master principal criteria and rubrics jan 21

8/7/2019 MASTER Principal Criteria and Rubrics Jan 21

1/11

February 2, 2011

PPRRIINNCCIIPPAALL CCRRIITTEERRIIAA AANNDD RRUUBBRRIICCSS

CRITERION 1: Creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff: influence, establish, and

sustain a school culture conducive to continuous improvement for students and staff.

INDICATOR(S)

TIER 1

KEY WORDS/PHRASES:

DOES NOT SHOW

COMPETENCE

TIER 2

KEY WORDS/PHRASES:

SELDOM; INCONSISTENTLY

TIER 3

KEY WORDS/PHRASES:

REGULARLY; CONSISTENTLY

TIER 4

KEY WORDS/PHRASES:

CONSISTENTLY EXCEEDS;

MOST EFFECTIVELY

Improvement and highexpectations

Principal inconsistently orincompetently articulates a

vision for continuous

improvement, high expectations,

and lifelong learning within the

entire school community.

Principal articulates a vision forcontinuous improvement, high

expectations, and lifelong

learning within the entire school

community.

Principal collaborativelydevelops a shared vision for

continuous improvement, high

expectations, and lifelong


community.

Principal empowers and inspiresstaff in their development of a

shared vision for continuous

improvement, high expectations,

and motivation of lifelong


community.

School atmosphere Principal does not showcompetence in communicating

and modeling an atmosphere of

trust and respect with

stakeholders. Behavior is

divisive and allows staff and

students to engage in divisive

behavior.

Principal communicates andmodels an inclusive and trusting

environment is inconsistent.

He/she recognizes divisive

behaviors and attempts to

correct these behaviors.

Principal regularly uses a varietyof strategies to communicate

and model inclusiveness and

trust. He/she quickly and

efficiently addresses issues

relating to behavior that is

divisive.

Principals communication andmodeling is regular and frequent

and uses a variety of methods.

He/she takes a leadership role in

cultivating a diverse and

inclusive school community.

NEWESD 101 Consortium

Almira Pullman

Davenport Reardan-Edwall

Liberty Ritzville

Medical Lake Wilbur

Teacher-Principal Evaluation Pilot


2/11


3/11

February 2, 2011

CRITERION 2: Providing for school safety: The principal leads the development and annual update of a comprehensive safe schools plan that includes

prevention, intervention, crisis response and recovery.

INDICATOR(S)

TIER 1

KEY WORDS/PHRASES:DOES NOT SHOW

COMPETENCE

TIER 2

KEY WORDS/PHRASES:SELDOM; INCONSISTENTLY

TIER 3

KEY WORDS/PHRASES:REGULARLY; CONSISTENTLY

TIER 4

KEY WORDS/PHRASES:CONSISTENTLY EXCEEDS;

MOST EFFECTIVELY

School safety and crisis plans Principal does not demonstrate

competence in analyzing and/or

implementing school safety and

discipline crisis plans and

utilizing community resources.

Principal analyzes and

implements school safety and

discipline crisis plans based on

school data and utilizing

community resources.

The principal collaboratively

analyzes and implements school

safety and discipline crisis plans

based on school data and

utilizing community resources.

The principal consistently

analyzes and systematically

implements school safety and

discipline crisis plans based on

school data and utilizing

community resources.

Safe classroom environment Principal does not effectively

supervise teachers instructional

practices, classroom

management and discipline to

ensure a safe classroom

environment.

Principal supervises teachers

instructional practices,

classroom management and

discipline to ensure a safe

classroom environment.

Principal effectively supervises

and provides feedback that

shapes teachers instructional




environment.

Principal supervises, guides, and

develops teachers instructional




environment.

Policy and law requirements Policy and law requirements

regarding discipline and safety

are not being met.

Principal is aware of policy and

law requirements regarding

discipline and safety and

addresses concerns as they arise.

Principal proactively and

systematically applies legal and

district policy requirements

regarding discipline and safety.

NA

School-wide discipline plan No evidence of a school-wide

discipline plan.

The school-wide discipline plan is

developed and communicated.

The school-wide discipline plan is

developed, communicated and

applied.

A systematic, self-sustaining,

proactive approach to a

school-wide discipline plan is

observable.


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5/11

February 2, 2011

CRITERION 4: Aligning curriculum: assisting instructional staff with alignment of curriculum, instruction and assessment with state and local district learning

goals.

INDICATOR(S)

TIER 1

KEY WORDS/PHRASES:DOES NOT SHOW

COMPETENCE

TIER 2

KEY WORDS/PHRASES:SELDOM; INCONSISTENTLY

TIER 3

KEY WORDS/PHRASES:REGULARLY; CONSISTENTLY

TIER 4

KEY WORDS/PHRASES:CONSISTENTLY EXCEEDS;

MOST EFFECTIVELY

Assessment, data and

interventions

Assessments and data have no

connection to intervention.

Assessments and data are used

to design interventions.


to design and monitor

effectiveness of interventions.


collaboratively to design,

individualize and monitor

effectiveness of interventions.

Improving instruction Principal does not demonstrateevidence of knowledge, coaching

or observation of best

instructional and assessment

practices.

