A r c h i v e d I n f o r m a t i o n

The Role of Leadership in Sustaining School Reform: Voices From the Field - July 1996

Appendix

Excerpts from the Leadership Rubric aligned with provisions of the Kentucky Education Reform Act.

Leadership Rubric--Area: Assessment

Dimensions A. KIRIS Preparation
(Administration Standard 1) B. Math Portfolio
(Administration Standard 1) C. Writing Portfolio
(Administration Standard 1)

4
Understands and articulates what students are asked to know and be able to do on KIRIS.
Ensures assessment strategies are integrated into regular classroom.
Facilitates implementation of practice assessment and test-wiseness activities.
Has clear understanding of individual and school strengths.
Utilizes assessment feedback to make adjustments in program.

Understands and participates in the portfolio process.
Articulates the scoring and analyzing of portfolios to all stakeholders.
Provides strategic support for implementation of portfolios.

Understands and participates in the portfolio process.
Articulates the scoring and analyzing of portfolios to all stakeholders.
Provides strategic support for implementation of portfolios.

3
Understands what students are asked to know and be able to do on KIRIS.
Supports integration of assessment in regular classrooms.
Encourages practice assessment and test-wiseness activities.
Understands individual and school strengths.
Some adjustments in programs made.

Understands portfolio process.
Articulates the scoring and analyzing of portfolios to some stakeholders.
Provides strategic support for implementation of portfolios.

Understands portfolio process.
Articulates the scoring and analyzing of portfolios to some stakeholders.
Provides strategic support for implementation of portfolios.

2
Is familiar with KIRIS assessment.
Encourages some practice assessment and test-wiseness activities.
Encourages some integration of assessment in regular classroom.
Aware of individual and school strengths and areas of need.
No adjustments in programs made.

Aware of portfolio process.
No articulation of the scoring/analyzing of portfolios.
Encourages the implementation of portfolios.

Aware of portfolio process.
No articulation of the scoring/analyzing of portfolios.
Encourages the implementation of portfolios.

1
Unfamiliar with the KIRIS assessment.
Does not encourage practice assessment and test-wiseness activities.
Integration of assessment in regular classroom not encouraged.
No awareness of individual and school strengths and areas of need.
No adjustments in programs made.

Uninvolved in portfolio process.

Uninvolved in portfolio process.

Leadership Rubric--Area: Assessment
Dimensions	A. KIRIS Preparation (Administration Standard 1)	B. Math Portfolio (Administration Standard 1)	C. Writing Portfolio (Administration Standard 1)
4	Understands and articulates what students are asked to know and be able to do on KIRIS. Ensures assessment strategies are integrated into regular classroom. Facilitates implementation of practice assessment and test-wiseness activities. Has clear understanding of individual and school strengths. Utilizes assessment feedback to make adjustments in program.	Understands and participates in the portfolio process. Articulates the scoring and analyzing of portfolios to all stakeholders. Provides strategic support for implementation of portfolios.	Understands and participates in the portfolio process. Articulates the scoring and analyzing of portfolios to all stakeholders. Provides strategic support for implementation of portfolios.
3	Understands what students are asked to know and be able to do on KIRIS. Supports integration of assessment in regular classrooms. Encourages practice assessment and test-wiseness activities. Understands individual and school strengths. Some adjustments in programs made.	Understands portfolio process. Articulates the scoring and analyzing of portfolios to some stakeholders. Provides strategic support for implementation of portfolios.	Understands portfolio process. Articulates the scoring and analyzing of portfolios to some stakeholders. Provides strategic support for implementation of portfolios.
2	Is familiar with KIRIS assessment. Encourages some practice assessment and test-wiseness activities. Encourages some integration of assessment in regular classroom. Aware of individual and school strengths and areas of need. No adjustments in programs made.	Aware of portfolio process. No articulation of the scoring/analyzing of portfolios. Encourages the implementation of portfolios.	Aware of portfolio process. No articulation of the scoring/analyzing of portfolios. Encourages the implementation of portfolios.
1	Unfamiliar with the KIRIS assessment. Does not encourage practice assessment and test-wiseness activities. Integration of assessment in regular classroom not encouraged. No awareness of individual and school strengths and areas of need. No adjustments in programs made.	Uninvolved in portfolio process.	Uninvolved in portfolio process.

Indicators

Attends KIRIS training session, studies released assessment items, and facilitates staff in similar activities.

