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Utah Educational Leadership Standards and Supporting Rubrics

The Utah Educational Leadership Standards are a description of highly effective leadership as adopted by the Utah State Board of Education (R277-530). They also represent the knowledge and skills necessary to lead effective schools and teach the Utah Core Standards. The Educational Leadership Standards align with national leadership standards (ISLLC, 2008) and current research on effective leadership practice.

The categorical ratings indicated on the Educational Leadership Standards’ rubric follow a continuum of professional leadership learning and outline phases of the development of leadership skills from the most basic to the highest levels of attainment. The continuum of professional leadership learning (Highly Effective, Effective, Emerging Effective, and Rudimentary) is intended to be used in a formative way as part of self-reflection and self-assessment. They also provide information that is useful for purposes of mentoring, coaching, professional development, and early intervention. The rubric of indicator behaviors and actions are written to be observable and measurable. These behaviors and actions are also indirectly associated with enhanced teacher performance and improved student outcomes. The Utah Educator Evaluation Framework (R277–531) is aligned with this document and is accomplished by evaluation tools which are intended for use in both formative and summative educational leadership evaluation systems.

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Standard 1: Visionary Leadership

An educational leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

Performance Expectation 1A:
Educational leaders establish high and measurable expectations for all students and educators.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 1A:
A leader…
       
1. Uses varied sources of evidence and analyzes data about current practices and outcomes to shape vision, mission, and goals with high, measurable expectations for all students and educators. Uses a single source of information and data about what is currently occurring to shape mission and goals. Uses several information sources and some data to shape vision, mission, and goals with expectations for students and educators. Selects and organizes data about current processes and outcomes and connects that data with best information sources that shape vision, mission, and goals with high measurable expectations for all students and educators. Engages all stakeholder groups in understanding information from a variety of sources and in understanding how to analyze data in order to assist in focusing vision, mission, and goals with high, measurable expectations for all students and educators.
2. Aligns, revises, and adapts vision, mission, and goals to school, district, state, and federal policies. Treats expressions of vision, mission, and goals as isolated statements and programs with little reference to overall policy direction. Attempts to align vision, mission, and goals for congruence with school, district, state, and federal policies. Ensures that the overall meaning and expressions contained within vision, mission, and goals are aligned with school, district, state, and federal policies. Leads stakeholder groups to know and use school, district, state, and federal policies as a method of aligning, adapting, and revising shared vision, mission, and goals within the larger context of school improvement and student achievement.
3. Incorporates diverse perspectives and builds consensus to provide equitable, appropriate, and effective learning opportunities for every student to achieve. Informs stakeholder groups about vision, mission, and goals, which are limited in scope. Invites input from many stakeholder groups in the school community when creating vision, mission, and goals. Includes various stakeholder groups - including the school population and community - including the school population and community - and works to build consensus about vision, mission, and goals to provide equitable, appropriate, and effective learning opportunities for every student to achieve. Provides professional development, facilitation, and guidance about demographics, research, and best practices to all stakeholder groups and engages them in setting vision, mission, and goals in order to provide equitable, appropriate, and effective learning opportunities for every student to achieve.

Performance Expectation 1B:
Educational leaders facilitate a process of creating a shared vision, mission, and goals.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 1B:
A leader…
       
1. Establishes, conducts, and evaluates processes used to engage staff, community, and diverse stakeholders in a shared understanding and commitment to vision, mission, and goals. Offers approaches to creating vision, mission, and goals, but is not inclusive of staff and diverse stakeholder groups. Experiments with processes for creating and evaluating ways to involve staff and diverse stakeholder groups in vision, mission, and goals. Implements and evaluates techniques which engage staff and diverse stakeholder groups in supporting vision, mission, and goals. Leads and demonstrates ways to institute, implement, and evaluate processes which engage staff and diverse stakeholder groups in supporting vision, mission, and goals.
2. Develops shared commitments and responsibilities that are distributed among staff and the community for making decisions and evaluating actions and outcomes. Limits information and sharing of responsibilities among staff and diverse stakeholder groups for making decisions and evaluating actions and outcomes. Shares information and directs responsibilities for making decisions and evaluating actions and outcomes with staff and diverse stakeholder groups. Enables staff and diverse stakeholder groups to develop commitments and responsibilities that are tied to the decision making process and to evaluate the outcomes of their decisions using multiple data sources. Leads and facilitates staff and diverse stakeholder groups to develop and reflect upon the commitments and responsibilities that are tied to the decision making process and to evaluate the quality of the outcomes of their decisions using multiple data sources.
3. Communicates and acts on commitments in the shared vision, mission, and goals so educators and the community understand, support, and act on them consistently. Shows little regard for vision, mission, and goals in reference to actions and decisions. Supports through words commitment to vision, mission, and goals. Leads and models to staff and community the responsibility to act with consistency and adhere through both words and actions a commitment to vision, mission, and goals. Leads, models, and assesses with staff and community the effectiveness of their adherence to words and actions which demonstrate commitment to vision, mission, and goals and works to ensure continuing fit with school, student, and staff needs.

