Massachusetts Model System for

Educator Evaluation
Part III: Guide to Rubrics and Model Rubrics
for Superintendent, Administrator, and Teacher
January 2012
Massachusetts epartment of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
Phone 781-338-3000 TT! "#$#T# %elay 800-439-2370
&&&#doe#'ass#edu

Th(s do)u'ent &as *re*ared +y the
Massa)husetts ,e*art'ent o- $le'entary and Se)ondary $du)at(on
M(t)hell ,# .hester, $d#,#
.o''(ss(oner
!oard of Elementary and Secondary Education Members
Ms# Maura /anta, .ha(r, Melrose
Ms# /e0erly 1ol'es, 2()e .ha(r, S*r(n3-(eld
,r# 2anessa .alder4n-%osado, M(lton
Ms# 1arneen .herno&, Ja'a()a Pla(n
Mr# 5erald .herta0(an, .a'+r(d3e
Mr# Matthe& 5(--ord, .ha(r, Student Ad0(sory .oun)(l, /roo6l(ne
,r# Je-- 1o&ard, %ead(n3
Ms# %uth 7a*lan, /roo6l(ne
,r# ,ana Mohler-8ar(a, /r(d3e&ater
Mr# Paul %e0(lle, Se)retary o- $du)at(on, 9or)ester
Mr# ,a0(d %oa)h, Sutton
M(t)hell ,# .hester, $d#,#, .o''(ss(oner and Se)retary to the /oard
The Massa)husetts ,e*art'ent o- $le'entary and Se)ondary $du)at(on, an a--(r'at(0e a)t(on e'*loyer, (s )o''(tted to
ensur(n3 that all o- (ts *ro3ra's and -a)(l(t(es are a))ess(+le to all 'e'+ers o- the *u+l()#
9e do not d(s)r('(nate on the +as(s o- a3e, )olor, d(sa+(l(ty, nat(onal or(3(n, ra)e, rel(3(on, se: or se:ual or(entat(on#
;n<u(r(es re3ard(n3 the ,e*art'ent=s )o'*l(an)e &(th T(tle ;> and other )(0(l r(3hts la&s 'ay +e d(re)ted to the
1u'an %esour)es ,(re)tor, 75 Pleasant St#, Malden, MA 02148-4906# Phone! 781-338-6105#
? 2012 Massa)husetts ,e*art'ent o- $le'entary and Se)ondary $du)at(on
Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please
credit the Massachusetts Department of Elementary and Secondary Education.
This document printed on recycled paper
Massa)husetts ,e*art'ent o- $le'entary and Se)ondary $du)at(on
75 Pleasant Street, Malden, MA 02148-4906
Phone 781-338-3000 TT! "#$#T# %elay 800-439-2370
&&&#doe#'ass#edu
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e (( o- (((
"ontents
A #etter from the "ommissioner$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ %
The Massachusetts Model System for Educator Evaluation$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$&
'vervie($$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ )
Structure of the Model Rubrics$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ *
Performance #evels in the Model Rubrics$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ +
esi,n of the Model Rubrics$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ %-
Adaptin, Rubrics for ifferent Roles and Responsibilities$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$%&
Support for Effective istrict Implementation$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ %*
A**end(: A# Su*er(ntendent %u+r()##########################################################################################################
A**end(: /# Ad'(n(strator %u+r()#############################################################################################################
A**end(: .# Tea)her %u+r()######################################################################################################################
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e ((( o- (((
A #etter from the "ommissioner
Massachusetts Department of
Elementary and Secondary Education
./ Pleasant Street, Malden, Massachusetts -&%0120+-* Telephone: 3.1%4 ))12)---
TT5: 6$E$T$ Relay %21--20)+2&).-
M(t)hell ,# .hester, $d#,#
Commissioner
January 10, 2012
,ear $du)ators and other (nterested Sta6eholders,
; a' *leased to *resent Part ;;; o- the Massa)husetts Model Syste' -or $du)ator $0aluat(on#
S(n)e late June, &hen the /oard o- $le'entary and Se)ondary $du)at(on ado*ted re3ulat(ons to ('*ro0e
student learn(n3 +y o0erhaul(n3 edu)ator e0aluat(on (n the .o''on&ealth, sta-- here at the ,e*art'ent
has +een &or6(n3 )losely &(th sta6eholders to de0elo* the Model Syste' )alled -or (n the re3ulat(ons#
9(th the hel* o- thou3ht-ul su33est(ons and )and(d -eed+a)6 -ro' a &(de ran3e o- sta6eholders, &e
de0elo*ed the -(rst s(: )o'*onents o- the Model Syste'!
,(str()t-@e0el Plann(n3 and ;'*le'entat(on 5u(de
S)hool-@e0el Plann(n3 and ;'*le'entat(on 5u(de
5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Ad'(n(strator, and Tea)her
Model .olle)t(0e /ar3a(n(n3 .ontra)t @an3ua3e
;'*le'entat(on 5u(de -or Pr(n)(*al $0aluat(on
;'*le'entat(on 5u(de -or Su*er(ntendent $0aluat(on
; a' e:)(ted +y the *ro'(se o- Massa)husetts= ne& re3ulat(ons# Thou3ht-ully and strate3()ally
('*le'ented, they &(ll ('*ro0e student learn(n3 +y su**ort(n3 analyt()al )on0ersat(on a+out tea)h(n3 and
lead(n3 that &(ll stren3then *ro-ess(onal *ra)t()e# At the sa'e t('e, the ne& re3ulat(ons *ro0(de the
o**ortun(ty -or edu)ators to ta6e )har3e o- the(r o&n 3ro&th and de0elo*'ent +y sett(n3 (nd(0(dual and
3rou* 3oals related to student learn(n3#
The Me'+ers o- the State /oard and ; 6no& that ('*ro0e'ent (n the <ual(ty and e--e)t(0eness o-
edu)ator e0aluat(on &(ll ha**en only (- the ,e*art'ent does the hard &or6 ahead A&(th the -(eld,B not Ato
the -(eld#B To that end, &e at the ,e*art'ent need to learn &(th the -(eld# 9e &(ll )ont(nue to re0(se and
('*ro0e the Model Syste' (n)lud(n3 the ;'*le'entat(on 5u(des +ased on &hat &e learn &(th the -(eld
o0er the ne:t -e& years# To hel* us do that, *lease do not hes(tate to send your )o''ents, <uest(ons and
su33est(ons to us at $du)ator$0aluat(onCdoe#'ass#edu# Please also 0(s(t the $du)ator $0aluat(on
&e+*a3e at &&&#doe#'ass#eduDede0alD# 9e &(ll +e u*dat(n3 the *a3e re3ularly#
Please 6no& that you )an )ount on the ,e*art'ent to +e an a)t(0e, en3a3ed *artner (n the
)hallen3(n3, +ut )r(t()al &or6 ahead#
S(n)erely,
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 1 o- 17
M(t)hell ,# .hester, $d#,#
.o''(ss(oner o- $le'entary and Se)ondary $du)at(on
The Massachusetts Model System for Educator Evaluation
The Model Syste' (s a )o'*rehens(0e edu)ator e0aluat(on syste' des(3ned +y the ,e*art'ent o-
$le'entary and Se)ondary $du)at(on E$S$F, *ursuant to the ne& edu)ator e0aluat(on re3ulat(ons, 603
.M% 35#00# The -ollo&(n3 e(3ht-*art ser(es &as de0elo*ed to su**ort e--e)t(0e ('*le'entat(on o- the
re3ulat(ons +y d(str()ts and s)hools a)ross the .o''on&ealth#
Part I: istrict2#evel Plannin, and Implementation Guide
Th(s 5u(de ta6es d(str()t leaders G s)hool )o''(ttees, su*er(ntendents and un(on leaders - throu3h
-a)tors to )ons(der as they de)(de &hether to ado*t or ada*t the Model Syste' or re0(se the(r o&n
e0aluat(on syste's to 'eet the ne& edu)ator e0aluat(on re3ulat(on# The 5u(de des)r(+es the ru+r()s,
tools, resour)es and 'odel )ontra)t lan3ua3e $S$ has de0elo*ed, and des)r(+es the syste' o- su**ort
$S$ (s o--er(n3# ;t outl(nes re*ort(n3 re<u(re'ents, as &ell as the *ro)ess $S$ &(ll use to re0(e& d(str()t
e0aluat(on syste's -or su*er(ntendents, *r(n)(*als, tea)hers and other l()ensed sta--# 8(nally, the 5u(de
(dent(-(es &ays (n &h()h d(str()t leaders )an su**ort e--e)t(0e edu)ator e0aluat(on ('*le'entat(on (n the
s)hools#
Part II: School2#evel Plannin, and Implementation Guide
Th(s 5u(de (s des(3ned to su**ort ad'(n(strators and tea)hers as they ('*le'ent tea)her e0aluat(ons at
the s)hool le0el# The 5u(de (ntrodu)es and e:*la(ns the re<u(re'ents o- the re3ulat(on and the *r(n)(*les
and *r(or(t(es that underl(e the'# ;t o--ers 3u(dan)e, strate3(es, te'*lates and e:a'*les that &(ll su**ort
e--e)t(0e ('*le'entat(on o- ea)h o- the -(0e )o'*onents o- the e0aluat(on )y)le! sel--assess'entH 3oal
sett(n3 and edu)ator *lan de0elo*'entH *lan ('*le'entat(on and e0(den)e )olle)t(onH -or'at(0e
assess'entDe0aluat(onH and su''at(0e e0aluat(on#
Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher
The 5u(de *resents the Model %u+r()s and e:*la(ns the(r use# The 5u(de also outl(nes the *ro)ess -or
ada*t(n3 the'#
Part I7: Model "ollective !ar,ainin, "ontract #an,ua,e
Th(s se)t(on )onta(ns the Model .ontra)t that (s )ons(stent &(th the re3ulat(on, &(th 'odel lan3ua3e -or
tea)her e0aluat(on# The 5u(de &(ll )onta(n 'odel lan3ua3e -or ad'(n(strators re*resented throu3h
)olle)t(0e +ar3a(n(n3 +y Mar)h 15, 2012#
Part 7: Implementation Guide for Principal Evaluation
Th(s se)t(on deta(ls the 'odel *ro)ess -or *r(n)(*al e0aluat(on and (n)ludes rele0ant do)u'ents and
-or's -or re)ord(n3 3oals, e0(den)e and rat(n3s# The 5u(de (n)ludes resour)es that *r(n)(*als and
su*er(ntendents 'ay -(nd hel*-ul, (n)lud(n3 a s)hool 0(s(t *roto)ol#
Part 7I: Implementation Guide for Superintendent Evaluation
Th(s se)t(on deta(ls the 'odel *ro)ess -or su*er(ntendent e0aluat(on and (n)ludes rele0ant do)u'ents
and a -or' -or re)ord(n3 3oals, e0(den)e and rat(n3s# The 5u(de (n)ludes resour)es that s)hool
)o''(ttees and su*er(ntendents 'ay -(nd hel*-ul, (n)lud(n3 a 'odel -or e--e)t(0e 3oal sett(n3#
Part 7II: Ratin, Educator Impact on Student #earnin, 8sin, istrict2etermined Measures of
Student #earnin, 39uly &-%&4
Part 2;; (s s)heduled -or *u+l()at(on (n July 2012# ;t &(ll )onta(n 3u(dan)e -or d(str()ts on (dent(-y(n3 and
us(n3 d(str()t deter'(ned 'easures o- student learn(n3, 3ro&th and a)h(e0e'ent, and deter'(n(n3 rat(n3s
o- h(3h, 'oderate or lo& -or edu)ator ('*a)t on student learn(n3#
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 2 o- 17
Part 7III: 8sin, Staff and Student :eedbac; in the Evaluation Process 3May &-%)4
Part 2;;; (s s)heduled -or *u+l()at(on (n May 2013# ;t &(ll )onta(n d(re)t(on -or d(str()ts on (n)or*orat(n3
student and sta-- -eed+a)6 (nto the edu)ator e0aluat(on *ro)ess#
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 3 o- 17
'vervie(
In June 28, 2011, the Massa)husetts /oard o- $le'entary and Se)ondary $du)at(on ado*ted ne&
re3ulat(ons to 3u(de the e0aluat(on o- all edu)ators ser0(n3 (n *os(t(ons re<u(r(n3 a l()enseJ
su*er(ntendents, *r(n)(*als and other ad'(n(strators, and tea)hers#
1
The re3ulat(ons are des(3ned
*r('ar(ly to *ro'ote leaders= and tea)hers= 3ro&th and de0elo*'ent, &h(le *la)(n3 ('*ro0ed student
learn(n3 at the )enter o- e0ery edu)ator=s &or6# /y 2013G14, e0ery d(str()t (n the .o''on&ealth &(ll +e
*has(n3 (n e0aluat(on syste's that are )ons(stent &(th the ne& re3ulat(ons#
%u+r()s are )r(t()al )o'*onents o- the re3ulat(ons and are re<u(red -or e0ery edu)ator# The(r use &(ll
-oster )are-ul analys(s and )onstru)t(0e d(alo3ue a+out *er-or'an)e e:*e)tat(ons and ho& to ('*ro0e
*ra)t()e#
2
The ru+r()s des)r(+e s*e)(-() as*e)ts o- *ro-ess(onal *ra)t()e# $a)h as*e)t o- *ra)t()eJde-(ned
as an Aele'entBJ(s des)r(+ed at -our le0els o- *er-or'an)e! nsatisfactory! "eeds #mpro$ement!
Proficient, and E%emplary.
The re3ulat(ons )all -or the ,e*art'ent o- $le'entary and Se)ondary $du)at(on E$S$F to *ro0(de a
Model Syste' -or e0aluat(n3 all edu)ators# Th(s 3u(de des)r(+es the Model %u+r()s# The Model %u+r()s
-or su*er(ntendents, ad'(n(strators, and )lassroo' tea)hers are +u(lt -ro' the Standards and ;nd()ators
o- $--e)t(0e Pra)t()e deta(led (n the re3ulat(ons# ,(str()ts 'ay )hoose to ado*t or ada*t the'# ,(str()ts
also 'ay o*t to re0(se e:(st(n3 ru+r()s so that they 'eet the re<u(re'ents o- the re3ulat(ons# Another
o*t(on (s -or d(str()ts to ado*t ru+r()s that others ha0e de0elo*ed# ,(str()ts that ado*t the Model %u+r()s
&(ll s('*ly not(-y $S$ that they ha0e done so# ,(str()ts that de)(de to ada*t the 'odel, re0(se the(r e:(st(n3
ru+r()s, or )hoose another ru+r() &(ll )o'*lete a deta(led <uest(onna(re and su+'(t the(r ru+r()s to $S$ -or
re0(e&# The re3ulat(ons re<u(re that the d(str()t assure that any alternat(0es to (ts Model %u+r()s are
A)o'*ara+ly r(3orous and )o'*rehens(0e#B To -a)(l(tate lo)al d(str()t de)(s(on-'a6(n3, $S$ (s *(lot(n3 a
*ro)ess &(th $arly Ado*ter ,(str()ts that ha0e or are de0elo*(n3 ru+r()s that address the Massa)husetts
Standards and ;nd()ators to re0(e& the(r ru+r()EsF -or Ar(3or and )o'*rehens(0eness#B $S$ &(ll 'a6e
a0a(la+le -(nal deta(ls o- the d(str()t re0(e& *ro)ess no later than Mar)h 31, 2012# ,(str()ts *art()(*at(n3 (n
%a)e to the To* &(ll su+'(t the(r ru+r()s to $S$ +y Se*te'+er 2012# Ither d(str()ts &(ll su+'(t the(r
ru+r()s +y Se*te'+er 2013# $S$ &(ll re*ort (ts re0(e& -(nd(n3s to the d(str()t and the /oard o- $le'entary
and Se)ondary $du)at(on#
8e& Massa)husetts d(str()ts )urrently use ru+r()s as *art o- the(r edu)ator e0aluat(on *ro)ess# There-ore,
th(s 3u(de (s des(3ned to su**ort edu)ators as they +e3(n us(n3 ru+r()s#
3
;t outl(nes the *ur*ose o- ru+r()s
and ho& they ser0e a )r(t()al role (n 6ey ste*s (n the e0aluat(on )y)le -or e0ery edu)ator# The 3u(de
des)r(+es the *ro)ess the ,e*art'ent has used to de0elo* the -(rst three Model %u+r()s Etea)her,
ad'(n(strator, and su*er(ntendentF and the *ro)ess (t &(ll use to )ons(der ho& +est to ada*t these 'odels
-or use +y edu)ators (n other roles, (n)lud(n3 other ad'(n(strators as &ell as 3u(dan)e )ounselors, nurses,
and other )aseload edu)ators# The 3u(de o--ers so'e Ado=s and don=tsB +ased on the e:*er(en)e o-
1
8or the -ull te:t o- the re3ulat(ons, see htt*!DD&&&#doe#'ass#eduDla&sre3sD603)'r35#ht'l#
2
A 'eta-analys(s o- 75 stud(es *rodu)(n3 e'*(r()al resear)h on ru+r()s -ound, Aru+r()s see' to ha0e the *otent(al o-
*ro'ot(n3 learn(n3 andDor ('*ro0(n3 (nstru)t(on# The 'a(n reasonKl(es (n the -a)t that ru+r()s 'a6e e:*e)tat(ons and
)r(ter(a e:*l()(t, &h()h also -a)(l(tates -eed+a)6 and sel--assess'entB E*# 130F# Source& Jonsson, A#, L S0(n3+y, 5#
E2007F# The use o- s)or(n3 ru+r()s! %el(a+(l(ty, 0al(d(ty and edu)at(onal )onse<uen)es# Educational 'esearch 'e$ie(!
)E2F, 130G144# %etr(e0ed January 5, 2012, -ro' htt*!DDun)&#eduD)asDdo)u'entsDJonssonandS0(n3+y2007#*d-
3
Add(t(onal 3u(dan)e and e:a'*les o- &ays that edu)ators and e0aluators )an use ru+r()s to ('*ro0e *ra)t()e (s
a0a(la+le (n three other *u+l()at(ons! Massachusetts Model System for Educator E$aluation& School-*e$el Planning
and #mplementation +uide! #mplementation +uide for Principal E$aluation! and #mplementation +uide for
Superintendent E$aluation# See the o0er0(e& o- The Massa)husetts Model Syste' -or $du)ator $0aluat(on on *a3e
2 -or a des)r(*t(on o- these 3u(des#
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 4 o- 17
d(str()ts and resear)hers (n Massa)husetts and else&here# ;t )on)ludes &(th the Model %u+r()s
the'sel0es ESee A**end(:es AG.F#
The re3ulat(ons re<u(re that $S$ u*date the 'odel syste' as needed (n -uture years# $S$ loo6s -or&ard
to re)e(0(n3 -eed+a)6 on th(s 3u(de at edu)atore0aluat(onCdoe#'ass#edu#
<here the Rubrics :it Into the Evaluation Process
Mnder the 8(0e-Ste* .y)le outl(ned (n the re3ulat(ons, e0aluat(on (s a )ont(nuous ('*ro0e'ent *ro)ess
+e3(nn(n3 &(th sel--assess'ent and )on)lud(n3 &(th su''at(0e e0aluat(on# ,ata -ro' the su''at(0e
e0aluat(on +e)o'e an ('*ortant sour)e o- (n-or'at(on -or the edu)ator=s su+se<uent sel--assess'ent and
3oal sett(n3#
%u+r()s are des(3ned to hel* edu)ators and e0aluators
E1F de0elo* a )ons(stent, shared understand(n3 o- &hat
*ro-()(ent *er-or'an)e loo6s l(6e (n *ra)t()e, E2F
de0elo* a )o''on ter'(nolo3y and stru)ture to
or3an(Ne e0(den)e, and E3F 'a6e (n-or'ed *ro-ess(onal
Oud3'ents a+out -or'at(0e and su''at(0e
*er-or'an)e rat(n3s on ea)h Standard and o0erall# As
a result, ru+r()s *lay a *art (n all -(0e )o'*onents o- the
)y)le#
%$ Self2Assessment:
$du)ators study the ru+r() alone and &(th )ollea3ues dur(n3 the sel--assess'ent )o'*onent o- the
)y)le to e:a'(ne the(r o&n *ra)t()e a3a(nst the Standards and ;nd()ators and to (dent(-y areas o-
stren3th as &ell as areas re<u(r(n3 -urther de0elo*'ent#
&$ Analysis, Goal Settin,, and Plan evelopment:
$du)ators and e0aluators to3ether )are-ully re0(e& the ru+r() and a3ree on ele'ents andDor ;nd()ators
that &(ll +e the -o)us o- the(r attent(on dur(n3 the e0aluat(on )y)le and those that 'ay re)e(0e only
)ursory attent(on -or no&# ;n add(t(on, edu)ators and the(r e0aluators de0elo* 3oals -or ('*ro0(n3
*ro-ess(onal *ra)t()e and student learn(n3# The ru+r() hel*s to *a(nt a )lear *()ture o- &hat (t &(ll loo6
l(6e to 'o0e *ra)t()e -ro' Proficient to E%emplary (n one ele'ent or -ro' "eeds #mpro$ement to
Proficient (n another# These d(st(n)t(ons are the start(n3 *o(nt -or )on0ersat(on a+out sett(n3 the
As*e)(-(), 'easura+le, and a)t(ona+leB *ro-ess(onal *ra)t()e 3oals )alled -or (n the re3ulat(ons#
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 5 o- 17
)$ Implementation of the Educator Plan and ata "ollection:
The ru+r() (s a tool -or or3an(N(n3 data# $0aluators use the ru+r() to ensure that they are 3ather(n3
e0(den)e -ro' 'ult(*le sour)es that &(ll ena+le the' to assess -a(rly the edu)ator=s *ra)t()e on ea)h
Standard# $du)ators and tea's )olle)t and *resent e0(den)e, nota+ly e0(den)e o- a)t(0e outrea)h to
-a'(l(es EStandard ;;;F and e0(den)e o- -ul-(ll'ent o- *ro-ess(onal res*ons(+(l(t(es and 3ro&th EStandard
;2F# $0aluators )olle)t e0(den)e +y o+ser0(n3 *ra)t()e, e:a'(n(n3 &or6 *rodu)ts and student &or6,
tal6(n3 &(th the edu)ator, and other 'eans# $0aluators should al(3n th(s e0(den)e &(th the ru+r() and
share (t &(th the edu)ator as *art o- the(r )onstru)t(0e -eed+a)6# The deta(l (n the ru+r() -or ea)h
Standard and ;nd()ator hel*s the edu)ator and e0aluator to deter'(ne &hat e0(den)e '(3ht +e the
'ost ('*ortant to )olle)t and to or3an(Ne the data -or *resentat(on# That sa(d, the ru+r()s are not
o+ser0at(on rat(n3 tools# The ru+r()s are &r(tten to su**ort edu)ators and e0aluators (n 'a6(n3
Oud3'ents a+out *atterns o- e0(den)e, 3athered a)ross 'ult(*le *o(nts (n t('e# .lassroo' o+ser0at(on
(s a 0alua+le &ay to 3ather e0(den)e on edu)ators= *er-or'an)e a3a(nst 'any, +ut not all, o- the
Standards and ;nd()ators# The )lassroo' tea)her ru+r(), -or e:a'*le, (n)ludes 'any ele'ents and
;nd()ators than )an only +e assessed throu3h 'eans other than )lassroo' 0(s(ts# The ru+r() has not
+een des(3ned to +e a )lassroo' o+ser0at(on tool and should not +e used -or that *ur*ose#
0$ :ormative Assessment=Evaluation and Summative Evaluation:
The ru+r() ser0es as the or3an(N(n3 -ra'e&or6 -or these )on-eren)es and re*orts as e0aluators
assess the edu)ator=s *er-or'an)e on the )ont(nuu' o- *ra)t()e des)r(+ed +y the ru+r()#
<hat Is Re>uired in the Re,ulations?
The re3ulat(ons de-(ne a ru+r() as Aa s)or(n3 tool that des)r(+es )hara)ter(st()s o- *ra)t()e or art(-a)ts
at d(--erent le0els o- *er-or'an)eB E603 .M% 35#02F#
,(str()ts are re<u(red to use a ru+r() &hen (ssu(n3 *er-or'an)e rat(n3s -or -or'at(0e
assess'entDe0aluat(on and su''at(0e e0aluat(onH they A'ay use e(ther the ru+r() *ro0(ded +y the
,e*art'ent (n (ts 'odel syste' or a )o'*ara+ly r(3orous and )o'*rehens(0e ru+r() de0elo*ed +y
the d(str()t and re0(e&ed +y the ,e*art'entB E603 .M% 35#08E2FF#
The re3ulat(ons (dent(-y -our *er-or'an)e rat(n3s to des)r(+e the edu)ators= *er-or'an)e!
nsatisfactory, "eeds #mpro$ement, Proficient, and E%emplary#
The re3ulat(ons *er'(t s)hool )o''(ttees to Asupplement the Standards and ;nd()ators &(th
add(t(onal 'easura+le *er-or'an)e Standards and ;nd()ators )ons(stent &(th state la& and )olle)t(0e
+ar3a(n(n3 a3ree'ents &here a**l()a+leB E603 .M% 35#03 and 35#04F#
The re3ulat(ons ant()(*ate the need to ada*t the ;nd()ators (n so'e )ases! the d(str()t Ashall ada*t
the ;nd()ators +ased on the role o- the Eedu)atorF to re-le)t and to allo& -or s(3n(-()ant d(--eren)es (n
ass(3n'ents and res*ons(+(l(t(es#B ;n the )ase o- ad'(n(strators ser0(n3 under (nd(0(dual e'*loy'ent
)ontra)ts, d(str()ts 'ay Pada*t= the Standards, as &ell as the ;nd()ators Aas a**l()a+le to the(r role
and )ontra)t#B
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 6 o- 17
Structure of the Model Rubrics
$a)h Model %u+r() (s stru)tured as -ollo&s!
Standards: Standards are the +road )ate3or(es o- 6no&led3e, s6(lls, and *er-or'an)e o- e--e)t(0e
*ra)t()e deta(led (n the re3ulat(ons# There are -our Standards -or +oth tea)hers and
ad'(n(strators!
Teachers Administrators
Standard ;! .urr()ulu', Plann(n3, and
Assess'ent
Standard ;! ;nstru)t(onal @eadersh(*
Standard ;;! Tea)h(n3 All Students Standard ;;! Mana3e'ent and I*erat(ons
Standard ;;;! 8a'(ly and .o''un(ty
$n3a3e'ent
Standard ;;;! 8a'(ly and .o''un(ty
$n3a3e'ent
Standard ;2! Pro-ess(onal .ulture Standard ;2! Pro-ess(onal .ulture
Indicators: ;nd()ators des)r(+e s*e)(-() 6no&led3e, s6(lls, and *er-or'an)e -or ea)h Standard#
8or e:a'*le, there are three ;nd()ators (n Standard ; o- the tea)her ru+r()! .urr()ulu' and
Plann(n3H Assess'entH and Analys(s# There are -(0e ;nd()ators (n Standard ; -or *r(n)(*als!
