Download Rubric for Evaluation of Principals

Leadership for Excellence
Principal Evaluation Rubric
Leadership Dimension One: Fostering Effective Relationships
The principal builds trust and fosters positive working relationships within the school community, which includes
students, teachers, other staff, parents and others who have an interest in the school.
Descriptors:
The school principal
a)
b)
c)
d)
e)
f)
g)
h)
acts with fairness, dignity and integrity
demonstrates a sensitivity to and genuine caring for others and cultivates a climate of mutual respect
promotes an inclusive school culture respecting and honouring diversity
demonstrates responsibility for all students and acts in their best interests
models and promotes open, inclusive dialogue
uses effective communication, facilitation, and problem-solving skills
supports processes for improving relationships and dealing with conflict within the school community
adheres to professional standards of conduct.
Evidence
Maintains a positive
school climate
Demonstrates
effective conflict
resolution skills
Demonstrates strong
interpersonal skills
Maintains an
inclusive school
environment
Actively seeks the
feedback of
students, staff,
parents and the
community
Communicates
effectively with
community
Excellent
Members of the school
community are actively
engaged in developing
and implementing plans to
build a positive school
climate.
Skillfully addresses
conflict in a manner that
resolves the current issue
and limits the opportunity
for future issues of a similar
nature.
Employs a range of
successful communication
strategies with the school
community
Provides artifacts that
support the school
community being defined
as an inclusive
environment where
diversity is celebrated and
supported
Employs a broad range of
mechanisms to gain
feedback from all elements
of the school community
and then takes appropriate
action to improve the
effectiveness of
leadership practice
Employs a broad range of
highly effective
communication tools which
are appropriate to the
school context
Level of Performance
Proficient
Adequate
Insufficient
The school staff is
engaged in the analysis of
data regarding school
climate and develops
effective plans to respond
to identified issues.
Demonstrates skill at
resolving conflict
Engages in personal
the analysis of data
regarding school
climate and develops
plans to respond to
identified issues.
Demonstrates skills that
manage conflict and
slows/stops
escalation
Fails to make effective
use of data regarding
school climate.
A variety of tools and
strategies are effectively
employed to communicate
with the school community
Responds to diversity with
a broad variety of
strategies and processes
that are effective
Communicates
effectively while
performing leadership
tasks
Is aware of,
implements, a variety
of strategies to
effectively respond to
diversity
Fails to communicate
effectively with the
school community
Discusses and periodically
employs mechanisms to
gain feedback from school
community to enhance
leadership practice
Requests feedback
regarding leadership
practice and
endeavors to respond
appropriately
Either ignores, or is
unaware of, feedback
on leadership
Employs effective
communication tools that
are appropriate to the
school context
Employs effective
communication tools
within the school
Employs infrequent or
ineffective
communication tools
within the school and
the school community.
Is ineffective in their
response to conflict
Is either unaware of,
or unresponsive to,
issues of diversity in the
school community.
Leadership for Excellence
Principal Evaluation Rubric
Leadership Dimension Two: Embodying Visionary Leadership
The principal collaboratively involves the school community in creating and sustaining shared school values, vision,
mission and goals.
Descriptors:
The school principal
a) communicates and is guided by an educational philosophy based upon sound research, personal
experience and reflection
b) provides leadership in keeping with the school authority's vision and mission.
c) meaningfully engages the school community in identifying and addressing areas for school improvement
d) ensures that planning, decision-making, and implementation strategies are based on a shared vision and an
understanding of the school culture
e) facilitates change and promotes innovation consistent with current and future school community needs
f) analyzes a wide range of data to determine progress towards achieving school goals
g) communicates and celebrates school accomplishments to inspire continuous growth.
Evidence
Is guided by an
educational
philosophy
Establishes school
mission and vision
Implements school
improvement plans
Analyzes data to
develop school
goals
Celebrates school
accomplishments
Facilitates change
and promotes
innovation
Excellent
Educational philosophy is
built on current, sound
research and is evident in
all aspects of leadership
practice
The schools mission and
vision are reviewed,
implemented and actively
supported and
implemented by the school
community
The school community is
actively and appropriately
engaged in the creation,
implementation and
evaluation of the school
improvement plan, policy
development, budget, etc.