Performance Expectation 1C:
Educational leaders sustain strong organizational commitment to vision, mission and goals aimed at continuous improvement.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 1C:
A leader…
       
1. Uses or develops data systems and other sources of information to identify unique strengths and needs of students, gaps between current outcomes and goals, and areas for improvement. Uses sources of information and data in limited ways to understand the needs of students. Uses information sources and data systems which provide knowledge that can be used to assess whether goals for students are being met. Ensures that sources of information and data systems are used to assess whether goals for student progress are being met, and then specifies areas for improving student achievement. Creates or adapts data systems and uses appropriate data and additional information sources for assessing goals and student progress, and proceeds with a plan for involving stakeholder groups in improving student achievement.
2. Engages faculty, staff and school community by making decisions informed by vision, mission, data, research, and best practices to identify and eliminate barriers, shape plans, programs, and activities, and regularly review their effects. Has limited knowledge and skill in the use of data and research to identify barriers to goal accomplishment and program review. Explores and practices with the use of data, research, and best practices to shape plans, programs, and activities associated with vision, mission, and goals. Uses collaborative methods with stakeholder groups to review data, research, and best practices in order to shape needed programs and activities, and identify barriers to goal accomplishment by reviewing the impact of the programs and activities on student learning. Engages all staff and diverse stakeholder groups in the decision making process and uses data, research, and best practices to identify and eliminate barriers to accomplishing goals by regularly reviewing and evaluating the outcomes of planning, program development, and activities associated with vision, mission, and goals.
3. Uses vision, mission, and goals to guide school improvement planning, change strategies, and implement instructional programs. Does very little to provide for improvement planning, change strategies, and instructional programs as they relate to vision, mission, and goals. Consults and considers vision, mission, and goals when planning, selecting change strategies, and selecting instructional programs. Aligns vision, mission, and goals with improvement planning processes, change strategies, and implementing effective instructional programs. Uses vision, mission, and goals on a regular basis as a foundation for setting short and long-range goals and purposeful alignment of resources to improve instruction.
4.Obtains, aligns, and allocates resources to achieve the vision, mission, and goals. Uses criteria other than vision, mission, and goals when selecting and using resources. Considers vision, mission, and goals when selecting and using resources. Ensures that resources are available and used to promote the achievement of vision, mission, and goals. Encourages diverse stakeholder groups to develop resources and/or obtain cutting edge resources which promote the achievement of vision, mission, and goals.
5. Evaluates for continuous improvement toward vision, mission, and goals to advocate for and guide plans, programs, and activities to provide equitable, appropriate, and effective learning opportunities for every student. Conducts cursory reviews of progress toward vision, mission, and goals with little evidence or revision of programs and activities. Employs some evidence to evaluate and review progress toward vision, mission, and goals when revising programs and activities. Uses evidence to evaluate and revise programs and activities in order to provide equitable, appropriate, and effective learning opportunities for every student as it relates to vision, mission, and goals. Utilizes sound and systemic evidence of progress toward vision, mission, and goals to predict trends and see patterns of needs and opportunities for growth when planning equitable, appropriate, and effective programs and activities for all students.

 

Standard 2: Teaching and Learning

An educational leader promotes the success of every student by advocating, nurturing and sustaining a school focused on teaching and learning conducive to student, faculty, and staff growth.

