Jefferson County Educational Service Center Principal of the Year Rubric

CATEGORY I.	Personal Excellence
		
Rating
	Criteria
	Evidence to Supporting a 1
	Evidence Supporting a 2
	Evidence Supporting a 3
	
	Models continuous professional growth
	Reports ongoing professional growth through local, district, and State
affiliate offerings
	Plus reports engagement in other education organizations or related
professional networks
	Plus reports significant examples of public recognition and additional
service to the profession
	
	Interacts with others professionally and tactfully
	Reports positive interactions with students, parents, teachers, the community,
and District personnel
	Plus reports how these interactions have enhanced the climate and culture
of the school
	Plus reports proactive interactions that support a positive school climate
and culture
	
	Communicates effectively in speaking and writing
	Articulates clearly in writing throughout the application
	Plus reports how personal communication has supported a collaborative
culture for student learning
	Plus reports recent and substantive professional writing and/or speaking
examples
	
	Models values, beliefs, and attitudes that encourage others to higher levels of
performance
	Reports specific values, beliefs, and attitudes that guide the school's vision and mission to foster
high levels of performance
	Plus reports link between his/her beliefs that have supported improvement in school climate, culture,
and performance
	Plus reports specific
actions that have increased the capacity and performance of leadership
in the school community
	
CATEGORY II.	Leadership
		
Rating
	Criteria
	Evidence Supporting a 1
	Evidence Supporting a 2
	Evidence Supporting a 3
	
	Involves teachers, staff students, parents, and the community in creating and fostering a shared
vision for the school
	Reports involving students, parents, teachers, and community members in
the operation of the
school
	Plus reports aligning shared operation of the school
to accomplish the vision
	Plus reports developing structures that engage the full school community
in creating and accomplishing
the shared vision
	
	Leads collaboratively to promote ownership among staff, students, parents, and the community for school
efforts and outcomes
	Reports involving at least one stakeholder group
in meaningful decision making about significant issues at the school
	Plus reports engaging additional stakeholder groups in meaningful decision making about significant issues at the
school
	Reports systemic structures that engage parents, teachers students, and the community
in meaningful decision making about significant
issues at the school
	
	Creates a culture of collaboration in which staff members work together to promote
student learning
	Reports use of professional learning communities that contribute to improved staff capacity to promote
student learning
	Plus reports relationship between these collaborative structures and the improvement of student
learning and school culture
	Plus reports continuing support for the development of these structures promoting their sustained
impact on student learning
	
	Teaches and supports the development of potential
and current school leaders
	Reports working directly with staff members to
enhance their performance
	Plus reports efforts to identify potential leaders
among school staff members
	Plus reports ongoing
activities to sustain leadership
capacity in the school
	
	Utilizes available technology tools for school management, instruction, and assessment fostering collaboration,
to effectively meet the
needs of each student
	Reports use of technology for school management and operation
	Plus reports use of technology for management of curriculum, instruction, and assessment to enhance the learning of each student
	Plus reports use of technology to foster collaboration and communication to effectively connect with students, staff, parents,
and the community

Jefferson County Educational Service Center Principal of the Year Rubric

CATEGORY III.	Curriculum, Instruction, & Assessment
		
Rating
	Criteria
	Evidence to Support a 1
	Evidence to Support a 2
	Evidence to Support a 3
	
	Improves teaching, learning, and assessment by implementing practices and on the basis of
multiple sources of data
	Reports evidence of continuous or sustained performance in teaching, learning, and assessment
practices for at least 1 year
	Plus reports evidence of continuous or sustained performance in teaching, learning, and assessment
practices for at least 2 yrs.
	Plus reports evidence of continuous or sustained performance in teaching, learning, and assessment
practices for at least 3 yrs.
	
	Lead efforts in curriculum alignment & identification of essential learnings at
each level
	Reports development of strategies used to lead staff in this endeavor in one or
more subjects at 1 grade level
	Plus reports development of strategies used to lead staff in this endeavor in two or
more subjects at 2 grade levels
	Plus reports development of strategies used to lead staff in this endeavor in three or
more subjects at 3 grade levels
	
	Observes and evaluates teachers and programs to maximize the learning opportunities for every
teacher and for each student
	Reports the use of specific teacher evaluation activities to enhance teacher capacity to improve
student performance
	Plus reports the incorporation of collaborative structures in
the evaluation process to enhance teacher capacity to
improve student performance
	Plus substantiates the effectiveness of the reported structures to enhance teacher capacity and improve student
performance
	
	Demonstrates knowledge of teaching, learning, assessment practices, and programs that maximize
student performance
	Reports use of strategies to improve student performance
	Plus reports using research and data to guide the implementation of improvement strategies
	Plus substantiates the effectiveness of reported strategies and structures in improving student performance
	
	Facilitates in developing
and maintaining co-curricular programs that complement the curriculum while fostering
academic and social success
	Reports supporting co-curricular programs to help prepare students for college and
career
	Plus reports using school and community resources to provide high-quality
co-curricular experiences for
students
	Plus reports data to substantiate the effectiveness of the reported co-curricular strategies and structures
	
CATEGORY IV	School Climate / Environment
		
Rating
	Criteria
	Evidence Supporting a 1
	Evidence Supporting a 2
	Evidence Supporting a 3
	
	Establishes and maintains a school environment that reflects high expectations
for students and staff
	Reports that high expectations are a part of the school climate and culture
	Plus reports specific initiatives designed to establish a culture of high
expectations
	Plus reports evidence that the specific initiatives continue to be a factor in sustaining high
expectations
	
	Creates a school climate that is warm, inviting, safe,
and secure
	Reports a warm, inviting, safe, and secure climate
	Plus reports specific strategies that contribute to a warm,
inviting, safe, and secure climate
	Plus reports evidence that shows school climate is a factor
that aids school improvement
	
	Organizes the school so that all students have equal
access to all programs
	Reports equal access and support for all students
	Plus reports specific strategies that enhance equal access and
support for all students
	Plus reports evidence of the success of strategies to enhance
equal access & support for all
	
	Promotes positive relationships between staff and students and ensures that each student is well-known
by at least 1 staff member
	Reports development of strategies and structures to establish positive relationships
	Plus reports implementation of strategies and structures that promote and support positive relationships
	Plus reports evidence that strategies and structures increased positive relationships
	
	Acknowledges the accomplishments of students, staff, and school community
members
	Reports acknowledgement of the accomplishments and
contributions of students, staff,
and community members
	Plus reports strategies and structures to publicly acknowledge students, staff,
and community members
	Plus reports evidence that systematic acknowledgement contributes to positive school
climate