Where appropriate school
community members are
actively engaged in
collecting data and
analyzing it to inform school
goals
Celebration of the
accomplishments of
individuals, groups and the
school community are
embedded in the culture of
the school
Current and future needs of
the school are addressed
through innovation and
proactive action and the
facilitation of change
Level of Performance
Proficient
Adequate
Espouses educational
philosophy that is built on
current, sound research and
works to foster school
improvement
The mission and vision are
developed with input from
the school community and
are used to guide decision
making
School improvement plans
are developed
collaboratively and are
used to guide the
allocation of resources
and to determine action
Espouses educational
philosophy that is built
on current, sound
research
The mission and vision
are developed with
input from the
community and are
acknowledged by the
school community
Improvement plans are
developed and
implemented in
collaboration with the
school community.
Insufficient
Can neither espouse
or enact educational
philosophy that is
built on current, sound
research
The mission and vision
are not present or
are no longer
relevant to the
school’s context
School improvements
are developed in
relative isolation
with little or no
indication of shared
ownership or
implementation.
Data is seldom, or
never, used to
support the
development of
school goals
The staff of the school are
actively engaged in
gathering data and
analyzing it to determine
school goals and
determining changes in
action
The school community is
involved in the
celebrations of the school’s
accomplishments
School staff is involved
in analyzing data and
developing school
goals
There are
systems/plans in
place for the
celebration of school
accomplishments
Accomplishments
are rarely, if ever,
recognized
Effectively facilitates
change and promotes
innovation relevant to
school needs
Manages change and
innovation identified
and facilitated by
others
Is unable, or
unwilling, to
implement change or
support innovation.
Leadership for Excellence
Principal Evaluation Rubric
Leadership Dimension Three: Leading a Learning Community
The principal nurtures and sustains a school culture that values and supports learning.
Descriptors:
The school principal
a)
b)
c)
d)
promotes and models life-long learning for students, teachers and other staff
fosters a culture of high expectations for students, teachers and other staff
promotes and facilitates meaningful professional development for teachers and other staff
facilitates meaningful parental involvement and ensures they are informed about their child’s learning and
development.
Evidence
Facilitates
professional growth
Develops school
comprehensive
professional
development plan
Models personal
professional
development
Promotes lifelong
learning
Promotes
home/school
partnerships
Excellent
Through the allocation of a
variety of resources, time and
human resources meaningful
professional learning
strategies are implemented.
Focused support for the
development and
implementation of individual
growth plans is integral to the
school’s well-articulated PD
plan
School improvement plans and
growth plans serve as guides
to align the school’s
professional development plan.
The plan, developed
collaboratively, is
characterized by clearly
articulated outcomes and
measures
As a member of an active
professional learning
community, the principal
models, facilitates and
engages in a variety of
professional development
activities that are aligned with
school-based professional
development goals
Learning opportunities for all
of the school community are
supported, promoted and
enhanced; indicating a
commitment to life-long
learning
The school community is
engaged through a wide
variety of strategies to
enhance parental involvement
in student learning
Level of Performance
Proficient
Adequate
Insufficient
Professional growth
plans are supported
throughout the year
through processes that
support and guide
their implementation
Professional growth plans
are completed and
reviewed
Has not reviewed
and/or discussed
annual
professional
growth plans with
staff. May not
know if all staff
have completed a
growth plan
A variety of activities
that support
professional growth
plans and school goals
are planned and
implemented by a
school-based
professional
development committee
Ongoing professional
development and
discussions about
learning characterize a
school community that
values and supports
learning
A school-based
professional development
committee plans and
implements schoolbased professional
development
The school-based
professional
development plan
is poorly
developed or
non-existent
Is engaged in
professional
development that is
connected to the schoolbased professional
development goals and
models learning
Rarely engages
in, and seems
dismissive of,
personal
professional
development
In order to support lifelong learning
throughout the school
community, several
strategies are
employed
Systemic and relevant
processes are
engaged to encourage
parent involvement in
student learning
In order to support lifelong learning throughout
the school community, a
strategy is employed
No strategies are
in place to
support life-long
learning
Consultation and timely
information characterize
partnerships built around
consultation more than
partnership around
student learning
Student learning
is rarely, if ever,
the reason for
communication
with home
Leadership for Excellence
Principal Evaluation Rubric
Leadership Dimension Four: Providing Instructional Leadership
The principal ensures that all students have ongoing access to quality teaching and learning opportunities to meet
the provincial goals of education.
Descriptors:
The school principal
a)
b)
c)
d)
demonstrates a sound understanding of current pedagogy and curriculum
implements strategies for addressing standards of student achievement
ensures that student assessment and evaluation practices throughout the school are fair, appropriate and balanced
implements effective supervision and evaluation to ensure that all teachers consistently meet the Alberta Teaching Quality
Standard
e) ensures that appropriate pedagogy is utilized in response to various dimensions of student diversity
f) ensures that students have access to appropriate programming based on their individual learning needs
g) recognizes the potential of new and emerging technologies, and enables their meaningful integration in support of
teaching and learning
h) ensures that teachers and other staff communicate and collaborate with parents and community agencies, where
appropriate, to support student learning
i) supports the use of community resources to enhance student learning.
