ISB Adminstrative Standards

Secondary School Principal Rubric

Standard 1: My leadership focuses on student & faculty learning while managing daily operations
Does Not Meet Standards Meets Standards
1. Does not promote professional development
1. The management of the budget reflects the centrality
focused on student learning consistent with the
of student & adult learning and the realization of the
school mission & goals.
school's mission.
2. Does not use assessment data related to
2. Involves teachers and others in making decisions that
student learning to confirm the schools mission
affect student achievement and the school.
and goals.
3. Seeks needed resources to support the implementation
3. Does not seek needed resources to support
of the school mission & goals.
the implementation of the school mission &
goals.
4. Recognizes and acknowledges outstanding
performance.
4. Does not recognize or asknowledge
outstanding performance.
5. Takes action to carry out plans and accomplish goals.
5. Does not prioritize or use resources
effectively to accomplish organizational goals
through planning, involving others, delegating
and allocating resources sufficiently to priority
goals.

Standard 2: I ensure that effective instructional practices result in student achievement of agreed upon a
Does Not Meet Standards Meets Standards

1. Insufficient data sources are used to measure
student-learning performance.
2. Decisions surrounding student progress do not
utilize sufficient numerical and/or qualitative
data.
1. Uses both numerical and qualitative data to create a
more complete picture of student progress.
2. Assists the school community, especially faculty, to
review and use multiple forms of assessments to inform
instruction.
3. Analyzes data using a variety of strategies.
 Standard 3: I uphold and model commonly held values identified in the IB Learner Profil
Does Not Meet Standards Meets Standards

1. Does not encourage students, faculty, and
community to embrace and act upon school
values.
2. Does not represent the diversity of beliefs
and values in others.
1. Encourages students, faculty and community to
embrace and act in accordance with the school values.
2. Demonstrates sensititivity and respect for diverse value
systems.

Standard 4: I support and model effective use of technology.

Does Not Meet Standards Meets Standards

1. Does not develop IT resources and create 1. Makes connections within and across curricula.
ways to make these resources available for 2. Demonstrates pedagogical practices that reflect current
teachers and students. research on best practices.

Standard 5: I facilitate the development and lead the implementation of curriculum and data co
Does Not Meet Standards Meets Standards

1. Does not ensure that the knowledge, skills
and dispositions that students are to
demonstrate within each subject area are
consistently reflected in the curriculum and
classroom planning and practices.
2. Does not monitor the quality of student work
and student outcomes on criterion-referenced
assessments.
1. Develops a collaborative climate for curriculum
development.
2. Advocates for and provides needed resources in the
form of instructional materials and up-to-date technology.
3. Monitors quality of student work and student outcomes
on criterion-referenced assessments to determine whether
students are being taught to standard.
Standard 6: I advocate, nuture and sustain strong teams, collaboration and continuous learning for fa
which is tied to student learning.
Does Not Meet Standards Meets Standards

1. Is not appropriately engaged in subject area
or grade level meetings, demonstrating too little
or too much involvment.
2. Does not model a personal commitment to
professional development.
3. Does not seek the input of others in the
decision making process, does not provide
support for aspiring leaders in the school.
1. Ensures success of subject-area or grade level
meeitngs by establishing clear expectations and
regular evaluation of progress.
2. Recognizes the need to continually improve one's
own professional practices.
3. Ensures a climate of shared leadership and
decision-making - valuing and providing leadership
training as needed.

Standard 7: I demonstrate strong interpersonal skills in teacher, student, and parent intera
Does Not Meet Standards Meets Standards

1. Is often not accessible to meet with students,
teachers, and parents, which hinders him in
developing relationships.
2. Is generally not supportive of teachers and
other administrators in regard to decision-
making.
3. Often makes decisions without consulting
students, teachers, and parents.
1. Is accessible to meet with and get to know students,
teachers, and parents.
2. Maintains collaborative and cooperative relationships.
3. Knows when to share information and when to keep a
confidence.
4. Handles personnel issues thoughtfully and with
discretion.

Standard 8: I effectively communicate with the ISB school community and wider stakehold
Does Not Meet Standards Meets Standards

1. Including little direction, formulating plans
and goals, motivating others, and supporting
the priorities of the school in the context of
community priorities and staff and student
needs.
1. Provides direction, formulating plans and goals,
motivating others and supporting the priorities of the
school in the context of community priorities and staff and
student needs.
2. Expresses himself clearly, accurately, concisely and
convincingly both in verbal and written communication.
 ISB Adminstrative Standards
Secondary School Principal Rubric
uses on student & faculty learning while managing daily operations of school.
Exceeds Standards

1. Management of the school budget reflects the

centrality of student & adult learning and the
realization of the school's mission.

2. Meaningfully involves teachers and others in making

decisions that affect student achievement and the
school. Teachers and others initiate leadership that
positively affects student achievement and the school.

3. Regularly monitors, evaluates, and revises mutual

committments and keeps them as a primary focus of
daily operations.

4. Focuses on high priority issues related to student

learning and staff competence, leading to quality
outcomes.

5. Consistently recognizes and acknowledges

outstanding performance.

6. Highly effective in prioritizing and using resources to

accomplish organizational goals through planning,
involving others, delegating and allocating resources
sufficiently to priority goals.

tructional practices result in student achievement of agreed upon academic standards.

Exceeds Standards

1. Ensures the use of data is viewed in both

aggregated and disaggregated forms to better reveal
trends and patterns.
2. Uses data on student learning to identify barriers
to success and then designs strategies for
improvement of daily instruction.
and model commonly held values identified in the IB Learner Profile.
Exceeds Standards

1. Encourages others to become more sensitive to

differences in value systems among students,
parents, and faculty.
2. Inspires professional trust and confidence.

rd 4: I support and model effective use of technology.

Exceeds Standards

1. Helps teachers to choose technology tools and

content that is highly appropriate for the tasks and
links well with student knowledge and experience.
2. Provides opportunities for students to demonstrate
enthusiasm and a high degree of productivity with the
use of technology.

development and lead the implementation of curriculum and data collection.

Exceeds Standards

1. Guides learning teams into monitoring the quality of

student work and student outcomes on criterion-
referenced assessments to determine whether students
are being taught to standard.
2. Successfully ingrains learning team goal setting
processes and procedures relating to students learning
into the everyday life of the school.
3. Hires and retains high-quality teachers and holds
them responsible for student learning.
d sustain strong teams, collaboration and continuous learning for faculty and staff
which is tied to student learning.
Exceeds Standards

1. Ensures that coaching and mentoring between

teachers is part of the school culture- in order to allow
teachers to take charge of their own learning.
2. Regularly attends and actively takes part in subject-
area or grade level meetings.
3. Actively involved in action research, team goals,
and other teacher/organizational development
activities linked to student learning and shares this
experience with others.

te strong interpersonal skills in teacher, student, and parent interaction.

Exceeds Standards

1. Strives to know each student, faculty member and

parent as individuals.
2. Assists others in developing the skills needed to
form collaborative and cooperative relationships.
3. Takes a leadership role in team building within the
school division and across the school.

y communicate with the ISB school community and wider stakeholders.

Exceeds Standards

1. Is exemplary in providing direction, formulating

plans and goals, motivating others, and supporting the
priorities of the school in the context of community
priorities and staff and student needs.
2. Highly effective in taking action to carry out plans
and accomplish goals.