Performance Expectation 2A:
Educational leaders ensure strong professional cultures that support teaching and learning.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 2A:
A leader…
       
1. Develops shared understanding of and commitment to ongoing professional learning to achieve high expectations for all students. Provides professional development with little focus on school needs and with minimal impact on student learning. Provides professional learning activities that support student learning but lack focus and sustainability. Provides sustainable professional learning activities that support student learning and school culture based on school needs. Uses multiple data sources to provide varied, targeted and sustainable professional learning activities that enhance adult capacity to positively impact student learning and school culture.
2. Builds organizational capacity that collectively improves instructional practices and student outcomes. Makes organizational and instructional decisions with little regard to impact on student outcomes. Is aware of the impact that hiring, professional development, and retaining professional staff have on improving instructional practices and student outcomes. Consistently hires, trains and retains professional staff that collaboratively work to improve instructional practices and student outcomes. Builds a self-sustaining structure that provides for staff to actively participate in improving instructional practices and student outcomes by participating in hiring, professional development, and instructional decisions.
3. Builds a professional culture of trust, openness and collaboration, engaging teachers in sharing information, analyzing outcomes, and planning improvement. Makes school decisions mostly in isolation and informs others of these decisions. Frequently makes effort to include others in sharing information, analyzing outcomes and planning improvement, but results do not permeate the school culture. Builds a professional culture of trust, openness and collaboration, engaging teachers in sharing information, analyzing outcomes, and planning improvement. Sustains an ongoing professional culture of trust, openness and collaboration, engaging teachers in sharing information, analyzing outcomes, and planning improvement.
4. Uses data about teacher practice to identify and support individual and team professional learning needs across a continuum of professional growth. Provides very little databased feedback. Uses some clearly defined sources of information as the basis for feedback, and offers feedback on an unscheduled, irregular basis. Provides feedback that includes multiple clearly defined sources, delivers feedback on a regular basis, and links data and feedback to improvement in teaching and learning for individuals and teams. Differentiates some of the data sources on which feedback is based according to individual needs and team needs, and aggregates data to offer individual, school, and system-level feedback which supports a continuum of professional growth.
5. Guides and supports quality professional development that results in improved teaching and learning and meets diverse learning needs for all students. Offers little or ineffective professional development without regard to learners’ needs. Initiates professional learning opportunities that apply best practices to classrooms, schools, individual students, and learning objectives for all curricular areas in the aggregate. Implements professional learning with performance-based components and ensures that professional learning for educators focuses on the characteristics and demographics of learners. Organizes a long-term plan for continuous improvement of quality professional development that is built on data, feedback and continuous study of evidence-based practices and focused on the learning needs for all students.

Performance Expectation 2B:
Educational leaders require all educators to know and use Utah Core Standards, and current Utah Effective Teaching Standards.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 2B:
A leader…
       
1. Works with individual teachers and teams to analyze student work, monitor student progress, adapt curriculum, and adjust instructional practice to meet student learning needs.
Lacks a practical understanding of how to analyze student work, monitor student progress, adapt curriculum and adapt instructional practice. Knows ways to analyze student work, monitor student progress, adapt curriculum and adapt instructional practice, but does not break it down to individual or team levels. Organizes staff and information sources to create a common focus for individuals and teams for analyzing student work, monitoring student progress, adapting curriculum, and adjusting instructional practice to meet student learning needs. Uses examples of student and teacher work to clarify and promote individual and team understanding and support collaborative practices that encourage the use of rigorous curriculum and appropriate instructional practices to promote high levels of achievement for all students.
2. Facilitates shared understanding of Utah Core
Standards and standards-based instructional practices and programs
by providing support and guidance to teachers in implementing and aligning rigorous curriculum, effective instruction, content standards, and appropriate assessments to meet student learning needs.
Provides little leadership in applying the Utah Core Standards, instructional practices, and assessments. Offers opportunities through random events for educators to understand, apply, and reflect upon the use of Utah Core Standards, instructional practices, and assessments. Arranges for professional learning opportunities for staff to understand and apply the Utah Core Standards and reflect upon curriculum, instruction, and assessments. Leads staff in formal and informal sessions which focus on Utah Core Standards, aligning rigorous curriculum, effective instruction, and appropriate assessments to meet every student’s learning needs.
3. Provides and monitors effects of differentiated instructional strategies, curricular materials, educational technologies, and other resources appropriate to address diverse student populations, including students with disabilities, cultural and linguistic differences, gifted and talented, disadvantaged social economic backgrounds, or other factors affecting learning. Has very little understanding of how to differentiate instruction for diverse learners and is awkward in assisting staff with this skill. Is learning how to differentiate instruction using a variety of strategies, resources, and accommodations and makes some efforts to improve instructional strategies. Provides regular professional learning opportunities for all educators to increase their knowledge of differentiated instructional approaches and varied resources and to examine practices that meet the needs of all learners. Leads and facilitates professional learning on differentiated teaching strategies, curricular resources, and technologies and ensures that these strategies and resources are being applied and used in teachers’ classrooms as instruction is adjusted to meet various student needs and backgrounds.
4. Identifies and uses high- quality research and data-based strategies and practices that are appropriate in the local context to inform curriculum and instructional practices to increase learning for every student. Has little awareness of research about student- based strategies and practices that are appropriate in the local context to increase learning for every student. Studies the literature and research on using instructional practices to promote student achievement for all learners. Provides educators with knowledge of and encouragement for using strategies that hold promise for improving learning in the local context. Applies research-based best practice approaches when conducting professional learning and other events for adult educators to inform curriculum and instructional practices that are useful in the local context.
5. Provides instructional leadership by supervising, evaluating, coaching, and mentoring educators to improve instructional practice. Completes supervisory function and encourages professional growth with little success. Attempts to guide improvement in instructional practice by completing formative evaluation tasks. Improves instructional practice by supervising, evaluating, coaching, and mentoring educators. Builds capacity for all educators to be involved in reflective practice to monitor their own progress in improving instruction and assist others in their progress.