.urr()ulu'H ;nstru)t(onH Assess'entH $0aluat(onH and ,ata-;n-or'ed ,e)(s(on-Ma6(n3# Alto3ether,
there are 16 ;nd()ators (n the tea)her ru+r() and 21 ;nd()ators (n the *r(n)(*al and su*er(ntendent
ru+r()s#
Elements: The ele'ents are su+)ate3or(es o- 6no&led3e and s6(lls s*e)(-() to ea)h ;nd()ator#
The ele'ents -urther +rea6 do&n the ;nd()ators (nto 'ore s*e)(-() as*e)ts o- edu)ator *ra)t()e
and *ro0(de an o**ortun(ty -or e0aluators to o--er deta(led -eed+a)6 that ser0es as a road'a* -or
('*ro0e'ent# Alto3ether, there are 33 ele'ents (n the tea)her ru+r() and 44 (n the *r(n)(*al and
su*er(ntendent ru+r()s#
escriptors: Per-or'an)e des)r(*tors are o+ser0a+le and 'easura+le state'ents o- edu)ator
6no&led3e and s6(lls al(3ned to ea)h ele'ent and ser0e as the +as(s -or (dent(-y(n3 the le0el o-
tea)h(n3 or ad'(n(strat(0e *er-or'an)e (n one o- -our )ate3or(es! nsatisfactory! "eeds
#mpro$ement! Proficient! or E%emplary#
Althou3h tea)hers, s)hool-+ased ad'(n(strators, and su*er(ntendents &(ll +e e0aluated us(n3 d(--erent
ru+r()s, the +as() stru)ture o- all o- the ru+r()s (s the sa'e!
Standards ;nd()ators $le'ents ,es)r(*tors o- -our le0els o- *er-or'an)e
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 7 o- 17
The 0 Standards, %* Indicators, and )) elements in the Model Rubric for teachers:
Standard I:
"urriculum, Plannin,, and
Assessment
Standard II:
Teachin, All Students
Standard III:
:amily and "ommunity
En,a,ement
Standard I7:
Professional "ulture
A$ "urriculum and Plannin, Indicator
1# Su+Oe)t Matter 7no&led3e
2# .h(ld and Adoles)ent ,e0elo*'ent
3# %(3orous Standards-/ased Mn(t
,es(3n
4# 9ell-Stru)tured @essons
A$ Instruction Indicator
1# Qual(ty o- $--ort and 9or6
2# Student $n3a3e'ent
3# Meet(n3 ,(0erse "eeds
A$ En,a,ement Indicator
1# ParentD8a'(ly $n3a3e'ent
A$ Reflection Indicator
1# %e-le)t(0e Pra)t()e
2# 5oal Sett(n3
!$ Assessment Indicator
1# 2ar(ety o- Assess'ent Methods
2# AdOust'ents to Pra)t()e
!$ #earnin, Environment Indicator
1# Sa-e @earn(n3 $n0(ron'ent
2# .olla+orat(0e @earn(n3
$n0(ron'ent
3# Student Mot(0at(on
!$ "ollaboration Indicator
1# @earn(n3 $:*e)tat(ons
2# .urr()ulu' Su**ort
!$ Professional Gro(th Indicator
1# Pro-ess(onal @earn(n3 and 5ro&th
"$ Analysis Indicator
1# Analys(s and .on)lus(ons
2# Shar(n3 .on)lus(ons 9(th
.ollea3ues
3# Shar(n3 .on)lus(ons 9(th Students
"$ "ultural Proficiency Indicator
1# %es*e)ts ,(--eren)es
2# Ma(nta(ns %es*e)t-ul
$n0(ron'ent
"$ "ommunication Indicator
1# T&o-9ay .o''un()at(on
2# .ulturally Pro-()(ent
.o''un()at(on
"$ "ollaboration Indicator
1# Pro-ess(onal .olla+orat(on
$ E@pectations Indicator
1# .lear $:*e)tat(ons
2# 1(3h $:*e)tat(ons
3# A))ess to 7no&led3e
$ ecision2Ma;in, Indicator
1# ,e)(s(on-'a6(n3
E$ Shared Responsibility Indicator
1# Shared %es*ons(+(l(ty
:$ Professional Responsibilities
Indicator
1# Jud3'ent
2# %el(a+(l(ty and %es*ons(+(l(ty
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 8 o- 17
escriptors for a sin,le Element in the Model Rubric for administrators:
Standard I: Instructional Leadership
Ao( to BReadC a Rubric
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 9 o- 17
Indicator %2: Evaluation
Mnsat(s-a)tory "eeds ;'*ro0e'ent Proficient $:e'*lary
$le'ent
;-,-1
$du)ator
5oals
,oes l(ttle to su**ort
edu)ators to de0elo*
*ro-ess(onal *ra)t()e
and student learn(n3
3oals, re0(e& the 3oals
-or <ual(ty, andDor
su**ort edu)ators to
atta(n the'#
Su**orts edu)ators
and tea's to de0elo*
*ro-ess(onal *ra)t()e
and student learn(n3
3oals, +ut does not
)ons(stently re0(e&
the' -or <ual(ty andDor
'on(tor *ro3ress#
Supports educators
and teams to develop
and attain
meanin,ful,
actionable, and
measurable
professional practice
and student learnin,
,oals$
Su**orts edu)ators
and tea's to de0elo*
and atta(n 'ean(n3-ul,
a)t(ona+le, and
'easura+le
*ro-ess(onal *ra)t()e
and student learn(n3
3oals, and 'odels th(s
*ro)ess throu3h
*r(n)(*al=s o&n 3oals#
;s a+le to 'odel th(s
$le'ent#
%u+r()s )an +e o0er&hel'(n3# /e)ause they are des(3ned to )a*ture )r(t()al as*e)ts o- an
e:traord(nar(ly )o'*le: )ra-t, they need to +e )o'*rehens(0e and deta(led# Most e:*erts
su33est that you start Aread(n3B a ru+r() +y Aun*a)6(n3B a s(n3le Standard#
S)an the ;nd()ators (n the Standard# Sele)t one o- (nterest to you# @oo6 at the t(tles o- the
ele'ents -or that ;nd()ator to 3et a sense o- ho& they -(t to3ether yet des)r(+e d(st(n)t as*e)ts o-
the ;nd()ator# .hoose an ele'ent# Th(n6 a+out your o&n *er-or'an)e or the *ra)t()e o-
so'eone you 6no& -a(rly &ell# /e3(n +y read(n3 the Proficient *er-or'an)e des)r(*tor -or that
ele'ent, as (t (s the e:*e)ted standard o- *er-or'an)e# ,eter'(ne &hether the *ra)t()e you are
th(n6(n3 a+out e:e'*l(-(es th(s *er-or'an)e le0el# ;- not, then read the *er-or'an)e des)r(*tor
that (s one le0el h(3her ,E%emplary- or one le0el lo&er ,"eeds #mpro$ement-. 8(ll out the
des)r(*tor -or ea)h le0el (n your '(nd +y as6(n3 yoursel-, A9hat '(3ht an edu)ator +e do(n3 or
say(n3RB A-ter you ha0e thou3ht throu3h one ele'ent, 3o on to another ele'ent -or the sa'e
;nd()ator (- there (s one, or on to another ;nd()ator (n the sa'e Standard#
A%ead(n3B a ru+r() )an hel* edu)ators and e0aluators see ne& d('ens(ons o- *ra)t()e or *ut
&ords to as*e)ts o- *ra)t()e that they (ntu(t(0ely 6no& +ut ha0e not )ons(dered (n a stru)tured
&ay# 8or edu)ators ne& to the *ro-ess(on, a ru+r() )an +e an (nd(s*ensa+le resour)e -or
learn(n3 the )ra-t, &(th deta(led e:*e)tat(ons -or e--e)t(0e *ra)t()e# 9hen read to3ether &(th
)ollea3ues at a 'eet(n3 o- a de*art'ent, a 3rade le0el, -a)ulty, or ad'(n(strators, Aun*a)6(n3B
an ;nd()ator or a Standard )an +e a *o&er-ul &ay to de0elo* a r()h, deta(led and shared *()ture
o- &hat e--e)t(0e *ra)t()e loo6s l(6e# That shared understand(n3 (s a -oundat(on -or stron3
*ro-ess(onal )ultures that )an su**ort the 3ro&th and de0elo*'ent o- e0ery edu)ator#
Performance #evels in the Model Rubrics
The *er-or'an)e des)r(*tors (n the Massa)husetts Model Syste'=s ru+r()s d(--erent(ate le0els o- edu)ator
*er-or'an)e alon3 a )ont(nuu' o- *ro-ess(onal *ra)t()e# $:*er(en)ed edu)ators are e:*e)ted to
de'onstrate *er-or'an)e at the Proficient le0el (n ea)h Standard and o0erall# Proficient *er-or'an)e (s
assu'ed to +e -ully sat(s-a)tory#
The re3ulatory lan3ua3e -or ea)h *er-or'an)e rat(n3 (s *ro0(ded +elo& (n (tal()s -ollo&ed +y a dee*er
e:*lanat(on o- ea)h des)r(*tor#
E@emplary
The educator.s performance consistently and significantly e%ceeds the re/uirements of
a Standard and could ser$e as a model of practice district(ide.
The E%emplary le0el re*resents the h(3hest le0el o- *er-or'an)e# ;t e:)eeds the already
h(3h Standard o- Proficient# A rat(n3 o- E%emplary (s reser0ed -or *er-or'an)e on an
;nd()ator or Standard that (s o- su)h a h(3h le0el that (t )ould ser0e as a 'odel -or
edu)ators (n the s)hool, d(str()t, or state# 8e& edu)atorsJsu*er(ntendents (n)ludedJ
are e:*e)ted to earn E%emplary rat(n3s on 'ore than a hand-ul o- ;nd()ators#
Proficient
The educator.s performance fully and consistently meets the re/uirements of a
Standard.
Proficient (s the e:*e)ted, r(3orous le0el o- *er-or'an)e -or edu)ators# ;t (s a de'and(n3
+ut atta(na+le le0el o- *er-or'an)e -or 'ost edu)ators# At the Proficient le0el, edu)ators
(nte3rate the 6no&led3e, s6(lls, and a+(l(t(es needed -or e--e)t(0e )ontent-area (nstru)t(on
or leadersh(*#
6eeds
Improvement
The educator.s performance on a Standard is belo( the re/uirements of a Standard but is
not considered to be nsatisfactory at this time. #mpro$ement is necessary and
e%pected.
$du)ators &hose *er-or'an)e on a Standard (s rated as "eeds #mpro$ement 'ay
de'onstrate (n)ons(sten)(es (n *ra)t()e or &ea6nesses (n a -e& 6ey areas# They 'ay
not yet -ully (nte3rate andDor a**ly the(r 6no&led3e and s6(lls (n an e--e)t(0e &ay# They
'ay +e ne& to the -(eld or to th(s ass(3n'ent and are de0elo*(n3 the(r )ra-t#
8nsatisfactory
The educator.s performance on a Standard 0 has not significantly impro$ed follo(ing a
rating of "eeds #mpro$ement! or the educator.s performance is consistently belo( the
re/uirements of a Standard 0 and is considered inade/uate or both.
$du)ators &hose *er-or'an)e on a Standard (s rated as nsatisfactory are s(3n(-()antly
under*er-or'(n3 as )o'*ared to the e:*e)tat(ons# nsatisfactory *er-or'an)e re<u(res
ur3ent attent(on#
esi,n of the Model Rubrics
The re3ulat(ons )all -or Ar(3orous and )o'*rehens(0eB ru+r()s# 9(th ass(stan)e -ro' sta-- -ro' A'er()an
;nst(tutes -or %esear)h EA;%F, $S$ sta-- re0(e&ed nu'erous ru+r()s
4
and (n)or*orated as*e)ts o- se0eral
(nto the Model %u+r()s# $S$ (ssued dra-t *r(n)(*al and tea)her ru+r()s (n Au3ust and sou3ht -eed+a)6
-ro' early users, *ra)t(t(oners -ro' $arly Ado*ter ,(str()ts, e:*erts, and other (nterested sta6eholders
4
8or a sa'*l(n3 o- tea)her and *r(n)(*al ru+r()s, see the a**ro0ed ru+r()s -or tea)hers and *r(n)(*als -or "e& or6
State at htt*!DDusny#nysed#3o0DrtttDtea)hers-leadersD*ra)t()eru+r()sDho'e#ht'l# 8or a sa'*le su*er(ntendent ru+r(),
see htt*!DD&&&#n)*u+l()s)hools#or3D*ro-de0Dtra(n(n3Dsu*er(ntendentD#
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 10 o- 17
(n)lud(n3 re*resentat(0es -ro' state tea)hers, *r(n)(*als, and su*er(ntendents or3an(Nat(ons# 9(th A;%=s
ass(stan)e, $S$ )olle)ted and analyNed the -eed+a)6 and 'ade a nu'+er o- )han3es, nota+ly ty(n3 the
$le'ents 'ore e:*l()(tly and t(3htly to the lan3ua3e o- the ;nd()ators, redu)(n3 'odestly the nu'+er o-
$le'ents, and )lar(-y(n3 the d(st(n)t(on +et&een *er-or'an)e le0els#
,e)(s(ons a+out stru)ture, lan3ua3e, and le0el o- deta(l ha0e +een (ntent(onal# 8or e:a'*le, there are
-e&er $le'ents (n the Model %u+r() -or tea)hers than (n 'ost *u+l(shed tea)her ru+r()s#
5
Th(s )ho()e
unders)ores the (nter)onne)tedness o- related +eha0(ors and *ra)t()es, 'a(nta(ns the
)o'*rehens(0eness o- the ru+r()s, and ensures that they )on-or' to the re3ulat(ons# The de)(s(on to
(n)lude -e&er $le'ents also ensures that edu)ators (n lo)al d(str()ts &(ll +e a+le to *lay an a)t(0e role (n
de0elo*(n3 ('*ortant deta(ls o- the des)r(*t(ons o- *ra)t()e as they &or6 to3ether to Aun*a)6B the ru+r()s#
Add(t(onal des(3n )ho()es are deta(led (n the -ollo&(n3 su+se)t(ons#
Standards and Indicators from the re,ulations$
State re3ulat(ons on edu)ator e0aluat(on are 0ery )lear that edu)ators 'ust +e e0aluated us(n3 the
Standards and ;nd()ators o- $--e)t(0e Tea)h(n3 Pra)t()e E603 .M% 35#03F or Standards and ;nd()ators o-
$--e)t(0e Ad'(n(strat(0e @eadersh(* Pra)t()e E603 .M% 35#04F, as a**l()a+le Ea -uller e:*lanat(on -ollo&s (n
the ne:t se)t(on on AAda*t(n3 %u+r()s -or ,(--erent %ole and %es*ons(+(l(t(esBF# These )an +e
su**le'ented +ut not redu)ed# There-ore, Standards and ;nd()ators d()tate the +as() stru)ture o- the
Model %u+r()s#
Elements brea; do(n the Indicators into more mana,eable, measurable aspects
of educator practice$
A 6ey *ur*ose o- the ne& edu)ator e0aluat(on re3ulat(ons (s to *ro0(de edu)ators &(th 'ore use-ul
-eed+a)6 to (n-or' the(r *ro-ess(onal 3ro&th# Mse-ul, deta(led -eed+a)6 re<u(res -(ne-3ra(ned des)r(*t(ons
o- edu)ator *ra)t()e# There-ore, ;nd()ators are +ro6en do&n (nto 'ore s*e)(-() ele'ents that des)r(+e a
d(s)rete edu)ator +eha0(or or related set o- +eha0(ors# The deta(led des)r(*tors o- ea)h ele'ent allo&
edu)ators and e0aluators to *r(or(t(Ne s*e)(-() areas -or e0(den)e-3ather(n3, -eed+a)6, and e0aluat(on#
The result (s a 'ore trans*arent and 'ana3ea+le *ro)ess#
istinctions amon, levels of performance are distinctions of consistency, >uality,
and scope of impact$
The Model %u+r()s d(st(n3u(sh a'on3 all -our le0els o- *er-or'an)e on the +as(s o- )ons(sten)y, <ual(ty,
and s)o*e o- ('*a)t# 9(thout attent(on to all three, d(st(n)t(ons +et&een d(--erent le0els o- *er-or'an)e
are l(6ely to +e su*er-()(al# ;t (s not Proficient *ra)t()e, -or e:a'*le, (- a *r(n)(*al A)ons(stentlyB does
so'eth(n3 +ut rarely does (t &ell or rea)hes -e& students# @(6e&(se, )lassroo' tea)hers 'ay )ons(stently
o--er h(3h-<ual(ty (nstru)t(on to so'e students, +ut stru33le to 'eet the needs o- others, su)h as
a)ade'()ally ad0an)ed students, $n3l(sh @an3ua3e @earners, students &(th d(sa+(l(t(es, or those &ho
*resent +eha0(oral )hallen3es#
5
8or e:a'*le, .harlotte ,an(elson=s 1rame(or2 for Teaching E2011 %e0(sed $d(t(onF has the e<u(0alent o- 4
Standards, 22 ;nd()ators, and 76 $le'ents, (n )ontrast to $S$=s 'odel, &h()h has 13 ;nd()ators and 33 ele'ents#
See htt*!DDusny#nysed#3o0DrtttDtea)hers-leadersD*ra)t()eru+r()sD,o)sDTea)hs)a*eS%u+r()#*d-#
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 11 o- 17
S('(larly, E%emplary *er-or'an)e re<u(res de'onstrat(n3 a +eha0(or &(th 3reater re3ular(ty, at a h(3her
le0el o- <ual(ty, andDor &(th 3reater s)o*e o- ('*a)t than (s e:*e)ted at the Proficient le0el# The Model
%u+r()s 'a6e those d(--eren)es )lear#
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 12 o- 17
Adaptin, Rubrics for ifferent Roles and Responsibilities
The Standards and ;nd()ators -or $--e)t(0e Tea)h(n3 Pra)t()e and $--e)t(0e Ad'(n(strat(0e @eadersh(*
Pra)t()e re-le)t the +el(e- that A(t (s )r(t()al to de0elo* and ado*t a )o''on state&(de understand(n3 a+out
&hat e--e)t(0e tea)h(n3 and ad'(n(strat(0e leadersh(* loo6s l(6e#
6
B The re3ulat(ons ant()(*ate, ho&e0er,
that the Standards and ;nd()atorsJand the ru+r()s that -lo& -ro' the'J'ay need to +e ada*ted to
address d(--erent )onte:ts, roles, and res*ons(+(l(t(es! Athe d(str()t shall ada*t the ;nd()ators +ased on the
role o- the Eedu)atorF to re-le)t and to allo& -or s(3n(-()ant d(--eren)es (n ass(3n'ents and res*ons(+(l(t(es#B
;n the )ase o- su*er(ntendents, *r(n)(*als, and other ad'(n(strators under (nd(0(dual e'*loy'ent
)ontra)ts, d(str()ts 'ay Aada*tB the Standards as &ell as the ;nd()ators Aas a**l()a+le to the(r role and
)ontra)t#T ;n add(t(on, s)hool )o''(ttees A'ay su**le'ent the Standards and ;nd()ators &(th add(t(onal
'easura+le *er-or'an)e Standards and ;nd()ators )ons(stent &(th state la& and )olle)t(0e +ar3a(n(n3
a3ree'ents &here a**l()a+leB E603 .M% 35#03 and 35#04F#
"ustomiDin, for ifferent "onte@ts, Roles, and Responsibilities
A )o'*rehens(0e array o- ru+r()s )usto'(Ned -or d(st(n)t(ons (n edu)ator roles and res*ons(+(l(t(es 'ay
see' l(6e a des(ra+le &ay to ensure that e0aluat(on tools are a**l()a+le and 'ean(n3-ul -or all edu)ators#
The de)(s(on to ada*t ;nd()ators or su**le'ent Standards or ;nd()ators should not +e ta6en l(3htly,
ho&e0er# 1a0(n3 a &(de 0ar(ety o- ru+r()s )an d(lute the *o&er o- a shared 0(s(on o- e--e)t(0e *ra)t()e and
)reate unne)essary d(st(n)t(ons +et&een edu)ators# Many s*e)(al edu)at(on tea)hers and ad'(n(strators,
-or e:a'*leJ+oth nat(onally and a)ross the .o''on&ealthJare &ary o- )reat(n3 At&o syste'sB -or
e0aluat(n3 edu)ators (n 3eneral 0ersus s*e)(al edu)at(on sett(n3s#
There-ore, &hen *re*ar(n3 to e0aluate edu)ators &or6(n3 (n d(--erent )onte:ts, assu'(n3 d(--erent roles,
or underta6(n3 d(--erent res*ons(+(l(t(es, d(str()ts and s)hools should )ons(der the e:tent to &h()h the use
o- e:(st(n3 ru+r()s )an +e customi3ed throu3h a d(--erent(ated e'*has(s on and *r(or(t(Nat(on o- ;nd()ators
and $le'ents#
.ons(der the $:*e)tat(ons ;nd()ator
7
! APlans and ('*le'ents lessons that set )lear and h(3h e:*e)tat(ons
and 'a6e 6no&led3e a))ess(+le -or all students#B Ma6(n3 6no&led3e a))ess(+le (s )r(t()al -or edu)ators
&ho &or6 &(th students &ho are $n3l(sh lan3ua3e learners E$@@sF or ha0e d(sa+(l(t(es Eor are $@@s &(th
d(sa+(l(t(esF# Althou3h 'ost edu)ators ha0e res*ons(+(l(ty -or at least so'e $@@s or s*e)(al edu)at(on
students, th(s ;nd()ator should +e 'ore hea0(ly e'*has(Ned -or edu)ators &ho, -or e:a'*le, *r('ar(ly
tea)h students &(th (nd(0(dual edu)at(on *lans E;$PsF, es*e)(ally those &hose d(sa+(l(t(es re<u(re
'od(-()at(ons o- )urr()ulu', (nstru)t(on, or learn(n3 out)o'es#
S('(lar )usto'(Nat(on should +e d(s)ussed +et&een edu)ators and e0aluators as they )ons(der the ('*a)t
o- d(--eren)es (n )lassroo's +ased on le0el Eele'entary, '(ddle, and se)ondaryF, )ontent, andDor
*o*ulat(on o- students ser0ed# ;- the e0aluator and edu)ator a3ree to *la)e a hea0(er e'*has(s on
*art()ular $le'ents or ;nd()ators, th(s should +e noted (n the $du)ator Plan#
6
Massa)husetts Tas6 8or)e on the $0aluat(on o- Tea)hers and Ad'(n(strators# E2011, Mar)hF# 4uilding a
brea2through frame(or2 for educator e$aluation in the Common(ealth# Malden, MA! Massa)husetts ,e*art'ent o-
$le'entary and Se)ondary $du)at(on#
7
;nd()ator , &(th(n Standard ;;, Tea)h(n3 All Students -ro' the Standards and #ndicators for Effecti$e Teaching
Practice as de-(ned (n 603 .M% 35#03
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 13 o- 17
;n tea's, &(th the -a)ulty or ad'(n(strat(0e tea' as a &hole, andDor (nd(0(dually, the edu)ator and
e0aluator should )ons(der re0(e&(n3 the ru+r() to3ether# The *ur*ose o- a Oo(nt re0(e& (s to hel* )lar(-y
e:*e)tat(ons and ada*t the ru+r() to the s*e)(-() )onte:t# ,ur(n3 the re0(e&, edu)ators and e0aluators
-o)us on the $le'ents &(th(n ea)h ;nd()ator, as6(n3 <uest(ons su)h as these!
Are there any ele'ents -or &h()h Proficient *er-or'an)e &(ll de*end on -a)tors +eyond the
)ontrol o- the edu)atorR ;- so, ho& &(ll those de*enden)(es +e a))ounted -or (n the e0aluat(on
*ro)essR
Are there any Standards, ;nd()ators, or $le'ents that &(ll +e &e(3hted 'ore hea0(ly than others (n
rat(n3 the edu)ator=s *er-or'an)eR
Are there s*e)(-() ;nd()ators or $le'ents that &(ll +e the -o)us o- attent(on th(s yearR
Adaptin, for Roles and Responsibilities
;n so'e (nstan)es, ho&e0er, )usto'(N(n3 an e:(st(n3 ru+r() &(ll not su--()(ently )a*ture d(--eren)es (n roles
and res*ons(+(l(t(es# 9hen 'a6(n3 de)(s(ons &(th re3ard to ada*t(n3 ru+r()s to +etter re-le)t d(--eren)es (n
roles and res*ons(+(l(t(es, d(str()ts and s)hools should )ons(der the -ollo&(n3!
9(ll the )han3es (n)rease the d(--()ulty o- )reat(n3 tea' 3oals that are t(ed to *er-or'an)e
Standards and ;nd()atorsR
1o& 'any edu)ators &(ll +e e0aluated a3a(nst the ada*ted ru+r()R
1as a re*resentat(0e 3rou* o- the edu)ators &ho &(ll +e e0aluated a3a(nst the ada*ted ru+r() had
the o**ortun(ty to )losely re0(e& and d(s)uss the e:(st(n3 ru+r()s to deter'(ne &hether or not the
'od(-()at(ons are ne)essaryR
9(ll the nu'+er o- ru+r()s *la)e undue +urden on the e0aluatorR To e--e)t(0ely assess edu)ator
*er-or'an)e a3a(nst a ru+r(), e0aluators need to +e)o'e -a'(l(ar &(th the )ontent o- the ru+r()s
and ade*t &(th us(n3 ea)h one -or e0aluat(on *ur*oses#
;- the d(str()t has de)(ded to ada*t a ru+r() -or *art()ular roles andDor res*ons(+(l(t(es, re)o''ended
o*t(ons -or ada*t(n3 a ru+r() (n)lude!
