Principal Evaluation Standards Based RUBRICS
Principal Evaluation Standards Based RUBRICS
Principal Evaluation Standards Based RUBRICS
a. School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs
and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school
community.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
b. Leading Change: The principal articulates a vision, and implementation strategies, for improvements and changes which result
in improved achievement for all students.
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c. School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and
changes necessary for improved achievement for all students.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
d. Distributive Leadership: The principal creates and utilizes processes to distribute leadership
and decision making throughout the school.
. . . and . . . and . . . and
‰ Seeks input from a ‰ Involves parents/ ‰ Ensures that parents/ ‰ Encourages staff
variety of stakeholder guardians, the guardians, community members to
groups, including community, and staff members and staff accept leadership
teachers and members in decisions members have responsibilities outside
parents/ guardians about school autonomy to make of the school building
governance, curriculum decisions and supports
‰ Understands the ‰ Incorporates teachers
and instruction. the decisions made as
importance of providing and support staff
a part of the collective
opportunities for ‰ Provides leadership into leadership and
decision-making
teachers to assume development activities decision-making
process
leadership and for staff members roles in the school in
decision-making roles ‰ Creates opportunities for ways that foster the
within the school staff to demonstrate career development of
leadership skills by participating teachers
allowing them to
assume leadership and
decision-making roles
Comments
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Altavista Elementary School | INTERNAL ASSESSMENT TOOL FOR SCHOOL HEAD
Examples of Artifacts:
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
b. Focus on Instructional Time: The principal creates processes and schedules which protect teachers from disruption
of instructional or preparation time.
and address diverse
. . . and student learning needs
. . . and
‰ Understands the need ‰ Adheres to legal ‰ Ensures that teachers have the legally required amount of
for teachers to have requirements for planning daily planning and lunch periods
daily planning time and and instructional time
duty-free lunch periods ‰ Routinely and conscientiously implements processes
‰ Develops a master to protect instructional time from interruptions
‰ Is knowledgeable of schedule to maximize
designs for age- student learning by
appropriate school providing for individual
schedules which and on-going collaborative
address the learning planning for every teacher
needs of diverse
‰ Designs scheduling
student populations
processes and protocols
that maximize staff input
teachers to have individual the effect of the master ‰ Ensures that district
. . . and and team collaborative schedule on collaborative leadership is informed
‰ Structures the school planning time planning and student of the amounts and
schedule to enable all achievement scheduling of individual
‰ Systematically monitors
and team planning time
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Comments
Examples of Artifacts:
a. Focus on Collaborative Work Environment: The principal understands and acts on the understanding of the positive role that
a collaborative work environment can play in the school’s culture.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
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Altavista Elementary School | INTERNAL ASSESSMENT TOOL FOR SCHOOL HEAD
b. School Culture and Identity: The principal develops and uses shared vision, values and goals to define the identity and culture
of the school.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
c. Acknowledges Failures; Celebrates Accomplishments and Rewards: The principal acknowledges failures and
celebrates accomplishments of the school in order to define the identity, culture and performance of the school.
d. Efficacy and Empowerment: The principal develops a sense of efficacy and empowerment among staff which influences the
school’s identity, culture and performance.
. . . and . . . and . . . and
‰ Understands the ‰ Identifies strategies for ‰ Utilizes a variety ‰ Builds a sense
importance of building building a sense of of activities, tools of efficacy and
a sense of efficacy and efficacy and and protocols to empowerment among
empowerment among empowerment among develop efficacy and staff that results in
staff staff empowerment among increased capacity to
staff accomplish substantial
‰ Understands the ‰ Identifies strategies for
outcomes
importance of developing a sense of ‰ Actively models and
developing a sense of well-being among staff, promotes a sense of ‰ Utilizes a collective
well-being among staff, students and parents/ well-being among staff, sense of well-being
students and parents/ guardians students and parents/ among staff, students
guardians guardians and parents/guardians
to impact student
achievement
Comments
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Examples of Artifacts:
‰‰School Improvement Plan ‰‰Existence and work of professional
‰‰School Improvement Team learning communities ‰‰Teacher retention
‰‰Evidence of shared decision making and data
distributed leadership ‰‰Recognition criteria ‰‰
and structure utilized ‰‰
‰‰Documented use of School Improvement ‰‰
Team in decision making ‰‰Student
achievement and testing data
a. Professional Development/Learning Communities: The principal ensures that the school is a professional learning community.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
b. Recruiting, Hiring, Placing and Mentoring of staff: The principal establishes processes and systems in order to ensure a
high-quality, high-performing staff.
. . . and
‰ Understands the At the school level, creates
school’s need to recruit, and implements processes
hire, appropriately place, for:
and mentor new staff
members ‰ Recruiting new teachers
and staff
‰ Hiring new teachers and
staff
‰ Placing new teachers
and staff
‰ Mentoring new teachers
and staff
in meeting the needs
. . . and . . . and of a diverse student
‰ Supports, mentors ‰ Continuously population
and coaches staff searches for staff with ‰ Ensures that
members who are new outstanding potential as professional
or emerging leaders or educators and provides development is available
who need additional the best placement of for staff members with
support both new and existing potential to serve as
staff to fully benefit mentors and coaches
from their strengths
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Altavista Elementary School | INTERNAL ASSESSMENT TOOL FOR SCHOOL HEAD
c. Teacher and Staff Evaluation: The principal evaluates teachers and other staff in a fair and equitable manner with the focus
on improving performance and, thus, student achievement.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
Comments
Examples of Artifacts:
‰‰School Improvement Plan ‰‰Number of teachers pursuing advanced
‰‰Student achievement and testing data degrees
‰‰Teacher retention data ‰‰Record of professional development provided
‰‰National Board Certification staff
‰‰Teacher professional growth plans ‰‰Impact of professional development on student
‰‰Master school schedule documenting individual learning
and collaborative planning for every teacher ‰‰Mentor records and beginning teacher
‰‰Number of National Board Certified Teachers feedback
‰‰
‰‰
‰‰
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Standard 5: Managerial Leadership
Principals will ensure that the school has processes and systems in place for budgeting,
staffing, problem solving, communicating expectations and scheduling that result in
organizing the work routines in the building. The principal must be responsible for the
monitoring of the school budget and the inclusion of all teachers in the budget decision so as
to meet the 21st century needs of every classroom. Effectively and efficiently managing the
complexity of everyday life is critical for staff to be able to focus its energy on improvement.