Performance Expectation 2C:
Educational leaders implement appropriate systems of assessment and accountability.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 2C:
A leader…
       
1. Collects and appropriately uses standards-based accountability data to improve the quality and effectiveness of teaching and learning. Uses a single source of information for decisions about student learning, teacher effectiveness, and program quality. Seeks sources of aligned, standards-based accountability data that relate to effective teaching and learning. Aligns standards-based goals with outcome data to improve the quality and effectiveness of teaching and learning. Provides professional development to teachers on the use of aligned, standards-based accountability data to improve the quality and effectiveness of teaching and learning.
2. Uses varied sources and kinds of information and data to evaluate student learning, effective teaching, and program quality. Uses a single source of information and minimal data for decision making about student learning and program quality. Uses varied sources of data and information for program evaluation and student assessment. Appropriately matches different kinds of data and assessments with the kinds of information needed to make sound judgments about program effectiveness and student achievement. Leads staff and other educators to understand multiple sources available for decision making about programs and learning out- comes and the criteria to be considered in matching those sources with information needed to evaluate student learning, effective teaching, and program quality.
3. Uses effective data-based technologies and performance management systems to support regular analysis and interpretation of data for accountability reporting and to guide continuous improvement of teaching and learning. Uses little technology or performance management systems to direct school improvement. Studies technology and performance management systems available and is learning the relationship between such tools and school improvement. Applies appropriate technology and performance management systems to address stated goals and to adjust programs and resources for improvement aimed at enhanced teaching and learning. Explores cutting edge technologies and other assessment tools, and collaborates with colleagues to improve the quality of the technology and program management tools for continuous school improvement associated with enhanced teaching and learning.
4. Synthesizes data and evaluates progress toward vision, mission, and goals for all stakeholders. Has little understanding about the relationship between vision, mission, and goals and the use of data. Studies tools available for gathering data and attempts to relate these data to vision, mission, and goals. Organizes and interprets data so that individual educators and stakeholder groups can understand the results and plan for future improvement of vision, mission, and goals. Leads educators to organize data so that results have meaning in terms of expressed goals and leads educators to know strategies for communicating complex findings so that individuals and stakeholder groups can understand the meaning of the data in terms of expressed vision, mission, and goals.

 

Standard 3: Management for Learning

An educational leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

Performance Expectation 3A:
Educational leaders distribute responsibilities and supervise ongoing management structures and practices to enhance teaching and learning.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 3A:
A leader…
       