Evidence
Monitors student
learning
Ensures programs
address diversity of
student needs
Implements teacher
supervision and
evaluation
Leads new technology
integration
Facilitates the
implementation of new
curriculum and
appropriate pedagogy
Ensures students have
individual learning
needs met
Excellent
Level of Performance
Proficient
Adequate
Strategies to support student
learning are sought and
employed following the
systemic collection of, and
reflection on, relevant data
Ensures that throughout the
school differentiated
learning is provided to all
students in order to address
their diverse learning needs;
supporting anywhere, anytime
and anyplace learning.
Teacher evaluation
strategies are effective and
occur within the context of
ongoing teacher supervision
and a comprehensive plan to
engage collaboration for the
improvement of practice
Focused on enhancing student
learning, the principal
provides visionary
leadership and facilitates the
use of technology to develop
21st Century Classrooms
New curriculum and current,
research supported
pedagogy are evident in
teacher practice
A formal process for
collaboratively collecting,
analyzing and acting on
data from a variety of
sources exists
Is supportive of the
development of
differentiated learning
opportunities/programming
for students with diverse
learning needs
Formal processes exist for
collecting data, analyzing
it and then acting on it
Teacher supervision is
planned and on-going and
evaluation is conducted when
required and in accordance
with MHSD Policy 520 and
the Teaching Quality
Standard
Planning and implementation
of plans for the use of
technology is achieved
through collaboration with
the school community
Teacher supervision and
evaluation meets the
minimum expectations of
policy and regulation
A team with appropriate
expertise is developed and
integrated throughout the
school to enhance student
learning
A team with appropriate
expertise meets regularly to
develop and monitor ISP’s
and identify effective
practices to support students
A variety of methods are
employed to support the
development of curriculum
and the development of
effective pedagogy
Is aware of programming
throughout the school and
ensures that programs
designed to meet diverse
learning needs are present
Effective pedagogy is the
focus of supported
professional development
regarding the
implementation of
technology
Ensures new curriculum is
implemented and that
teachers have
opportunities to understand
the curriculum and latest
pedagogy
A team with appropriate
expertise meets
regularly to develop and
monitor ISPs consistent
with Provincial Policy
Insufficient
Monitoring student
learning, if done, is
ineffective and not
reflected in systemic or
procedural norms
Addressing the diverse
learning needs of
students is rarely a
consideration and
programs are
ineffective or nonexistent
Teacher supervision
and evaluation is
inadequate and
inconsistent with the
Teaching Quality
Standard
There is no focus on
the use of technology
to enhance student
learning
Support for new
curricula and
pedagogy is
ineffective or nonexistent
A “learning support”
team is nonexistent or
ineffective in meeting
individual student
needs.
Leadership for Excellence
Principal Evaluation Rubric
Leadership Dimension Five: Developing and Facilitating Leadership
The principal promotes the development of leadership capacity within the school community — students, teachers
and other staff, parents, school council for the overall benefit of the school community and education system.
Descriptors:
The school principal
a) demonstrates informed decision making through open dialogue and consideration of multiple perspectives
b) promotes team building and shared leadership among members of the school community
c) facilitates meaningful involvement of the school community, where appropriate, in the school’s operation using
collaborative and consultative decision-making strategies.
d) identifies and mentors teachers for future educational leadership roles.
Evidence
Collaborative and
consultative decision
making
Promotes team building
and collaboration
Practices shared
leadership
Employs democratic
principles and processes
Mentors future leaders
Excellent
Demonstrates that a
broad range of school
community members
are engaged, where
appropriate, in
collaborative and
consultative decision
making processes
Collaborative teams
are integral to the
function of the school.
The school culture
reflects a commitment
to collaboration and
shared responsibility.
Leadership capacity is
developed throughout
the school community
through supporting the
pursuit of personal
professional interests
and the development
of skills and sharing
best practices
Democratic principles
are infused
throughout the school
community through the
implementation of
systems and
structures that support
the principle
A number of structures
and strategies are
employed to mentor
future formal and
informal leaders
Level of Performance
Proficient
Adequate
Insufficient
Is supportive of the
development of
collaborative and
consultative decision
making models
Supports collaborative
and consultative
decision making in
certain key areas.
