, parents, and teachers
  • Employing teachers who are representative of the community
  • Establishing and enforcing a behavior code that is fair and applied justly to all students
  • Providing choices (AVID, career academies, business internships, bilingual education)
  • Character education
  • Staff sensitivity training

 

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 STANDARDS: Two 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.

2 MEETS STANDARDS: Two key strategies are identified and accurately described.  Occasional grammatical and syntactic errors are noted.

1 BELOW STANDARDS: One or more key strategies are identified, but are not accurately described. Occasional or frequent grammatical and syntactic errors are noted.

Key Strategies
  • Parenting classes
  • Family math/science nights
  • 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 STANDARDS: Two key partnerships 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.

2 MEETS STANDARDS: One key partnership is identified and accurately described.  Appropriate grammar and syntax are used.  Occasional grammatical and syntactic errors are noted.

1 BELOW STANDARDS: One or more key partnerships are identified, but are not accurately described.  Occasional or frequent grammatical and syntactic errors are noted.

Key Partnerships
  • 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 Office of Education