1. Distributes and oversees responsibilities of management structures and procedures to support teaching and learning while developing capacity for shared leadership of operational systems. Provides very few management structures and procedures and is unaware of how they support student learning. Knows some of the strategies needed to build management structures and procedures and uses them appropriately to support teaching and learning. Assigns and reviews the duties and responsibilities associated with leading operational systems and encourages others to assist in the use of appropriate strategies for school management to support teaching and learning. Engages stakeholder groups in analyzing duties and responsibilities associated with leading operational systems and planning for appropriate assignments while modeling effective problem solving skills and knowledge of strategic, long-range and operational planning to support teaching and learning.
2. Maintains the physical plant for safety, ADA requirements, and other access issues to support the learning of every student. Does not maintain the physical plant or keep in compliance with ADA or access issues. Knows the requirements of maintaining the physical plant and works to ensure adherence to safety, ADA, and other access issues. Maintains the physical plant, adheres to safety and ADA requirements and other access issues in order to support student learning. Leads staff and stakeholder groups to understand and sustain the positive relationship between a well- maintained and accessible physical plant and student learning.
3. Develops and facilitates communication and data systems that assure the timely ow of information to support teaching and learning. Does little to facilitate the timely flow of information. Employs systems to provide timely ow of information. Develops and facilitates communication and data systems that assure the timely ow of communication to support teaching and learning. Engages diverse stakeholder groups in developing and facilitating communication and data systems to support teaching and learning.
4. Oversees acquisition and maintenance of equipment and effective technologies to support teaching and learning. Shows little understanding for use of equipment and technologies and their relationship to teaching and learning. Explores options for and provides equipment and technologies that are effective and support student learning. Ensures that equipment and technologies that are effective and support student learning are acquired and maintained. Leads stakeholder groups to explore and use tools, technologies, and applications that are effective, especially with regard to supporting student learning.
5. Evaluates and uses effective tools to revise processes and procedures to ensure teacher and organizational resources are focused to support quality instruction and student learning. Only conducts reviews of processes and procedures if required to do so, and fails to understand implications for teaching and learning. Conducts reviews of processes and procedures and uses resources without fully understanding their relationship to student learning. Uses effective tools to evaluate and revise processes and procedures to focus resources on instruction and learning. Engages all stakeholder groups in evaluating the success with which duties and responsibilities associated with processes and procedures have been executed and uses this information in planning for improvement in high quality instruction and student learning.

Performance Expectation 3B:
Educational leaders strategically allocate and align human, fiscal, technological, and physical resources.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 3B:
A leader…
       
1. Operates within budget and fiscal guidelines directed effectively toward teaching and learning. Has little understanding of monetary guidelines and/ or fails to direct resources toward teaching and learning. Understands monetary guidelines and develops capability of directing resources toward teaching and learning. Adheres to monetary guidelines and effectively directs resources toward teaching and learning. Enables stakeholder groups to understand the importance of abiding by monetary guidelines and increases their knowledge of ways to effectively direct resources toward teaching and learning.
2. Allocates funds based on student needs within the framework of federal, state, and district rules. Does not allocate funds appropriately. Lacks understanding of ways to meet district, state and federal fiscal mandates while allocating funds to meet student needs. Allocates funds based on student needs within the framework of district, state, and federal fiscal mandates. Teaches stakeholder groups ways to use funding to simultaneously meet student needs and district, state, and federal fiscal mandates.
3. Leverages resources to achieve vision, mission, and goals. Does not relate use of resources with vision, mission, and goals. Explores ways to use resources to achieve vision, mission, and goals. Aligns and uses resources to achieve vision, mission, and goals. Seeks additional resources to further vision, mission, and goals and models new ways to manage existing resources.
4. Implements practices to recruit, develop, and retain highly qualified and effective personnel. Does not effectively recruit, develop, and/or retain personnel. Implements, investigates, and experiments with ways to recruit, develop, and retain highly qualified and effective personnel. Recruits, develops, and retains highly qualified and highly effective personnel. Involves other appropriate personnel and diverse stakeholder groups as well as teacher leaders to recruit, develop, and retain highly qualified and highly effective personnel.
5. Assigns personnel to address diverse student needs, legal requirements, and equity goals. Does not appropriately assign personnel to meet diverse student needs. Lacks understanding and/ or assigns some personnel to address some of the diverse student needs, legal requirements, and equity goals. Assigns personnel to address diverse student needs, legal requirements, and equity goals. Teaches, models, and demonstrates to others how to match talent and experience of personnel with diverse student needs, legal requirements, and equity goals.
6. Conducts personnel evaluation processes that develop and improve professional practice, by providing timely feedback, and remediates and/ or terminates employment in keeping with district and state policies. Conducts employee evaluations with little regard to adhering to deadlines and procedures. Employs personnel evaluation processes that offer some benefit in promoting future professional practice and complies with district and state policies. Conducts personnel evaluation processes that lead to improved professional practice and complies with district and state policies. Relates personnel evaluation policies to improve professional growth and enhance professional practice and complies with district and state polices in ways that all employees can understand.
7. Seeks and secures additional resources needed to accomplish vision, mission, and goals. Minimally uses supplied resources in ways that support vision, mission, and goals. Responds to opportunities presented to add resources for accomplishing vision, mission, and goals. Seeks and secures additional resources needed to accomplish vision, mission, and goals. Networks effectively to connect with a variety of additional resources focused on accomplishing vision, mission, and goals.

