Responsibility Unsatisfactory Basic Proficient Distinguished Affirmation Does not recognize and celebrate school accomplishments or acknowledge failures; ignores performance issues Sometimes recognizes and celebrates school accomplishments and occasionally acknowledges failures; sometimes addresses performance issues Often recognizes and celebrates school accomplishments and acknowledges failures; addresses performance issues consistently Systematically provides opportunities for celebration of accomplishments; acknowledges failures with a plan; does not tolerate low performers Change Agent Does not challenge the status quo; keeps practices in place simply because of historical status Sometimes challenges the status quo and sometimes leads change initiatives, but often the outcome is known Consciously challenges the status quo and leads change initiatives with uncertain outcomes Actively challenges the status quo and protects those who take healthy risks; consistently operates at the edge of a school’s competence Contingent Rewards Rarely recognizes and rewards individual accomplishments; recognitions are superficial or trivial Sometimes recognizes and rewards individual accomplishments; the recognition is sometimes superficial in nature Consistently recognizes and rewards individual accomplishments through hard work and results; is proactive in recognizing the varying abilities of staff members Many different kinds of prestige are made available to reflect the many different perfect performances the school wants to encourage
Flexibility Holds to one leadership style despite the situation; is defensive when faced with contrary opinions; is not comfortable with change Has some difficulty adapting leadership style to the needs of different situations; is not always comfortable with diverse opinions Adapts his or her leadership behavior to the needs of the current situation and is comfortable with dissent; is comfortable with major change Has a feel for the change process by accumulating insights and wisdom across situations; encourages change and the voicing of various opinions Focus Rarely establishes goals for the building; staff members are not aware of goals; innovations are adopted superficially Establishes some goals, but inconsistently follows through with goals with the staff or students Establishes clear goals and keeps those goals in the forefront of the school’s attention Engages in sustained and continuous progress toward goals; goals are pursued with clarity and tenacity Ideals/Beliefs Acts more as a manager rather than a leader acting from strong beliefs Strong ideals and beliefs about learning are not always evident to staff members or students Communicates and operates from strong ideals and beliefs about learning Uses beliefs as a subtle but powerful force to effect change
Knowledge of Curriculum, Instruction and Assessment Does not stay current regarding curriculum, instruction and assessment; does not use references to best practices in mentoring teachers Is somewhat current regarding curriculum, instruction and assessment; is aware of some best practices Is knowledgeable about current curriculum, instruction and assessment practices and is aware of best practices in these domains Has an extensive knowledge base regarding best practices and uses it to mentor teachers Monitoring/Evaluating Does not do the minimum number of walk-throughs; may not complete the formal evaluations or does so in a cursory fashion Does the minimum in terms of evaluating and monitoring school practices Monitors the effectiveness of school practices and their impact on student learning Creates and designs a system that provides feedback in terms of student achievement; constant evaluation is the norm Optimizer Is not an optimistic voice for innovation; does not drive major initiatives Does not always set a positive emotional tone for the building; does not inspire teachers beyond their normal output Inspires and leads new and challenging innovations; is the driving force behind major initiatives Inspires teachers to accomplish things that might be beyond their grasp; is the driving force when implementing a challenging innovation
Order Few clear operating procedures are in place for either faculty or staff; lack of procedures may have a negative impact on the school’s capacity to meet new standards Boundaries for faculty and students are sometimes unclear; some operating procedures are established Establishes a set of standard operating procedures and routines; there are clear boundaries for both faculty and students Structures provide staff with leadership, time, resources and incentives to engage in instructional work; routine policies and practices are reshaped Outreach Rarely advocates for the school with stakeholder groups; does not develop partnerships beyond the school in the community at large; school may not comply with district or state mandates At times serves as an advocate for the school with certain stakeholder groups; there are few partnerships established within the community; the school mostly complies with district and state mandates Is an advocate and spokesperson for the school to all stakeholders; ensures the school complies with all district and state mandates Has a willingness and ability to communicate to individuals both inside and outside the school; partnerships extend beyond the school to the community at large Relationships Rarely is aware of personal aspects affecting teacher’s lives; does not form bonds with staff members Is sometimes not aware of the personal aspects of teachers and staff that might affect job performance Demonstrates an awareness and is sensitive to the personal aspects of teachers and staff Forms emotional bonds with and among teachers that help staff and administrators stay aligned and focused during times of uncertainty
Resources A coherent professional development plan is not evident; growth plans are not monitored sufficiently; teachers often do not have materials needed Professional development is sporadic and unsustained; not all growth plans are enacted; teachers may not always have all the materials needed Provides teachers with materials and professional development necessary for the successful execution of their jobs; ensures strong professional growth plans are enacted Aligns several levels of resources necessary to analyze, plan, and take action in response to opportunities and threats that the future brings; garners technical resources Situational Awareness Displays little awareness of the undercurrents in the running of the school; rarely uses information to address problems Displays an awareness of some issues that arise in the school; sometimes uses that information to address current and potential problems Is aware of the details and undercurrents in the running the school and uses this information to address current and potential problems Constantly displays anticipatory leadership; identifies coming opportunities and hints at potential threats Visibility Avoids contact with teachers, parents and students or makes minimal effort of make contacts Has some contact with teachers, parents and students, but it is not part of a systematic plan; is in teachers’ classrooms the minimum requirements Has quality contact with teachers, parents and students; is in teachers’ classrooms on a routine basis Is in teachers’ classrooms every day; it is difficult to discern evaluative observations from those that are part of the professional support system