Principal Evaluation Rubrics
Principal Evaluation Rubricsby Kim Marshall – Revised August 21, 2011Rationale and suggestions for implementation1. These rubrics are organized around six domains covering all aspects of a principal’s job performance:A. Diagnosis and PlanningB. Priority Management and CommunicationC. Curriculum and DataD. Supervision, Evaluation, and Professional DevelopmentE. Discipline and Parent InvolvementF. Management and External RelationsThe rubrics use a four-level rating scale with the following labels:4 – Highly Effective3 – Effective2 – Improvement Necessary1 – Does Not Meet Standards2. The rubrics are designed to give principals and other school-based administrators an end-of-the-yearassessment of where they stand in all performance areas – and detailed guidance for improvement. These rubricsare not checklists for school visits. To knowledgeably fill out the rubrics, a supervisor needs to have been in theschool frequently throughout the year; it is irresponsible to fill out the rubrics based on one visit and withoutongoing dialogue.3. The Effective level describes solid, expected professional performance; any administrator should be pleasedwith scores at this level. The Highly Effective level is reserved for truly outstanding leadership as described byvery demanding criteria; there will be relatively few scores at this level. Improvement Necessary indicates thatperformance has real deficiencies and must improve (although some novice administrators might start here). Andperformance at the Does Not Meet Standards level is clearly unacceptable and will lead to dismissal if it is notimproved immediately.4. To score, read across the four levels of performance for each criterion, find the level that best describes theprincipal’s performance, and circle or highlight it. On each page, this will create a clear graphic display ofoverall performance, areas for commendation, and areas that need work. Write the overall score at the bottom ofeach page with brief comments, and then record all the scores and overall comments on the summary page.5. Evaluation conferences are greatly enhanced if the supervisor and administrator fill out the rubrics in advanceand then meet and compare one page at a time. Of course, the supervisor has the final say, but the discussionshould aim for consensus based on actual evidence of the most accurate score for each criterion. Supervisorsshould go into evaluation process with some humility since they can’t possibly know everything about anadministrator’s complex world. Similarly, administrators should be open to feedback from someone with anoutside perspective – all revolving around whether the school is producing learning gains for all students. Notethat student achievement is not explicitly included in these rubrics, but clearly it’s directly linked to schoolleadership. How student results factor into evaluation is for each district or governing board to decide.6. Some supervisors sugar-coat criticism and give inflated scores to keep the peace and avoid hurting feelings.This does not help an administrator improve. The kindest thing a supervisor can do for an underperformingadministrator is give candid, evidence-based feedback and robust follow-up support. Honest scores for all theadministrators in a district can be aggregated into a spreadsheet that can give an overview of leadershipdevelopment needs (see page 9 for a sample).
A. Diagnosis and PlanningThe principal:43Highly EffectiveEffective21ImprovementNecessaryDoes Not MeetStandardsa.TeamRecruits a strong leadershipteam and develops its skillsand commitment to a highlevel.Recruits and develops aEnlists one or two like-mindedWorks solo with little or noleadership team with a balance colleagues to provide advicesupport from colleagues.of skills.and support.b.DiagnosisInvolves stakeholders in acomprehensive diagnosis ofthe school’s strengths andweaknesses.Carefully assesses the school’s Makes a quick assessment ofstrengths and areas forthe school’s strengths anddevelopment.weaknesses.c.GapChallenges colleagues bypresenting the gap betweencurrent student data and avision for college success.Motivates colleagues bycomparing students’ currentachievement with rigorousexpectations.Bemoans students’ lowPresents data without a vision achievement and showsor a vision without data.fatalism about bringing aboutsignificant change.d.MissionWins staff and student buy-infor a succinct, inspiring,results-oriented missionstatement.Produces a memorable,succinct, results-orientedmission statement that'sknown by all staff.Distributes a boiler-platemission statement that fewcolleagues remember.e.TargetExpresses