Performance Expectation 3C:
Educational leaders protect the well-being and safety of students and staff.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 3C:
A leader…
       
1. Advocates for and creates collaborative systems and shared leadership responsibilities that support student and staff safety and well-being. Does little to create collaborative systems or shared leadership that support student and staff safety and well-being. Supervises shared responsibilities and collaborative systems that support student and staff safety and well-being. Takes responsibility to develop and establish collaborative systems and shared leadership responsibilities that support student and staff safety and well-being. Leads others and models an example of how shared leadership and collaborative systems can and do support student and staff safety and well-being.
2. Involves parents, teachers, and students in developing, implementing, and monitoring expectations and norms for accountable behavior. Is aware of the need for developing, implementing, and monitoring guidelines and norms for accountable student behavior, but is not successful in doing so. Creates and monitors guidelines for accountable behavior within a closed circle of individuals. Develops, implements, and monitors guidelines and norms for accountable student behavior by consulting various stakeholder groups. Ensures that all stakeholder groups are active and participating in developing, implementing, and monitoring guidelines and norms for accountable student behavior.
3. Develops and monitors a comprehensive safety and security plan and implements effective instructional program and practices to address current safety and well-being topics. Provides safety and security plan based on insufficient data and investigation and/ or may not use the plan as indicated. Drafts and uses a comprehensive safety and security plan based on critical incidents and needs. Develops, shares, and monitors a comprehensive safety and security plan and implements effective instructional programs and safety practices to address safety topics. Collaborates with stakeholder groups and demonstrates to others how the comprehensive safety and security plan relates to a safe environment for teaching and learning.

 

Standard 4: Community Collaboration

An educational leader promotes the success of every student by collaborating with faculty, staff, parents, and community members, responding to diverse community interests and needs and mobilizing community resources.

Performance Expectation 4A:
Educational leaders collaborate with families and diverse community stakeholders to extend programs, services, and outreach.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 4A:
A leader…
       
1. Collects, analyzes, and shares data and information with the community pertinent to the educational environment. Makes minimal effort to ensure that public information strategies fit with the abilities and needs of the families and the community. Experiments with techniques for providing public information strategies appropriate to the needs and abilities of stakeholders in order to communicate with families and community members. Collects, analyzes, and shares data and information with the community, and uses public information strategies that are appropriate to the needs and abilities of stakeholders in order to communicate with families and community members. Shares the rationale behind the data that are collected, analyzed and reported to community members, reviews the efficiency and effectiveness of strategies used to communicate with families and community members, and seeks new ways to continue effective public information strategies that are appropriate to the needs and abilities of stakeholders in order to communicate with families and community members as demographics and opportunities change.
2. Develops comprehensive strategies by collaborating with the community in support of outreach programs and services. Limits school services to regular daytime programs. Provides limited services to students though extended school programs. Provides varied services to students and families through extended school programs. Forges ways to extend the school community through providing outreach services.
3. Uses effective communication strategies with families and community members to provide stakeholders with timely and accurate information. Minimally uses communication strategies without regard to the abilities and needs of the families and the community. Experiments with providing timely and accurate information appropriate to the needs and abilities of stakeholders. Uses effective, timely, and accurate communication strategies with families and community members appropriate to their needs and abilities. Shares the rationale behind the effective public information strategies chosen, reviews the efficiency and effectiveness of communication strategies with families and community members, and seeks new ways to ensure that effective, timely, and accurate information is communicated to meet the needs and abilities of stakeholders as demographics and opportunities change.
4. Applies communication and collaboration strategies to involve families in decision making about their student’s education and develop positive family partnerships. Excludes families, whether intentionally or not, and does not involve families in the decision making about their students’ education. Creates opportunities for families to have input into their students’ education and understands the importance of family partnerships. Involves families in decision making about their students’ education, and invites families to partner with the school for improved student outcomes. Teaches families of diverse student populations effective strategies for making appropriate, well- informed decisions about their students’ educational options and involves the families in the decision-making process through positive family partnerships.