Monitors lessons to ensure integration of assessment.

Involved in disaggregation of data and facilitates staff in process.

Attends portfolio training.
Facilitates portfolio process with all stakeholders.
Coordinates all portfolio activities.
Involved in portfolio scoring.
Provides resources for teachers during portfolio process (i. e. , release time for scoring and conferencing).

Attends portfolio training.
Facilitates portfolio process with all stakeholders.
Coordinates all portfolio activities.
Involved in portfolio scoring.
Provides resources for teachers during portfolio process (i. e. , release time for scoring and conferencing).

Developed by the Kentucky Department of Education, Division of School Improvement for use with the School Transformation Assistance and Renewal (STAR) Project.

Leadership Rubric--Area: Curriculum

Dimensions A. Program Evaluation
(Administration Standard 1 and 2) B. Curriculum Alignment
(Administration Standard 1 and 2)

4
Facilitates and participates with stakeholders in planning process.
Works with stakeholders to analyze school and student data to set program goals.
Establishes and utilizes system for monitoring progress of program.
Has clear understanding of individual and school strengths.
Utilizes assessment feedback to make adjustments in program.

Facilitates curriculum planning which clearly identifies in all content areas what students must know and be able to do.
Involves school community/stakeholders in the curriculum planning process and communicates curriculum to the community.
Ensures development and implementation of an integrated curriculum in all content areas with extensions to the real world.

3
Initiates stakeholder participation in organized program planning.
Analyzes school and student data to set program goals.
Establishes system for monitoring progress of program.

Participates in curriculum planning process.
Communicates the curriculum effectively to the school community.
Ensures curriculum planning that results in the integration of all content areas with extensions to the real world.

2
Sets program goals without stakeholders.
Consults school and student data but does not utilize it for program planning.
Monitors program without a system.

Allows a curriculum planning process to occur.
Allows school community access to curriculum.
Ensures an integrated real-world curriculum in some content areas.

1
Is not able to articulate program goals.
Does not consult school and student data.
Does not monitor program progress regularly.

Curriculum planning does not occur.
School community has no access to curriculum.
Absence of integrated, real-world curriculum.

Leadership Rubric--Area: Curriculum
Dimensions	A. Program Evaluation (Administration Standard 1 and 2)	B. Curriculum Alignment (Administration Standard 1 and 2)
4	Facilitates and participates with stakeholders in planning process. Works with stakeholders to analyze school and student data to set program goals. Establishes and utilizes system for monitoring progress of program. Has clear understanding of individual and school strengths. Utilizes assessment feedback to make adjustments in program.	Facilitates curriculum planning which clearly identifies in all content areas what students must know and be able to do. Involves school community/stakeholders in the curriculum planning process and communicates curriculum to the community. Ensures development and implementation of an integrated curriculum in all content areas with extensions to the real world.
3	Initiates stakeholder participation in organized program planning. Analyzes school and student data to set program goals. Establishes system for monitoring progress of program.	Participates in curriculum planning process. Communicates the curriculum effectively to the school community. Ensures curriculum planning that results in the integration of all content areas with extensions to the real world.
2	Sets program goals without stakeholders. Consults school and student data but does not utilize it for program planning. Monitors program without a system.	Allows a curriculum planning process to occur. Allows school community access to curriculum. Ensures an integrated real-world curriculum in some content areas.
1	Is not able to articulate program goals. Does not consult school and student data. Does not monitor program progress regularly.	Curriculum planning does not occur. School community has no access to curriculum. Absence of integrated, real-world curriculum.

Indicators:

Utilizes hard (KIRIS, portfolio analysis, non-cognitive) and soft (surveys, questionnaires) data.

Utilizes evaluation information and goals of STP.

Facilitates continued discussion of assessment/evaluation.

Meets regularly to review and revise programs.

Reviews resources: national standards, content guidelines, academic expectations, curriculum frameworks.
Facilitates curriculum design teams.
Participates in continuous professional development activities in curriculum design and development.

Developed by the Kentucky Department of Education, Division of School Improvement for use with the School Transformation Assistance and Renewal (STAR) Project.