confidence thatGets strong staff commitment Builds staff support for a 3-4student achievement willon a bold, ambitious 3-4-year year student achievementimprove each year throughstudent achievement target.target.hard work.Takes one year at a time anddoes not provide anachievement target.f.TheoryWins staff ownership for aResearches and writes arobust, research-based theoryconvincing theory of actionof action for improvingfor improving achievement.achievement.Accepts colleagues' currentnotions of how studentachievement is improved.Says that hard work improvesachievement – but showsdoubts that progress can bemade.g.StrategyCollaboratively crafts a lean,comprehensive, resultsoriented strategic plan withannual goals.Writes a cumbersome, nonaccountable strategic plan.Recyles the previous year’scumbersome, non-accountablestrategic plan.h.SupportFosters a sense of urgency andBuilds ownership and support Presents the annual plan toGets the necessary signaturesresponsibility among allamong stakeholders forstakeholders and asks them to for the annual plan, but therestakeholders for achievingachieving annual goals.support it.is little ownership or support.annual goals.i.EnlistingMasterfully wins overManages resistance, lowresistant staff members whoexpectations, and fear offeared change and/or harboredchange.low expectations.j.RevisionRegularly tracks progress,Periodically measuresOccasionally focuses on keygives and takes feedback, andprogress, listens to feedback, data points and prodscontinuously improvesand revises the strategic plan. colleagues to improve.performance.Overall rating: Comments:Gets input and writes acomprehensive, measurablestrategic plan for the currentyear.Is unable to gather muchinformation on the school’sstrong and weak points.Does not share a missionstatement.Is discouraged andWorks on persuading resistantimmobilized by staffstaff members to get on boardresistance, fear of change, andwith the plan.low expectations.Is too caught up in daily crisesto focus on emerging data.
B. Priority Management and CommunicationThe principal:a.Planning43Highly EffectiveEffective21ImprovementNecessaryDoes Not MeetStandardsPlans for the year, month,week, and day, relentlesslygetting the highest-leverageactivities done.Plans for the year, month,week, and day, keeping thehighest-leverage activitiesfront and center.Comes to work with a list oftasks that need to beaccomplished that day but isoften distracted from them.Successfully communicatesUses a variety of means (e.g., Has a limited communicationrepertoire and some keystakeholders are not aware ofgoals to others.school goals.b.goals to all constituencies by face-to-face, newsletters,websites) to communicateCommunication skillfully using a variety ofchannels.Has a list in his or her head oftasks to be accomplished eachday, but often loses track.Is not an effectivecommunicator, and others areoften left guessing aboutpolicies and direction.c.OutreachFrequently solicits and usesRegularly reaches out to staff, Occasionally asks staff,feedback and help from staff,students, parents, and external students, parents, or externalstudents, parents, and externalpartners for feedback and help. partners for feedback.partners.Rarely or never reaches out toothers for feedback or help.d.Follow-UpHas a foolproof system forcapturing key information,remembering, prioritizing, andfollowing up.Writes down importantWrites things down but isinformation, remembers,swamped by events andprioritizes, and almost alwayssometimes doesn’t follow up.follows up.Trusts his or her memory toretain important information,but often forgets and fails tofollow up.Has total staff buy-in onexactly what is expected formanagement procedures anddiscipline.Makes sure staff know what is Periodically reminds teachers Is constantly reminding staffexpected for managementof policies on managementwhat they should be doing inprocedures and discipline.procedures and discipline.management and discipline.e.Expectationsf.DelegationHas highly competent peopleDelegates appropriate tasks toin all key roles and is able toDoesn't delegate some tasks Does almost everything himcompetent staff members andentrust them with maximumthat should be done by others. or herself.checks on progress.responsibility.g.MeetingsSuccessfully gets all keyteams meeting regularly andtaking responsibility forproductive agendas.Ensures that key teams (e.g.,leadership, grade-level,student support) meetregularly.Convenes grade-level,Needs to call key teamleadership, and other teamsmeetings because they are notonly when there is a crisis orin people’s calendars.an immediate need.h.PreventionTakes the initiative so thattime-wasting