Performance Expectation 4B:
Educational leaders respond and contribute to community interests and needs.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 4B:
A leader…
       
1. Identifies, builds and sustains productive relationships with community partners. Makes minimal effort to develop community and local partnerships. Explores the ways in which communication and collaboration strategies might be used to develop local community partnerships. Applies sustainable and workable communication and collaboration strategies to develop local community partnerships. Models and shares with others the processes and outcomes of sustaining successful community partnerships developed through the use of communication and collaboration strategies.
2. Uses appropriate data, assessment strategies, and research methods to understand and accommodate diverse student and community conditions and dynamics. Makes ineffective efforts to understand a diverse community. Investigates assessment strategies and research methods which may lead to understanding and accommodation of diverse student and community conditions and dynamics. Uses appropriate assessment strategies and research methods to gather data in order to understand and accommodate diverse student and community needs, conditions, and dynamics. Models and demonstrates how findings from appropriate assessment strategies and research methods lead to understanding and accommodation of diversity within varied community conditions and dynamics.
3. Utilizes diversity as an asset of the school community to strengthen educational programs. Does not acknowledge diversity among students as necessarily desirable or positive. Studies the ways in which aspects of diverse groups can enrich the school community and strengthen educational programs. Capitalizes on diversity as an asset of the school community to strengthen educational programs. Demonstrates through examples and personal modeling the advantages diversity holds for strengthening educational programs and the school community.
4. Shares responsibilities with communities to improve teaching and learning. Does not share with the community responsibilities for improving teaching and learning. Attempts in small ways to engage communities in improving teaching and learning. Effectively shares responsibilities with communities by inviting stakeholder groups into the school to participate in the improvement process. Explains and models to others the behaviors, language, and attitudes that will engage the community in participating in the process to improve teaching and learning.

Performance Expectation 4C:
Educational leaders maximize shared school and community resources to provide essential services for students and families.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 4C:
A leader…
       
1. Links to and collaborates with community agencies for health, social, and other essential services to families and students. Views school services as separate from other community agencies offering services to families and students. Acquires information as needed about services, funding, and location of community agencies serving families and students. Links to and collaborates with community agencies for health, social, and other services to families and students. Forges ways to strengthen offerings to families and students by arranging for services across and between school and community agencies and works to make these offerings complementary.
2. Develops mutually beneficial relationships with business, religious, political, and service organizations to share school and community resources. Views school resources as separate from other community resources. Responds positively to requests from business, religious, political, and service organizations to share resources. Develops mutually beneficial relationships with business, religious, political, and service organizations to share school and community resources, including facilities. Seeks out and explains the development and implementation of mutually beneficial relationships with business, religious, political, and service organizations which enable school and community resources to be shared.
3. Mobilizes and aligns the resources of schools, family, and community to positively affect student and adult learning, including parents and others who provide care for students. Makes minimal effort to engage community support for sustaining existing resources or adding new resources. Employs techniques designed to engage community support for sustaining existing resources and securing new resources. Secures community support to sustain existing resources that address student and adult learning, including parents and others who provide care for students. Models and demonstrates to others the effects of securing and building community support for maximizing existing and future resources to positively affect student and adult learning, including parents and others who provide care for students.

 

Standard 5: Ethical Leadership

An educational leader promotes the success of every student by acting with, and ensuring a system of, integrity, fairness, equity, and ethical behavior.

Performance Expectation 5A:
Educational leaders demonstrate appropriate, ethical, and legal behavior expected by the profession.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 5A:
A leader…
       