%$ Modifyin,, addin,, or removin, Elements$
Althou3h the $le'ents are, +y de-(n(t(on, Asu+)ate3or(es o- 6no&led3e and s6(lls s*e)(-() to ea)h
;nd()ator,B Esee *a3e 6 o- th(s 5u(deF )erta(n $le'ents 'ay not +e )o'*rehens(0e or s*e)(-() enou3h
-or an edu)ator=s role andDor res*ons(+(l(t(es# As $le'ents are not de-(ned (n the re3ulat(ons, d(str()ts
ha0e the -le:(+(l(ty to 'od(-y $le'ents to +etter re-le)t the lo)al )onte:t, s*e)(-() edu)ator roles, or
d(--erent res*ons(+(l(t(es# 8or e:a'*le, a d(str()t *art()(*at(n3 (n an (n(t(at(0e to (n)rease -a'(ly and
)o''un(ty en3a3e'ent su)h as the 9ra*-Around Uones 'ay &ant to add an $le'ent to Standard 3
to +etter re-le)t the res*ons(+(l(t(es o- edu)ators )ontr(+ut(n3 to the (n(t(at(0e# 9hen 'a6(n3 )han3es to
the $le'ents and des)r(*tors, d(str()ts are en)oura3ed to )ons(der the d(st(n)t(ons o- <ual(ty,
)ons(sten)y, and s)o*e o- ('*a)t Edes)r(+ed on *a3e 12 o- th(s 5u(deF#
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 14 o- 17
&$ "reatin, a BhybridC rubric that includes Standards, Indicators, and Elements from both the
Standards and Indicators for Effective Teachin, Practice and the Standards and Indicators for
Effective Administrative #eadership$
So'e edu)ators 'ay +e (n a role that )o'+(nes the res*ons(+(l(t(es o- +oth a )lassroo'
tea)her and an ad'(n(strator, su)h as a de*art'ent head# ;n th(s s)enar(o, the *art(es
8
)ould
)reate a hy+r(d ru+r() (n)lud(n3 Standards, ;nd()ators and $le'ents or des)r(*tors -ro' +oth
the tea)her ru+r() and the ad'(n(strator ru+r() a**ro*r(ate to the res*ons(+(l(t(es o- the
edu)ator# ,e*end(n3 on the *r('ary role o- the edu)ator, (t 'ay 'a6e sense to +e3(n &(th the
tea)her ru+r() and add )o'*onents o- the ad'(n(strator &here a**ro*r(ate, or 0()e 0ersa#
E8or e:a'*le, a de*art'ent head (n a s'all s)hool &(th an e:tens(0e tea)h(n3 load 'ay
(dent(-y the tea)her ru+r() as re*resent(n3 the(r A*r('aryB role and the ad'(n(strator
res*ons(+(l(t(es as Ase)ondary#BF ;n th(s a**roa)h, the tea' de0elo*(n3 the ru+r() should +e
'(nd-ul o- (n)reas(n3 the nu'+er o- $le'ents, and should *r(or(t(Ne those ;nd()ators and
$le'ents that +est a**ly to the edu)ator=s role and res*ons(+(l(t(es#
)$ Addin, additional Indicators or modifyin, e@istin, Indicators$
An add(t(onal ;nd()ator 'ay +e added to address a s*e)(-() role, &(th $le'ents des)r(+(n3 the
res*ons(+(l(t(es o- the role# 8or e:a'*le, the d(str()t 'ay su**le'ent a ru+r() &(th a A%ead(n3
S*e)(al(stB ;nd()ator &(th 3-4 $le'ents outl(n(n3 6ey res*ons(+(l(t(es o- that role#
Another o*t(on (s to add an ;nd()ator address(n3 a s*e)(-() res*ons(+(l(ty, &(th $le'ents
des)r(+(n3 as*e)ts o- the res*ons(+(l(ty# 8or e:a'*le, a tea)her ru+r() 'ay +e su**le'ented
&(th a A.o''(ttee .ha(rB ;nd()ator -or any edu)ator that has the res*ons(+(l(ty o- )ha(r(n3 a
)o''(ttee, &(th 2-3 $le'ents des)r(+(n3 s*e)(-() )o'*onents o- that res*ons(+(l(ty#
A th(rd o*t(on (s to 'od(-y the e:(st(n3 ;nd()ators, as *er 603 .M% 35#03 and 35#04! Athe
d(str()t shall ada*t the ;nd()ators +ased on the role o- the Eedu)atorF to re-le)t and to allo& -or
s(3n(-()ant d(--eren)es (n ass(3n'ents and res*ons(+(l(t(es#B Th(s o*t(on should only +e
e:er)(sed &hen a+solutely ne)essary, and all other o*t(ons should +e )ons(dered -(rst#
1o&e0er, there are so'e roles that ha0e su)h s(3n(-()ant d(--eren)es (n ass(3n'ents and
res*ons(+(l(t(es that to not ada*t one or 'ore ;nd()ators &ould lead to a 'ore su*er-()(al
e0aluat(on# Mod(-()at(ons to ;nd()ators 'ust 'eet the )r(ter(a o- Asu**le'ent +ut not redu)e#B
0$ Addin, additional Standards or modifyin, the Standards$
9h(le d(str()ts al&ays ha0e the o*t(on to su**le'ent the Standards &(th lo)ally de0elo*ed Standards,
there (s less -le:(+(l(ty to 'od(-y the Standards# ;n the )ase o- superintendents! principals! and other
administrators under indi$idual employment contracts, d(str()ts 'ay ada*t the Standards Aas
a**l()a+le to the(r role and )ontra)tB as *er 603 .M% 35#05#
As an e:a'*le o- these *r(n)(*les, the Model %u+r()s -or ad'(n(strators and tea)hers use the e:a)t
&ord(n3 o- the Standards and ;nd()ators, &hereas the Model %u+r() -or su*er(ntendents ada*ts the
lan3ua3e 'odestly to a))o''odate the d(str()t&(de res*ons(+(l(t(es o- su*er(ntendents#
8
The de)(s(on to )reate su)h a ru+r() 'ay +e 'ade throu3h an a3ree'ent +et&een the ,(str()t and the
Asso)(at(onDMn(on to ensure that all edu)ators (n th(s role &(ll +e e0aluated )ons(stently a)ross a d(str()t#
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 15 o- 17
8pdates to the Model Rubrics
Ada*tat(ons to the Model Tea)her %u+r() and Ad'(n(strator %u+r() -or d(--erent roles and res*ons(+(l(t(es
are under de0elo*'ent# $S$ sta-- 'e'+ers ha0e +een &or6(n3 &(th sta6eholders to deter'(ne the need
-or ada*tat(ons that re-le)t 'ore *re)(sely the roles o- edu)ators &ho are not )lassroo' tea)hers or
s)hool-+ased ad'(n(strators, *art()ularly *r(n)(*als# 8or e:a'*le, there (s so'e sent('ent that the Model
%u+r() -or tea)hers &(ll not &or6 &ell enou3h -or A)aseload edu)ators,B su)h as 3u(dan)e )ounselors,
nurses, and those tea)hers &ho &or6 &(th s'all 3rou*s o- students and )onsult &(th other tea)hers and
s*e)(al(sts# S('(larly, as*e)ts o- so'e d(str()t-le0el and s)hool-+ased ad'(n(strators= &or6 'ay not +e
su--()(ently )a*tured (n the Model %u+r() -or ad'(n(strators#
$S$ &(ll 'odel the th(rd ada*tat(on o*t(on outl(ned a+o0e o- Aadd(n3 add(t(onal ;nd()atorsB +y *artner(n3
&(th state&(de or3an(Nat(ons &ho &(ll lead the de0elo*'ent o- add(t(onal ;nd()ators to su**le'ent the
Tea)her and Ad'(n(strator %u+r()s#
So'e sta6eholders +el(e0e the l('(tat(ons o- e:(st(n3 ru+r()s )an +e sol0ed throu3h these add(t(onal
;nd()ators# St(ll others +el(e0e add(t(onal ru+r()s are needed, to &h()h role-s*e)(-() ;nd()ators 'ay +e
added -or -urther d(--erent(at(on# $S$ &(ll )ont(nue (ts outrea)h to the -(eld to +etter understand the
ad0anta3es and d(sad0anta3es o- ea)h a**roa)h# $S$ &(ll 'a6e a deter'(nat(on +y the end o- Mar)h
and su**le'ent th(s 3u(de a))ord(n3ly#
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 16 o- 17
Support for Effective istrict Implementation
$S$ (s )o''(tted to su**ort(n3 d(str()ts to ('*le'ent all as*e)ts o- the ne& edu)ator e0aluat(on syste'
&ell, (n)lud(n3 the e--e)t(0e use o- ru+r()s# To that end, $S$ has +een rea)h(n3 out to state asso)(at(ons,
9
tea)hers and leaders -ro' the @e0el 4 s)hools that ha0e already +e3un ('*le'ent(n3 ne& e0aluat(on
syste's, and tea)hers and leaders -ro' the 11 d(str()ts
10
and -our edu)at(on )olla+orat(0es
11
that &ere
na'ed $arly Ado*tedB s(tes (n -all 2011# These sta6eholders ha0e *(loted tools, )r(t(<ued early dra-ts o-
resour)es, and o--ered )and(d -eed+a)6# The(r thou3ht-ul analyses ha0e 'ade the 'odel stron3er and
$S$=s ('*le'entat(on su**ort strate3y 'ore *ra)t()al and rele0ant#
;n Mar)h 2012, $S$ &(ll release the -(rst se0en -ree tra(n(n3 'odules -or s)hool leaders and tea)hers &(th
-a)(l(tator 3u(de 'ater(als# Ine 'odule, npac2ing the 'ubric! (ntrodu)es the +as() stru)ture and
ter'(nolo3y o- the Model %u+r() -or tea)hers and &(ll 3(0e s)hool tea's o- tea)hers and ad'(n(strators an
o**ortun(ty to +e3(n to learn ho& to use the ru+r() -or sel--assess'ent and 3oal sett(n3#
12
$S$ (s
(dent(-y(n3 Atra(n-the-tra(nerB o**ortun(t(es and )onsultantsDor3an(Nat(ons to o--er re3(onal sess(ons -or
ea)h 'odule# ;n add(t(on, $S$ &(ll (dent(-y a**ro0ed )onsultants &ho &(ll +e3(n *ro0(d(n3 onl(ne and
hy+r(d -a)e-to--a)eDonl(ne *ro-ess(onal de0elo*'ent to su**ort the e--e)t(0e use o- ru+r()s and other
)o'*onents o- the 'odel edu)ator e0aluat(on syste'# $S$ &(ll )ont(nue to &or6 &(th the state
or3an(Nat(ons and asso)(at(ons to hel* del(0er h(3h-<ual(ty tra(n(n3 and te)hn()al ass(stan)e, as deta(led (n
the -ollo&(n3 e:a'*les!
1# 8or su*er(ntendent e0aluat(on, MAS. and MASS are )olla+orat(n3 throu3h the ,(str()t
5o0ernan)e Su**ort ProOe)t, &(th %a)e to the To* -und(n3, to de0elo* no-)ost tra(n(n3
'ater(als to hel* s)hool )o''(ttees and su*er(ntendents 'a6e e--e)t(0e use o- the 'odel#
2# 8or *r(n)(*al e0aluat(on, $S$ (s *artner(n3 &(th MSSAA to o--er no- and lo&-)ost
or(entat(on and tra(n(n3 sess(ons -or *r(n)(*als#
3# 8or tea)her e0aluat(on, MTA=s .enter -or Pol()y and Pra)t()e (s one o- se0en a**ro0ed
and su+s(d(Ned A*artnersB (n $S$=s ne& "et&or6 o- $du)ator $0aluat(on Pro0(ders, a 0eh()le
$S$ (s *(lot(n3 to )oord(nate and su+s(d(Ne state&(de e--orts to su**ort d(str()ts and s)hools
(n th(s &or6#
Su**ort -or +oth edu)ators and e0aluators to use ru+r()s to the(r -ull ad0anta3e (s ('*ortant# $S$
su33ests that d(str()ts and s)hools use de*art'ent, -a)ulty, and ad'(n(strat(0e tea' 'eet(n3s -or
thou3ht-ul &or6 &(th ru+r()s to -ully real(Ne the(r *ro'(se# $S$ (ntends to 'a6e tools a0a(la+le -or sel--
study, s)hool-+ased study 3rou*s, and )ross-d(str()t net&or6s o- *ra)t(t(oners# 9e ur3e edu)ators to ta6e
ad0anta3e o- the' and to let us 6no& a+out e--e)t(0e strate3(es, *roto)ols, and *ra)t()es that you learn
a+out or try so that &e )an share the' &(th others#
9
@eaders -ro' the -ollo&(n3 state asso)(at(ons, a'on3 others, ha0e *ro0(ded )and(d -eed+a)6 and thou3ht-ul
su33est(ons! A'er()an 8ederat(on o- Tea)hers, Massa)husetts EA8T-MAF, Massa)husetts Asso)(at(on o- S)hool
.o''(ttees EMAS.F, Massa)husetts Asso)(at(on o- S)hool Su*er(ntendents EMASSF, Massa)husetts $le'entary
Pr(n)(*als Asso)(at(on EM$SPAF, Massa)husetts S)hool .ounselors Asso)(at(on EMAS.AF, Massa)husetts
Se)ondary S)hool Ad'(n(strators Asso)(at(on EMSSAAF, Massa)husetts Tea)hers Asso)(at(on EMTAF#
10
Ashland, Attle+oro, $0erett, 8ran6l(n, 5reater @a&ren)e %e3(onal 2o)at(onal Te)hn()al, Mash*ee, %ead(n3,
%e0ere, 9a)husett, 9areha', and 9h(t'an-1ansen
11
/(-.ounty, .olla+orat(0e -or $du)at(onal Ser0()es, @o&er P(oneer 2alley, and South .oast
12
The se0en 'odules are! E5- 6$er$ie(! ,)- npac2ing the 'ubric! ,7- Self-8ssessment and +oal Setting!
,9- Educator Plan De$elopment and #mplementation! ,:- +athering E$idence Through 8rtifacts! ,;- +athering
E$idence Through 6bser$ation! and E<- 'ating Educator Performance.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 17 o- 17
8or u*-to-date (n-or'at(on on resour)es a0a(la+le to su**ort ('*le'entat(on, 0(s(t $S$=s $du)ator
$0aluat(on &e+*a3e at &&&#doe#'ass#eduDede0alD# To let $S$ 6no& a+out *ro'(s(n3 *ra)t()es, *ose
<uest(ons, or o--er su33est(ons, *lease do not hes(tate to )onta)t $S$=s .enter -or $du)ator Pol()y,
Pre*arat(on and @eadersh(* at edu)atore0aluat(onCdoe#'ass#edu#
Part ;;;! 5u(de to %u+r()s and Model %u+r()s January 2012 *a3e 18 o- 17
Appendices: Model Rubrics
Appendi@ A$ Superintendent Rubric

Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Standard I: Instructional Leadership. The education leader promotes the learning and gro(th of all students and the success of all
staff by culti$ating a shared $ision that ma2es po(erful teaching and learning the central focus of schooling.
Indicator I2A$ "urriculum: Ensures that all instructional staff desi,n effective and ri,orous standards2based units of instruction
consistin, of (ell2structured lessons (ith measurable outcomes$
I2A$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;-A-1#
Standards-
/ased Mn(t
,es(3n
,oes not set the e:*e)tat(on that
ad'(n(strators use e--e)t(0e strate3(es
-or ensur(n3 de0elo*'ent o- &ell-
des(3ned standards-+ased un(ts,
*ro0(de ade<uate resour)es or
su**ort -or th(s a)t(0(ty, andDor 'on(tor
or assess *ro3ress#
Pro0(des l('(ted tra(n(n3 andDor
su**ort to ad'(n(strators to e'*loy
e--e)t(0e strate3(es -or ensur(n3 &ell-
des(3ned standards-+ased un(ts# May
so'et('es 'on(tor and assess
*ro3ress and *ro0(de -eed+a)6#
Provides support and assistance
for administrators to learn and
employ effective strate,ies for
ensurin, that educators and
educator teams desi,n standards2
based units (ith measurable
outcomes and challen,in, tas;s
re>uirin, hi,her2order thin;in,$
:re>uently monitors and assesses
pro,ress, providin, feedbac; as
necessary$
$'*o&ers ad'(n(strators to e'*loy
strate3(es that e'*o&er sta-- to )reate
r(3orous standards-+ased un(ts o-
(nstru)t(on that are al(3ned a)ross
3rade le0els and )ontent areas#
.ont(nually 'on(tors and assesses
*ro3ress, *ro0(des -eed+a)6, and
)onne)ts ad'(n(strators to add(t(onal
su**orts as needed# ;s a+le to 'odel
th(s ele'ent#
;-A-2#
@esson
,e0elo*'ent
Su**ort
,oes not state e:*e)tat(ons -or
ad'(n(strators that they esta+l(sh
e--e)t(0e strate3(es to ensure
de0elo*'ent o- &ell-stru)tured
lessons, does not *ro0(de tra(n(n3 or
su**ort, andDor does not d(s)r('(nate
+et&een stron3 and &ea6 strate3(es
-or ensur(n3 e--e)t(0e lesson-*lann(n3
*ra)t()es#
Pro0(des l('(ted tra(n(n3 to
ad'(n(strators on ho& to esta+l(sh
e--e)t(0e strate3(es -or ensur(n3 that
edu)ators de0elo* &ell-stru)tured
lessons andDor does not )ons(stently
(dent(-y andDor address *atterns &hen
there (s e0(den)e o- a &ea6 strate3y
+e(n3 e'*loyed#
Supports administrators to learn
and establish effective strate,ies
for ensurin, that educators
develop (ell2structured lessons
(ith challen,in,, measurable
obEectives and appropriate student
en,a,ement strate,ies, pacin,,
se>uence, activities, materials,
technolo,ies, and ,roupin,$
Su**orts ad'(n(strators to )olla+orate
on de0elo*(n3 strate3(es that ena+le
edu)ators to )ons(stently de0elo*
ser(es o- (nter)onne)ted, &ell-
stru)tured lessons &(th )hallen3(n3
o+Oe)t(0es and a**ro*r(ate student
en3a3e'ent strate3(es, *a)(n3,
se<uen)e, 'ater(als, and 3rou*(n3
and (dent(-(es s*e)(-() e:e'*lars and
resour)es (n ea)h area# ;s a+le to
'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 2 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator I2!$ Instruction: Ensures that practices in all settin,s reflect hi,h e@pectations re,ardin, content and >uality of effort and (or;,
en,a,e all students, and are personaliDed to accommodate diverse learnin, styles, needs, interests, and levels of
readiness$
I2!$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;-/-1#
;nstru)t(onal
Pra)t()es
,oes not loo6 -or e0(den)e o- andDor
)annot a))urately (dent(-y &ays that
*r(n)(*als (dent(-y e--e)t(0e tea)h(n3
strate3(es &hen the *r(n)(*als
o+ser0e *ra)t()e and re0(e& un(t
*lans##
9h(le the su*er(ntendent 'ay
o+ser0e *r(n)(*al *ra)t()e and
art(-a)ts, sDhe only o))as(onally loo6s
-or e0(den)e that *r(n)(*als are
(dent(-y(n3 e--e)t(0e tea)h(n3
strate3(es and *ra)t()es &hen they
o+ser0e *ra)t()e and re0(e& un(t
*lans#
<hile observin, principal practice
and artifacts, ensures that
principals identify a variety of
effective teachin, strate,ies and
practices (hen they observe
practice and revie( unit plans$
9h(le o+ser0(n3 *r(n)(*al *ra)t()e and
art(-a)ts, ensures that *r(n)(*als 6no&
and e'*loy e--e)t(0e strate3(es and
*ra)t()es -or hel*(n3 edu)ators
('*ro0e (nstru)t(onal *ra)t()e# ;s a+le
to 'odel th(s ele'ent#
;-/-2#
Qual(ty o-
$--ort and
9or6
,oes not set h(3h e:*e)tat(ons -or the
<ual(ty o- )ontent, student e--ort,
andDor student &or6 d(str()t-&(de, or
e:*e)tat(ons are (na**ro*r(ate#
May set h(3h e:*e)tat(ons -or the
<ual(ty o- )ontent, student e--ort, and
student &or6 d(str()t-&(de, +ut allo&s
e:*e)tat(ons to +e (n)ons(stently
a**l(ed a)ross the d(str()t#
Sets and models hi,h e@pectations
for the >uality of content, student
effort, and student (or; district2
(ide and supports administrators
to uphold these e@pectations
consistently$
Sets and 'odels h(3h e:*e)tat(ons -or
the <ual(ty o- )ontent, student e--ort,
and student &or6 d(str()t-&(de and
e'*o&ers ad'(n(strators, edu)ators
and students to u*hold these
e:*e)tat(ons )ons(stently# ;s a+le to
'odel th(s ele'ent#
;-/-3#
,(0erse
@earners=
"eeds
,oes not loo6 -or e0(den)e o- andDor
)annot a))urately (dent(-y &ays that
*r(n)(*als (dent(-y e--e)t(0e tea)h(n3
strate3(es and *ra)t()es that are
a**ro*r(ate -or d(0erse learners#
9h(le the su*er(ntendent 'ay
o+ser0e *r(n)(*al *ra)t()e, sDhe only
o))as(onally loo6s -or e0(den)e that
*r(n)(*als are (dent(-y(n3 e--e)t(0e
tea)h(n3 strate3(es and *ra)t()es that
are a**ro*r(ate -or d(0erse learners
&hen they o+ser0e *ra)t()es and
re0(e& un(t *lans#
<hile observin, principal practice,
ensures that principals loo; for and
identify a variety of teachin,
strate,ies and practices that are
effective (ith diverse learners
(hen they observe practices and
revie( unit plans$
$'*loys strate3(es that ensure that
*r(n)(*als 6no& and )ons(stently
(dent(-y tea)h(n3 strate3(es and
*ra)t()es that are 'eet(n3 the needs
o- d(0erse learners &h(le tea)h(n3
the(r )ontent# ;s a+le to 'odel th(s
ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 3 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator I2"$ Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of
formal and informal methods and assessments to measure student learnin,, ,ro(th, and understandin, and ma;e
necessary adEustments to their practice (hen students are not learnin,$
I2"$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;-.-1#
2ar(ety o-
Assess'ents
,oes not )o''un()ate or 'on(tor a
strate3y -or assess'ents, lea0(n3 (t u*
to ad'(n(strators to des(3n and
('*le'ent the(r o&n strate3(es#
Pro0(des ad'(n(strators &(th so'e
-or'al assess'ent o*t(ons and
su33ests that they )oord(nate the(r
assess'ent *ra)t()es &(th(n the(r
tea's and (n)lude a 0ar(ety o-
assess'ents +ut does not 'on(tor
th(s *ra)t()e#
Supports administrator teams to
use a variety of formal and informal
methods and assessments,
includin, common interim
assessments that are ali,ned
across ,rade levels and subEect
areas$
@eads ad'(n(strator tea's to de0elo*
and ('*le'ent a )o'*rehens(0e
assess'ent strate3y that (n)ludes
on3o(n3 (n-or'al assess'ent and
)o''on (nter(' assess'ents that are
al(3ned a)ross 3rade le0els and
su+Oe)t areas# ;s a+le to 'odel th(s
ele'ent#
;-.-2#
AdOust'ent to
Pra)t()e
,oes not en)oura3e or -a)(l(tate
ad'(n(strator tea's to re0(e&
assess'ent data#
Su33ests that ad'(n(strator tea's
'eet to re0(e& data and *lan -or
adOust'ents and (nter0ent(ons +ut
(n)ons(stently 'on(tors th(s *ra)t()e#
Provides the resources for
plannin, time and effective support
for administrator teams to revie(
assessment data and identify
appropriate interventions and
adEustments to practice$ Monitors
administratorsF efforts and
successes in this area$
@eads, *lans, -a)(l(tates, and su**orts
ad'(n(strator tea' re0(e& 'eet(n3s
a-ter ea)h round o- assess'ents#
Mon(tors tea's= *lans, adOust'ents to
(nstru)t(on, and out)o'es and shares
lessons learned &(th others# ;s a+le to
'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 4 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator I2$ Evaluation: Provides effective and timely supervision and evaluation of all staff in ali,nment (ith state re,ulations and
contract provisions$
I2$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;-,-1#
$du)ator
5oals
,oes not su**ort ad'(n(strators to
de0elo* *ro-ess(onal *ra)t()e, student
learn(n3 andDor d(str()tDs)hool
('*ro0e'ent 3oals, re0(e& the 3oals
-or <ual(ty, andDor su**ort
ad'(n(strators (n atta(n(n3 3oals#
Su**orts ad'(n(strators and
ad'(n(strator tea's to de0elo*
*ro-ess(onal *ra)t()e, student learn(n3
and, &here a**ro*r(ate, d(str()tDs)hool
('*ro0e'ent 3oals +ut does not
)ons(stently re0(e& the' -or <ual(ty
andDor 'on(tor *ro3ress#
Supports administrators and
administrator teams to develop and
attain meanin,ful, actionable, and
measurable professional practice,
student learnin,, and (here
appropriate, district=school
improvement ,oals$
Su**orts ad'(n(strators and
ad'(n(strator tea's to de0elo* and
atta(n 'ean(n3-ul, a)t(ona+le, and
'easura+le *ro-ess(onal *ra)t()e,
student learn(n3 and d(str()tDs)hool
('*ro0e'ent 3oals and 'odels th(s
*ro)ess throu3h the su*er(ntendent=s
o&n e0aluat(on *ro)ess and 3oals# ;s
a+le to 'odel th(s ele'ent#
;-,-2#
I+ser0at(ons
and 8eed+a)6
%arely )ondu)ts 0(s(ts to o+ser0e
*r(n)(*al *ra)t()e andDor does not
*ro0(de honest -eed+a)6 to
ad'(n(strators &ho are not *er-or'(n3
*ro-()(ently#
Ma6es (n-re<uent unannoun)ed 0(s(ts
to s)hools to o+ser0e *r(n)(*al
*ra)t()e, rarely *ro0(des -eed+a)6 that
(s s*e)(-() and )onstru)t(0e -or
ad'(n(strators, andDor )r(t(<ues
stru33l(n3 ad'(n(strators &(thout
*ro0(d(n3 su**ort to ('*ro0e the(r
*er-or'an)e#
Typically ma;es at least three
unannounced visits to each school
to observe principal practice every
year and provides tar,eted
constructive feedbac; to all
administrators$ Ac;no(led,es
effective practice and provides
redirection and support for those
(hose practice is less than
Proficient$
Ma6es unannoun)ed 0(s(ts to s)hools
throu3hout the year to o+ser0e
ad'(n(strator *ra)t()e and *ro0(des
tar3eted )onstru)t(0e -eed+a)6 to all
ad'(n(strators# $n3a3es &(th all (n
)on0ersat(ons &(th all ad'(n(strators
a+out ('*ro0e'ent, )ele+rates
e--e)t(0e *ra)t()e, and *ro0(des
tar3eted su**ort to ad'(n(strators
&hose *ra)t()e (s less than Proficient#
;s a+le to 'odel th(s ele'ent#
;-,-3#
%at(n3s
Ass(3ns rat(n3s -or *er-or'an)e, 3oal
atta(n'ent, and ('*a)t on student
learn(n3 &(thout )olle)t(n3 and
analyN(n3 su--()(ent andDor a**ro*r(ate
data or does not ass(3n rat(n3s -or
so'e ad'(n(strators#
Ass(3ns rat(n3s -or *er-or'an)e, 3oal
atta(n'ent, and ('*a)t on student
learn(n3 (n a &ay that (s not
)ons(stently trans*arent to
ad'(n(strators#
E@ercises sound and reliable
Eud,ment in assi,nin, ratin,s for
performance, ,oal attainment, and
impact on student learnin, and
ensures that administrators
understand (hy they received their
ratin,s$
$:er)(ses sound and rel(a+le
Oud3'ent (n ass(3n(n3 rat(n3s -or
*er-or'an)e, 3oal atta(n'ent, and
('*a)t on student learn(n3# $nsures
that ad'(n(strators understand (n
deta(l &hy they re)e(0ed the(r rat(n3s
and *ro0(des e--e)t(0e su**ort around
th(s *ra)t()e ;s a+le to 'odel th(s
ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 5 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
I2$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;-,-4#
Al(3n'ent
%e0(e&
,oes not re0(e& al(3n'ent +et&een
Oud3'ent a+out *ra)t()e and data
a+out student learn(n3 &hen
e0aluat(n3 and rat(n3 ad'(n(strators#
I))as(onally re0(e&s al(3n'ent
+et&een Oud3'ent a+out *ra)t()e and
student learn(n3 data#
"onsistently revie(s ali,nment
bet(een Eud,ment about practice
and student learnin, data and
provides ,uidance to
administrators to ma;e informed
decisions about educator support
and evaluation based upon this
revie($
Stud(es al(3n'ent +et&een Oud3'ent
a+out *ra)t()e and data a+out student
learn(n3 &hen e0aluat(n3 and rat(n3
ad'(n(strators and *ro0(des e--e)t(0e
su**ort around th(s *ra)t()e# ;s a+le to
'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 6 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator I2E$ ata2Informed ecision Ma;in,: 8ses multiple sources of evidence related to student learnin,, includin, state, district, and
school assessment results and ,ro(th data, to inform school and district ,oals and improve or,aniDational performance,
educator effectiveness, and student learnin,$
I2E$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;-$-1#
7no&led3e
and Mse o-
,ata
%el(es on too -e& data sour)es to
re*resent the -ull *()ture o- s)hool or
d(str()t *er-or'an)e, andDor does not
analyNe the data a))urately#
May &or6 &(th ad'(n(strators to
(dent(-y 'ult(*le sour)es o- student
learn(n3 data, +ut these data do not
*ro0(de 'ult(*le *ers*e)t(0es on
*er-or'an)e, andDor analys(s o- the
data (s so'et('es (na))urate#
Guides administrators and
supports them in identifyin, a
ran,e of appropriate data sources