activities andcrises are almost alwaysprevented or deflected.Is effective at preventingand/or deflecting many timewasting crises and activities.Finds that large portions ofTries to prevent them, buteach day are consumed bycrises and time-wasterscrises and time-wastingsometimes eat up lots of time.activities.i.EfficiencyDeals quickly and decisivelywith the highest-priority email and paperwork,delegating the rest.Is way behind on e-mail,Has a system for dealing with Tries to stay on top of e-mail,paperwork, and administrativee-mail, paperwork, andpaperwork, and administrativechores, to the detriment of theadministrative chores.chores but is often behind.school's mission.j.BalanceRemains sharp and fresh byIs healthy and focused byIs sometimes unfocused andtending to family, friends, fun,Is unproductive and irritablebalancing work demands with inattentive because of fatigueexercise, nutrition, sleep, andbecause of fatigue and stress.healthy habits.and stress.vacations.Overall rating: Comments:
C. Curriculum and DataThe principal:43Highly EffectiveEffective21ImprovementNecessaryDoes Not MeetStandardsGets all teachers to buy intoclear, manageable, standardsaligned grade-level goals withexemplars of proficient work.Tells teachers exactly whatstudents should know and beable to do by the end of eachgrade level.Refers teachers to district ornational scope-and-sequencedocuments for curriculumdirection.Ensures that all teams usesummative data from theprevious year and freshdiagnostic data to planinstruction.Provides teacher teams withprevious-year test data andasks them to assess students’current levels.Refers teachers to previousDoes not provide historicalyear test data as a baseline fortest data to teachers.current-year instruction.c.TargetsGets each grade-level/subjectteam invested in reachingmeasurable, results-orientedyear-end goals.Works with grade-level andsubject-area teams to setmeasurable student goals forthe current year.Urges grade-level/subjectteams to set measurablestudent learning goals for thecurrent year.Urges teachers to improvestudent achievement, butwithout measurable outcomegoals.d.MaterialsEnsures that all teachers havehigh-quality curriculummaterials, technology, andtraining on how to use them.Gets teachers effectiveliteracy, math, science, andsocial studies materials andtechnology.Works to procure goodcurriculum materials inliteracy and math.Leaves teachers to fend forthemselves with curriculummaterials.e.InterimsEnsures that high-quality,aligned, common interimassessments are given by allteacher teams at least fourtimes each year.Orchestrates common interimassessments to monitorstudent learning several timesa year.Suggests that teacher teamsgive common interimassessments to check onstudent learning.Doesn't insist on commoninterim assessments, allowingteachers to use their ownclassroom tests.f.AnalysisOrchestrates high-qualitydata/action team meetingsafter each round ofassessments.Monitors teacher teams asthey analyze interimassessment results andformulate action plans.Suggests that teacher teamsDoes not see the value ofwork together to draw lessons analyzing tests given duringfrom the tests they give.the year.a.Expectationsb.Baselinesg.CausesGets data meetings engaged inAsks that data meetings goa no-blame, highly productivebeyond what students gotsearch for root causes andwrong and delve into why.hypothesis-testing.Leaves teachers without cleardirection on student learningoutcomes for each grade level.Suggests that teachers focus Does not exercise leadershipon the areas in which students in looking for underlyinghad the most difficulty.causes of student difficulties.h.Follow-UpGets teams invested inAsks teams to follow up each Suggests that teachers usefollowing up assessments withinterim assessment withinterim assessment data toeffective reteaching, tutoring,reteaching and remediation.help struggling students.and other interventions.Does not provide time orleadership for follow-up aftertests.i.MonitoringUses data on grades,attendance, behavior, andMonitors data in several key Monitors attendance andother variables to monitor and areas and uses them to inform discipline data to informdrive continuous improvement improvement efforts.decisions.toward goals.Is inattentive to importantschool data.j.CelebrationBoosts morale and a sense ofefficacy by getting colleaguesto celebrate and ownmeasurable student gains.Takes credit for improvementsin school performance ormisses opportunities tocelebrate success.Overall rating: Comments:Draws attention to student,classroom, and school-wideCongratulates individuals onsuccesses, giving credit where successes.credit is due.