a. School Resources and Budget: The principal establishes budget processes and systems which are focused on, and result
in, improved student achievement.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
b. Conflict Management and Resolution: The principal effectively and efficiently manages the complexity of human interactions so
that the focus of the school can be on improved student achievement.
. . . and . . . and . . . and
‰ Demonstrates ‰ Creates processes to ‰ Resolves school-based ‰ Monitors staff response
awareness of potential resolve problems and/or problems/conflicts in a to discussions about
problems and/or areas areas of conflict within fair, democratic way solutions to potentially
of conflict within the the school discordant issues to
‰ Provides opportunities for
school ensure that all interests
staff members to express
are heard and respected
opinions contrary to those
of authority or in relation to ‰ Resolves conflicts to
potentially discordant ensure the best interest
issues of students and the
school result
‰ Discusses with staff and
implements solutions
to address potentially
discordant issues
c. Systematic Communication: The principal designs and utilizes various forms of formal and informal communication so that
the focus of the school can be on improved student achievement.
. . . and . . . and . . . and
‰ Understands the ‰ Designs a system of ‰ Utilizes a system of open ‰ Ensures that
importance of open, open communication communication that all community
effective communication that provides for the provides for the timely, stakeholders and
in the operation of the timely, responsible responsible sharing of educators are aware
school sharing of information information within the of school goals
to, from, and with the school community for instruction and
school community achievement, activities
‰ Provides information in
used to meet these
‰ Routinely involves the different formats in
goals, and progress
school improvement multiple ways through
toward meeting these
team in school wide different media in order to
goals
communications ensure communication
processes with all members of the
community
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Altavista Elementary School | INTERNAL ASSESSMENT TOOL FOR SCHOOL HEAD
d. School Expectations for Students and Staff: The principal develops and enforces expectations, structures, rules and
procedures for students and staff.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
Comments
Examples of Artifacts:
‰‰School Improvement Plan ‰‰Dissemination of clear norms and ground rules
‰‰School financial information ‰‰Evidence of ability to confront ideological
‰‰School safety and behavioral expectations conflict and then reach consensus
‰‰Master school schedule documenting individual ‰‰
and collaborative planning for every teacher ‰‰
‰‰Evidence of formal and informal systems of ‰‰
communication
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Standard 6: External Development Leadership
Principals will design structures and processes that result in community engagement, support,
and ownership. Acknowledging that schools no longer reflect but, in fact, build community, the
leader proactively creates with staff, opportunities for parents/guardians, community and
business representatives to participate as “stockholders” in the school such that continued
investment of resources and good will are not left to chance.
a. Parent and Community Involvement and Outreach: The principal designs structures and processes which result in parent
and community engagement, support and ownership for the school.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
. . . and . . . and . . . and
‰ Interacts with, and ‰ Proactively creates ‰ Implements processes ‰ Proactively develops
acknowledges that systems that engage that empower relationships with
parents/guardians and parents/ guardians parents/guardians parents/guardians and
community members and all community and all community the community so as to
have a critical role in stakeholders in a stakeholders to make develop good will and
developing community shared responsibility significant decisions garner fiscal, intellectual
engagement, support for student and school and human resources
and ownership of the success reflecting the that support specific
school community’s vision of aspects of the school’s
‰ Identifies the positive, the school learning agenda
culturally-responsive
traditions of the school
and community
b. National, Regional, Division and District Mandates: The principal designs protocols and processes in order to comply with
national, regional, division, and district mandates.
. . . and . . . and . . . and
‰ Is knowledgeable of ‰ Designs protocols ‰ Ensures compliance ‰ Interprets federal,
applicable national, and processes to with national, regional, state and district
regional, division, and comply with division, and district mandates for the school
district mandates national, regional, mandates community so that such
division, and district mandates are viewed
‰ Is aware of district goals ‰ Continually assesses
mandates as an opportunity for
and initiatives directed the progress of district
improvement within the
at improving student ‰ Implements district initiatives and reports
school
achievement initiatives directed at results to district-level
improving student decision makers. ‰ Actively participates
achievement in the development
of district goals and
initiatives directed
at improving student
achievement
Comments
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Altavista Elementary School | INTERNAL ASSESSMENT TOOL FOR SCHOOL HEAD
Examples of Artifacts:
‰‰Parent involvement in School ‰‰Evidence of community support
Improvement Team ‰‰PTSA/Booster ‰‰Number and use of school volunteers
club operation and participation ‰ ‰‰
‰Parent survey results ‰‰
‰‰Evidence of business partners and projects ‰‰
involving business partners
‰‰Plan for shaping the school’s image throughout
the community
School Executive Micro-political Leadership: The principal develops systems and relationships to leverage staff expertise
and influence in order to influence the school’s identity, culture and performance.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
Comments
Examples of Artifacts:
‰‰Teacher retention data ‰‰
‰‰Evidence
of visibility and accessibility ‰‰
‰‰Evidence shared decision making and distributed
of leadership ‰‰
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