and effectively analyDe the data for
decision2ma;in, purposes$
@eads ad'(n(strator tea's to (dent(-y
a ran3e o- a**ro*r(ate data sour)es,
(n)lud(n3 non-trad(t(onal (n-or'at(on
that o--ers a un(<ue *ers*e)t(0e on
s)hool and d(str()t *er-or'an)e, and
'odels e--e)t(0e data analys(s -or
sta--# ;s a+le to 'odel th(s ele'ent#
;-$-2#
S)hool and
,(str()t 5oals
5athers l('(ted (n-or'at(on on s)hool
and d(str()t stren3ths and &ea6nesses
andDor does not use these data to
(n-or' d(str()t *lans or a)t(ons#
Assesses s)hool and d(str()t stren3ths
and &ea6nesses us(n3 data that are
not )are-ully analyNed andDor &r(tes
an un-o)used strate3() *lan#
8ses data to accurately assess
school and district stren,ths and
areas for improvement to inform
the creation of focused,
measurable district ,oals$ Provides
support to principals in their efforts
to create focused, measurable
school ,oals$
;n0ol0es sta6eholders (n a
)o'*rehens(0e d(a3nos(s o- s)hool
and d(str()t stren3ths and &ea6nesses
us(n3 a**ro*r(ate data, and leads a
)olla+orat(0e *ro)ess to de0elo* a
-o)used, results-or(ented strate3()
*lan &(th annual 3oals# ;s a+le to
'odel th(s ele'ent#
;-$-3#
;'*ro0e'ent
o-
Per-or'an)e,
$--e)t(0eness,
and @earn(n3
,oes not share assess'ent data &(th
ad'(n(strators or *ro0(de the' &(th
resour)es and su**ort to use data to
'a6e adOust'ents to s)hool or d(str()t
*lans, andDor 'odel a**ro*r(ate data
analys(s strate3(es#
Shares l('(ted data &(th
ad'(n(strators to (dent(-y student
andDor edu)ator su+3rou*s that need
su**ortH *ro0(des l('(ted ass(stan)e to
ad'(n(strator tea's (n us(n3 data to
('*ro0e *er-or'an)e#
8ses multiple data sources to
evaluate administrator and district
performance$ Provides
administrators and administrator
teams (ith the resources and
support to disa,,re,ate
assessment data and assists them
in identifyin, students (ho need
additional support$
Mses 'ult(*le data sour)es to
e0aluate ad'(n(strator and d(str()t
*er-or'an)e# Pro0(des ad'(n(strators
and ad'(n(strator tea's &(th the
resour)es and su**ort to
d(sa33re3ate assess'ent data and
ass(sts the' (n (dent(-y(n3 students
&ho need add(t(onal su**ort#
$'*o&ers edu)ators to use a ran3e
o- data sour)es to *(n*o(nt areas -or
the(r o&n and s)hool&(de
('*ro0e'ent# ;s a+le to 'odel th(s
ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 7 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Standard II: Management and Operations. Promotes the learning and gro(th of all students and the success of all staff by ensuring a
safe! efficient! and effecti$e learning en$ironment! using resources to implement appropriate curriculum! staffing! and scheduling
Indicator II2A$ Environment: evelops and e@ecutes effective plans, procedures, routines, and operational systems to address a full
ran,e of safety, health, and emotional and social needs$
II2A$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;;-A-1#
Plans,
Pro)edures,
and %out(nes
,oes not or3an(Ne the d(str()t
e--e)t(0ely -or orderly and e--()(ent
'o0e'ent o- students#
May esta+l(sh *lans, *ro)edures, and
rout(nes to 3u(de ad'(n(strators, +ut
student entry, d(s'(ssal, 'eals, )lass
trans(t(ons, asse'+l(es, and re)ess
are not )ons(stently orderly andDor
e--()(ent#
evelops systems, plans,
procedures, and routines for
administrators to implement that
,enerally ensure orderly and
efficient student entry, dismissal,
meals, class transitions,
assemblies, and recess$
$sta+l(shes syste's, *lans,
*ro)edures, and rout(nes that
e'*o&er ad'(n(strators, students and
sta-- to ('*le'ent orderly and e--()(ent
student entry, d(s'(ssal, 'eals, )lass
trans(t(ons, asse'+l(es, and re)ess# ;s
a+le to 'odel th(s ele'ent#
;;-A-2#
I*erat(onal
Syste's
8a(ls to esta+l(sh syste's and
*ro)edures to su**ort )ustod(al
andDor other sta--, so that the )a'*us
(s not 3enerally )lean, attra)t(0e,
&el)o'(n3, andDor sa-e#
,e0elo*s syste's and *ro)edures
that result (n (n)ons(stent su*er0(s(on
andDor su**ort o- )ustod(al and other
sta--, result(n3 (n a )a'*us that (s not
)ons(stently )lean, attra)t(0e,
&el)o'(n3, or sa-e#
evelops systems and procedures
for the effective supervision and
support of custodial, clerical, food
services, and other staff effectively
so that the campus is clean,
attractive, (elcomin,, and safe$
.reates and 'a(nta(ns a d(str()t
en0(ron'ent (n &h()h )ustod(al and
other sta-- ta6e *ersonal res*ons(+(l(ty
-or 6ee*(n3 the )a'*us )lean,
attra)t(0e, &el)o'(n3, and sa-e# ;s
a+le to 'odel th(s ele'ent#
;;-A-3#
Student
Sa-ety, 1ealth,
and So)(al and
$'ot(onal
"eeds
,oes not de0elo* )ons(stent
*ro)edures -or student d(s)(*l(neH
d(str()t d(s)(*l(nary *ra)t()e 0ar(es
-ro' s)hool to s)hoolH o-ten tolerates
d(s)(*l(ne 0(olat(ons andDor en-or)es
d(str()t *ol()(es or *ro)edures
(n)ons(stently#
May ur3e ad'(n(strators to de'and
3ood student +eha0(or +ut allo&s
0ary(n3 standards to e:(st (n d(--erent
s)hools# Su*er0(ses and su**orts
ad'(n(strators (n address(n3 student
d(s)(*l(ne and +ully(n3 'atters on a
)ase-+y-)ase +as(s (n the a+sen)e o-
a syste' o- *ro)edures and
)onse<uen)es#
Supports administrator teams in
developin, systems and
procedures for positive student
behaviorG models hi,h
e@pectations for student behavior
and provides appropriate trainin,
for administrators to uphold these
e@pectations$ Establishes district2
(ide routines and conse>uences,
includin, policies and systems to
prevent and address bullyin, and
other behaviors that threaten
studentsF social and emotional
(ell2bein,$
5u(des ad'(n(strators and tea's to
de0elo* *ra)t()es that )ons(stently
sho&)ase h(3h e:*e)tat(ons -or
student +eha0(or and (n0est sta-- and
students (n u*hold(n3 these
e:*e)tat(ons# Su))ess-ully
('*le'ents d(str()t-&(de rout(nes and
)onse<uen)es su)h that students ta6e
o&nersh(* o0er address(n3 +ully(n3
and other +eha0(ors that threaten
students= so)(al and e'ot(onal &ell-
+e(n3# ;s a+le to 'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 8 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator II2!$ Auman Resources Mana,ement and evelopment: Implements a cohesive approach to recruitment, hirin,, induction,
development, and career ,ro(th that promotes hi,h2>uality and effective practice#
II2!$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;;-/-1#
%e)ru(t'ent
and 1(r(n3
Strate3(es
,oes not su))ess-ully lead the
re)ru(t'ent and h(r(n3 *ro)ess#
@eads the re)ru(t'ent and h(r(n3
*ro)ess +ut does not )ons(stently
(dent(-y e--e)t(0e ad'(n(strators and
edu)ators#
#eads the districtFs recruitment and
hirin, process and, throu,h it,
consistently identifies effective
administrators and educators (ho
share the districtFs mission$
.ons(stently (dent(-(es e--e)t(0e
ad'(n(strators and edu)ators &ho
share the d(str()t=s '(ss(on# $'*o&ers
ad'(n(strators and -a)ulty 'e'+ers to
share (n a stru)tured, )ons(stent
(nter0(e& *ro)ess# ;s a+le to 'odel
th(s ele'ent#
;;-/-2#
;ndu)t(on,
Pro-ess(onal
,e0elo*'ent,
and .areer
5ro&th
Strate3(es
,oes not su**ort ne& ad'(n(strators,
*ro0(de 3u(dan)e to the' to su**ort
edu)ators, or3an(Ne h(3h-<ual(ty Oo+-
e'+edded *ro-ess(onal de0elo*'ent,
andDor su**ort the )areer 3ro&th o-
e--e)t(0e edu)ators#
,e0elo*s only a l('(ted d(str()t-&(de
(ndu)t(on *ro3ra' -or ne&
ad'(n(strators and tea)hers andDor
(n)ons(stently ('*le'ents the d(str()t=s
(ndu)t(on strate3yH or3an(Nes Oo+-
e'+edded *ro-ess(onal de0elo*'ent
that (s not )ons(stently h(3h <ual(ty or
al(3ned &(th 3oalsH andDor does not
)ons(stently su**ort e--e)t(0e
ad'(n(strators= and edu)ators= )areer
3ro&th# ,oes not esta+l(sh )r(ter(a -or
the a&ard(n3 o- *ro-ess(onal status#
evelops district2(ide induction
support for ne( administrators and
teachers and=or faithfully
implements the districtFs induction
strate,yG or,aniDes hi,h2>uality
Eob2embedded professional
development ali,ned (ith district
,oalsG and supports the career
,ro(th of effective professional
personnel by distributin,
leadership tas;s, developin,
criteria for the a(ardin, of
professional status, and
monitorin, pro,ress and
development$
8a)(l(tates the ad'(n(strator-led
des(3n and ('*le'entat(on o-
(ndu)t(on su**ort, Oo+-e'+edded
*ro-ess(onal de0elo*'ent, and )areer
3ro&th su**ort all o- &h()h are al(3ned
&(th d(str()t 3oalsH are )ons(stently
0(e&ed +y *ro-ess(onal *ersonnel as
e--e)t(0e and hel*-ul, and *ro0(de
'ult(*le o**ortun(t(es -or ad'(n(strator
and edu)ator 3ro&th and learn(n3#
@eads the ad'(n(strator tea' (n
de0elo*(n3 d(str()t )r(ter(a -or the
a&ard(n3 o- *ro-ess(onal status# ;s
a+le to 'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 9 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator II2"$ Schedulin, and Mana,ement Information Systems: 8ses systems to ensure optimal use of data and time for teachin,,
learnin,, and collaboration, minimiDin, disruptions and distractions for school2level staff$
II2"$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;;-.-1#
T('e -or
Tea)h(n3 and
@earn(n3
,oes l(ttle to '(n('(Ne d(sru*t(ons to
(nstru)t(onal t('e and '(n('(Ne
d(sru*t(ons and d(stra)t(ons -or
s)hool-le0el sta--, (n)lud(n3 *r(n)(*als#
5enerally a)ts to '(n('(Ne d(sru*t(ons
to (nstru)t(onal t('e and '(n('(Ne
d(sru*t(ons and d(stra)t(ons -or
s)hool-le0el sta--, (n)lud(n3 *r(n)(*als#
"reates schedules, procedures and
related systems that ma@imiDe
instructional time and minimiDe
school day disruptions and
distractions for school2level staff,
includin, principalsG and
consistently monitors the e@tent to
(hich these systems are effective
$'*o&ers ad'(n(strators and tea's
to )ontr(+ute to the des(3n and
'on(tor(n3 o- d(str()t syste's that
'a:('(Ne (nstru)t(onal t('e and
'(n('(Ne d(sru*t(ons and d(stra)t(ons
-or all s)hool-le0el sta--# ;s a+le to
'odel th(s ele'ent#
;;-.-2#
T('e -or
.olla+orat(on
Sets unreal(st() e:*e)tat(ons -or
ad'(n(strator tea' 'eet(n3s (- at all
andDor does not )reate a s)hedule
that *ro0(des ade<uate 'eet(n3 t('e
-or tea's# ,oes not &or6 to *re0ent or
de-le)t t('e-&ast(n3 a)t(0(t(es# ,oes
not esta+l(sh nor's -or the
ad'(n(strator tea' 'eet(n3s#
Sets (n)ons(stent e:*e)tat(ons -or
ad'(n(strator tea' 'eet(n3s andDor
)reates a s)hedule that only *ro0(des
ade<uate 'eet(n3 t('e -or so'e tea'
'eet(n3s# 9or6s to *re0ent or de-le)t
a)t(0(t(es &(th l('(ted su))ess# "or's
-or tea' +eha0(or are un)lear andDor
not )ons(stently *ra)t()ed#
Sets e@pectations for administrator
team meetin,s and creates a
schedule that provides sufficient
meetin, time for all team meetin,s$
Prevents or deflects activities that
interfere (ith administratorsF ability
to focus on the a,enda durin, team
time$ Establishes norms for
effective team behavior$
;s trans*arent and -orth)o'(n3 a+out
e:*e)tat(ons -or all ad'(n(strator tea'
'eet(n3sH )reates and ('*le'ents a
s)hedule that 'a:('(Nes 'eet(n3 t('e
-or all tea' 'e'+ers# .olla+orates
&(th tea' 'e'+ers to de0elo* tea'
nor's# ;s a+le to 'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 10 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator II2$ #a(s, Ethics, and Policies: 8nderstands and complies (ith state and federal la(s and mandates, school committee
policies, collective bar,ainin, a,reements, and ethical ,uidelines#
II2$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;;-,-1#
@a&s and
Pol()(es
,e'onstrates la)6 o- a&areness or
)ons(stent non-)o'*l(an)e &(th so'e
or all state and -ederal la&s and
'andates, s)hool )o''(ttee *ol()(es,
or )olle)t(0e +ar3a(n(n3 a3ree'ents#
May 6no& state and -ederal la&s and
'andates, s)hool )o''(ttee *ol()(es,
and )olle)t(0e +ar3a(n(n3 a3ree'ents,
+ut (n)ons(stently )o'*l(es &(th so'e
la&s or *ol()(es#
8nderstands and complies (ith
state and federal la(s and
mandates, school committee
policies, and collective bar,ainin,
a,reements$ Provides the
resources and support to ensure
district2(ide compliance$
Pro0(des the resour)es and su**ort
-or all s)hool *ersonnel to understand
and )o'*ly &(th state and -ederal
la&s and 'andates, s)hool )o''(ttee
*ol()(es, and )olle)t(0e +ar3a(n(n3
a3ree'ents# ;s a+le to 'odel th(s
ele'ent#
;;-,-2#
$th()al
/eha0(or
,e'onstrates la)6 o- sound Oud3'ent
re-le)t(n3 (nte3r(ty and -a(rness andDor
does not ade<uately *rote)t
ad'(n(strator, student, -a'(ly, andDor
sta-- )on-(dent(al(ty#
5enerally de'onstrates sound
Oud3'ent re-le)t(n3 (nte3r(ty and
-a(rness &(th o))as(onal la*ses (n
Oud3'ent andDor does not al&ays
*rote)t ad'(n(strator, student, -a'(ly,
and sta-- )on-(dent(al(ty a**ro*r(ately#
Reliably demonstrates sound
Eud,ment reflectin, inte,rity and
fairnessG protects administrator,
student, family, and staff
confidentiality appropriatelyG and
e@pects all district personnel to
reflect this practice$
%el(a+ly de'onstrates sound
Oud3'ent re-le)t(n3 (nte3r(ty and
-a(rnessH *rote)ts ad'(n(strator,
student, -a'(ly, and sta-- )on-(dent(al(ty
a**ro*r(ately# $--e)t(0ely su**orts all
sta-- to do +oth as &ell# ;s a+le to
'odel th(s ele'ent#
Indicator II2E$ :iscal Systems: evelops a bud,et that supports the districtFs vision, mission, and ,oalsG allocates and mana,es
e@penditures consistent (ith district2 and school2level ,oals and available resources$
II2E$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;;-$-1#
8(s)al
Syste's
/u(lds a +ud3et that does not al(3n
&(th the d(str()t=s 3oals or
'(s'ana3es a0a(la+le resour)es#
,e0elo*s a +ud3et that loosely al(3ns
&(th the d(str()t=s 0(s(on, '(ss(on, and
3oals or (n)ons(stently 'ana3es
e:*end(tures and a0a(la+le resour)es#
evelops a bud,et that ali,ns (ith
the districtFs vision, mission, and
,oals$ Allocates and mana,es
e@penditures consistent (ith
district=school2level ,oals and
available resources$
@eads the ad'(n(strator tea' to
de0elo* a d(str()t +ud3et that al(3ns
&(th the d(str()t=s 0(s(on, '(ss(on, and
3oals &(th su**ort(n3 rat(onaleH uses
+ud3et l('(tat(ons to )reate ne&
o**ortun(t(es -or ('*ro0e'ent, &hen
*oss(+leH allo)ates and 'ana3es
e:*end(tures )ons(stent &(th
d(str()tDs)hool-le0el 3oalsH and see6s
alternate -und(n3 sour)es as needed#
;s a+le to 'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 11 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Standard III: Family and Community Engagement. Promotes the learning and gro(th of all students and the success of all staff
through effecti$e partnerships (ith families! community organi3ations! and other sta2eholders that support the mission of the school
and district.
Indicator III2A$ En,a,ement: Actively ensures that all families are (elcome members of the classroom and school community and can
contribute to the effectiveness of the classroom, school, district and community#
III2A$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;;;-A-1#
8a'(ly
$n3a3e'ent
,oes l(ttle to &el)o'e -a'(l(es as
'e'+ers o- the d(str()t, )lassroo' or
s)hool )o''un(ty or tolerates an
en0(ron'ent that (s un&el)o'(n3 to
so'e -a'(l(es#
May *ro0(de so'e resour)es and
su**ort and 'a6e so'e atte'*ts to
&el)o'e -a'(l(es as 'e'+ers o- the
d(str()t, )lassroo' and s)hool
)o''un(ty +ut does not )ons(stently
use )ulturally sens(t(0e *ra)t()es
andDor &or6 to (dent(-y and re'o0e
+arr(ers to -a'(ly (n0ol0e'ent#
Provides resources and support for
all personnel to use culturally
sensitive practices to ensure that
all families are (elcome and can
contribute to the district,
classroom, school and
communityFs effectiveness$ <or;s
(ith administrators to identify and
remove barriers to familiesF
involvement, includin, families
(hose home lan,ua,e is not
En,lish$
Pro0(des resour)es and su**ort -or all
*ersonnel to use )ulturally sens(t(0e
*ra)t()es and su))ess-ully en3a3es
'ost -a'(l(es, ensur(n3 that all
-a'(l(es are &el)o'e and )an
)ontr(+ute to d(str()t, )lassroo',
s)hool, and )o''un(ty e--e)t(0eness#
9or6s &(th ad'(n(strators, -a'(l(es,
and or3an(Nat(ons to (dent(-y and
re'o0e +arr(ers to -a'(ly (n0ol0e'ent,
(n)lud(n3 -a'(l(es &hose ho'e
lan3ua3e (s not $n3l(sh# ;s a+le to
'odel th(s ele'ent#
;;;-A-2#
.o''un(ty
and /us(ness
$n3a3e'ent
@('(ts &or6 to the (''ed(ate )onte:t
o- the s)hools# ,oes not 'a6e e--orts
to rea)h out to )o''un(ty
or3an(Nat(ons, )o''un(ty 'e'+ers,
or +us(nesses that )ould other&(se
)ontr(+ute to d(str()t e--e)t(0eness#
$n3a3es so'e )o''un(ty
or3an(Nat(ons, )o''un(ty 'e'+ers,
andDor +us(nesses (n annual d(str()t
e0ents +ut does not 'a6e e--orts to
(n)rease the(r (n0ol0e'ent to
'a:('(Ne )o''un(ty )ontr(+ut(ons -or
d(str()t e--e)t(0eness#
Establishes on,oin, relationships
(ith community or,aniDations,
community members, and
businesses$ En,a,es them to
increase their involvement to
ma@imiDe community contributions
for district effectiveness$
$sta+l(shes strate3() *artnersh(*s &(th
)o''un(ty or3an(Nat(ons, )o''un(ty
'e'+ers, and +us(nesses that
('*ro0e d(str()t e--e)t(0eness# 9or6s
to (n)rease the ty*es and nu'+er o-
or3an(Nat(ons &(th &ho' the d(str()t
*artners (n order to dee*en
relat(onsh(*s and (n)rease *artner
)ontr(+ut(on# ;s a+le to 'odel th(s
ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 12 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator III2!$ Sharin, Responsibility: "ontinuously collaborates (ith families and community sta;eholders to support student learnin,
and development at home, school, and in the community$
III2!$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;;;-/-1#
Student
Su**ort
,oes not &or6 &(th ad'(n(strators to
su**ort edu)ators to (dent(-y student
needs, does not &or6 &(th
ad'(n(strators to su**ort -a'(l(es to
address student needs, andDor does
not dra& u*on (nternal or e:ternal
resour)es#
As6s ad'(n(strators to (dent(-y
students stru33l(n3 a)ade'()ally or
+eha0(orally andDor &or6 &(th a l('(ted
nu'+er o- -a'(l(es to address student
needs, ut(l(N(n3 a l('(ted set o-
resour)es#
Provides resources and support to
enable administrators and
educators to identify each
studentFs academic, social,
emotional, and behavioral needs,
includin, students (ith disabilities
and En,lish learners$ "ollaborates
(ith administrators to support
families to address student needs,
utiliDin, resources (ithin and
outside of the district$
Pro0(des resour)es and su**ort to
ena+le ad'(n(strators and edu)ators
to (dent(-y ea)h student=s a)ade'(),
so)(al, e'ot(onal, and +eha0(oral
needs, (n)lud(n3 students &(th
d(sa+(l(t(es and $n3l(sh learners#
.olla+orates &(th ad'(n(strators to
su**ort -a'(l(es to e--e)t(0ely address
student needs and *re0ent -urther
)hallen3es, )onne)t(n3 students &(th
a net&or6 o- resour)es &(th(n and
outs(de the d(str()t# ;s a+le to 'odel
th(s ele'ent#
;;;-/-2#
8a'(ly
.olla+orat(on
,oes not set )lear e:*e)tat(ons or
*ro0(de su**ort -or ad'(n(strators to
re3ularly )o''un()ate &(th -a'(l(es
on &ays to su**ort the(r )h(ldren=s
learn(n3 at ho'e and at s)hool#
Sets 3eneral e:*e)tat(ons and
*ro0(des o))as(onal su**ort -or
ad'(n(strators to en3a3e -a'(l(es (n
su**ort(n3 the(r )h(ldren=s learn(n3 at
s)hool and at ho'e andDor su**ort(n3
the(r )h(ldren &(th d(sa+(l(t(es or l('(ted
$n3l(sh *ro-()(en)y#
Sets clear e@pectations for and
supports administrators to
re,ularly en,a,e families in
supportin, learnin, at school and
home, includin, appropriate
adaptation for students (ith
disabilities or limited En,lish
proficiency$
Sets )lear e:*e)tat(ons and *ro0(des
d(--erent(ated resour)es to su**ort
ad'(n(strators to )ons(stently and
re3ularly en3a3e all -a'(l(es (n
su**ort(n3 the(r )h(ldren=s learn(n3 at
s)hool and ho'e, (n)lud(n3 -a'(l(es
and )h(ldren &(th l('(ted $n3l(sh
*ro-()(en)y andDor )h(ldren &(th
d(sa+(l(t(es# ;s a+le to 'odel th(s
ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 13 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator III2"$ "ommunication: En,a,es in re,ular, t(o2(ay, culturally proficient communication (ith families and community
sta;eholders about student learnin, and performance$
III2"$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;;;-.-1#
T&o-9ay
.o''un()a-
t(on
,oes not set )lear e:*e)tat(ons -or or
*ro0(de su**ort to ad'(n(strators to
)o''un()ate &(th -a'(l(es# ,(str()t
)o''un()at(on re3ard(n3 student
learn(n3 and *er-or'an)e *r('ar(ly
o))urs throu3h s)hool re*ort )ards#
May set e:*e)tat(ons -or and *ro0(de
l('(ted su**ort to ad'(n(strators to
)o''un()ate &(th -a'(l(es +ut does
not stress the ('*ortan)e o- t&o-&ay
)o''un()at(on )hannels# ,(str()t
)o''un()at(on re3ard(n3 student
learn(n3 and *er-or'an)e *r('ar(ly
o))urs throu3h s)hool ne&sletters
and other one-&ay 'ed(a#
Sets clear e@pectations for and
provides support to administrators
to communicate re,ularly (ith
families usin, t(o2(ay
communication channels, includin,
careful and prompt response to
communications from families$
Supports administrators to
ma@imiDe the number of face2to2
face family=teacher interactions$
Sets )lear e:*e)tat(ons -or and
*ro0(des d(--erent(ated su**ort to
ensure that all ad'(n(strators des(3n
and ('*le'ent -re<uent *ersonal(Ned
)o''un()at(ons, res*ond )are-ully
and *ro'*tly to )o''un()at(ons -ro'
-a'(l(es, and sol()(t -eed+a)6 -ro'
-a'(l(es that (n-or's ('*ro0e'ent to
)o''un()at(on *lans# ;s a+le to 'odel
th(s ele'ent#
;;;-.-2#
.ulturally
Pro-()(ent
.o''un()a-
t(on
,oes not set )lear e:*e)tat(ons -or or
*ro0(de su**ort to ad'(n(strators
re3ard(n3 )ulturally sens(t(0e
)o''un()at(on andDor allo&s
(na**ro*r(ate d(sres*e)t-ul
)o''un()at(on &(th -a'(l(es that
(3nores d(--erent -a'(ly )ultural nor's#
May set e:*e)tat(ons -or
ad'(n(strators re3ard(n3 )ulturally
sens(t(0e )o''un()at(on +ut does not
*ro0(de su**ort to the'H andDor
o))as(onally )o''un()ates (n &ays
that are )ulturally (nsens(t(0e to so'e
-a'(l(es= ho'e lan3ua3e, )ulture, and
0alues#
Sets clear e@pectations for and
provides support to administrators
re,ardin, culturally sensitive
communication$ Ensures that
district2(ide communication (ith
families is al(ays respectful and
demonstrates understandin, of
and sensitivity to different familiesF
home lan,ua,e, culture, and
values$
Sets )lear e:*e)tat(ons -or, 'odels,
and *ro0(des d(--erent(ated su**ort
re3ard(n3 )ulturally sens(t(0e
)o''un()at(on# $nsures that d(str()t-
&(de )o''un()at(on &(th -a'(l(es (s
al&ays res*e)t-ul and de'onstrates
understand(n3 and a**re)(at(on o-
d(--erent -a'(l(es= ho'e lan3ua3e,
)ulture, and 0alues# ;s a+le to 'odel
th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 14 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator III2$ :amily "oncerns: Addresses family and community concerns in an e>uitable, effective, and efficient manner$
III2$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;;;-,-1#
8a'(ly
.on)erns
8a(ls to *ro0(de syste's and su**ort
-or *ersonnel to )ons(stently rea)h out
to -a'(l(es (n res*onse to )on)erns,
and a3reed-u*on solut(ons are o-ten
not (n the +est (nterest o- students#
May syste's and su**ort to address
)on)erns &(th -a'(l(es as they ar(se,
+ut a3reed-u*on solut(ons are not
al&ays (n the +est (nterest o- students#
Provides systems, and support for
administrators to reach out to
families as concerns arise and
(or;s to reach e>uitable solutions
in the best interest of students$
Pro0(des syste' and su**ort -or all
s)hool *ersonnel to rea)h out to
-a'(l(es *roa)t(0ely, as soon as
)on)erns ar(se# $--e)t(0ely rea)hes
e<u(ta+le solut(ons that sat(s-y
-a'(l(es, -a)ulty, and sta-- and are (n
the +est (nterest o- students# ;s a+le to
'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 15 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Standard I: Professional Culture. Promotes success for all students by nurturing and sustaining a school culture of reflecti$e
practice! high e%pectations! and continuous learning for staff.