D. Supervision, Evaluation, and Professional DevelopmentThe principal:a.Meetingsb.Ideas43Highly EffectiveEffective21ImprovementNecessaryDoes Not MeetStandardsIn all-staff meetings, getsteachers highly invested indiscussing results, learningbest strategies, and buildingtrust and respect.Uses staff meetings primarilyUses all-staff meetings to getto announce decisions, clarifyteachers sharing strategies andpolicies, and listen to staffbecoming more cohesive.concerns.Rarely convenes staffmembers and/or uses meetingsfor one-way lectures onpolicies.Ensures that the whole staff iscurrent on professionalliterature and constantlyexploring best practices.Reads and shares research andOccasionally passes alongfosters an on-going,interesting articles and ideasschoolwide discussion of bestto colleagues.practices.Rarely reads professionalliterature or discusses bestpractices.Orchestrates aligned, highquality coaching, mentoring, Organizes aligned, on-going Provides staff developmentworkshops, school visits, and coaching and training thatworkshops that rarely engageother professional learningbuilds classroom proficiency. staff or improve instruction.tuned to staff needs.Provides occasionalworkshops, leaving teachersmostly on their own in termsof professional development.Gets teams to take ownership Orchestrates regular teacherteam meetings as the primelocus for professionalrefinement of teaching.learning.Suggests that teacher teamswork together to addressstudents' learning problems.Does not emphasize teamworkand teachers work mostly inisolation from colleagues.e.SupportGives teacher teams thetraining, facilitation, andresources they need to maketheir meetings highlyeffective.Ensures that teacher teamshave facilitators so meetingsare focused and substantive.Has teacher teams appoint aleader to chair meetings andfile reports.Leaves teacher teams to fendfor themselves in terms ofleadership and direction.f.UnitsEnsures that teachersbackwards-design highquality, aligned units andprovides feedback on drafts.Asks teacher teams tocooperatively plan curriculum Occasionally reviews teachers' Does not review lesson or unitunits following a commonlesson plans but not unit plans. plans.format.Visits 2-4 classrooms a dayand gives helpful, face-to-facefeedback to each teacherwithin 24 hours.Makes unannounced visits to afew classrooms every day andgives helpful feedback toteachers.Tries to get into classroomsOnly observes teachers inbut is often distracted by otherannual or bi-annual formalevents and rarely providesobservation visits.feedback.Courageously engages indifficult conversations withbelow-proficient teachers,helping them improve.Provides redirection andsupport to teachers who areless than proficient.Criticizes struggling teachersbut does not give them muchhelp improving theirperformance.Counsels out or dismissesmost ineffective teachers,following contractualrequirements.Does not initiate dismissalTries to dismiss one or twoprocedures, despite evidenceineffective teachers, but isthat some teachers arestymied by procedural errors.ineffective.c.Developmentd.for using data and studentEmpowerment work to drive constantg.Evaluationh.CriticismCounsels out or dismisses alli.ineffective teachers,Housecleaning scrupulously followingcontractual requirements.j.HiringRecruits, hires, and supportsRecruits and hires effectivehighly effective teachers whoteachers.share the school’s vision.Overall rating: Comments:Shies away from givinghonest feedback andredirection to teachers who arenot performing well.Makes last-minuteHires teachers who seem to fitappointments to teachinghis or her philosophy ofvacancies based on candidatesteaching.who are available.
