Altavista Elementary School | INTERNAL ASSESSMENT TOOL FOR SCHOOL HEAD

Rubric for Internal Assessment of School Head

This form must be completed by the School Head as a part of the self-assessment process and
by the teachers as part of the school’s feedback mechanism and improvement plan.
Standard 1: Strategic Leadership
Principals will create conditions that result in strategically re-imaging the school’s vision,
mission, and goals in the 21st century. Understanding that schools ideally prepare students for
an unseen but not altogether unpredictable future, the leader creates a climate of inquiry that
challenges the school community to continually re-purpose itself by building on its core values
and beliefs about its preferred future and then developing a pathway to reach it.

a. School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs
and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school
community.

Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)

. . . and . . . and . . . and

‰ Develops his/her own ‰ Leads and implements ‰ Creates with ‰ Ensures that the
vision of the changing a process for developing stakeholders a vision for school’s identity (vision,
world in the 21st a shared vision and the school that captures mission, values, beliefs
century that schools strategic goals for peoples’ attention and and goals) actually drive
are preparing children student achievement imagination decisions and inform
to enter that reflect high the culture of the school
‰ Designs and
expectations for
implements ‰ Initiates changes to
students and staff
collaborative processes vision and goals based
‰ Maintains a focus on to collect and analyze on data to improve
the vision and strategic data about the school’s performance, school
goals throughout the progress for the periodic culture and school
school year review and revision success
of the school’s vision,
mission, and strategic
goals

b. Leading Change: The principal articulates a vision, and implementation strategies, for improvements and changes which result
in improved achievement for all students.

. . . and . . . and . . . and

‰ Identifies changes ‰ Systematically considers ‰ Adapts/varies leadership ‰ Is a driving force behind
necessary for the new and better ways style according to the major initiatives that
improvement of student of leading for improved changing needs of the help students acquire
learning student achievement school and community 21st century skills
and engages
‰ Is comfortable with ‰ Systematically
stakeholders in the
major changes challenges the status
change process
in implementing quo by leading change
processes and with potentially
accomplishing tasks beneficial outcomes
‰ Routinely and
systematically
communicates the
impacts of change
processes to all
stakeholders

1
c. School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and
changes necessary for improved achievement for all students.

Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)

. . . and . . . . . . and . . . and

‰ Understands statutory ‰ Facilitates the ‰ Facilitates the ‰ Incorporates principles
requirements regarding collaborative successful execution of of continuous
the School Improvement development of the School Improvement improvement
Plan the annual School Plan aligned to the and creative 21st
Improvement Plan to mission and goals set century concepts for
realize strategic goals by the State Board of improvement into the
and objectives Education, the local School Improvement
Board of Education Plan
‰ Systematically collects,
analyzes, and uses data
regarding the school’s
progress toward
attaining strategic goals
and objectives

d. Distributive Leadership: The principal creates and utilizes processes to distribute leadership
and decision making throughout the school.
. . . and . . . and . . . and
‰ Seeks input from a ‰ Involves parents/ ‰ Ensures that parents/ ‰ Encourages staff
variety of stakeholder guardians, the guardians, community members to
groups, including community, and staff members and staff accept leadership
teachers and members in decisions members have responsibilities outside
parents/ guardians about school autonomy to make of the school building
governance, curriculum decisions and supports
‰ Understands the ‰ Incorporates teachers
and instruction. the decisions made as
importance of providing and support staff
a part of the collective
opportunities for ‰ Provides leadership into leadership and
decision-making
teachers to assume development activities decision-making
process
leadership and for staff members roles in the school in
decision-making roles ‰ Creates opportunities for ways that foster the
within the school staff to demonstrate career development of
leadership skills by participating teachers
allowing them to
assume leadership and
decision-making roles

Comments

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Altavista Elementary School | INTERNAL ASSESSMENT TOOL FOR SCHOOL HEAD

Examples of Artifacts:

‰‰School Improvement Plan ‰‰Evidence of shared decision making and distributed

‰‰Evidence of School leadership
Improvement Team ‰‰Student ‰‰
achievement and testing data ‰‰
‰‰Statement of school vision, mission, values, ‰‰
beliefs and goals ‰‰
‰‰Evidence of stakeholder involvement in
development of vision, mission, value, belief and
goal statements

Standard 2: Instructional Leadership

Principals set high standards for the professional practice of 21 st century instruction and
assessment that result in a no-nonsense accountable environment. They must be
knowledgeable of best instructional and school practices and must use this knowledge to cause
the creation of collaborative structures within the school for the design of highly engaging
schoolwork for students, the on-going peer review of this work, and the sharing of this work
throughout the professional community.
a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The principal leads the discussion about
standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high
expectations for students.

Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)

. . . and . . . and . . . and

‰ Collects and analyzes ‰ Systematically focuses on ‰ Ensures that the ‰ Ensures that knowledge
student assessment the alignment of learning, alignment of learning, of teaching and
data in adherence with teaching, curriculum, teaching, curriculum, learning serves as
instructional and legal instruction, and assessment instruction, and the foundation for the
requirements to maximize student assessment is focused school’s professional
learning to maximize student learning community
‰ Provides students
learning
access to a variety ‰ Organizes targeted ‰ Encourages and
of 21st century opportunities for teachers ‰ Creates a culture that it challenges staff to
instructional tools, to learn how to teach their is the responsibility of reflect deeply on,
including technology subjects well all staff to make sure and define, what
that all students are knowledge, skills
‰ Ensures that students are
successful and concepts are
provided opportunities
essential to the
to learn and utilize
complete educational
best practices in the
development of
integrated use of 21st
students
century instructional tools,
including technology, to
solve problems

b. Focus on Instructional Time: The principal creates processes and schedules which protect teachers from disruption
of instructional or preparation time.
and address diverse
. . . and student learning needs
. . . and
‰ Understands the need ‰ Adheres to legal ‰ Ensures that teachers have the legally required amount of
for teachers to have requirements for planning daily planning and lunch periods
daily planning time and and instructional time
duty-free lunch periods ‰ Routinely and conscientiously implements processes
‰ Develops a master to protect instructional time from interruptions
‰ Is knowledgeable of schedule to maximize
designs for age- student learning by
appropriate school providing for individual
schedules which and on-going collaborative
address the learning planning for every teacher
needs of diverse
‰ Designs scheduling
student populations
processes and protocols
that maximize staff input
 teachers to have individual
. . . and and team collaborative
‰ Structures the school planning time
schedule to enable all
‰ Systematically monitors
the effect of the master ‰ Ensures that district
schedule on collaborative leadership is informed
planning and student of the amounts and
achievement scheduling of individual
and team planning time

3
 Comments

Examples of Artifacts:

‰‰School Improvement Plan ‰‰Evidence of team development and evaluation of

‰‰Student achievement and testing data classroom lessons
‰‰Student drop-out data ‰‰Use of research-based practices and strategies
‰‰Documented use of formative assessment in classrooms
instruments to impact instruction ‰‰Master school schedule documenting individual and
‰‰Development and communication of goal- collaborative
oriented personalized education plans for planning for every teacher
identified students ‰‰
‰‰
‰‰

Standard 3: Cultural Leadership

Principals will understand and act on the understanding of the important role a school’s
culture plays in contributing to the exemplary performance of the school. Principals must
support and value the traditions, artifacts, symbols and positive values and norms of the
school and community that result in a sense of identity and pride upon which to build a
positive future.
A principal must be able to “re-culture” the school if needed to align with school’s goals of
improving student and adult learning and to infuse the work of the adults and students with
passion, meaning and purpose. Cultural leadership implies understanding the school and the
people in it each day, how they came to their current state, and how to connect with their
traditions in order to move them forward to support the school’s efforts to achieve individual
and collective goals.

a. Focus on Collaborative Work Environment: The principal understands and acts on the understanding of the positive role that
a collaborative work environment can play in the school’s culture.

Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)

. . . and . . . and . . . and

‰ Understands ‰ Designs elements ‰ Utilizes a collaborative ‰ Establishes a
characteristics of a of a collaborative work environment collaborative work
collaborative work and positive work predicated on site- environment which
environment within the environment within the based management promotes cohesion and
school school and decision making, cooperation among staff
a sense of community,
‰ Understands the ‰ Participates in and ‰ Facilitates the
and cooperation within
importance of data relies upon the School collaborative (team)
the school
gained from the Teacher Improvement Team and design, sharing,
Working Conditions other stakeholder voices ‰ Monitors the evaluation, and
Survey and other data to make decisions about implementation and archiving of rigorous,
sources from parents, school policies response to school relevant, and engaging
students, teachers and policies and provides instructional lessons
stakeholders that reflect ‰ Utilizes data gained feedback to the School that ensure students
on the teaching and from the Teacher Improvement Team for acquire essential
learning environment Working Conditions their consideration knowledge and skills
within the school. Survey and other
sources to understand ‰ Initiates changes
perceptions of the work resulting from data
environment gained from the Teacher
Working Conditions
Survey and other
sources

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Altavista Elementary School | INTERNAL ASSESSMENT TOOL FOR SCHOOL HEAD

b. School Culture and Identity: The principal develops and uses shared vision, values and goals to define the identity and culture
of the school.

Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)

. . . and . . . and . . . and

‰ Understands the ‰ Systematically develops ‰ Establishes a culture ‰ Ensures that the
importance of and uses shared values, of collaboration, school’s identity and
developing a shared beliefs and a shared distributed leadership changing culture (vision,
vision, mission, values, vision to establish a and continuous mission, values, beliefs
beliefs and goals to school culture and improvement in the and goals) actually
establish a school identity school which guides the drives decisions and
culture and identity disciplined thought and informs the culture of
action of all staff and the school
students

c. Acknowledges Failures; Celebrates Accomplishments and Rewards: The principal acknowledges failures and
celebrates accomplishments of the school in order to define the identity, culture and performance of the school.

. . . and . . . and . . . and

‰ Recognizes the ‰ Uses established
importance of
acknowledging failures
and celebrating
accomplishments of the
school and staff
‰ Systematically ‰ Utilizes recognition,
criteria for performance recognizes individuals reward, and
as the primary basis for reward and advancement as a
for reward and advancement based on way to promote the
advancement established criteria accomplishments of the
school
‰ Recognizes individual
and collective ‰ Utilizes recognition of
contributions toward failure as an opportunity
attainment of strategic to improve
goals

d. Efficacy and Empowerment: The principal develops a sense of efficacy and empowerment among staff which influences the
school’s identity, culture and performance.
. . . and . . . and . . . and
‰ Understands the ‰ Identifies strategies for ‰ Utilizes a variety ‰ Builds a sense
importance of building building a sense of of activities, tools of efficacy and
a sense of efficacy and efficacy and and protocols to empowerment among
empowerment among empowerment among develop efficacy and staff that results in
staff staff empowerment among increased capacity to
staff accomplish substantial
‰ Understands the ‰ Identifies strategies for
outcomes
importance of developing a sense of ‰ Actively models and
developing a sense of well-being among staff, promotes a sense of ‰ Utilizes a collective
well-being among staff, students and parents/ well-being among staff, sense of well-being
students and parents/ guardians students and parents/ among staff, students
guardians guardians and parents/guardians
to impact student
achievement

Comments

5
Examples of Artifacts:
‰‰School Improvement Plan ‰‰Existence and work of professional
‰‰School Improvement Team learning communities ‰‰Teacher retention
‰‰Evidence of shared decision making and data
distributed leadership ‰‰Recognition criteria ‰‰
and structure utilized ‰‰
‰‰Documented use of School Improvement ‰‰
Team in decision making ‰‰Student
achievement and testing data

Standard 4: Human Resource Leadership

Principals will ensure that the school is a professional learning community. Principals will
ensure that process and systems are in place which results in recruitment, induction, support,
evaluation, development and retention of high performing staff. The principal must engage and
empower accomplished teachers in a distributive manner, including support of teachers in day-
to-day decisions such as discipline, communication with parents/guardians, and protecting
teachers from duties that interfere with teaching, and must practice fair and consistent
evaluations of teachers. The principal must engage teachers and other professional staff in
conversations to plan their career paths and support district succession planning.

a. Professional Development/Learning Communities: The principal ensures that the school is a professional learning community.

Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)

. . . and . . . and . . . and

‰ Understands the ‰ Provides structures
importance of for, and implements
developing effective the development of
professional learning effective professional
communities and learning communities
results-oriented and results-oriented
professional professional
development development
‰ Understands the ‰ Routinely participates
importance of continued in professional
personal learning development
and professional focused on improving
development instructional programs
and practices
‰ Facilitates opportunities ‰ Ensures that
for effective professional
learning communities
aligned with the school
improvement plan,
focused on results,
and characterized by
collective responsibility
for instructional planning
and student learning
professional
development within the
school is aligned with
curricular, instructional,
and assessment needs,
while recognizing the
unique professional
development needs of
individual staff members

b. Recruiting, Hiring, Placing and Mentoring of staff: The principal establishes processes and systems in order to ensure a
high-quality, high-performing staff.