Indicator I72A$ "ommitment to Ai,h Standards: :osters a shared commitment to hi,h standards of service, teachin, and learnin, (ith
hi,h e@pectations for achievement for all$
I72A$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-A-1#
.o''(t'ent
to 1(3h
Standards
,oes not en)oura3e h(3h standards o-
tea)h(n3 and learn(n3 or h(3h
e:*e)tat(ons -or a)h(e0e'ent &(th the
ad'(n(strator tea', andDor 'ay
de'onstrate lo& e:*e)tat(ons -or
-a)ulty and sta--#
May as6 ad'(n(strators -or
)o''(t'ent to h(3h standards o-
tea)h(n3 and learn(n3 &(th h(3h
e:*e)tat(ons -or a)h(e0e'ent -or all
+ut does not su**ort andDor 'odel (t#
:osters a shared commitment to
hi,h standards of teachin, and
learnin,, for all administrators, (ith
hi,h e@pectations for achievement
for all$
@eads ad'(n(strators (n de0elo*(n3 a
shared )o''(t'ent to h(3h standards
o- tea)h(n3 and learn(n3 &(th h(3h
e:*e)tat(ons -or a)h(e0e'ent -or all#
%e0(s(ts and rene&s )o''(t'ent &(th
ad'(n(strator tea' re3ularly# ;s a+le to
'odel th(s ele'ent#
;2-A-2#
M(ss(on and
.ore 2alues
,oes not de0elo* )ore 0alues and
'(ss(on state'ents -or the s)hool#
May de0elo* )ore 0alues and '(ss(on
state'ents +ut rarely uses the' to
3u(de de)(s(on 'a6(n3#
evelops, promotes, and models
commitment to core values that
,uide the development of a
succinct, results2oriented mission
statement and on,oin, decision
ma;in,$
@eads ad'(n(strators to de0elo* )ore
0alues and '(ss(on state'ents, share
these state'ents &(th -a'(l(es and the
s)hool d(str()t )o''un(ty, and use
the' to 3u(de de)(s(on 'a6(n3# ;s a+le
to 'odel th(s ele'ent#
;2-A-3#
Meet(n3s
@eads ad'(n(strator 'eet(n3s that
la)6 )lear *ur*ose andDor are *r('ar(ly
used -or one-&ay (n-or'at(onal
u*dates#
May lead ad'(n(strator 'eet(n3s that
(n)lude +oth one-&ay (n-or'at(onal
u*dates and *art()(*atory a)t(0(t(es
-o)used on 'atters o- )onse<uen)e,
+ut does not )learly esta+l(sh nor's#
Plans and leads (ell2run and
en,a,in, administrator meetin,s
that have clear purpose, focus on
matters of conse>uence, and
en,a,e participants in a thou,htful
and productive series of
conversations and deliberations$
Establishes clear norms for
administrator team behavior$
Plans and -a)(l(tates en3a3(n3
ad'(n(strator tea' 'eet(n3s (n &h()h
s'all 3rou*s o- ad'(n(strators learn
to3ether and )reate solut(ons to
(nstru)t(onal leadersh(* (ssues# Tea'
has esta+l(shed nor's -or +eha0(or
and )ons(stently adheres to the'#
.ons(stently e0aluates the
e--e)t(0eness o- the ad'(n(strator
tea' 'eet(n3s# ;s a+le to 'odel th(s
ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 16 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator I72!$ "ultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a
culturally diverse environment in (hich studentsF bac;,rounds, identities, stren,ths, and challen,es are respected$
I72!$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-/-1#
Pol()(es and
Pra)t()es
,e0elo*s and ('*le'ents )ulturally
(nsens(t(0e or (na**ro*r(ate *ol()(es,
does not su**ort ad'(n(strators and
sta-- (n +u(ld(n3 )ultural *ro-()(en)y,
andDor )reates a )ulture that
'(n('(Nes the ('*ortan)e o- (nd(0(dual
d(--eren)es#
Ta6es *r(de (n ha0(n3 a d(0erse
ad'(n(strat(on, -a)ulty andDor student
+ody, +ut so'e *ol()(es are not
)ulturally sens(t(0eH andDor *ro0(des
l('(ted resour)es -or ad'(n(strators to
su**ort the de0elo*'ent o- )ultural
*ro-()(en)y#
evelops and implements
culturally sensitive policies that
ac;no(led,e the diverse
bac;,rounds, identities, stren,ths,
and challen,es of administrators,
students and staff$ Provides
administrators (ith relevant
resources to support them in
buildin, cultural proficiency and
promotes a culture that affirms
individual differences$
@eads sta6eholders to de0elo* and
('*le'ent )ulturally sens(t(0e *ol()(es
that a)6no&led3e the d(0erse
+a)63rounds, (dent(t(es, stren3ths,
and )hallen3es o- ad'(n(strators,
students and sta--# $'*o&ers
ad'(n(strators &(th t('e, resour)es,
and su**ort to +u(ld )ultural
*ro-()(en)y and )olla+orates &(th
)o''un(ty 'e'+ers to )reate a
)ulture that a--(r's (nd(0(dual
d(--eren)es# ;s a+le to 'odel th(s
ele'ent#
Indicator I72"$ "ommunications: emonstrates stron, interpersonal, (ritten and verbal communication s;ills$
I72"$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-.-1#
.o''un()a-
t(on S6(lls
,e'onstrates (ne--e)tual
(nter*ersonal, &r(tten, or 0er+al
)o''un()at(on s6(lls at t('es#
May de'onstrate ade<uate
(nter*ersonal, &r(tten, and 0er+al
)o''un()at(on s6(lls +ut so'et('es
'a6es 3ra''at()al errors or has
d(--()ulty e:*ress(n3 (deas to
sta6eholders#
emonstrates stron, interpersonal,
(ritten, and verbal communication
s;ills$
,e'onstrates stron3 )onte:t- and
aud(en)e-s*e)(-() (nter*ersonal,
&r(tten, and 0er+al )o''un()at(on
s6(lls# ;s a+le to 'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 17 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator I72$ "ontinuous #earnin,: evelops and nurtures a culture in (hich staff members are reflective about their practice and use
student data, current research, best practices and theory to continuously adapt practice and achieve improved results$
Models these behaviors in the administratorFs o(n practice$
I72$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-,-1#
.ont(nuous
@earn(n3 o-
Sta--
A))e*ts the *ra)t()e o- ad'(n(strators
&or6(n3 lar3ely (n (solat(on, &(thout
)ons(derat(on o- data and +est
*ra)t()es, andDor d(s)oura3es
re-le)t(on a'on3 ad'(n(strators,
-a)ulty and sta--#
May en)oura3e ad'(n(strators to
re-le)t on the e--e)t(0eness o-
(ntera)t(ons &(th -a)ulty and students
and to use data and +est *ra)t()es to
ada*t *ra)t()e +ut does not su**ort
ad'(n(strators (n these *ra)t()es#
#eads all administrators and teams
to reflect on the effectiveness of
interactions (ith faculty and
students$ Ensures that
administrators use data, research,
and best practices to adapt
practice to achieve improved
results$
Models -or ad'(n(strators ho& to
re-le)t on the e--e)t(0eness o-
(ntera)t(ons &(th -a)ulty and students
and uses data, resear)h, and +est
*ra)t()es to ada*t *ra)t()e to a)h(e0e
('*ro0ed results# Su**orts all
edu)ators to &or6 (n tea's as o-ten
as (s -eas(+le and a**ro*r(ate# ;s a+le
to 'odel th(s ele'ent#
;2-,-2#
.ont(nuous
@earn(n3 o-
Ad'(n(strator
,oes not re-le)t on *ersonal *ra)t()e
or de'onstrate ne& &ays o- th(n6(n3
a+out ad'(n(strat(on and leadersh(*#
I))as(onally re-le)ts on *ersonal
*ra)t()e, sets 'ean(n3-ul 3oals,
andDor resear)hes &ays to ('*ro0e
e--()(en)y and *ra)t()e#
Reflects on and improves personal
practice, sets meanin,ful ,oals,
and develops ne( approaches in
order to improve efficiency and
practice$
,e'onstrates o*enness and
)o''(t'ent to learn(n3H re-le)ts on
*ersonal *ra)t()eH and rel(es on
student data, )urrent resear)h, and
+est *ra)t()e to ('*ro0e o&n
leadersh(*# ;s a+le to 'odel th(s
ele'ent#
Indicator I72E$ Shared 7ision: "ontinuously en,a,es all sta;eholders in the creation of a shared educational vision in (hich every
student is prepared to succeed in postsecondary education and become a responsible citiDen and ,lobal contributor$
I72E$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-$-1#
Shared 2(s(on
,e0elo*'ent
,oes l(ttle to en3a3e sta6eholders (n
the )reat(on o- a shared edu)at(onal
0(s(on, or the 0(s(on (s d(s)onne)ted
-ro' )olle3e and )areer read(ness,
)(0() en3a3e'ent, andDor )o''un(ty
)ontr(+ut(ons#
$n3a3es ad'(n(strators, sta--,
students, -a'(l(es, and )o''un(ty
'e'+ers (n de0elo*(n3 a 0(s(on
-o)used on so'e as*e)ts o- student
*re*arat(on -or )olle3e and )areer
read(ness, )(0() en3a3e'ent, and
)o''un(ty )ontr(+ut(ons#
At all ,rade levels, continuously
en,a,es administrators, staff,
students, families, and community
members in developin, a vision
focused on student preparation for
colle,e and career readiness, civic
en,a,ement, and community
contributions$
@eads ad'(n(strators, sta--, students
o- all a3es, -a'(l(es, and )o''un(ty
'e'+ers to de0elo* and (nternal(Ne a
shared edu)at(onal 0(s(on around
*re*arat(on -or )olle3e and )areers
and res*ons(+le )(t(Nensh(*# ;s a+le to
'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 18 o- A-18
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator I72:$ Mana,in, "onflict: Employs strate,ies for respondin, to disa,reement and dissent, constructively resolvin, conflict
and buildin, consensus throu,hout a district or school community#
I72:$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-8-1#
%es*onse to
,(sa3ree'ent
,oes not res*ond to d(sa3ree'ent or
d(ssent andDor does not use
a**ro*r(ate, res*e)t-ul, non-
)on-rontat(onal a**roa)hes#
May res*ond res*e)t-ully to
d(sa3ree'ent and d(ssent, +ut
res*onds (n)ons(stently and does not
al&ays e'*loy a non-)on-rontat(onal
a**roa)h
Employs a non2confrontational
approach for respondin,
respectfully and appropriately to
disa,reement and dissent, usin,
both as opportunities for learnin,$
Models this practice for the
administrator team$
Models a 0ar(ety o- strate3(es -or
res*ond(n3 res*e)t-ully and e--e)t(0ely
to d(sa3ree'ent and d(ssent, us(n3
+oth as o**ortun(t(es -or learn(n3#
Pro0(des *ro-ess(onal de0elo*'ent -or
the ad'(n(strator tea' to +u(ld these
)on-l()t resolut(on strate3(es# ;s a+le to
'odel th(s ele'ent#
;2-8-2#
.on-l()t
%esolut(on
,oes not address )on-l()ts (n a
solut(on-or(ented andDor res*e)t-ul
'anner#
May atte'*t to res*e)t-ully resol0e
)on-l()ts as they ar(se, +ut e'*loys
only a l('(ted ran3e o- strate3(es#
"onsistently employs a variety of
strate,ies to resolve conflicts in a
constructive and respectful
manner$ Models this behavior for
the administrator team$
.ons(stently e'*loys a 0ar(ety o-
strate3(es to resol0e )on-l()ts (n a
)onstru)t(0e and res*e)t-ul 'anner
and e'*o&ers and su**orts
ad'(n(strators to use these
a**roa)hes# ;s a+le to 'odel th(s
ele'ent#
;2-8-3#
.onsensus
/u(ld(n3
,oes not atte'*t to +u(ld )onsensus
&(th(n the d(str()t )o''un(ty, or
atte'*ts at )onsensus-+u(ld(n3
around )r(t()al s)hool de)(s(ons are
unsu))ess-ul#
$'*loys a l('(ted nu'+er o-
strate3(es to +u(ld )onsensus &(th(n
the s)hool d(str()t )o''un(ty, &(th
0ary(n3 de3rees o- su))ess#
!uilds consensus (ithin the school
district community around critical
school decisions, employin, a
variety of strate,ies$
$'*loys a 0ar(ety o- strate3(es to
+u(ld )onsensus &(th(n the s)hool
d(str()t )o''un(ty around )r(t()al
s)hool de)(s(ons, &h(le en)oura3(n3
d(alo3ue and d(--erent *o(nts o- 0(e&#
;s a+le to 'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 19 o- A-18
Appendi@ !$ Administrator Rubric

Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Standard I: Instructional Leadership. The education leader promotes the learning and gro(th of all students and the success of all
staff by culti$ating a shared $ision that ma2es po(erful teaching and learning the central focus of schooling.
Indicator I2A$ "urriculum: Ensures that all teachers desi,n effective and ri,orous standards2based units of instruction consistin, of (ell2
structured lessons (ith measurable outcomes$
I2A$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;-A-1#
Standards-
/ased Mn(t
,es(3n
,oes not set the e:*e)tat(on that
edu)ators *lan standards-+ased un(ts
o- (nstru)t(on, *ro0(de ade<uate
resour)es or su**ort -or th(s a)t(0(ty,
andDor 'on(tor or assess *ro3ress#
5(0es edu)ators resour)es on ho& to
use a +a)6&ard des(3n a**roa)h to
*lann(n3 standards-+ased un(ts and
)he)6s that tea)hers en3a3e (n
(nstru)t(onal *lann(n3# So'et('es
'on(tors and assesses *ro3ress and
*ro0(des -eed+a)6#
Provides support and assistance
for educators and teams to use a
bac;(ard desi,n approach to plan
standards2based units (ith
measurable outcomes and
challen,in, tas;s re>uirin, hi,her2
order thin;in,$ :re>uently monitors
and assesses pro,ress, providin,
feedbac; as necessary$
$'*o&ers sta-- to )reate &(th a
+a)6&ard des(3n a**roa)h r(3orous
standards-+ased un(ts o- (nstru)t(on
that are al(3ned a)ross 3rade le0els
and )ontent areas# .ont(nually
'on(tors and assesses *ro3ress,
*ro0(des -eed+a)6, and )onne)ts
edu)ators to add(t(onal su**orts as
needed# ;s a+le to 'odel th(s ele'ent#
;-A-2#
@esson
,e0elo*'ent
Su**ort
,oes not state e:*e)tat(ons -or the
de0elo*'ent o- &ell-stru)tured
lessons, *ro0(de su**ort to edu)ators,
andDor d(s)r('(nate +et&een stron3
and &ea6 lesson-*lann(n3 *ra)t()es#
Pro0(des l('(ted tra(n(n3 to edu)ators
on ho& to de0elo* &ell-stru)tured
lessons andDor does not )ons(stently
address *atterns o- &ea6 lesson
de0elo*'ent *ra)t()es#
Supports educators to develop
(ell2structured lessons (ith
challen,in,, measurable obEectives
and appropriate student
en,a,ement strate,ies, pacin,,
se>uence, activities, materials,
technolo,ies, and ,roupin,$
Su**orts edu)ators to )olla+orate on
de0elo*(n3 a ser(es o- (nter)onne)ted,
&ell-stru)tured lessons &(th
)hallen3(n3 o+Oe)t(0es and
a**ro*r(ate student en3a3e'ent
strate3(es, *a)(n3, se<uen)e,
'ater(als, and 3rou*(n3 and (dent(-(es
s*e)(-() e:e'*lars and resour)es (n
ea)h area# ;s a+le to 'odel th(s
ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 2 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
;ndicator I2!$ Instruction: Ensures that instructional practices in all settin,s reflect hi,h e@pectations re,ardin, content and >uality of
effort and (or;, en,a,e all students, and are personaliDed to accommodate diverse learnin, styles, needs, interests, and
levels of readiness$
I2!$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;-/-1#
;nstru)t(onal
Pra)t()es
,oes not loo6 -or e0(den)e o- andDor
)annot a))urately (dent(-y 'ore than a
-e& e--e)t(0e tea)h(n3 strate3(es and
*ra)t()es#
9h(le o+ser0(n3 *ra)t()e and
re0(e&(n3 un(t *lans, o))as(onally
loo6s -or e0(den)e o- or a))urately
(dent(-(es a**ro*r(ate tea)h(n3
strate3(es and *ra)t()es#
<hile observin, practice and
revie(in, unit plans, loo;s for and
identifies a variety of effective
teachin, strate,ies and practices$
$nsures, throu3h o+ser0at(on and
re0(e& o- un(t *lans, that tea)hers
6no& and e'*loy e--e)t(0e tea)h(n3
strate3(es and *ra)t()es &h(le
tea)h(n3 the(r )ontent# ;s a+le to
'odel th(s ele'ent#
;-/-2#
Qual(ty o-
$--ort and
9or6
,oes not set h(3h e:*e)tat(ons -or the
<ual(ty o- )ontent, student e--ort,
andDor student &or6 s)hool&(de, or
e:*e)tat(ons are (na**ro*r(ate#
May set h(3h e:*e)tat(ons -or the
<ual(ty o- )ontent, student e--ort, and
student &or6 s)hool&(de +ut allo&s
e:*e)tat(ons to +e (n)ons(stently
a**l(ed a)ross the s)hool#
Sets and models hi,h e@pectations
for the >uality of content, student
effort, and student (or;
school(ide and supports
educators to uphold these
e@pectations consistently$
Sets and 'odels h(3h e:*e)tat(ons -or
the <ual(ty o- )ontent, student e--ort,
and student &or6 s)hool&(de and
e'*o&ers edu)ators and students to
u*hold these e:*e)tat(ons
)ons(stently# ;s a+le to 'odel th(s
ele'ent#
;-/-3#
,(0erse
@earners=
"eeds
,oes not loo6 -or e0(den)e o- andDor
)annot a))urately (dent(-y 'ore than a
-e& e--e)t(0e tea)h(n3 strate3(es and
*ra)t()es#
9h(le o+ser0(n3 *ra)t()e and
re0(e&(n3 un(t *lans, o))as(onally
loo6s -or e0(den)e o- or a))urately
(dent(-(es tea)h(n3 strate3(es and
*ra)t()es that are a**ro*r(ate -or
d(0erse learners#
<hile observin, practice and
revie(in, unit plans, loo;s for and
identifies a variety of teachin,
strate,ies and practices that are
effective (ith diverse learners$
$nsures, throu3h o+ser0at(on and
re0(e& o- un(t *lans, that tea)hers
6no& and e'*loy tea)h(n3 strate3(es
and *ra)t()es that are e--e)t(0e &(th
d(0erse learners &h(le tea)h(n3 the(r
)ontent# ;s a+le to 'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 3 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator I2"$ Assessment: Ensures that all teachers use a variety of formal and informal methods and assessments to measure student
learnin,, ,ro(th, and understandin, and ma;e necessary adEustments to their practice (hen students are not learnin,$
I2"$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;-.-1#
2ar(ety o-
Assess'ents
,oes not )o''un()ate or 'on(tor a
strate3y -or assess'ents, lea0(n3 (t u*
to edu)ators to des(3n and ('*le'ent
the(r o&n assess'ents#
Pro0(des edu)ators &(th so'e -or'al
assess'ent o*t(ons and su33ests that
they )oord(nate the(r assess'ent
*ra)t()es &(th(n the(r tea's and
(n)lude a 0ar(ety o- assess'ents +ut
does not 'on(tor th(s *ra)t()e#
Supports educator teams to use a
variety of formal and informal
methods and assessments,
includin, common interim
assessments that are ali,ned
across ,rade levels and subEect
areas$
@eads edu)ator tea's to de0elo* and
('*le'ent a )o'*rehens(0e
assess'ent strate3y that (n)ludes
on3o(n3 (n-or'al assess'ent and
)o''on (nter(' assess'ents that are
al(3ned a)ross 3rade le0els and
su+Oe)t areas# ;s a+le to 'odel th(s
ele'ent#
;-.-2#
AdOust'ent to
Pra)t()e
,oes not en)oura3e or -a)(l(tate
tea's to re0(e& assess'ent data#
Su33ests that tea's 'eet to re0(e&
data and *lan -or adOust'ents and
(nter0ent(ons +ut (n)ons(stently
'on(tors th(s *ra)t()e#
Provides plannin, time and
effective support for teams to
revie( assessment data and
identify appropriate interventions
and adEustments to practice$
Monitors educatorsF efforts and
successes in this area$
Plans, -a)(l(tates, and su**orts tea'
re0(e& 'eet(n3s a-ter ea)h round o-
assess'ents# Mon(tors tea's= *lans,
adOust'ents to (nstru)t(on, and
out)o'es and shares lessons learned
&(th others# ;s a+le to 'odel th(s
ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 4 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator I2$ Evaluation: Provides effective and timely supervision and evaluation in ali,nment (ith state re,ulations and contract
provisions, includin,:
1# $nsures that edu)ators *ursue 'ean(n3-ul, a)t(ona+le, and 'easura+le *ro-ess(onal *ra)t()e and student learn(n3 3oals#
2# Ma6es -re<uent unannoun)ed 0(s(ts to )lassroo's and 3(0es tar3eted and )onstru)t(0e -eed+a)6 to tea)hers#
3# $:er)(ses sound Oud3'ent (n ass(3n(n3 rat(n3s -or *er-or'an)e and ('*a)t on student learn(n3#
4# %e0(e&s al(3n'ent +et&een Oud3'ent a+out *ra)t()e and data a+out student learn(n3, 3ro&th, or a)h(e0e'ent &hen e0aluat(n3 and rat(n3
edu)ators and understands that the su*er0(sor has the res*ons(+(l(ty to )on-(r' the rat(n3 (n )ases (n &h()h a d(s)re*an)y e:(sts#
I2$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;-,-1#
$du)ator
5oals
,oes not su**ort edu)ators to
de0elo* *ro-ess(onal *ra)t()e andDor
student learn(n3 3oals, re0(e& the
3oals -or <ual(ty, andDor su**ort
edu)ators (n atta(n(n3 3oals#
Su**orts edu)ators and edu)ator
tea's to de0elo* *ro-ess(onal
*ra)t()e and student learn(n3 3oals
+ut does not )ons(stently re0(e& the'
-or <ual(ty andDor 'on(tor *ro3ress#
Supports educators and educator
teams to develop and attain
meanin,ful, actionable, and
measurable professional practice
and student learnin, ,oals$
Su**orts edu)ators and edu)ator
tea's to de0elo* and atta(n
'ean(n3-ul, a)t(ona+le, and
'easura+le *ro-ess(onal *ra)t()e and
student learn(n3 3oals and 'odels th(s
*ro)ess throu3h the leader=s o&n
e0aluat(on *ro)ess and 3oals# ;s a+le
to 'odel th(s ele'ent#
;-,-2#
I+ser0at(ons
and 8eed+a)6
I+ser0es edu)ators only (n -or'al
o+ser0at(on 0(s(ts andDor does not
*ro0(de honest -eed+a)6 to edu)ators
&ho are not *er-or'(n3 *ro-()(ently#
Ma6es (n-re<uent unannoun)ed 0(s(ts
to )lassroo's, rarely *ro0(des
-eed+a)6 that (s s*e)(-() and
)onstru)t(0e, andDor )r(t(<ues
stru33l(n3 edu)ators &(thout *ro0(d(n3
su**ort to ('*ro0e the(r *er-or'an)e#
Typically ma;es at least t(o
unannounced visits to classrooms
every day and provides tar,eted
constructive feedbac; to all
educators$ Ac;no(led,es effective
practice and provides redirection
and support for those (hose
practice is less than Proficient$
Ma6es 'ult(*le unannoun)ed 0(s(ts to
)lassroo's e0ery day and *ro0(des
tar3eted )onstru)t(0e -eed+a)6 &(th(n
48 hours# $n3a3es &(th all edu)ators
(n )on0ersat(ons a+out ('*ro0e'ent,
)ele+rates e--e)t(0e *ra)t()e, and
*ro0(des tar3eted su**ort to
edu)ators &hose *ra)t()e (s less than
Proficient# ;s a+le to 'odel th(s
ele'ent#
;-,-3#
%at(n3s
Ass(3ns rat(n3s -or *er-or'an)e, 3oal
atta(n'ent, and ('*a)t on student
learn(n3 &(thout )olle)t(n3 and
analyN(n3 su--()(ent andDor a**ro*r(ate
data or does not ass(3n rat(n3s -or
so'e edu)ators#
Ass(3ns rat(n3s -or *er-or'an)e, 3oal
atta(n'ent, and ('*a)t on student
learn(n3 (n a &ay that (s not
)ons(stently trans*arent to edu)ators#
E@ercises sound and reliable
Eud,ment in assi,nin, ratin,s for
performance, ,oal attainment, and
impact on student learnin, and
ensures that educators understand
(hy they received their ratin,s$
$:er)(ses sound and rel(a+le
Oud3'ent (n ass(3n(n3 rat(n3s -or
*er-or'an)e, 3oal atta(n'ent, and
('*a)t on student learn(n3# $nsures
that edu)ators understand (n deta(l
&hy they re)e(0ed the(r rat(n3s and
*ro0(des e--e)t(0e su**ort to
)ollea3ues around th(s *ra)t()e ;s a+le
to 'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 5 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
I2$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;-,-4#
Al(3n'ent
%e0(e&
,oes not re0(e& al(3n'ent +et&een
Oud3'ent a+out *ra)t()e and data
a+out student learn(n3 &hen
e0aluat(n3 and rat(n3 edu)ators#
I))as(onally re0(e&s al(3n'ent
+et&een Oud3'ent a+out *ra)t()e and
student learn(n3 data#
"onsistently revie(s ali,nment
bet(een Eud,ment about practice
and student learnin, data and
ma;es informed decisions about
educator support and evaluation
based upon this revie($
Stud(es al(3n'ent +et&een Oud3'ent
a+out *ra)t()e and data a+out student
learn(n3 &hen e0aluat(n3 and rat(n3