E. Discipline and Family InvolvementThe principal:43Highly EffectiveEffective21ImprovementNecessaryDoes Not MeetStandardsa.ExpectationsGets staff buy-in for clear,schoolwide student-behaviorstandards, routines, andconsequences.Sets expectations for studentbehavior and establishesschoolwide routines andconsequences.Urges staff to demand goodOften tolerates disciplinestudent behavior, but allowsviolations and enforces thedifferent standards in differentrules inconsistently.classrooms.b.EffectivenessDeals effectively with anydisruptions to teaching andlearning, analyzes patterns,and works on prevention.Deals firmly with studentsDeals quickly with disruptionsTries to deal with disruptivewho are disruptive into learning and looks forstudents but is swamped byclassrooms, but doesn’t get tounderlying causes.the number of problems.the root causes.c.CelebrationPublicly celebrates kindness,Praises student achievementeffort, and improvement andand works to build schoolbuilds students’ pride in theirspirit.school.Praises well-behaved students Rarely praises students andand good grades.fails to build school pride.d.TrainingEnsures that staff are skilled inOrganizes workshops andDoes little to build teachers'positive discipline andUrges teachers to get better atsuggests articles and books onskills in classroomsensitive handling of studentclassroom management.classroom management.management.issues.e.SupportIs highly effective gettingcounseling, mentoring, andother supports for high-needstudents.Identifies struggling studentsand works to get supportservices to meet their needs.Tries to get crisis counselingfor highly disruptive andtroubled students.Focuses mainly on disciplineand punishment with highlydisruptive and troubledstudents.Makes families feel welcomeand respected, responds toMakes parents feel welcome, Reaches out to parents andconcerns, and gets a number listens to their concerns, and tries to understand when theyof them actively involved in tries to get them involved.are critical.the school.Makes little effort to reach outto families and is defensivewhen parents expressconcerns.g.CurriculumInforms parents of monthlylearning expectations andspecific ways they can supporttheir children’s learning.Does not send home theschool's learning expectations.h.ConferencesOrchestrates productiveWorks to maximize theparent/teacher report cardMakes sure that report cardsnumber of face-to-face parent/conferences in which parentsare filled out correctly andteacher report cardand students get specificprovided to all parents.conferences.suggestions on next steps.f.OpennessSends home a weekly schoolnewsletter, gets all teachersi.sending substantive updates,Communication and organizes a user-friendlyelectronic grading program.j.Safety-netProvides effective programsfor all students withinadequate home support.Overall rating: Comments:Sends home information onSends home an annual list ofthe grade-level learninggrade-level learningexpectations and ways parentsexpectations.can help at home.Provides little or nomonitoring of the report cardprocess.Sends home a periodic schoolSuggests that teachersnewsletter and asks teachers tocommunicate regularly withhave regular channels ofparents.communication of their own.Leaves parent contact andcommunication up toindividual teachers.Provides ad hoc, occasionalProvides programs for mostsupport for students who arestudents whose parents do notnot adequately supported atprovide adequate support.home.Does not provide assistancefor students with inadequatehome support.
F. Management and External RelationsThe principal:43Highly EffectiveEffective21ImprovementNecessaryDoes Not MeetStandardsa.StrategiesImplements proven macrostrategies (e.g., looping, classsize reduction) that booststudent learning.b.SchedulingCreates an equitable scheduleCreates a schedule thatCreates a schedule with somethat maximizes learning,provides meeting times for all flaws and few opportunitiesteacher collaboration, andkey teams.for team meetings.smooth transitions.Creates a schedule withinequities, technical flaws, andlittle time for teacher teams tomeet.c.MovementEnsures efficient, friendlySupervises orderly studentstudent entry, dismissal, mealentry, dismissal, meals, classtimes, transitions, and recessestransitions, and recesses.every day.Intermittently supervisesstudent entry, dismissal,transitions, and meal times.Rarely supervises studententry, dismissal, and commonspaces and there are frequentproblems.d.CustodiansLeads staff to ensure effective,Supervises staff to keep thecreative use of space and acampus clean, attractive, andclean, safe, and invitingsafe.campus.Works with custodial staff tokeep the campus clean andsafe, but there are occasionallapses.Leaves campus cleanlinessand safety