Principal uses knowledge of bestpractices to give feedback about

classroom instruction.

Principal uses knowledge of bestpractices to give constructive

feedback and provides

professional development

opportunities to improve

classroom instruction.

Principal uses knowledge of bestpractices of instruction and

assessment to give feedback to

improve classroom instruction.

Engages staff in frequent

conversations and reflection

about classroom practices.

Curriculum alignment Principal does not demonstrate

understanding of curriculumalignment and its importance.

Principal can talk to staff about

curriculum alignment at asuperficial level.

Principal can engage staff in the

curriculum alignment process.

Principal deeply understands

curriculum alignment and itsimportance and can lead the

staff through the process as well

as follow-up.


6/11

February 2, 2011

CRITERION 5: Improving instruction: The principal is fundamental to the monitoring, assisting and evaluating effective instruction and assessment practices.

INDICATOR(S)

TIER 1

KEY WORDS/PHRASES:

DOES NOT SHOWCOMPETENCE

TIER 2

KEY WORDS/PHRASES:


TIER 3

KEY WORDS/PHRASES:


TIER 4

KEY WORDS/PHRASES:

CONSISTENTLY EXCEEDS;MOST EFFECTIVELY

Evaluation

The evaluation process is

primarily formative, transparent,

timeliness, multiple forms of

data collection and policy

driven/compliant.

Principal does not demonstrate

an understanding of or

competence in assisting teachers

in developing effective

instruction/assessment

practices.

NOTE FROM HELENE: I dont

believe Im capturing your

thinking hereplease help! Is

this really about evaluating

them? Sorry and thanks!

Principal demonstrates a shallow

understanding of or competence

in assisting teachers in

developing effective instruction/

assessment practices.

Principal effectively assists

teachers in developing effective

instruction/assessment practices

Principal is fundamental to the

development of effective

instruction/assessment practices

throughout the school

Staff Development

Indicators: SIP and district goal

alignment, resources, follow-

through.

Hiring

Indicators: Policy and goal (SIP)

alignment, retention,

support/integration of new

employee.


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February 2, 2011

CRITERION 6: Managing both staff and fiscal resources to support student achievement and legal responsibilities. Principal, in collaboration with others, uses

data to create, evaluate and manage school financial, human and time resources. Principal possesses knowledge of laws, policies and procedures related to

financial, human and time resources. Principal brings new knowledge and resources to learning environments through coaching and models research-based best

practices to broaden networks, increase resources and create effective professional development opportunities. Principal demonstrates knowledge and skills

related to effective instructional practices, as well as, rules and regulations related to staff supervision, coaching and evaluations. Principal provides time,

structure and opportunities for adults to plan, work, reflect and celebrate together to improve best practices

INDICATOR(S)

TIER 1

KEY WORDS/PHRASES:

DOES NOT SHOW

COMPETENCE

TIER 2

KEY WORDS/PHRASES:


TIER 3

KEY WORDS/PHRASES:


TIER 4

KEY WORDS/PHRASES:


MOST EFFECTIVELY

Manages within legal andaccepted practice

Principal does not demonstrateknowledge of or competence in

managing within legal and

accepted practice.

N/A N/A Principal possesses knowledge oflaws, policies and procedures

related to financial, human and

time resources. Principal brings

new knowledge and resources to

learning environments through

coaching and models research-

based best practices to broaden

networks, increase resources

and create effective professionaldevelopment opportunities.

Manages collaboratively Principal, in collaboration with

others, uses data to create,

evaluate and manage school

financial, human and time

resources.

Instructional leadership Principal does not demonstrate

knowledge and skills necessary

to lead teachers to use effective

instructional practices

Principal demonstrates

knowledge and skills related to

effective instructional practices,

as well as, rules and regulations

related to staff supervision,

coaching and evaluations.


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February 2, 2011

INDICATOR(S)

TIER 1

KEY WORDS/PHRASES:

DOES NOT SHOW

COMPETENCE

TIER 2

KEY WORDS/PHRASES:


TIER 3

KEY WORDS/PHRASES:


TIER 4

KEY WORDS/PHRASES:


MOST EFFECTIVELY

Manages resources to provideprofessional development

Principal does not demonstratecompetence in managing

resources so that staff can

engage in professional

development

Principal provides aninconsistent level of resources so

that staff can participate in

professional development.

Principal provides an adequatelevel of resources so that staff

can participate in professional

development

Principal provides time, structureand opportunities for staff to

plan, work, reflect and celebrate

together to improve best

practices.


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10/11

February 2, 2011

INDICATOR(S)

TIER 1

KEY WORDS/PHRASES:

DOES NOT SHOW

COMPETENCE

TIER 2

KEY WORDS/PHRASES:


TIER 3

KEY WORDS/PHRASES:


TIER 4

KEY WORDS/PHRASES:


MOST EFFECTIVELY

Collaborator The principal does notdemonstrate competence in

developing collaborative

relationships with other

administrators.

The principal inconsistently (isdeveloping collaborative

relationships with) partners and

collaborates with other

administrators.

The principal partners andcollaborates with other

administrators.

The principal systematicallycollaborates with other

administrators to solve problems

of practice in his/her school and

throughout the district.


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master principal criteria and rubrics jan 21

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