edu)ators and *ro0(des e--e)t(0e
su**ort to )ollea3ues around th(s
*ra)t()e# ;s a+le to 'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 6 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator I2E$ ata2Informed ecision Ma;in,: 8ses multiple sources of evidence related to student learnin,, includin, state, district,
and school assessment results and ,ro(th data, to inform school and district ,oals and improve or,aniDational
performance, educator effectiveness, and student learnin,$
I2E$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;-$-1#
7no&led3e
and Mse o-
,ata
%el(es on -e& data sour)es that do not
re*resent the -ull *()ture o- s)hool
*er-or'an)e andDor does not analyNe
the data a))urately#
May (dent(-y 'ult(*le sour)es o-
student learn(n3 data +ut these data
do not *ro0(de 'ult(*le *ers*e)t(0es
on *er-or'an)e andDor analys(s o- the
data (s so'et('es (na))urate#
Identifies a ran,e of appropriate
data sources and effectively
analyDes the data for decision2
ma;in, purposes$
@eads edu)ator tea's to (dent(-y a
ran3e o- a**ro*r(ate data sour)es,
(n)lud(n3 non-trad(t(onal (n-or'at(on
that o--ers a un(<ue *ers*e)t(0e on
s)hool *er-or'an)e, and 'odels
e--e)t(0e data analys(s -or sta--# ;s a+le
to 'odel th(s ele'ent#
;-$-2#
S)hool and
,(str()t 5oals
5athers l('(ted (n-or'at(on on the
s)hool=s stren3ths and &ea6nesses
andDor does not use these data to
(n-or' s)hool *lans or a)t(ons#
Assesses the s)hool=s stren3ths and
&ea6nesses us(n3 data that are not
)are-ully analyNed andDor &r(tes an
un-o)used strate3() *lan#
8ses data to accurately assess the
schoolFs stren,ths and areas for
improvement to inform the creation
of focused, measurable school and
district ,oals$
;n0ol0es sta6eholders (n a
)o'*rehens(0e d(a3nos(s o- the
s)hool=s stren3ths and &ea6nesses
us(n3 a**ro*r(ate data and leads a
)olla+orat(0e *ro)ess to de0elo* a
-o)used, results-or(ented strate3()
*lan &(th annual 3oals# ;s a+le to
'odel th(s ele'ent#
;-$-3#
;'*ro0e'ent
o-
Per-or'an)e,
$--e)t(0eness,
and @earn(n3
,oes not share assess'ent data &(th
-a)ulty, use data to 'a6e adOust'ents
to s)hool *lans, andDor 'odel
a**ro*r(ate data analys(s strate3(es#
Shares l('(ted data &(th -a)ulty to
(dent(-y student andDor edu)ator
su+3rou*s that need su**ortH
*ro0(des l('(ted ass(stan)e to
edu)ator tea's (n us(n3 data to
('*ro0e *er-or'an)e#
8ses multiple data sources to
evaluate educator and school
performance$ Provides educator
teams (ith disa,,re,ated
assessment data and assists
faculty in identifyin, students (ho
need additional support$
@eads tea's to d(sa33re3ate data and
(dent(-y (nd(0(duals or 3rou*s o-
students &ho need su**ort#
$'*o&ers edu)ators to use a ran3e
o- data sour)es to *(n*o(nt areas -or
the(r o&n and s)hool&(de
('*ro0e'ent# ;s a+le to 'odel th(s
ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 7 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Standard II: Management and Operations. Promotes the learning and gro(th of all students and the success of all staff by ensuring a
safe! efficient! and effecti$e learning en$ironment! using resources to implement appropriate curriculum! staffing! and scheduling
Indicator II2A$ Environment: evelops and e@ecutes effective plans, procedures, routines, and operational systems to address a full
ran,e of safety, health, and emotional and social needs of students$
II2A$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;;-A-1#
Plans,
Pro)edures,
and %out(nes
,oes not or3an(Ne the s)hool
e--e)t(0ely -or orderly and e--()(ent
'o0e'ent o- students#
$sta+l(shes *lans, *ro)edures, and
rout(nes +ut student entry, d(s'(ssal,
'eals, )lass trans(t(ons, asse'+l(es,
and re)ess are not )ons(stently
orderly andDor e--()(ent#
Establishes and implements plans,
procedures, and routines that
,enerally ensure orderly and
efficient student entry, dismissal,
meals, class transitions,
assemblies, and recess$
$sta+l(shes syste's, *lans,
*ro)edures, and rout(nes that
e'*o&er students and sta-- to
('*le'ent orderly and e--()(ent
student entry, d(s'(ssal, 'eals, )lass
trans(t(ons, asse'+l(es, and re)ess# ;s
a+le to 'odel th(s ele'ent#
;;-A-2#
I*erat(onal
Syste's
;nade<uately su*er0(ses or su**orts
)ustod(al andDor other sta-- so that the
)a'*us (s not 3enerally )lean,
attra)t(0e, &el)o'(n3, andDor sa-e#
Pro0(des (n)ons(stent su*er0(s(on
andDor su**ort o- )ustod(al and other
sta--, result(n3 (n a )a'*us that (s not
)ons(stently )lean, attra)t(0e,
&el)o'(n3, or sa-e#
Supervises and supports custodial,
clerical, food services, and other
staff effectively so that the campus
is clean, attractive, (elcomin,, and
safe$
.reates and 'a(nta(ns a s)hool
en0(ron'ent (n &h()h )ustod(al and
other sta-- ta6e *ersonal res*ons(+(l(ty
-or 6ee*(n3 the )a'*us )lean,
attra)t(0e, &el)o'(n3, and sa-e# ;s
a+le to 'odel th(s ele'ent#
;;-A-3#
Student
Sa-ety, 1ealth,
and So)(al and
$'ot(onal
"eeds
@ea0es student d(s)(*l(ne lar3ely u* to
tea)hers to address on the(r o&n or
totally dele3ates to an ass(stant# I-ten
tolerates d(s)(*l(ne 0(olat(ons and
en-or)es the rules (n)ons(stently#
Mr3es sta-- to de'and 3ood student
+eha0(or +ut allo&s 0ary(n3 standards
to e:(st (n d(--erent )lassroo's and
)o''on areas# Addresses student
d(s)(*l(ne and +ully(n3 'atters on a
)ase-+y-)ase +as(s#
emonstrates hi,h e@pectations
for student behavior and provides
appropriate trainin, for staff to
uphold these e@pectations$
Establishes school(ide routines
and conse>uences, includin,
policies and systems to prevent
and address bullyin, and other
behaviors that threaten studentsF
social and emotional (ell2bein,$
.ons(stently sho&)ases h(3h
e:*e)tat(ons -or student +eha0(or and
(n0ests sta-- and students (n u*hold(n3
these e:*e)tat(ons# Su))ess-ully
('*le'ents s)hool&(de rout(nes and
)onse<uen)es su)h that students ta6e
o&nersh(* o0er address(n3 +ully(n3
and other +eha0(ors that threaten
students= so)(al and e'ot(onal &ell-
+e(n3# ;s a+le to 'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 8 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator II2!$ Auman Resources Mana,ement and evelopment: Implements a cohesive approach to recruitment, hirin,, induction,
development, and career ,ro(th that promotes hi,h2>uality and effective practice$
II2!$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;;-/-1#
%e)ru(t'ent
and 1(r(n3
Strate3(es
,oes not su))ess-ully lead the
re)ru(t'ent and h(r(n3 *ro)ess#
@eads the re)ru(t'ent and h(r(n3
*ro)ess +ut does not )ons(stently
(dent(-y e--e)t(0e edu)ators#
#eads the schoolFs recruitment and
hirin, process and, throu,h it,
consistently identifies effective
educators (ho share the schoolFs
mission$
.ons(stently (dent(-(es e--e)t(0e
edu)ators &ho share the s)hool=s
'(ss(on# $'*o&ers -a)ulty 'e'+ers
to share (n a stru)tured, )ons(stent
(nter0(e& *ro)ess# ;s a+le to 'odel
th(s ele'ent#
;;-/-2#
;ndu)t(on,
Pro-ess(onal
,e0elo*'ent,
and .areer
5ro&th
Strate3(es
,oes not su**ort ne& tea)hers,
or3an(Ne h(3h-<ual(ty Oo+-e'+edded
*ro-ess(onal de0elo*'ent, andDor
su**ort the )areer 3ro&th o- e--e)t(0e
edu)ators#
,e0elo*s only a l('(ted s)hool-+ased
(ndu)t(on *ro3ra' -or ne& tea)hers
andDor (n)ons(stently ('*le'ents the
d(str()t=s (ndu)t(on strate3yH or3an(Nes
Oo+-e'+edded *ro-ess(onal
de0elo*'ent that (s not )ons(stently
h(3h <ual(ty or al(3ned &(th 3oalsH
andDor does not )ons(stently su**ort
e--e)t(0e edu)ators= )areer 3ro&th#
evelops school2based induction
support for ne( teachers and=or
faithfully implements the districtFs
induction strate,yG or,aniDes hi,h2
>uality Eob2embedded professional
development ali,ned (ith school
and educator ,oalsG and supports
the career ,ro(th of effective
educators by distributin,
leadership tas;s and monitorin,
pro,ress and development$
8a)(l(tates the edu)ator-led des(3n
and ('*le'entat(on o- (ndu)t(on
su**ort, Oo+-e'+edded *ro-ess(onal
de0elo*'ent, and )areer 3ro&th
su**ort all o- &h()h are al(3ned &(th
s)hool and edu)ator 3oals, and are
)ons(stently 0(e&ed +y edu)ators as
e--e)t(0e and hel*-ul# ;s a+le to 'odel
th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 9 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator II2"$ Schedulin, and Mana,ement Information Systems: 8ses systems to ensure optimal use of time for teachin,, learnin,,
and collaboration$
II2"$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;;-.-1#
T('e -or
Tea)h(n3 and
@earn(n3
,oes not )reate a 'aster s)hedule
andDor related syste's to 'a:('(Ne
+lo)6s o- un(nterru*ted (nstru)t(onal
t('e#
.reates a 'aster s)hedule and
related syste's that set as(de
(nstru)t(onal t('e +ut does not
e--e)t(0ely el('(nate unne)essary
(nterru*t(ons to (nstru)t(on#
"reates a master schedule and
related systems to ma@imiDe bloc;s
of uninterrupted instructional time
and eliminate unnecessary
interruptions to instruction$
.reates, ('*le'ents, and re3ularly
adOusts a 'aster s)hedule and related
syste's to 'a:('(Ne +lo)6s o-
un(nterru*ted (nstru)t(onal t('e and
el('(nate unne)essary (nterru*t(ons to
(nstru)t(on# $'*o&ers sta-- to do the
sa'e# ;s a+le to 'odel th(s ele'ent#
;;-.-2#
T('e -or
.olla+orat(on
Sets unreal(st() e:*e)tat(ons -or tea'
'eet(n3s (- at all andDor does not
)reate a s)hedule that *ro0(des
ade<uate 'eet(n3 t('e -or tea's#
,oes not &or6 to *re0ent or de-le)t
t('e-&ast(n3 a)t(0(t(es#
Sets (n)ons(stent e:*e)tat(ons -or
tea' 'eet(n3s andDor )reates a
s)hedule that only *ro0(des ade<uate
'eet(n3 t('e -or so'e tea's# 9or6s
to *re0ent or de-le)t a)t(0(t(es &(th
l('(ted su))ess#
Sets e@pectations for team
meetin,s and creates a schedule
that provides sufficient meetin,
time for all teams$ Prevents or
deflects activities that prevent staff
from focusin, on student learnin,
durin, team time$
;s trans*arent and -orth)o'(n3 a+out
e:*e)tat(ons -or all tea' 'eet(n3s#
.reates and ('*le'ents a s)hedule
that 'a:('(Nes 'eet(n3 t('e -or all
tea's# $--e)t(0ely *re0ents t('e-
&ast(n3 a)t(0(t(es# ;s a+le to 'odel th(s
ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 10 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator II2$ #a(s, Ethics, and Policies: 8nderstands and complies (ith state and federal la(s and mandates, school committee
policies, collective bar,ainin, a,reements, and ethical ,uidelines$
II2$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;;-,-1#
@a&s and
Pol()(es
,e'onstrates la)6 o- a&areness or
)ons(stent non-)o'*l(an)e &(th so'e
or all state and -ederal la&s and
'andates, s)hool )o''(ttee *ol()(es,
or )olle)t(0e +ar3a(n(n3 a3ree'ents#
May 6no& state and -ederal la&s and
'andates, s)hool )o''(ttee *ol()(es,
and )olle)t(0e +ar3a(n(n3 a3ree'ents
+ut (n)ons(stently )o'*l(es &(th so'e
la&s or *ol()(es#
8nderstands and complies (ith
state and federal la(s and
mandates, school committee
policies, and collective bar,ainin,
a,reements$
;n0ests sta-- (n understand(n3 and
)o'*ly(n3 &(th state and -ederal la&s
and 'andates, s)hool )o''(ttee
*ol()(es, and )olle)t(0e +ar3a(n(n3
a3ree'ents# ;s a+le to 'odel th(s
ele'ent#
;;-,-2#
$th()al
/eha0(or
,e'onstrates la)6 o- sound Oud3'ent
re-le)t(n3 (nte3r(ty and -a(rness andDor
does not ade<uately *rote)t student,
-a'(ly, andDor sta-- )on-(dent(al(ty#
5enerally de'onstrates sound
Oud3'ent re-le)t(n3 (nte3r(ty and
-a(rness &(th o))as(onal la*ses (n
Oud3'ent andDor does not al&ays
*rote)t student, -a'(ly, and sta--
)on-(dent(al(ty a**ro*r(ately#
Reliably demonstrates sound
Eud,ment reflectin, inte,rity and
fairnessG protects student, family,
and staff confidentiality
appropriatelyG and e@pects staff to
do both as (ell$
%el(a+ly de'onstrates sound
Oud3'ent re-le)t(n3 (nte3r(ty and
-a(rnessH *rote)ts student, -a'(ly, and
sta-- )on-(dent(al(ty a**ro*r(ately#
$--e)t(0ely su**orts all sta-- to do +oth
as &ell# ;s a+le to 'odel th(s ele'ent#
Indicator II2E$ :iscal Systems: evelops a bud,et that supports the districtFs vision, mission, and ,oalsG allocates and mana,es
e@penditures consistent (ith district=school2level ,oals and available resources$
II2E$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;;-$-1#
8(s)al
Syste's
/u(lds a +ud3et that does not al(3n
&(th the d(str()t=s 3oals or
'(s'ana3es a0a(la+le resour)es#
,e0elo*s a +ud3et that loosely al(3ns
&(th the d(str()t=s 0(s(on, '(ss(on, and
3oals or (n)ons(stently 'ana3es
e:*end(tures and a0a(la+le resour)es#
evelops a bud,et that ali,ns (ith
the districtFs vision, mission, and
,oals$ Allocates and mana,es
e@penditures consistent (ith
district=school2level ,oals and
available resources$
@eads a tea' to de0elo* a +ud3et that
al(3ns &(th the d(str()t=s 0(s(on,
'(ss(on, and 3oals &(th su**ort(n3
rat(onaleH allo)ates and 'ana3es
e:*end(tures )ons(stent &(th
d(str()tDs)hool-le0el 3oalsH and see6s
alternate -und(n3 sour)es as needed#
;s a+le to 'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 11 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Standard III: Family and Community Engagement. Promotes the learning and gro(th of all students and the success of all staff
through effecti$e partnerships (ith families! community organi3ations! and other sta2eholders that support the mission of the school
and district.
Indicator III2A$ En,a,ement: Actively ensures that all families are (elcome members of the classroom and school community and can
contribute to the classroom, school, and communityFs effectiveness$
III2A$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;;;-A-1#
8a'(ly
$n3a3e'ent
,oes l(ttle to &el)o'e -a'(l(es as
'e'+ers o- the )lassroo' or s)hool
)o''un(ty or tolerates an
en0(ron'ent that (s un&el)o'(n3 to
so'e -a'(l(es#
Ma6es so'e atte'*ts to &el)o'e
-a'(l(es as 'e'+ers o- the )lassroo'
and s)hool )o''un(ty +ut does not
)ons(stently use )ulturally sens(t(0e
*ra)t()es andDor &or6 to (dent(-y and
re'o0e +arr(ers to -a'(ly (n0ol0e'ent#
8ses culturally sensitive practices
to ensure that all families are
(elcome and can contribute to the
classroom, school and
communityFs effectiveness$ <or;s
(ith staff to identify and remove
barriers to familiesF involvement,
includin, families (hose home
lan,ua,e is not En,lish$
Mses )ulturally sens(t(0e *ra)t()es and
su))ess-ully en3a3es 'ost -a'(l(es,
ensur(n3 that all -a'(l(es are &el)o'e
and )an )ontr(+ute to )lassroo',
s)hool, and )o''un(ty e--e)t(0eness#
9or6s &(th sta--, -a'(l(es, and
or3an(Nat(ons to (dent(-y and re'o0e
+arr(ers to -a'(ly (n0ol0e'ent,
(n)lud(n3 -a'(l(es &hose ho'e
lan3ua3e (s not $n3l(sh# ;s a+le to
'odel th(s ele'ent#
;;;-A-2#
.o''un(ty
and /us(ness
$n3a3e'ent
@('(ts &or6 to the (''ed(ate )onte:t
o- the s)hool# ,oes not 'a6e e--orts
to rea)h out to )o''un(ty
or3an(Nat(ons, )o''un(ty 'e'+ers,
or +us(nesses that )ould other&(se
)ontr(+ute to s)hool e--e)t(0eness#
$n3a3es so'e )o''un(ty
or3an(Nat(ons, )o''un(ty 'e'+ers,
andDor +us(nesses (n annual s)hool
e0ents +ut does not 'a6e e--orts to
(n)rease the(r (n0ol0e'ent to
'a:('(Ne )o''un(ty )ontr(+ut(ons -or
s)hool e--e)t(0eness#
Establishes on,oin, relationships
(ith community or,aniDations,
community members, and
businesses$ En,a,es them to
increase their involvement to
ma@imiDe community contributions
for school effectiveness$
$sta+l(shes strate3() *artnersh(*s &(th
)o''un(ty or3an(Nat(ons, )o''un(ty
'e'+ers, and +us(nesses that
('*ro0e s)hool e--e)t(0eness# 9or6s
to (n)rease the ty*es and nu'+er o-
or3an(Nat(ons &(th &ho' the s)hool
*artners (n order to dee*en
relat(onsh(*s and (n)rease *artner
)ontr(+ut(ons# ;s a+le to 'odel th(s
ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 12 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator III2!$ Sharin, Responsibility: "ontinuously collaborates (ith families to support student learnin, and development both at
home and at school$
III2!$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;;;-/-1#
Student
Su**ort
,oes not &or6 &(th edu)ators to
(dent(-y student needs, does not &or6
&(th -a'(l(es to address student
needs, andDor does not dra& u*on
(nternal or e:ternal resour)es#
As6s edu)ators to (dent(-y students
stru33l(n3 a)ade'()ally or
+eha0(orally andDor &or6s &(th a
l('(ted nu'+er o- -a'(l(es to address
student needs, ut(l(N(n3 a l('(ted set o-
resour)es#
Supports educators to identify
each studentFs academic, social,
emotional, and behavioral needs,
includin, students (ith disabilities
and En,lish learners$ "ollaborates
(ith families to address student
needs, utiliDin, resources (ithin
and outside of the school$
Models -or edu)ators ho& to (dent(-y
ea)h student=s a)ade'(), so)(al,
e'ot(onal, and +eha0(oral needs,
(n)lud(n3 students &(th d(sa+(l(t(es and
$n3l(sh learners# .olla+orates &(th
-a'(l(es to e--e)t(0ely address student
needs and *re0ent -urther )hallen3es,
)onne)t(n3 students &(th a net&or6 o-
resour)es &(th(n and outs(de the
s)hool# ;s a+le to 'odel th(s ele'ent#
;;;-/-2#
8a'(ly
.olla+orat(on
,oes not set )lear e:*e)tat(ons -or or
*ro0(de su**ort to edu)ators to
re3ularly )o''un()ate &(th -a'(l(es
on &ays to su**ort the(r )h(ldren=s
learn(n3 at ho'e and at s)hool#
Sets 3eneral e:*e)tat(ons and
*ro0(des o))as(onal su**ort to
edu)ators to en3a3e -a'(l(es (n
su**ort(n3 the(r )h(ldren=s learn(n3 at
s)hool and at ho'e andDor su**ort(n3
the(r )h(ldren &(th d(sa+(l(t(es or l('(ted
$n3l(sh *ro-()(en)y#
Sets clear e@pectations for and
supports educators to re,ularly
en,a,e families in supportin,
learnin, at school and home,
includin, appropriate adaptation
for students (ith disabilities or
limited En,lish proficiency$
Sets )lear e:*e)tat(ons and *ro0(des
d(--erent(ated su**ort to edu)ators to
ensure that they re3ularly en3a3e all
-a'(l(es (n su**ort(n3 the(r )h(ldren=s
learn(n3 at s)hool and ho'e, (n)lud(n3
-a'(l(es and )h(ldren &(th l('(ted
$n3l(sh *ro-()(en)y andDor )h(ldren
&(th d(sa+(l(t(es# ;s a+le to 'odel th(s
ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 13 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator III2"$ "ommunication: En,a,es in re,ular, t(o2(ay, culturally proficient communication (ith families about student learnin,
and performance$
III2"$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;;;-.-1#
T&o-9ay
.o''un()a-
t(on
,oes not set )lear e:*e)tat(ons -or or
*ro0(de su**ort to edu)ator to
)o''un()ate &(th -a'(l(es# S)hool
and )lassroo' )o''un()at(on
re3ard(n3 student learn(n3 and
*er-or'an)e *r('ar(ly o))urs throu3h
re*ort )ards#
May set e:*e)tat(ons -or and *ro0(de
l('(ted su**ort to edu)ators to
)o''un()ate &(th -a'(l(es +ut does
not stress the ('*ortan)e o- t&o-&ay
)o''un()at(on )hannels# S)hool and
)lassroo' )o''un()at(on re3ard(n3
student learn(n3 and *er-or'an)e
*r('ar(ly o))urs throu3h ne&sletters
and other one-&ay 'ed(a#
Sets clear e@pectations for and
provides support to educators to
communicate re,ularly (ith
families usin, t(o2(ay
communication channels, includin,
careful and prompt response to
communications from families$
Supports educators to ma@imiDe
the number of face2to2face
family=teacher interactions$
Sets )lear e:*e)tat(ons -or and
*ro0(des d(--erent(ated su**ort to
ensure that all edu)ators des(3n and
('*le'ent -re<uent *ersonal(Ned
)o''un()at(ons, res*ond )are-ully
and *ro'*tly to )o''un()at(ons -ro'
-a'(l(es, and sol()(t -eed+a)6 -ro'
-a'(l(es that (n-or's ('*ro0e'ent to
)o''un()at(on *lans# ;s a+le to 'odel
th(s ele'ent#
;;;-.-2#
.ulturally
Pro-()(ent
.o''un()a-
t(on
,oes not set )lear e:*e)tat(ons -or or
*ro0(de su**ort to edu)ators
re3ard(n3 )ulturally sens(t(0e
)o''un()at(on andDor allo&s
(na**ro*r(ate d(sres*e)t-ul
)o''un()at(on &(th -a'(l(es that
(3nores d(--erent -a'(ly )ultural nor's#
May set e:*e)tat(ons -or edu)ators
re3ard(n3 )ulturally sens(t(0e
)o''un()at(on +ut does not *ro0(de
su**ort to edu)ators andDor
o))as(onally )o''un()ates (n &ays
that are )ulturally (nsens(t(0e to so'e
-a'(l(es= ho'e lan3ua3e, )ulture, and
0alues#
Sets clear e@pectations for and
provides support to educators
re,ardin, culturally sensitive
communication$ Ensures that
school and classroom
communication (ith families is
al(ays respectful and
demonstrates understandin, of
and sensitivity to different familiesF
home lan,ua,e, culture, and
values$
Sets )lear e:*e)tat(ons -or, 'odels,
and *ro0(des d(--erent(ated su**ort
re3ard(n3 )ulturally sens(t(0e
)o''un()at(on# $nsures that s)hool
and )lassroo' )o''un()at(on &(th
-a'(l(es (s al&ays res*e)t-ul and
de'onstrates understand(n3 and
a**re)(at(on o- d(--erent -a'(l(es= ho'e
lan3ua3e, )ulture, and 0alues# ;s a+le
to 'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 14 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 15 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator III2$ :amily "oncerns: Addresses family concerns in an e>uitable, effective, and efficient manner$
III2$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;;;-,-1#
8a'(ly
.on)erns
;n)ons(stently )onta)ts -a'(l(es (n
res*onse to )on)erns, and a3reed-
u*on solut(ons are o-ten not (n the
+est (nterest o- students#
May address )on)erns &(th -a'(l(es
as they ar(se, +ut a3reed-u*on
solut(ons are not al&ays (n the +est
(nterest o- students#
Reaches out to families as
concerns arise and (or;s to reach
e>uitable solutions in the best
interest of students$
%ea)hes out to -a'(l(es *roa)t(0ely
and as soon as )on)erns ar(se and
e--e)t(0ely rea)hes e<u(ta+le solut(ons
that sat(s-y -a'(l(es, -a)ulty, and sta--
and are (n the +est (nterest o-
students# ;s a+le to 'odel th(s
ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 16 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Standard I: Professional Culture. Promotes success for all students by nurturing and sustaining a school culture of reflecti$e
practice! high e%pectations! and continuous learning for staff.