Little or no
opportunity for
collaborative and/or
consultative decision
making is provided
Processes and strategies
are effectively employed
by collaborative teams
within the school community
Supports the
development of ad hoc
collaborative teams in
key areas in the school
community
Little or no evidence
of collaborative
teams exists within
the school community
Many examples of shared
leadership exist
throughout the school and
the school community
There exist systemic
mechanisms to provide
shared leadership
opportunities in certain,
well-defined areas of
the school community
Shared leadership is
not evident in the
school community
There are many examples
of democratic principles
being applied within the
school community
In some areas of the
school community
democratic principles
are applied.
The use of democratic
principles is very
limited if evident at
all
After identifying potential
leaders opportunities for
development of skills and
knowledge are provided
Encourages identified
potential leaders to
develop their skills
and knowledge
Little or no evidence
exists that mentorship
occurs
Leadership for Excellence
Principal Evaluation Rubric
Leadership Dimension Six: Managing School Operations and Resources
The principal manages school operations and resources to ensure a safe and caring and effective learning
environment.
Descriptors:
The school principal
a) effectively plans, organizes and manages the human, physical and financial resources of the school
and identifies the areas of need.
b) ensures that school operations align with legal frameworks such as: provincial legislation, regulation
and policy; as well as school authority policy, directives and initiatives.
c) utilizes principles of teaching, learning and student development to guide management decisions and
the organization of learning.
Evidence
Maintains a safe and
caring school
Complies with
legislative and policy
frameworks
Manages school budget
Excellent
The school community
engages in regular
reviews of data
relative to a safe and
caring school culture
and then responds by
developing or
modifying school
community strategies
Consistently acts in
accordance with
regulations and, when
appropriate, assumes
an active role in policy
development and
implementation
Effective, ongoing
management of school
budget, created with
school/community input
that is responsive to the
school context
Level of Performance
Proficient
Adequate
Insufficient
The development of
strategies to maintain
and enhance a safe and
caring school community is
supported and facilitated
Responsive policies
and programs exist to
ensure the maintenance
of a safe and caring
school community
The learning
environment is not
safe and caring
Consistently acts in
accordance with and
promotes awareness
in others of legislative
and policy frameworks
Consistently complies
and deliberately acts in
accordance with
regulations
Limited knowledge
or compliance with
legislative and other
policy frameworks
The School budget is
created with school
community input that is
responsive to school
context
Adequate
management of budget
that is responsive to
school context
Limited or
inadequate
management of
budget
Leadership for Excellence
Principal Evaluation Rubric
Leadership Dimension Seven: Understanding and Responding to the Larger Societal
Context
The principal understands and responds appropriately to the political, social, economic, legal and cultural contexts
impacting the school.
Descriptors:
a)
b)
c)
d)
The school principal/assistant-principal
advocates for the needs and interests of children and youth
demonstrates a knowledge of local, national, and global issues and trends related to education
assesses and responds to the unique and diverse community needs in the context of the school’s vision
and mission
advocates for the community’s support of the school and the larger education system.
Evidence
Understands the school
context
Responds to sensitive
issues
Responds to relevant
educational issues and
trends
Responds to societal
issues
Advocates for the school
and community
Excellent
Engages in a variety of
activities, and
employs a range of
strategies, to ensure a
thorough knowledge
of the school context
Employs political
awareness and
engages in proactive
strategies to anticipate
the challenges related
to sensitive issues and
respond in a manner
that reduces the impact
on the school
Works with the school
community to identify
issues and trends in
education and
facilitates the
development of
effective responses
Works with the school
community to identify
emerging societal issues
and facilitates the
development of
effective responses
Works with the school
community to develop
a range of effective
plans and strategies to
advocate for the school
community
Level of Performance
Proficient
Adequate
Insufficient
Engages in a variety of
activities, and employs a
range of strategies, to
ensure a good
knowledge of the school
context
Identifies sensitive issues
and works with the
school staff to respond
appropriately
Some activities and
strategies are employed
to develop a general
understanding of the
school context
Little or no effort is
expended to develop
an understanding of
the school community
Identifies a sensitive
issue and responds
appropriately
Limited or no
proactive awareness
or effective response
to sensitive issues
are evident
Works with staff to
identify issues and trends
in education and then
develops an effective
response
Identifies issues and
trends in education and
then develops an
effective response
Educational issues
receive little or no
attention
Works with staff to
identify emerging societal
issues and then develops
an effective response to
issues that impact the
school community
Works with school staff
to develop a range of
effective plans and
strategies to advocate for
the school community
Responds effectively to
societal issues that
impact the school
community
Little or no response
to societal issues
impacting the
community is evident
Employs standard
methods to advocate
for the school and
community
Little or no evidence
of effective advocacy
is present