to custodial staffand there are frequent lapses.Is transparent about how andTries to be transparent aboutdecision-making, butstakeholders sometimes feelshut out.Makes decisions with little orno consultation, causingfrequent resentment andmorale problems.f.BureaucracyDeftly handles bureaucratic,contractual, and legal issues so Manages bureaucratic,they never detract from, and contractual, and legal issuessometimes contribute to,efficiently and effectively.teaching and learning.Sometimes allowsbureaucratic, contractual, andlegal issues to distract teachersfrom their work.Frequently mishandlesbureaucratic, contractual, andlegal issues in ways thatdisrupt teaching and learning.g.BudgetSkillfully manages the budgetManages the school’s budgetand finances to maximizeand finances to support thestudent achievement and staffstrategic plan.growth.Manages budget and financeswith few errors, but missesopportunities to support thestrategic plan.Makes errors in managing thebudget and finances andmisses opportunities to furtherthe mission.h.ComplianceFulfills all compliance andreporting requirements andcreates new opportunities tosupport learning.Fulfills compliance andreporting responsibilities tothe district and beyond.Has difficulty keeping theMeets minimum complianceschool in compliance andand reporting responsibilitiesdistrict and other externalwith occasional lapses.requirements.i.RelationshipsBuilds strong relationshipswith key district and externalpersonnel and gets themexcited about the school’smission.Builds relationships withdistrict and external staffers sothey will be helpful withpaperwork and process.Is correct and professionalwith district and external staffbut does not enlist their activesupport.e.why decisions were made,involvingstakeholdersTransparencywhenever possible.j.ResourcesSuggests effective macrostrategies (e.g., looping, team Explores macro strategies that Plays it safe and sticks withteaching) to improve student might improve achievement. the status quo.learning.Ensures that staff membersknow how and why keydecisions are being made.Neglects relationship-buildingwith district and external staffand doesn't have their supportto get things done.Taps all possible human andIs effective in bringingOccasionally raises additional Is resigned to working withfinancial resources to supportadditional human and financial funds or finds volunteers tothe standard school budget,the school’s mission andresources into the school.help out.which doesn’t seem adequate.strategic plan.Overall rating: Comments:
Evaluation Summary PagePrincipal’s name: School year:School:Evaluator: Position:RATINGS ON INDIVIDUAL RUBRICS:A. Diagnosis and Planning:Highly EffectiveEffectiveImprovement NecessaryDoes Not Meet StandardsB. Priority Management and Communication:Highly EffectiveEffectiveImprovement NecessaryDoes Not Meet StandardsEffectiveImprovement NecessaryDoes Not Meet StandardsC. Curriculum and Data:Highly EffectiveD. Supervision, Evaluation, and Professional Development:Highly EffectiveEffectiveImprovement NecessaryDoes Not Meet StandardsImprovement NecessaryDoes Not Meet StandardsImprovement NecessaryDoes Not Meet StandardsE. Discipline and Parent Involvement:Highly EffectiveEffectiveF. Management and External Relations:Highly EffectiveEffectiveOVERALL RATING:Highly EffectiveEffectiveImprovement NecessaryDoes Not Meet StandardsOVERALL COMMENTS BY SUPERVISOR:OVERALL COMMENTS BY ADMINISTRATOR:Supervisor’s signature: Date:Administrator’s signature: Date:(The administrator’s signature indicates that he or she has seen and discussed the evaluation; it does notnecessarily denote agreement with the report.)8
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Sources“Assessing and Developing Principal Instructional Leadership” by Philip Hallinger and Joseph Murphy,Educational Leadership, September 1987“Assessing Educational Leaders, Second Edition (Corwin, 2009)“Assessing the Instructional Management Behavior of Principals” by Phillip Hallinger and Joseph Murphy,The Elementary School Journal, November 1985“Assessing Principals” by Phyllis Durden and Ronald Areglado in Streamlined Seminar (Vol. 11, #3),December 1992Building Teachers’ Capacity for Success by Pete Hall and Alisa Simeral (ASCD, 2008)“Getting Real About Leadership” by Robert Evans, Education Week, April 12, 1995Getting Things Done by David Allen (Penguin, 2001)Good to Great by Jim Collins (HarperBusiness, 2001)“Grading Principals: Administrator Evaluations Come of Age by John Murphy and Susan Pimentel in PhiDelta Kappan, September 1996How to Make Supervision and Evaluation Really Work by Jon Saphier (Research for Better Teaching, 1993)It’s Being Done by Karin Chenoweth (Harvard Education Press, 2007)Improving Student Learning One