Leadership Rubric--Area: Instruction

Dimensions A. Regular Program
(Administration Standard 1) B. Support Program
(Administration Standard 1)

4
Works with teachers in developing and implementing appropriate and innovative instructional practices that support the 57 academic expectations.
Establishes and utilizes a staff evaluation process that reflects implementation of those instructional practices.
Provides resources/personnel and works with teachers to identify students' individual needs and match instructional practices to the needs.
Utilizes information from formal and informal observations, student needs assessment, and individual growth plans to drive professional development activities.

Understands and implements guidelines of all support programs, and articulates these accurately to stakeholders.
Monitors, evaluates, and encourages revision of support programs to ensure they address the needs of the whole child.

3
Works with teachers in developing and implementing appropriate instructional practices that support the 57 academic expectations.
Establishes staff evaluation process that reflects implementation of those instructional practices.
Works with teachers to identify students' individual needs and matches instructional practices to these needs.
Utilizes information from observations, and student needs assessment, or individual growth plans to drive professional development activities.

Understands the guidelines of all support programs, articulates these to stakeholders.
Monitors the implementation of the programs.

2
Monitors and evaluates the instructional practices of teachers.
Poorly defined staff evaluation process used.
Minimal attention to individual student needs and modified instructional practices.
Utilizes information from observations or student needs assessment or individual growth plans to drive professional development activities.

Provides stakeholders with the guidelines of all support programs and monitors the programs without a clear focus.
No articulation of the scoring/analyzing of portfolios.
Encourages the implementation of portfolios.

1
Pays no attention to the instructional practices of the staff.
No process for staff evaluation used.
Recognizes that there are individual student needs but has no plan for meeting their needs.
Does not utilize information from observations or student needs assessment or growth plans to drive professional development activities.

No evidence of support program monitoring.

Leadership Rubric--Area: Instruction
Dimensions	A. Regular Program (Administration Standard 1)	B. Support Program (Administration Standard 1)
4	Works with teachers in developing and implementing appropriate and innovative instructional practices that support the 57 academic expectations. Establishes and utilizes a staff evaluation process that reflects implementation of those instructional practices. Provides resources/personnel and works with teachers to identify students' individual needs and match instructional practices to the needs. Utilizes information from formal and informal observations, student needs assessment, and individual growth plans to drive professional development activities.	Understands and implements guidelines of all support programs, and articulates these accurately to stakeholders. Monitors, evaluates, and encourages revision of support programs to ensure they address the needs of the whole child.
3	Works with teachers in developing and implementing appropriate instructional practices that support the 57 academic expectations. Establishes staff evaluation process that reflects implementation of those instructional practices. Works with teachers to identify students' individual needs and matches instructional practices to these needs. Utilizes information from observations, and student needs assessment, or individual growth plans to drive professional development activities.	Understands the guidelines of all support programs, articulates these to stakeholders. Monitors the implementation of the programs.
2	Monitors and evaluates the instructional practices of teachers. Poorly defined staff evaluation process used. Minimal attention to individual student needs and modified instructional practices. Utilizes information from observations or student needs assessment or individual growth plans to drive professional development activities.	Provides stakeholders with the guidelines of all support programs and monitors the programs without a clear focus. No articulation of the scoring/analyzing of portfolios. Encourages the implementation of portfolios.
1	Pays no attention to the instructional practices of the staff. No process for staff evaluation used. Recognizes that there are individual student needs but has no plan for meeting their needs. Does not utilize information from observations or student needs assessment or growth plans to drive professional development activities.	No evidence of support program monitoring.

Indicators:

Creates and maintains current research library.

Identifies professional development opportunities and encourages staff to continue professional growth.

Models "best" instructional practices.

Provides maintenance opportunities.

Reviews current research and shares information with staff and parents.

Facilitates planning for and discussion of student needs (learning styles, multiple intelligences, special abilities).

Ensures integration of support programs (ESS, Chapter 1, FRYSC, Title II, Title IX, IDEA).
Meets regularly with building coordinators to plan, evaluate, and revise programs.
Ensures that support programs are reflected in STP.
Involved in portfolio scoring.
Provides resources for teachers during portfolio process (i. e. , release time for scoring and conferencing).

Attends portfolio training.
Facilitates portfolio process with all stakeholders.
Coordinates all portfolio activities.
Involved in portfolio scoring.
Provides resources for teachers during portfolio process (i. e. , release time for scoring and conferencing).

Developed by the Kentucky Department of Education, Division of School Improvement for use with the School Transformation Assistance and Renewal (STAR) Project.
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