Indicator I72A$ "ommitment to Ai,h Standards: :osters a shared commitment to hi,h standards of teachin, and learnin, (ith hi,h
e@pectations for achievement for all, includin,:
1# M(ss(on and )ore 0alues! ,e0elo*s, *ro'otes, and se)ures sta-- )o''(t'ent to )ore 0alues that 3u(de the de0elo*'ent o- a
su))(n)t, results-or(ented '(ss(on state'ent and on3o(n3 de)(s(on 'a6(n3#
2# Meet(n3s! Plans and leads &ell-run and en3a3(n3 'eet(n3s that ha0e )lear *ur*ose, -o)us on 'atters o- )onse<uen)e, and
en3a3e *art()(*ants (n a thou3ht-ul and *rodu)t(0e ser(es o- )on0ersat(ons and del(+erat(ons a+out ('*ortant s)hool 'atters
I72A$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-A-1#
.o''(t'ent
to 1(3h
Standards
,oes not en)oura3e h(3h standards o-
tea)h(n3 and learn(n3 or h(3h
e:*e)tat(ons -or a)h(e0e'ent andDor
'ay de'onstrate lo& e:*e)tat(ons -or
sta--#
May as6 -or a )o''(t'ent to h(3h
standards o- tea)h(n3 and learn(n3
&(th h(3h e:*e)tat(ons -or
a)h(e0e'ent -or all +ut does not
su**ort andDor 'odel (t#
:osters a shared commitment to
hi,h standards of teachin, and
learnin, (ith hi,h e@pectations for
achievement for all$
@eads -a)ulty (n de0elo*(n3 a shared
)o''(t'ent to h(3h standards o-
tea)h(n3 and learn(n3 &(th h(3h
e:*e)tat(ons -or a)h(e0e'ent -or all#
%e0(s(ts and rene&s )o''(t'ent &(th
-a)ulty re3ularly# ;s a+le to 'odel th(s
ele'ent#
;2-A-2#
M(ss(on and
.ore 2alues
,oes not de0elo* )ore 0alues and
'(ss(on state'ents -or the s)hool#
May de0elo* )ore 0alues and '(ss(on
state'ents +ut rarely uses the' to
3u(de de)(s(on 'a6(n3#
evelops, promotes, and models
commitment to core values that
,uides the development of a
succinct, results2oriented mission
statement and on,oin, decision
ma;in,$
@eads -a)ulty to de0elo* )ore 0alues
and '(ss(on state'ents, shares these
state'ents &(th -a'(l(es and the
s)hool )o''un(ty, and uses the' to
3u(de de)(s(on 'a6(n3# ;s a+le to
'odel th(s ele'ent#
;2-A-3#
Meet(n3s
@eads 'eet(n3s that la)6 )lear
*ur*ose andDor are *r('ar(ly used -or
one-&ay (n-or'at(onal u*dates#
@eads 'eet(n3s that (n)lude +oth one-
&ay (n-or'at(onal u*dates and
*art()(*atory a)t(0(t(es -o)used on
'atters o- )onse<uen)e#
Plans and leads (ell2run and
en,a,in, meetin,s that have clear
purpose, focus on matters of
conse>uence, and en,a,e
participants in a thou,htful and
productive series of conversations
and deliberations about important
school matters$
Plans and -a)(l(tates sta---led,
en3a3(n3 'eet(n3s (n &h()h s'all
3rou*s o- edu)ators learn to3ether
and )reate solut(ons to (nstru)t(onal
(ssues# ;s a+le to 'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 17 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator I72!$ "ultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a
culturally diverse environment in (hich studentsF bac;,rounds, identities, stren,ths, and challen,es are respected$
I72!$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-/-1#
Pol()(es and
Pra)t()es
,e0elo*s and ('*le'ents )ulturally
(nsens(t(0e or (na**ro*r(ate *ol()(es,
does not su**ort sta-- (n +u(ld(n3
)ultural *ro-()(en)y, andDor )reates a
)ulture that '(n('(Nes the ('*ortan)e
o- (nd(0(dual d(--eren)es#
Ta6es *r(de (n ha0(n3 a d(0erse -a)ulty
andDor student +ody, +ut so'e *ol()(es
are not )ulturally sens(t(0e andDor
*ro0(des l('(ted resour)es -or
edu)ators to su**ort the de0elo*'ent
o- )ultural *ro-()(en)y#
evelops and implements
culturally sensitive policies that
ac;no(led,e the diverse
bac;,rounds, identities, stren,ths,
and challen,es of students and
staff$ Provides staff (ith relevant
resources to support them in
buildin, cultural proficiency and
promotes a culture that affirms
individual differences$
@eads sta6eholders to de0elo* and
('*le'ent )ulturally sens(t(0e *ol()(es
that a)6no&led3e the d(0erse
+a)63rounds, (dent(t(es, stren3ths,
and )hallen3es o- students and sta--#
$'*o&ers sta-- &(th t('e, resour)es,
and su**ort to +u(ld )ultural
*ro-()(en)y and )olla+orates &(th
)o''un(ty 'e'+ers to )reate a
)ulture that a--(r's (nd(0(dual
d(--eren)es# ;s a+le to 'odel th(s
ele'ent#
Indicator I72"$ "ommunications: emonstrates stron, interpersonal, (ritten and verbal communication s;ills$
I72"$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-.-1#
.o''un()a-
t(on S6(lls
,e'onstrates (ne--e)tual
(nter*ersonal, &r(tten, or 0er+al
)o''un()at(on s6(lls at t('es#
May de'onstrate ade<uate
(nter*ersonal, &r(tten, and 0er+al
)o''un()at(on s6(lls +ut so'et('es
'a6es 3ra''at()al errors or has
d(--()ulty e:*ress(n3 (deas to
sta6eholders#
emonstrates stron, interpersonal,
(ritten, and verbal communication
s;ills$
,e'onstrates stron3 )onte:t- and
aud(en)e-s*e)(-() (nter*ersonal,
&r(tten, and 0er+al )o''un()at(on
s6(lls# ;s a+le to 'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 18 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator I72$ "ontinuous #earnin,: evelops and nurtures a culture in (hich staff members are reflective about their practice and use
student data, current research, best practices and theory to continuously adapt instruction and achieve improved
results$ Models these behaviors in the administratorFs o(n practice$
I72$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-,-1#
.ont(nuous
@earn(n3 o-
Sta--
A))e*ts the *ra)t()e o- edu)ators
&or6(n3 lar3ely (n (solat(on, &(thout
)ons(derat(on o- data and +est
*ra)t()es, or d(s)oura3es re-le)t(on
a'on3 sta--#
May en)oura3e edu)ators and tea's
to re-le)t on the e--e)t(0eness o-
(nstru)t(on and (ntera)t(ons &(th
students and to use data and +est
*ra)t()es to ada*t (nstru)t(on +ut does
not su**ort edu)ators (n these
*ra)t()es#
#eads all educators and teams to
reflect on the effectiveness of
lessons, units, and interactions
(ith students$ Ensures that staff
use data, research, and best
practices to adapt instruction to
achieve improved results$
Models -or edu)ators ho& to re-le)t on
the e--e)t(0eness o- lessons, un(ts,
and (ntera)t(ons &(th students and
uses data, resear)h, and +est
*ra)t()es to ada*t (nstru)t(on to
a)h(e0e ('*ro0ed results# Su**orts all
edu)ators to &or6 (n tea's as o-ten
as (s -eas(+le and a**ro*r(ate# ;s a+le
to 'odel th(s ele'ent#
;2-,-2#
.ont(nuous
@earn(n3 o-
Ad'(n(strator
,oes not re-le)t on *ersonal *ra)t()e
or de'onstrate ne& &ays o- th(n6(n3
a+out ad'(n(strat(on and leadersh(*#
I))as(onally re-le)ts on *ersonal
*ra)t()e, sets 'ean(n3-ul 3oals,
andDor resear)hes &ays to ('*ro0e
e--()(en)y and *ra)t()e#
Reflects on and improves personal
practice, sets meanin,ful ,oals,
and develops ne( approaches in
order to improve the efficiency and
practices of the school$
,e'onstrates o*enness and
)o''(t'ent to learn(n3H re-le)ts on
*ersonal *ra)t()eH and rel(es on
student data, )urrent resear)h, and
+est *ra)t()e to ('*ro0e o&n
leadersh(*# ;s a+le to 'odel th(s
ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 19 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator I72E$ Shared 7ision: "ontinuously en,a,es all sta;eholders in the creation of a shared educational vision in (hich every
student is prepared to succeed in postsecondary education and become responsible citiDens and community
contributors$
I72E$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-$-1#
Shared 2(s(on
,e0elo*'ent
,oes not en3a3e sta6eholders (n the
)reat(on o- a shared edu)at(onal
0(s(on, or the 0(s(on (s d(s)onne)ted
-ro' )olle3e and )areer read(ness,
)(0() en3a3e'ent, andDor )o''un(ty
)ontr(+ut(ons#
$n3a3es sta--, students, -a'(l(es, and
)o''un(ty 'e'+ers (n de0elo*(n3 a
0(s(on -o)used on so'e as*e)ts o-
student *re*arat(on -or )olle3e and
)areer read(ness, )(0() en3a3e'ent,
and )o''un(ty )ontr(+ut(ons#
At all ,rade levels, continuously
en,a,es staff, students, families,
and community members in
developin, a vision focused on
student preparation for colle,e and
career readiness, civic
en,a,ement, and community
contributions$
@eads sta--, students o- all a3es,
-a'(l(es, and )o''un(ty 'e'+ers to
de0elo* and (nternal(Ne a shared
edu)at(onal 0(s(on around *re*arat(on
-or )olle3e and )areers and
res*ons(+le )(t(Nensh(*# ;s a+le to
'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 20 o- /-20
Standards and Indicators of Effective Administrative #eadership Practice: Rubric
Indicator I72:$ Mana,in, "onflict: Employs strate,ies for respondin, to disa,reement and dissent, constructively resolvin, conflict and
buildin, consensus throu,hout a district=school community$
I72:$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-8-1#
%es*onse to
,(sa3ree'ent
,oes not res*ond to d(sa3ree'ent or
d(ssent andDor does not use
a**ro*r(ate, res*e)t-ul, non-
)on-rontat(onal a**roa)hes#
May res*ond res*e)t-ully to
d(sa3ree'ent and d(ssent, +ut
res*onds (n)ons(stently and does not
al&ays e'*loy a non-)on-rontat(onal
a**roa)h
Employs a non2confrontational
approach for respondin,
respectfully and appropriately to
disa,reement and dissent, usin,
both as opportunities for learnin,
Models a 0ar(ety o- strate3(es -or
res*ond(n3 res*e)t-ully and e--e)t(0ely
to d(sa3ree'ent and d(ssent, us(n3
+oth as o**ortun(t(es -or learn(n3# ;s
a+le to 'odel th(s ele'ent#
;2-8-2#
.on-l()t
%esolut(on
,oes not address )on-l()ts (n a
solut(on-or(ented andDor res*e)t-ul
'anner#
May atte'*t to res*e)t-ully resol0e
)on-l()ts as they ar(se, +ut e'*loys
only a l('(ted ran3e o- strate3(es#
"onsistently employs a variety of
strate,ies to resolve conflicts in a
constructive and respectful
manner$
.ons(stently e'*loys a 0ar(ety o-
strate3(es to resol0e )on-l()ts (n a
)onstru)t(0e and res*e)t-ul 'anner
and e'*o&ers sta-- to use these
a**roa)hes# ;s a+le to 'odel th(s
ele'ent#
;2-8-3#
.onsensus
/u(ld(n3
,oes not atte'*t to +u(ld )onsensus
&(th(n the s)hool )o''un(ty, or
atte'*ts at )onsensus-+u(ld(n3
around )r(t()al s)hool de)(s(ons are
unsu))ess-ul#
$'*loys a l('(ted nu'+er o-
strate3(es to +u(ld )onsensus &(th(n
the s)hool )o''un(ty, &(th 0ary(n3
de3rees o- su))ess#
!uilds consensus (ithin the school
community around critical school
decisions, employin, a variety of
strate,ies$
$'*loys a 0ar(ety o- strate3(es to
+u(ld )onsensus &(th(n the s)hool
)o''un(ty around )r(t()al s)hool
de)(s(ons &h(le en)oura3(n3 d(alo3ue
and d(--erent *o(nts o- 0(e&# ;s a+le to
'odel th(s ele'ent#
Note: At the Exemplary level, an educators level of expertise is such that he or she is able to model this element through training, teaching, coaching, assisting, and/or demonstrating. In this rubric,
this level of expertise is denoted by Is able to model.
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 21 o- /-20
Appendi@ "$ Teacher Rubric
Standards and Indicators of Effective Teachin, Practice: Rubric
Standard I: Curriculum! Planning! and "ssessment. The teacher promotes the learning and gro(th of all students by pro$iding high-
/uality and coherent instruction! designing and administering authentic and meaningful student assessments! analy3ing student
performance and gro(th data! using this data to impro$e instruction! pro$iding students (ith constructi$e feedbac2 on an ongoing basis!
and continuously refining learning ob=ecti$es.
Indicator I2A$ "urriculum and Plannin,: Hno(s the subEect matter (ell, has a ,ood ,rasp of child development and ho( students learn,
and desi,ns effective and ri,orous standards2based units of instruction consistin, of (ell2structured lessons (ith
measurable outcomes$
I2A$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;-A-1#
Su+Oe)t Matter
7no&led3e
,e'onstrates l('(ted 6no&led3e o-
the su+Oe)t 'atter andDor (ts
*eda3o3yH rel(es hea0(ly on te:t+oo6s
or resour)es -or de0elo*'ent o- the
-a)tual )ontent# %arely en3a3es
students (n learn(n3 e:*er(en)es
-o)used on )o'*le: 6no&led3e or
s6(lls (n the su+Oe)t#
,e'onstrates -a)tual 6no&led3e o-
su+Oe)t 'atter and the *eda3o3y (t
re<u(res +y so'et('es en3a3(n3
students (n learn(n3 e:*er(en)es
around )o'*le: 6no&led3e and s6(lls
(n the su+Oe)t#
emonstrates sound ;no(led,e
and understandin, of the subEect
matter and the peda,o,y it re>uires
by consistently en,a,in, students
in learnin, e@periences that enable
them to ac>uire comple@
;no(led,e and s;ills in the subEect$
,e'onstrates e:*ert(se (n su+Oe)t
'atter and the *eda3o3y (t re<u(res
+y en3a3(n3 all students (n learn(n3
e:*er(en)es that ena+le the' to
synthes(Ne )o'*le: 6no&led3e and
s6(lls (n the su+Oe)t# ;s a+le to 'odel
th(s ele'ent#
;-A-2#
.h(ld and
Adoles)ent
,e0elo*'ent
,e'onstrates l(ttle or no 6no&led3e
o- de0elo*'ental le0els o- students
th(s a3e or d(--eren)es (n ho&
students learn# Ty*()ally de0elo*s one
learn(n3 e:*er(en)e -or all students
that does not ena+le 'ost students to
'eet the (ntended out)o'es#
,e'onstrates 6no&led3e o-
de0elo*'ental le0els o- students th(s
a3e +ut does not (dent(-y
de0elo*'ental le0els and &ays o-
learn(n3 a'on3 the students (n the
)lass andDor de0elo*s learn(n3
e:*er(en)es that ena+le so'e, +ut not
all, students to 'o0e to&ard 'eet(n3
(ntended out)o'es#
emonstrates ;no(led,e of the
developmental levels of students in
the classroom and the different
(ays these students learn by
providin, differentiated learnin,
e@periences that enable all
students to pro,ress to(ard
meetin, intended outcomes$
,e'onstrates e:*ert 6no&led3e o-
the de0elo*'ental le0els o- the
tea)her=s o&n students and students
(n th(s 3rade or su+Oe)t 'ore 3enerally
and uses th(s 6no&led3e to
d(--erent(ate and e:*and learn(n3
e:*er(en)es that ena+le all students
to 'a6e s(3n(-()ant *ro3ress to&ard
'eet(n3 stated out)o'es# ;s a+le to
'odel th(s ele'ent#
#ote: At the E%emplary le0el, an edu)ator=s le0el o- e:*ert(se (s su)h that he or she (s a+le to 'odel th(s ele'ent throu3h tra(n(n3, tea)h(n3, )oa)h(n3, ass(st(n3, andDor
de'onstrat(n3# ;n th(s ru+r(), th(s le0el o- e:*ert(se (s denoted +y A;s a+le to 'odel#B
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 2 o- .-15
Standards and Indicators of Effective Teachin, Practice: Rubric
I2A$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;-A-3#
%(3orous
Standards-
/ased Mn(t
,es(3n
Plans (nd(0(dual lessons rather than
un(ts o- (nstru)t(on, or des(3ns un(ts o-
(nstru)t(on that are not al(3ned &(th
state standardsD lo)al )urr()ula, la)6
'easura+le out)o'es, andDor (n)lude
tas6s that 'ostly rely on lo&er le0el
th(n6(n3 s6(lls#
,es(3ns un(ts o- (nstru)t(on that
address so'e 6no&led3e and s6(lls
de-(ned (n state standardsDlo)al
)urr()ula, +ut so'e student out)o'es
are *oorly de-(ned andDor tas6s rarely
re<u(re h(3her-order th(n6(n3 s6(lls#
esi,ns units of instruction (ith
measurable outcomes and
challen,in, tas;s re>uirin, hi,her2
order thin;in, s;ills that enable
students to learn the ;no(led,e
and s;ills defined in state
standards=local curricula$
,es(3ns (nte3rated un(ts o- (nstru)t(on
&(th 'easura+le, a))ess(+le
out)o'es and )hallen3(n3 tas6s
re<u(r(n3 h(3her-order th(n6(n3 s6(lls
that ena+le students to learn and
a**ly the 6no&led3e and s6(lls
de-(ned (n state standardsDlo)al
)urr()ula# ;s a+le to 'odel th(s
ele'ent#
;-A-4#
9ell-
Stru)tured
@essons
,e0elo*s lessons &(th (na**ro*r(ate
student en3a3e'ent strate3(es,
*a)(n3, se<uen)e, a)t(0(t(es,
'ater(als, resour)es, andDor 3rou*(n3
-or the (ntended out)o'e or -or the
students (n the )lass#
,e0elo*s lessons &(th only so'e
ele'ents o- a**ro*r(ate student
en3a3e'ent strate3(es, *a)(n3,
se<uen)e, a)t(0(t(es, 'ater(als,
resour)es, and 3rou*(n3#
evelops (ell2structured lessons
(ith challen,in,, measurable
obEectives and appropriate student
en,a,ement strate,ies, pacin,,
se>uence, activities, materials,
resources, technolo,ies, and
,roupin,$
,e0elo*s &ell-stru)tured and h(3hly
en3a3(n3 lessons &(th )hallen3(n3,
'easura+le o+Oe)t(0es and
a**ro*r(ate student en3a3e'ent
strate3(es, *a)(n3, se<uen)e,
a)t(0(t(es, 'ater(als, resour)es,
te)hnolo3(es, and 3rou*(n3 to attend
to e0ery student=s needs# ;s a+le to
'odel th(s ele'ent#
#ote: At the E%emplary le0el, an edu)ator=s le0el o- e:*ert(se (s su)h that he or she (s a+le to 'odel th(s ele'ent throu3h tra(n(n3, tea)h(n3, )oa)h(n3, ass(st(n3, andDor
de'onstrat(n3# ;n th(s ru+r(), th(s le0el o- e:*ert(se (s denoted +y A;s a+le to 'odel#B
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 3 o- .-15
Standards and Indicators of Effective Teachin, Practice: Rubric
Indicator I2!$ Assessment: 8ses a variety of informal and formal methods of assessments to measure student learnin,, ,ro(th, and
understandin, to develop differentiated and enhanced learnin, e@periences and improve future instruction$
I2!$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;-/-1#
2ar(ety o-
Assess'ent
Methods
Ad'(n(sters only the assess'ents
re<u(red +y the s)hool andDor
'easures only *o(nt-(n-t('e student
a)h(e0e'ent#
May ad'(n(ster so'e (n-or'al andDor
-or'al assess'ents to 'easure
student learn(n3 +ut rarely 'easures
student *ro3ress to&ard a)h(e0(n3
stateDlo)al standards#
esi,ns and administers a variety
of informal and formal methods
and assessments, includin,
common interim assessments, to
measure each studentFs learnin,,
,ro(th, and pro,ress to(ard
achievin, state=local standards$
Mses an (nte3rated, )o'*rehens(0e
syste' o- (n-or'al and -or'al
assess'ents, (n)lud(n3 )o''on
(nter(' assess'ents, to 'easure
student learn(n3, 3ro&th, and
*ro3ress to&ard a)h(e0(n3 stateDlo)al
standards# ;s a+le to 'odel th(s
ele'ent#
;-/-2#
AdOust'ent to
Pra)t()e
Ma6es -e& adOust'ents to *ra)t()e
+ased on -or'al and (n-or'al
assess'ents#
May or3an(Ne and analyNe so'e
assess'ent results +ut only
o))as(onally adOusts *ra)t()e or
'od(-(es -uture (nstru)t(on +ased on
the -(nd(n3s#
'r,aniDes and analyDes results
from a variety of assessments to
determine pro,ress to(ard
intended outcomes and uses these
findin,s to adEust practice and
identify and=or implement
appropriate differentiated
interventions and enhancements
for students$
Ir3an(Nes and analyNes results -ro'
a )o'*rehens(0e syste' o-
assess'ents to deter'(ne *ro3ress
to&ard (ntended out)o'es and
-re<uently uses these -(nd(n3s to
adOust *ra)t()e and (dent(-y andDor
('*le'ent a**ro*r(ate d(--erent(ated
(nter0ent(ons and enhan)e'ents -or
(nd(0(duals and 3rou*s o- students
and a**ro*r(ate 'od(-()at(ons o-
lessons and un(ts# ;s a+le to 'odel
th(s ele'ent#
#ote: At the E%emplary le0el, an edu)ator=s le0el o- e:*ert(se (s su)h that he or she (s a+le to 'odel th(s ele'ent throu3h tra(n(n3, tea)h(n3, )oa)h(n3, ass(st(n3, andDor
de'onstrat(n3# ;n th(s ru+r(), th(s le0el o- e:*ert(se (s denoted +y A;s a+le to 'odel#B
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 4 o- .-15
Standards and Indicators of Effective Teachin, Practice: Rubric
Indicator I2"$ Analysis: AnalyDes data from assessments, dra(s conclusions, and shares them appropriately$
I2"$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;-.-1#
Analys(s and
.on)lus(ons
,oes not dra& )on)lus(ons -ro'
student data +eyond )o'*let(n3
'(n('al re<u(re'ents su)h as
3rad(n3 -or re*ort )ards#
,ra&s )on)lus(ons -ro' a l('(ted
analys(s o- student data to (n-or'
student 3rad(n3 and *ro'ot(on
de)(s(ons#
Individually and (ith collea,ues,
dra(s appropriate conclusions
from a thorou,h analysis of a (ide
ran,e of assessment data to
improve student learnin,$
;nd(0(dually and &(th )ollea3ues,
dra&s a**ro*r(ate, a)t(ona+le
)on)lus(ons -ro' a thorou3h analys(s
o- a &(de ran3e o- assess'ent data
that ('*ro0e short- and lon3-ter'
(nstru)t(onal de)(s(ons# ;s a+le to
'odel th(s ele'ent#
;-.-2#
Shar(n3
.on)lus(ons
9(th .ollea3ues
%arely shares &(th )ollea3ues
)on)lus(ons a+out student *ro3ress
andDor rarely see6s -eed+a)6#
Inly o))as(onally shares &(th
)ollea3ues )on)lus(ons a+out student
*ro3ress andDor only o))as(onally
see6s -eed+a)6 -ro' the' a+out
*ra)t()es that &(ll su**ort ('*ro0ed
student learn(n3#
Re,ularly shares (ith appropriate
collea,ues 3e$,$, ,eneral
education, special education, and
En,lish learner staff4 conclusions
about student pro,ress and see;s
feedbac; from them about
instructional or assessment
practices that (ill support
improved student learnin,$
$sta+l(shes and ('*le'ents a
s)hedule and *lan -or re3ularly
shar(n3 &(th all a**ro*r(ate
)ollea3ues )on)lus(ons and (ns(3hts
a+out student *ro3ress# See6s and
a**l(es -eed+a)6 -ro' the' a+out
*ra)t()es that &(ll su**ort ('*ro0ed
student learn(n3# ;s a+le to 'odel th(s
ele'ent#
;-.-3#
Shar(n3
.on)lus(ons
9(th Students
Pro0(des l(ttle or no -eed+a)6 on
student *er-or'an)e e:)e*t throu3h
3rades or re*ort o- tas6 )o'*let(on,
or *ro0(des (na**ro*r(ate -eed+a)6
that does not su**ort students to
('*ro0e the(r *er-or'an)e#
Pro0(des so'e -eed+a)6 a+out
*er-or'an)e +eyond 3rades +ut
rarely shares strate3(es -or students
to ('*ro0e the(r *er-or'an)e to&ard
o+Oe)t(0es#
!ased on assessment results,
provides descriptive feedbac; and
en,a,es students and families in
constructive conversation that
focuses on ho( students can
improve their performance$
$sta+l(shes early, )onstru)t(0e
-eed+a)6 loo*s &(th students and
-a'(l(es that )reate a d(alo3ue a+out
*er-or'an)e, *ro3ress, and
('*ro0e'ent# ;s a+le to 'odel th(s
ele'ent#
#ote: At the E%emplary le0el, an edu)ator=s le0el o- e:*ert(se (s su)h that he or she (s a+le to 'odel th(s ele'ent throu3h tra(n(n3, tea)h(n3, )oa)h(n3, ass(st(n3, andDor
de'onstrat(n3# ;n th(s ru+r(), th(s le0el o- e:*ert(se (s denoted +y A;s a+le to 'odel#B
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 5 o- .-15
Standards and Indicators of Effective Teachin, Practice: Rubric
Standard II: $eaching "ll Students. The teacher promotes the learning and gro(th of all students through instructional practices that
establish high e%pectations! create a safe and effecti$e classroom en$ironment! and demonstrate cultural proficiency.