Principal At a Time by James Pollock and Sharon Ford (ASCD, 2009)“Leadership Craft and the Crafting of School Leaders” by Samuel Krug, Phi Delta Kappan, November 1993The Leadership Paradox: Balancing Logic and Artistry in Schools by Terrence Deal and Kent Peterson,Jossey-Bass, 2000Results by Mike Schmoker (ASCD, 1999)Rethinking Teacher Supervision and Evaluation by Kim Marshall (Jossey-Bass, 2009)School Leadership That Works by Robert Marzano et al., (ASCD, 2005)Schooling by Design by Grant Wiggins and Jay McTighe (ASCD, 2007)Star Principals Serving Children in Poverty by Martin Haberman (Kappa Delta Pi, 1999)Supervision and Instructional Leadership by Carl Glickman et al. (Allyn & Bacon, 2010)Supervision That Improves Teaching by Susan Sullivan and Jeffrey Glanz (Corwin, 2005)The Art of School Leadership by Thomas Hoerr (ASCD, 2005)The Daily Disciplines of Leadership by Douglas Reeves (Jossey-Bass, 2003)The Learning Leader by Douglas Reeves (ASCD, 2006)The Personnel Evaluation Standards by The Joint Committee on Standards for Educational Evaluation(Corwin, 2009)The Results Fieldbook by Mike Schmoker (ASCD, 2001)The Skillful Leader: Confronting Mediocre Teaching by Alexander Platt et al. (Ready About Press, 2000)Understanding by Design by Grant Wiggins and Jay McTighe (ASCD, 2005)“Using The Principal Profile to Assess Performance” by Kenneth Leithwood in Educational Leadership,September 1987“Visions That Blind” by Michael Fullan, Educational Leadership, February 1992What Works in Schools: Translating Research into Action by Robert Marzano (ASCD, 2003)Whatever It Takes by Richard DuFour et al. (National Educational Service, 2004)What’s Worth Fighting for in the Principalship by Michael Fullan (Teachers College Press, 1997)AcknowledgementsThese rubrics are a much-edited extension of the Principal Leadership Competencies developed in 2003-04 byNew Leaders for New Schools (Kim Marshall was a lead author of that document). Special thanks to JonSaphier, Charlotte Danielson, Douglas Reeves, and Paul Bambrick-Santoyo for ideas and inspiration.10
Principal Evaluation Rubrics by Kim Marshall – Revised August 21, 2011 Rationale and suggestions for implementation 1. These rubrics are organized around six domains covering all aspects of a principal’s
_4.Rubrics can be created in a variety of forms and levels of complexity, but all have two features in common: a list of criteria and gradations of quality. _5.Instructional rubrics are easy to use and to explain. _6.Instructional rubrics focus the teacher helping to clarify the criteria and expectations in specific terms.
Teacher Evaluation Rubrics by Kim Marshall – Revised January 2, 2014 Organization, Rationale, and Suggestions for Implementation 1. The rubrics have six domains covering all aspects of a teacher’s job performance: A. Planning and Preparation for Learning B. Classroom Management C. Deliver
Rubric, 2013 ISLLC’s Educational Leadership Policy Standards, 2008 James Stronge’s Principal Evaluation, 2012 Kim Marshall’s Principal Evaluation Rubrics, 2012 Tennessee’s Standards for Professional Learning, 2012 McREL’s Principal Evaluation System, 2009 New Leaders’ Urban Excellence Framework, 2011
Kim Marshall’s Teacher Evaluation Rubrics (January, 2014). ** Robert Marzano’s Teacher Evaluation Model (2015). Massachusetts Model System for Teacher Evaluation (2012) For each, the following items are included:. Crosswalk mapping of the two books to the rubrics. Cross reference to the Map of Pedagogical Knowledge.
Teachers are encouraged to modify the enclosed rubrics or create their own, so that grades are not the only form of student assessment. Checkpoint C classroom teachers may prefer to distribute assessment rubrics at the beginning of a unit, so that students are aware of expectations and understand how their .
3 1. Introduction Overview This document contains information regarding the review criteria and related rubrics used to identify evidence-based PK-6 literacy interventions. The rubrics were applied to specific interventions that included one or more
Advanced Grading with Rubrics 3 Create a New Rubric from a Template After clicking Save and display (see page 1), click Create new grading form from a template. To find Rubrics you have used before, check the include my own forms box in the Grading forms search and type in a word that appears in you
First course (on tables) Breads/rolls of many types (white, sour, rye, sesame, olive/caper, Italian season) Flavoured butters (honey, garlic, italian others .) Preserves (apple, pear, blackberry, salal) Two scalded milk cheese, one sweet, one savory Stout/Portwine cheese fondue Then: Soups/Stews - one beef/barley, one borshch and one bean pottage 2nd course Salmon Pie (head table gets .