. . . and
‰ Understands the At the school level, creates
school’s need to recruit, and implements processes
hire, appropriately place, for:
and mentor new staff
members ‰ Recruiting new teachers
and staff
‰ Hiring new teachers and
staff
‰ Placing new teachers
and staff
‰ Mentoring new teachers
and staff

. . . and . . . and
‰ Supports, mentors ‰ Continuously
and coaches staff searches for staff with ‰ Ensures that
members who are new outstanding potential as
or emerging leaders or educators and provides
who need additional the best placement of
support both new and existing
staff to fully benefit
from their strengths
in meeting the needs
of a diverse student
population
professional
development is available
for staff members with
potential to serve as
mentors and coaches
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Altavista Elementary School | INTERNAL ASSESSMENT TOOL FOR SCHOOL HEAD

c. Teacher and Staff Evaluation: The principal evaluates teachers and other staff in a fair and equitable manner with the focus
on improving performance and, thus, student achievement.

Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)

. . . and . . . and . . . and

‰ Adheres to legal ‰ Creates processes to ‰ Utilizes multiple ‰ Analyzes the results
requirements for provide formal feedback assessments to of teacher and staff
teacher and staff to teachers concerning evaluate teachers and evaluations holistically
evaluation the effectiveness other staff members and utilizes the results
of their classroom to direct professional
‰ Evaluates teachers and
instruction and ways development
other staff in a fair and
to improve their opportunities in the
equitable manner and
instructional practice school
utilizes the results of
‰ Implements district and evaluations to improve
state evaluation policies instructional practice
in a fair and equitable
manner

Comments

Examples of Artifacts:
‰‰School Improvement Plan ‰‰Number of teachers pursuing advanced
‰‰Student achievement and testing data degrees
‰‰Teacher retention data ‰‰Record of professional development provided
‰‰National Board Certification staff
‰‰Teacher professional growth plans ‰‰Impact of professional development on student
‰‰Master school schedule documenting individual learning
and collaborative planning for every teacher ‰‰Mentor records and beginning teacher
‰‰Number of National Board Certified Teachers feedback
‰‰
‰‰
‰‰
7
Standard 5: Managerial Leadership
Principals will ensure that the school has processes and systems in place for budgeting,
staffing, problem solving, communicating expectations and scheduling that result in
organizing the work routines in the building. The principal must be responsible for the
monitoring of the school budget and the inclusion of all teachers in the budget decision so as
to meet the 21st century needs of every classroom. Effectively and efficiently managing the
complexity of everyday life is critical for staff to be able to focus its energy on improvement.
a. School Resources and Budget: The principal establishes budget processes and systems which are focused on, and result
in, improved student achievement.

Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)

. . . and . . . and . . . and

‰ Is knowledgeable of ‰ Incorporates the input of ‰ Designs transparent ‰ Ensures the strategic
school budget and the School Improvement systems to equitably allocation and equitable
accounting procedures Team in budget and manage human and use of financial
resource decisions financial resources resources to meet
‰ Utilizes input from staff
instructional goals and
to establish funding ‰ Uses feedback and data
support teacher needs
priorities and a balanced to assess the success
operational budget for of funding and program
school programs and decisions
activities

b. Conflict Management and Resolution: The principal effectively and efficiently manages the complexity of human interactions so
that the focus of the school can be on improved student achievement.
. . . and . . . and . . . and
‰ Demonstrates ‰ Creates processes to ‰ Resolves school-based ‰ Monitors staff response
awareness of potential resolve problems and/or problems/conflicts in a to discussions about
problems and/or areas areas of conflict within fair, democratic way solutions to potentially
of conflict within the the school discordant issues to
‰ Provides opportunities for
school ensure that all interests
staff members to express
are heard and respected
opinions contrary to those
of authority or in relation to ‰ Resolves conflicts to
potentially discordant ensure the best interest
issues of students and the
school result
‰ Discusses with staff and
implements solutions
to address potentially
discordant issues

c. Systematic Communication: The principal designs and utilizes various forms of formal and informal communication so that
the focus of the school can be on improved student achievement.
. . . and . . . and . . . and
‰ Understands the ‰ Designs a system of ‰ Utilizes a system of open ‰ Ensures that
importance of open, open communication communication that all community
effective communication that provides for the provides for the timely, stakeholders and
in the operation of the timely, responsible responsible sharing of educators are aware
school sharing of information information within the of school goals
to, from, and with the school community for instruction and
school community achievement, activities
‰ Provides information in
used to meet these
‰ Routinely involves the different formats in
goals, and progress
school improvement multiple ways through
toward meeting these
team in school wide different media in order to
goals
communications ensure communication
processes with all members of the
community

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Altavista Elementary School | INTERNAL ASSESSMENT TOOL FOR SCHOOL HEAD

d. School Expectations for Students and Staff: The principal develops and enforces expectations, structures, rules and
procedures for students and staff.

Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)

. . . and . . . and . . . and

‰ Understands the ‰ Collaboratively develops ‰ Communicates ‰ Systematically
importance of clear expectations, and enforces clear monitors issues
clear expectations, structures, rules and expectations, around compliance
structures, rules and procedures for students structures, and fair rules with expectations,
procedures for students and staff through the and procedures for structures, rules and
and staff School Improvement students and staff expectations. Utilizes
Team staff and student input
‰ Understands district
to resolve such issues
and state policy and ‰ Effectively implements
law related to student district rules and ‰ Regularly reviews
conduct, etc. procedures the need for changes
to expectations,
structures, rules and
expectations

Comments

Examples of Artifacts:
‰‰School Improvement Plan ‰‰Dissemination of clear norms and ground rules
‰‰School financial information ‰‰Evidence of ability to confront ideological
‰‰School safety and behavioral expectations conflict and then reach consensus
‰‰Master school schedule documenting individual ‰‰
and collaborative planning for every teacher ‰‰
‰‰Evidence of formal and informal systems of ‰‰
communication

9
Standard 6: External Development Leadership
Principals will design structures and processes that result in community engagement, support,
and ownership. Acknowledging that schools no longer reflect but, in fact, build community, the
leader proactively creates with staff, opportunities for parents/guardians, community and
business representatives to participate as “stockholders” in the school such that continued
investment of resources and good will are not left to chance.

a. Parent and Community Involvement and Outreach: The principal designs structures and processes which result in parent
and community engagement, support and ownership for the school.
Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)
. . . and . . . and . . . and
‰ Interacts with, and ‰ Proactively creates ‰ Implements processes ‰ Proactively develops
acknowledges that systems that engage that empower relationships with
parents/guardians and parents/ guardians parents/guardians parents/guardians and
community members and all community and all community the community so as to
have a critical role in stakeholders in a stakeholders to make develop good will and
developing community shared responsibility significant decisions garner fiscal, intellectual
engagement, support for student and school and human resources
and ownership of the success reflecting the that support specific
school community’s vision of aspects of the school’s
‰ Identifies the positive, the school learning agenda
culturally-responsive
traditions of the school
and community

b. National, Regional, Division and District Mandates: The principal designs protocols and processes in order to comply with
national, regional, division, and district mandates.
. . . and
‰ Is knowledgeable of ‰ Designs protocols
applicable national, and processes to
regional, division, and comply with
district mandates national, regional,
division, and district
‰ Is aware of district goals
mandates
and initiatives directed
at improving student ‰ Implements district
achievement initiatives directed at
improving student
achievement
. . . and . . . and
‰ Ensures compliance ‰ Interprets federal,
with national, regional, state and district
division, and district mandates for the school
mandates community so that such
mandates are viewed
‰ Continually assesses
as an opportunity for
the progress of district
improvement within the
initiatives and reports
school
results to district-level
decision makers. ‰ Actively participates
in the development
of district goals and
initiatives directed
at improving student
achievement

Comments

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Altavista Elementary School | INTERNAL ASSESSMENT TOOL FOR SCHOOL HEAD

Examples of Artifacts:
‰‰Parent involvement in School ‰‰Evidence of community support
Improvement Team ‰‰PTSA/Booster ‰‰Number and use of school volunteers
club operation and participation ‰ ‰‰
‰Parent survey results ‰‰
‰‰Evidence of business partners and projects ‰‰
involving business partners
‰‰Plan for shaping the school’s image throughout
the community

Standard 7: Micro-political Leadership

Principals will build systems and relationships that utilize the staff ’s diversity, encourage
constructive ideological conflict in order to leverage staff expertise, power and influence in
order to realize the school’s vision for success. The principal will also creatively employ an
awareness of staff ’s professional needs, issues, and interests to build cohesion and to facilitate
distributed governance and shared decision making.

School Executive Micro-political Leadership: The principal develops systems and relationships to leverage staff expertise
and influence in order to influence the school’s identity, culture and performance.

Not Demonstrated
Developing Proficient Accomplished Distinguished
(Comment Required)

. . . and . . . and . . . and

‰ Maintains high visibility ‰ Is aware of the ‰ Builds systems and ‰ Creatively employs an
and is easily accessible expertise, power relationships that utilize awareness of staff’s
throughout the school and influence of the staff’s diversity, professional needs,
staff members, and ideological differences issues and interests
demonstrates sensitivity and expertise to realize to build cohesion and
to their personal and the school’s goals to facilitate distributed
professional needs governance and shared
decision-making

Comments

Examples of Artifacts:
‰‰Teacher retention data ‰‰
‰‰Evidence
of visibility and accessibility ‰‰
‰‰Evidence shared decision making and distributed
of leadership ‰‰
11