Indicator II2A$ Instruction: 8ses instructional practices that reflect hi,h e@pectations re,ardin, content and >uality of effort and (or;G
en,a,e all studentsG and are personaliDed to accommodate diverse learnin, styles, needs, interests, and levels of
readiness$
II2A$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;;-A-1#
Qual(ty o- $--ort
and 9or6
$sta+l(shes no or lo& e:*e)tat(ons
around <ual(ty o- &or6 and e--ort
andDor o--ers -e& su**orts -or
students to *rodu)e <ual(ty &or6 or
e--ort#
May states h(3h e:*e)tat(ons -or
<ual(ty and e--ort, +ut *ro0(des -e&
e:e'*lars and ru+r()s, l('(ted 3u(ded
*ra)t()e, andDor -e& other su**orts to
hel* students 6no& &hat (s e:*e)ted
o- the'H 'ay esta+l(sh (na**ro*r(ately
lo& e:*e)tat(ons -or <ual(ty and e--ort#
"onsistently defines hi,h
e@pectations for the >uality of
student (or; and the perseverance
and effort re>uired to produce itG
often provides e@emplars, rubrics,
and ,uided practice$
.ons(stently de-(nes h(3h
e:*e)tat(ons -or <ual(ty &or6 and
e--ort and e--e)t(0ely su**orts
students to set h(3h e:*e)tat(ons -or
ea)h other to *erse0ere and *rodu)e
h(3h-<ual(ty &or6# ;s a+le to 'odel
th(s ele'ent#
;;-A-2#
Student
$n3a3e'ent
Mses (nstru)t(onal *ra)t()es that lea0e
'ost students un(n0ol0ed andDor
*ass(0e *art()(*ants#
Mses (nstru)t(onal *ra)t()es that
'ot(0ate and en3a3e so'e students
+ut lea0e others un(n0ol0ed andDor
*ass(0e *art()(*ants#
"onsistently uses instructional
practices that are li;ely to motivate
and en,a,e most students durin,
the lesson$
.ons(stently uses (nstru)t(onal
*ra)t()es that ty*()ally 'ot(0ate and
en3a3e 'ost students +oth dur(n3 the
lesson and dur(n3 (nde*endent &or6
and ho'e &or6# ;s a+le to 'odel th(s
ele'ent#
;;-A-3#
Meet(n3 ,(0erse
"eeds
Mses l('(ted andDor (na**ro*r(ate
*ra)t()es to a))o''odate
d(--eren)es#
May use so'e a**ro*r(ate *ra)t()es
to a))o''odate d(--eren)es, +ut -a(ls
to address an ade<uate ran3e o-
d(--eren)es#
8ses appropriate practices,
includin, tiered instruction and
scaffolds, to accommodate
differences in learnin, styles,
needs, interests, and levels of
readiness, includin, those of
students (ith disabilities and
En,lish learners$
Mses a 0ar(ed re*erto(re o- *ra)t()es
to )reate stru)tured o**ortun(t(es -or
ea)h student to 'eet or e:)eed state
standardsDlo)al )urr()ulu' and
+eha0(oral e:*e)tat(ons# ;s a+le to
'odel th(s ele'ent#
#ote: At the E%emplary le0el, an edu)ator=s le0el o- e:*ert(se (s su)h that he or she (s a+le to 'odel th(s ele'ent throu3h tra(n(n3, tea)h(n3, )oa)h(n3, ass(st(n3, andDor
de'onstrat(n3# ;n th(s ru+r(), th(s le0el o- e:*ert(se (s denoted +y A;s a+le to 'odel#B
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 6 o- .-15
Standards and Indicators of Effective Teachin, Practice: Rubric
Indicator II2!$ #earnin, Environment: "reates and maintains a safe and collaborative learnin, environment that motivates students to
ta;e academic ris;s, challen,e themselves, and claim o(nership of their learnin,$
II2!$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;;-/-1#
Sa-e @earn(n3
$n0(ron'ent
Ma(nta(ns a *hys()al en0(ron'ent that
(s unsa-e or does not su**ort student
learn(n3# Mses (na**ro*r(ate or
(ne--e)t(0e r(tuals, rout(nes, andDor
res*onses to re(n-or)e *os(t(0e
+eha0(or or res*ond to +eha0(ors that
(nter-ere &(th students= learn(n3#
May )reate and 'a(nta(n a sa-e
*hys()al en0(ron'ent +ut
(n)ons(stently 'a(nta(ns r(tuals,
rout(nes, and res*onses needed to
*re0ent andDor sto* +eha0(ors that
(nter-ere &(th all students= learn(n3#
8ses rituals, routines, and
appropriate responses that create
and maintain a safe physical and
intellectual environment (here
students ta;e academic ris;s and
most behaviors that interfere (ith
learnin, are prevented$
Mses r(tuals, rout(nes, and *roa)t(0e
res*onses that )reate and 'a(nta(n a
sa-e *hys()al and (ntelle)tual
en0(ron'ent &here students ta6e
a)ade'() r(s6s and *lay an a)t(0e role
J(nd(0(dually and )olle)t(0elyJ(n
*re0ent(n3 +eha0(ors that (nter-ere
&(th learn(n3# ;s a+le to 'odel th(s
ele'ent#
;;-/-2#
.olla+orat(0e
@earn(n3
$n0(ron'ent
Ma6es l(ttle e--ort to tea)h
(nter*ersonal, 3rou*, and
)o''un()at(on s6(lls or -a)(l(tate
student &or6 (n 3rou*s, or su)h
atte'*ts are (ne--e)t(0e#
Tea)hes so'e (nter*ersonal, 3rou*,
and )o''un()at(on s6(lls and
*ro0(des so'e o**ortun(t(es -or
students to &or6 (n 3rou*s#
evelops studentsF interpersonal,
,roup, and communication s;ills
and provides opportunities for
students to learn in ,roups (ith
diverse peers$
Tea)hes and re(n-or)es (nter*ersonal,
3rou*, and )o''un()at(on s6(lls so
that students see6 out the(r *eers as
resour)es# ;s a+le to 'odel th(s
*ra)t()e#
;;-/-3#
Student
Mot(0at(on
,(re)ts all learn(n3 e:*er(en)es,
*ro0(d(n3 -e&, (- any, o**ortun(t(es -or
students to ta6e a)ade'() r(s6s or
)hallen3e the'sel0es to learn#
.reates so'e learn(n3 e:*er(en)es
that 3u(de students to (dent(-y needs,
as6 -or su**ort, and )hallen3e
the'sel0es to ta6e a)ade'() r(s6s#
"onsistently creates learnin,
e@periences that ,uide students to
identify their stren,ths, interests,
and needsG as; for support (hen
appropriateG ta;e academic ris;sG
and challen,e themselves to learn$
.ons(stently su**orts students to
(dent(-y stren3ths, (nterests, and
needsH as6 -or su**ortH ta6e r(s6sH
)hallen3e the'sel0esH set learn(n3
3oalsH and 'on(tor the(r o&n
*ro3ress# Models these s6(lls -or
)ollea3ues#
#ote: At the E%emplary le0el, an edu)ator=s le0el o- e:*ert(se (s su)h that he or she (s a+le to 'odel th(s ele'ent throu3h tra(n(n3, tea)h(n3, )oa)h(n3, ass(st(n3, andDor
de'onstrat(n3# ;n th(s ru+r(), th(s le0el o- e:*ert(se (s denoted +y A;s a+le to 'odel#B
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 7 o- .-15
Standards and Indicators of Effective Teachin, Practice: Rubric
Indicator II2"$ "ultural Proficiency: Actively creates and maintains an environment in (hich studentsF diverse bac;,rounds, identities,
stren,ths, and challen,es are respected$
II2"$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;;-.-1#
%es*e)ts
,(--eren)es
$sta+l(shes an en0(ron'ent (n &h()h
students de'onstrate l('(ted res*e)t
-or (nd(0(dual d(--eren)es#
$sta+l(shes an en0(ron'ent (n &h()h
students 3enerally de'onstrate
res*e)t -or (nd(0(dual d(--eren)es
"onsistently uses strate,ies and
practices that are li;ely to enable
students to demonstrate respect
for and affirm their o(n and othersF
differences related to bac;,round,
identity, lan,ua,e, stren,ths, and
challen,es$
$sta+l(shes an en0(ron'ent (n &h()h
students res*e)t and a--(r' the(r o&n
and others= d(--eren)es and are
su**orted to share and e:*lore
d(--eren)es and s('(lar(t(es related to
+a)63round, (dent(ty, lan3ua3e,
stren3ths, and )hallen3es# ;s a+le to
'odel th(s *ra)t()e#
;;-.-2#
Ma(nta(ns
%es*e)t-ul
$n0(ron'ent
M(n('(Nes or (3nores )on-l()ts andDor
res*onds (n (na**ro*r(ate &ays#
Ant()(*ates and res*onds
a**ro*r(ately to so'e )on-l()ts or
'(sunderstand(n3s +ut (3nores andDor
'(n('(Nes others#
Anticipates and responds
appropriately to conflicts or
misunderstandin,s arisin, from
differences in bac;,rounds,
lan,ua,es, and identities$
Ant()(*ates and res*onds
a**ro*r(ately to )on-l()ts or
'(sunderstand(n3s ar(s(n3 -ro'
d(--eren)es (n +a)63rounds,
lan3ua3es, and (dent(t(es (n &ays that
lead students to +e a+le to do the
sa'e (nde*endently# ;s a+le to 'odel
th(s *ra)t()e#
#ote: At the E%emplary le0el, an edu)ator=s le0el o- e:*ert(se (s su)h that he or she (s a+le to 'odel th(s ele'ent throu3h tra(n(n3, tea)h(n3, )oa)h(n3, ass(st(n3, andDor
de'onstrat(n3# ;n th(s ru+r(), th(s le0el o- e:*ert(se (s denoted +y A;s a+le to 'odel#B
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 8 o- .-15
Standards and Indicators of Effective Teachin, Practice: Rubric
Indicator II2$ E@pectations: Plans and implements lessons that set clear and hi,h e@pectations and also ma;e ;no(led,e accessible
for all students$
II2$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;;-,-1#
.lear
$:*e)tat(ons
,oes not 'a6e s*e)(-() a)ade'() and
+eha0(or e:*e)tat(ons )lear to
students#
May announ)e and *ost )lassroo'
a)ade'() and +eha0(or rules and
)onse<uen)es, +ut (n)ons(stently or
(ne--e)t(0ely en-or)es the'#
"learly communicates and
consistently enforces specific
standards for student (or;, effort,
and behavior$
.learly )o''un()ates and
)ons(stently en-or)es s*e)(-()
standards -or student &or6, e--ort, and
+eha0(or so that 'ost students are
a+le to des)r(+e the' and ta6e
o&nersh(* o- 'eet(n3 the'# ;s a+le to
'odel th(s ele'ent#
;;-,-2#
1(3h
$:*e)tat(ons
5(0es u* on so'e students or
)o''un()ates that so'e )annot
'aster )hallen3(n3 'ater(al#
May tell students that the su+Oe)t or
ass(3n'ent (s )hallen3(n3 and that
they need to &or6 hard +ut does l(ttle
to )ountera)t student '(s)on)e*t(ons
a+out (nnate a+(l(ty#
Effectively models and reinforces
(ays that students can master
challen,in, material throu,h
effective effort, rather than havin,
to depend on innate ability$
$--e)t(0ely 'odels and re(n-or)es
&ays that students )an )ons(stently
'aster )hallen3(n3 'ater(al throu3h
e--e)t(0e e--ort# Su))ess-ully
)hallen3es students= '(s)on)e*t(ons
a+out (nnate a+(l(ty# ;s a+le to 'odel
th(s ele'ent#
;;-,-3#
A))ess to
7no&led3e
%arely ada*ts (nstru)t(on, 'ater(als,
and assess'ents to 'a6e
)hallen3(n3 'ater(al a))ess(+le to all
students#
I))as(onally ada*ts (nstru)t(on,
'ater(als, and assess'ents to 'a6e
)hallen3(n3 'ater(al a))ess(+le to all
students#
"onsistently adapts instruction,
materials, and assessments to
ma;e challen,in, material
accessible to all students,
includin, En,lish learners and
students (ith disabilities$
;nd(0(dually and &(th )ollea3ues,
)ons(stently ada*ts (nstru)t(on,
'ater(als, and assess'ents to 'a6e
)hallen3(n3 'ater(al a))ess(+le to all
students, (n)lud(n3 $n3l(sh learners
and students &(th d(sa+(l(t(es# ;s a+le
to 'odel th(s ele'ent#
#ote: At the E%emplary le0el, an edu)ator=s le0el o- e:*ert(se (s su)h that he or she (s a+le to 'odel th(s ele'ent throu3h tra(n(n3, tea)h(n3, )oa)h(n3, ass(st(n3, andDor
de'onstrat(n3# ;n th(s ru+r(), th(s le0el o- e:*ert(se (s denoted +y A;s a+le to 'odel#B
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 9 o- .-15
Standards and Indicators of Effective Teachin, Practice: Rubric
Standard III: Family and Community Engagement. The teacher promotes the learning and gro(th of all students through effecti$e
partnerships (ith families! caregi$ers! community members! and organi3ations.
Indicator III2A$ En,a,ement: <elcomes and encoura,es every family to become active participants in the classroom and school
community$
III2A$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;;;-A-1#
ParentD8a'(ly
$n3a3e'ent
,oes not &el)o'e -a'(l(es to
+e)o'e *art()(*ants (n the
)lassroo' and s)hool )o''un(ty
or a)t(0ely d(s)oura3es the(r
*art()(*at(on#
Ma6es l('(ted atte'*ts to (n0ol0e
-a'(l(es (n s)hool andDor
)lassroo' a)t(0(t(es, 'eet(n3s,
and *lann(n3#
8ses a variety of strate,ies to
support every family to
participate actively and
appropriately in the classroom
and school community$
Su))ess-ully en3a3es 'ost
-a'(l(es and susta(ns the(r a)t(0e
and a**ro*r(ate *art()(*at(on (n
the )lassroo' and s)hool
)o''un(ty# ;s a+le to 'odel th(s
ele'ent#
Indicator III2!$ "ollaboration: "ollaborates (ith families to create and implement strate,ies for supportin, student learnin,
and development both at home and at school$
III2!$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;;;-/-1#
@earn(n3
$:*e)tat(ons
,oes not (n-or' *arents a+out
learn(n3 or +eha0(or e:*e)tat(ons#
Sends ho'e only a l(st o- )lassroo'
rules and the learn(n3 outl(ne or
sylla+us -or the year#
"onsistently provides parents (ith
clear, user2friendly e@pectations
for student learnin, and behavior$
Su))ess-ully )on0eys to 'ost *arents
student learn(n3 and +eha0(or
e:*e)tat(ons# ;s a+le to 'odel th(s
ele'ent#
;;;-/-2#
.urr()ulu'
Su**ort
%arely, (- e0er, )o''un()ates &(th
*arents on &ays to su**ort )h(ldren
at ho'e or at s)hool#
Sends ho'e o))as(onal su33est(ons
on ho& *arents )an su**ort )h(ldren
at ho'e or at s)hool#
Re,ularly updates parents on
curriculum throu,hout the year
and su,,ests strate,ies for
supportin, learnin, at school and
home, includin, appropriate
adaptation for students (ith
disabilities or limited En,lish
proficiency$
Su))ess-ully *ro'*ts 'ost -a'(l(es to
use one or 'ore o- the strate3(es
su33ested -or su**ort(n3 learn(n3 at
s)hool and ho'e and see6s out
e0(den)e o- the(r ('*a)t# ;s a+le to
'odel th(s ele'ent#
#ote: At the E%emplary le0el, an edu)ator=s le0el o- e:*ert(se (s su)h that he or she (s a+le to 'odel th(s ele'ent throu3h tra(n(n3, tea)h(n3, )oa)h(n3, ass(st(n3, andDor
de'onstrat(n3# ;n th(s ru+r(), th(s le0el o- e:*ert(se (s denoted +y A;s a+le to 'odel#B
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 10 o- .-15
Standards and Indicators of Effective Teachin, Practice: Rubric
Indicator III2"$ "ommunication: En,a,es in re,ular, t(o2(ay, and culturally proficient communication (ith families about student
learnin, and performance$
III2"$
Elements
8nsatisfactory 6eeds Improvement Proficient E@emplary
;;;-.-1#
T&o-9ay
.o''un()at(on
%arely )o''un()ates &(th -a'(l(es
e:)e*t throu3h re*ort )ardsH rarely
sol()(ts or res*onds *ro'*tly and
)are-ully to )o''un()at(ons -ro'
-a'(l(es#
%el(es *r('ar(ly on ne&sletters and
other one-&ay 'ed(a and usually
res*onds *ro'*tly to )o''un()at(ons
-ro' -a'(l(es#
Re,ularly uses t(o2(ay
communication (ith families about
student performance and learnin,
and responds promptly and
carefully to communications from
families$
%e3ularly uses a t&o-&ay syste' that
su**orts -re<uent, *roa)t(0e, and
*ersonal(Ned )o''un()at(on &(th
-a'(l(es a+out student *er-or'an)e
and learn(n3# ;s a+le to 'odel th(s
ele'ent#
;;;-.-2#
.ulturally
Pro-()(ent
.o''un()at(on
Ma6es -e& atte'*ts to res*ond to
d(--erent -a'(ly )ultural nor's andDor
res*onds (na**ro*r(ately or
d(sres*e)t-ully#
May )o''un()ate res*e)t-ully and
'a6e e--orts to ta6e (nto a))ount
d(--erent -a'(l(es= ho'e lan3ua3e,
)ulture, and 0alues, +ut does so
(n)ons(stently or does not
de'onstrate understand(n3 and
sens(t(0(ty to the d(--eren)es#
Al(ays communicates respectfully
(ith families and demonstrates
understandin, of and sensitivity to
different familiesF home lan,ua,e,
culture, and values$
Al&ays )o''un()ates res*e)t-ully
&(th -a'(l(es and de'onstrates
understand(n3 and a**re)(at(on o-
d(--erent -a'(l(es= ho'e lan3ua3e,
)ulture, and 0alues# ;s a+le to 'odel
th(s ele'ent#
#ote: At the E%emplary le0el, an edu)ator=s le0el o- e:*ert(se (s su)h that he or she (s a+le to 'odel th(s ele'ent throu3h tra(n(n3, tea)h(n3, )oa)h(n3, ass(st(n3, andDor
de'onstrat(n3# ;n th(s ru+r(), th(s le0el o- e:*ert(se (s denoted +y A;s a+le to 'odel#B
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 11 o- .-15
Standards and Indicators of Effective Teachin, Practice: Rubric
Standard I: Professional Culture. The teacher promotes the learning and gro(th of all students through ethical! culturally proficient!
s2illed! and collaborati$e practice.
Indicator I72A$ Reflection: emonstrates the capacity to reflect on and improve the educatorFs o(n practice, usin, informal means as
(ell as meetin,s (ith teams and (or; ,roups to ,ather information, analyDe data, e@amine issues, set meanin,ful ,oals,
and develop ne( approaches in order to improve teachin, and learnin,$
I72A$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-A-1#
%e-le)t(0e
Pra)t()e
,e'onstrates l('(ted re-le)t(on on
*ra)t()e andDor use o- (ns(3hts 3a(ned
to ('*ro0e *ra)t()e#
May re-le)t on the e--e)t(0eness o-
lessonsD un(ts and (ntera)t(ons &(th
students +ut not &(th )ollea3ues
andDor rarely uses (ns(3hts to ('*ro0e
*ra)t()e#
Re,ularly reflects on the
effectiveness of lessons, units, and
interactions (ith students, both
individually and (ith collea,ues,
and uses insi,hts ,ained to
improve practice and student
learnin,$
%e3ularly re-le)ts on the e--e)t(0eness
o- lessons, un(ts, and (ntera)t(ons &(th
students, +oth (nd(0(dually and &(th
)ollea3uesH and uses and shares &(th
)ollea3ues, (ns(3hts 3a(ned to
('*ro0e *ra)t()e and student
learn(n3# ;s a+le to 'odel th(s
ele'ent#
;2-A-2#
5oal Sett(n3
5enerally, *art()(*ates *ass(0ely (n
the 3oal-sett(n3 *ro)ess andDor
*ro*oses 3oals that are 0a3ue or
easy to rea)h#
Pro*oses 3oals that are so'et('es
0a3ue or easy to a)h(e0e andDor
+ases 3oals on a l('(ted sel--
assess'ent and analys(s o- student
learn(n3 data#
Proposes challen,in,, measurable
professional practice, team, and
student learnin, ,oals that are
based on thorou,h self2
assessment and analysis of
student learnin, data$
;nd(0(dually and &(th )ollea3ues +u(lds
)a*a)(ty to *ro*ose and 'on(tor
)hallen3(n3, 'easura+le 3oals +ased
on thorou3h sel--assess'ent and
analys(s o- student learn(n3 data# ;s
a+le to 'odel th(s ele'ent#
#ote: At the E%emplary le0el, an edu)ator=s le0el o- e:*ert(se (s su)h that he or she (s a+le to 'odel th(s ele'ent throu3h tra(n(n3, tea)h(n3, )oa)h(n3, ass(st(n3, andDor
de'onstrat(n3# ;n th(s ru+r(), th(s le0el o- e:*ert(se (s denoted +y A;s a+le to 'odel#B
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 12 o- .-15
Standards and Indicators of Effective Teachin, Practice: Rubric
Indicator I72!$ Professional Gro(th: Actively pursues professional development and learnin, opportunities to improve >uality of
practice or build the e@pertise and e@perience to assume different instructional and leadership roles$
I72!$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-/-1#
Pro-ess(onal
@earn(n3 and
5ro&th
Part()(*ates (n -e&, (- any,
*ro-ess(onal de0elo*'ent and
learn(n3 o**ortun(t(es to ('*ro0e
*ra)t()e andDor a**l(es l(ttle ne&
learn(n3 to *ra)t()e#
Part()(*ates only (n re<u(red
*ro-ess(onal de0elo*'ent a)t(0(t(es
andDor (n)ons(stently or
(na**ro*r(ately a**l(es ne& learn(n3
to ('*ro0e *ra)t()e#
"onsistently see;s out and
applies, (hen appropriate, ideas
for improvin, practice from
supervisors, collea,ues,
professional development
activities, and other resources to
,ain e@pertise and=or assume
different instruction and leadership
responsibilities$
.ons(stently see6s out *ro-ess(onal
de0elo*'ent and learn(n3
o**ortun(t(es that ('*ro0e *ra)t()e
and +u(ld e:*ert(se o- sel- and other
edu)ators (n (nstru)t(on and
leadersh(*# ;s a+le to 'odel th(s
ele'ent#
Indicator I72"$ "ollaboration: "ollaborates effectively (ith collea,ues on a (ide ran,e of tas;s$
I72"$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-.-1#
Pro-ess(onal
.olla+orat(on
%arely andDor (ne--e)t(0ely
)olla+orates &(th )ollea3uesH
)on0ersat(ons o-ten la)6 -o)us on
('*ro0(n3 student learn(n3#
,oes not )ons(stently )olla+orate &(th
)ollea3ues (n &ays that su**ort
*rodu)t(0e tea' e--ort#
"onsistently and effectively
collaborates (ith collea,ues in
such (or; as developin,
standards2based units, e@aminin,
student (or;, analyDin, student
performance, and plannin,
appropriate intervention$
Su**orts )ollea3ues to )olla+orate (n
areas su)h as de0elo*(n3 standards-
+ased un(ts, e:a'(n(n3 student &or6,
analyN(n3 student *er-or'an)e, and
*lann(n3 a**ro*r(ate (nter0ent(on# ;s
a+le to 'odel th(s ele'ent#
#ote: At the E%emplary le0el, an edu)ator=s le0el o- e:*ert(se (s su)h that he or she (s a+le to 'odel th(s ele'ent throu3h tra(n(n3, tea)h(n3, )oa)h(n3, ass(st(n3, andDor
de'onstrat(n3# ;n th(s ru+r(), th(s le0el o- e:*ert(se (s denoted +y A;s a+le to 'odel#B
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 13 o- .-15
Standards and Indicators of Effective Teachin, Practice: Rubric
Indicator I72$ ecision2Ma;in,: !ecomes involved in school(ide decision ma;in,, and ta;es an active role in school improvement
plannin,$
I72$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-,-1#
,e)(s(on-Ma6(n3
Part()(*ates (n *lann(n3 and de)(s(on
'a6(n3 at the s)hool, de*art'ent,
andDor 3rade le0el only &hen as6ed
and rarely )ontr(+utes rele0ant (deas
or e:*ert(se#
May *art()(*ate (n *lann(n3 and
de)(s(on 'a6(n3 at the s)hool,
de*art'ent, andDor 3rade le0el +ut
rarely )ontr(+utes rele0ant (deas or
e:*ert(se#
"onsistently contributes relevant
ideas and e@pertise to plannin,
and decision ma;in, at the school,
department, and=or ,rade level$
; ;n *lann(n3 and de)(s(on-'a6(n3 at
the s)hool, de*art'ent, andDor 3rade
le0el, )ons(stently )ontr(+utes (deas
and e:*ert(se that are )r(t()al to
s)hool ('*ro0e'ent e--orts# ;s a+le to
'odel th(s ele'ent#
Indicator I72E$ Shared Responsibility: Shares responsibility for the performance of all students (ithin the school$
I72E$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-$-1#
Shared
%es*ons(+(l(ty
%arely re(n-or)es s)hool&(de
+eha0(or and learn(n3 e:*e)tat(ons
-or all students andDor 'a6es a l('(ted
)ontr(+ut(on to the(r learn(n3 +y rarely
shar(n3 res*ons(+(l(ty -or 'eet(n3 the(r
needs#
9(th(n and +eyond the )lassroo',
(n)ons(stently re(n-or)es s)hool&(de
+eha0(or and learn(n3 e:*e)tat(ons
-or all students, andDor 'a6es a
l('(ted )ontr(+ut(on to the(r learn(n3 +y
(n)ons(stently shar(n3 res*ons(+(l(ty
-or 'eet(n3 the(r needs#
<ithin and beyond the classroom,
consistently reinforces school(ide
behavior and learnin, e@pectations
for all students, and contributes to
their learnin, by sharin,
responsibility for meetin, their
needs$
;nd(0(dually and &(th
)ollea3uesde0elo*s strate3(es and
a)t(ons that )ontr(+ute to the learn(n3
and *rodu)t(0e +eha0(or o- all
students at the s)hool# ;s a+le to
'odel th(s ele'ent#
#ote: At the E%emplary le0el, an edu)ator=s le0el o- e:*ert(se (s su)h that he or she (s a+le to 'odel th(s ele'ent throu3h tra(n(n3, tea)h(n3, )oa)h(n3, ass(st(n3, andDor
de'onstrat(n3# ;n th(s ru+r(), th(s le0el o- e:*ert(se (s denoted +y A;s a+le to 'odel#B
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 14 o- .-15
Standards and Indicators of Effective Teachin, Practice: Rubric
Indicator I72:$ Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently$
I72:$ Elements 8nsatisfactory 6eeds Improvement Proficient E@emplary
;2-8-1#
Jud3'ent
,e'onstrates *oor Oud3'ent andDor
d(s)loses )on-(dent(al student
(n-or'at(on (na**ro*r(ately#
So'et('es de'onstrates
<uest(ona+le Oud3'ent andDor
(nad0ertently shares )on-(dent(al
(n-or'at(on#
emonstrates sound Eud,ment
reflectin, inte,rity, honesty,
fairness, and trust(orthiness and
protects student confidentiality
appropriately$
,e'onstrates sound Oud3'ent and
a)ts a**ro*r(ately to *rote)t student
)on-(dent(al(ty, r(3hts and sa-ety# ;s
a+le to 'odel th(s ele'ent#
;2-8-2#
%el(a+(l(ty L
%es*ons(+(l(ty
8re<uently '(sses or (s late to
ass(3n'ents, 'a6es errors (n
re)ords, andDor '(sses *a*er&or6
deadl(nesH -re<uently late or a+sent#
I))as(onally '(sses or (s late to
ass(3n'ents, )o'*letes &or6 late,
andDor 'a6es errors (n re)ords#
"onsistently fulfills professional
responsibilitiesG is consistently
punctual and reliable (ith
paper(or;, duties, and
assi,nmentsG and is rarely late or
absent from school$
.ons(stently -ul-(lls all *ro-ess(onal
res*ons(+(l(t(es to h(3h standards# ;s
a+le to 'odel th(s ele'ent#

#ote: At the E%emplary le0el, an edu)ator=s le0el o- e:*ert(se (s su)h that he or she (s a+le to 'odel th(s ele'ent throu3h tra(n(n3, tea)h(n3, )oa)h(n3, ass(st(n3, andDor
de'onstrat(n3# ;n th(s ru+r(), th(s le0el o- e:*ert(se (s denoted +y A;s a+le to 'odel#B
Part ;;;! 5u(de to %u+r()s and Model %u+r()s -or Su*er(ntendent, Pr(n)(*al and Tea)her January 2012 *a3e 15 o- .-15