1. Models personal and professional ethics, integrity, justice, and fairness and expects the same of others. Is complacent and unconcerned about personal, professional, and stakeholder groups’ ethics, integrity, justice, and fairness. Sets goals and strives for high standards of personal and professional ethics, integrity, justice and fairness in self and in stakeholder groups. Models personal and professional ethics, integrity, justice, and fairness and expects the same of stakeholder groups. Articulates, models, expects, and helps to define for self and stakeholder groups the highest standards of professional ethics, integrity, justice, and fairness.
2. Protects the rights of students and staff, including appropriate confidentiality. Inconsistently maintains confidentiality and has minimal regard for protecting the rights of others. Meets the requirements of the law with regard to rights and confidentiality of students and staff. Protects the rights and appropriate confidentiality of students and staff. Models and leads stakeholder groups to establish ways to protect rights and confidentiality in complex situations.
3. Behaves in a trustworthy manner, using professional influence and authority to enhance education and the common good. Engenders little trust or inappropriately uses professional influence and authority. Is viewed as trustworthy as an individual in personal and professional ways. Behaves in a trustworthy manner, using professional influence and authority to enhance education and the common good. Coaches stakeholder groups to follow practices of consistent and trustworthy behavior to enhance professional influence for the common good.
4. Demonstrates respect for the inherent dignity and worth of each individual. Shows little respect to those in the organization and the community. Generally applies respectful tones of voice and behaviors with those in the organization and the community. Demonstrates respect for the inherent dignity and worth of each individual. Engages with stakeholder groups in conversations about a variety of verbal, nonverbal, and organizational ways to demonstrate respect for every person.
5. Models respect for diverse community stakeholders and treats them equitably. Generally shows little respect or acknowledgment for the norms and standards of differing cultures and of those holding differing opinions. Shows tolerance for and attention to the norms and standards of differing cultures and of those holding differing opinions. Models in words and actions, respect for diverse community stakeholder groups and treats them equitably. Leads stakeholder groups in the study of ways to create equitable treatment for individuals of varying cultures, backgrounds, experiences, and opinions.
6. Demonstrates respect for diversity by developing cultural sensitivity and equitable practices. Fails to consistently respond to cultural diversity and equitable practices. Studies and practices the skills needed to show respect and equity across diverse populations. Demonstrates respect for diversity by developing cultural competency skills and equitable practices. Helps to describe and facilitate professional development for stakeholder groups in cultural competency and equitable practices.

Performance Expectation 5B:
Educational leaders examine personal assumptions, values, beliefs, cultural competencies, and practices in service of a shared vision, mission, and goals for student learning.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 5B:
A leader…
       
1. Self-assesses personal assumptions, values, beliefs, and practices that guide improvement of student learning. Minimally reflects on personal assumptions, values, beliefs, and practices. Articulates personal assumptions, values, beliefs, and practices and their relationship to the practice of educational leadership. Assesses own personal assumptions, values, beliefs, and practices that guide improvement of student learning. Assists stakeholder groups to understand the outcomes of personal assessment of assumptions, values, beliefs, and practices and the linkage of these outcomes to improvement of student learning.
2. Uses a variety of strategies to lead others in safely examining deeply held assumptions and beliefs that may conflict with vision, mission, and goals. Minimally fosters personal reflection of deeply held assumptions and beliefs that may conflict with vision, mission, and goals by stakeholder groups. Promotes personal reevaluation of deeply held assumptions and beliefs that may conflict with vision, mission, and goals by stakeholder groups. Uses a variety of strategies to lead educators in safely examining deeply held assumptions and beliefs that may conflict with vision, mission, and goals. Leads and facilitates stakeholder groups to use a variety of strategies to safely examine deeply held assumptions and beliefs, including those which may conflict with vision, mission, and goals.
3. Respectfully challenges and works to change assumptions, beliefs, and biases that negatively affect students, educational environments, and every student’s learning. Selectively ignores various assumptions and beliefs that negatively affect students, educational environments, and every student’s learning. Looks for ways to challenge and change assumptions and beliefs that negatively affect stakeholder groups and every student’s learning. Respectfully challenges and works to change assumptions and beliefs that negatively affect stakeholder groups and every student’s learning. Leads in changing assumptions, beliefs, and biases to accommodate the diversity among stakeholder groups and every student’s learning.

Performance Expectation 5C:
Educational leaders perform the work required for high levels of personal effective leadership performance, including acquiring new capacities needed to fulfill responsibilities.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 5C:
A leader…
       
1. Self-reflects on professional work, analyzes strengths and weaknesses, and establishes goals for professional growth. Does not reflect on own work. Thinks about own work and looks at processes and outcomes. Reflects deeply on own work, analyzes strengths and weaknesses, and revises personal goals for professional growth. Self-reflects and leads stakeholder groups to understand analysis of professional work and reasons for goals to establish professional growth.
2. Models lifelong learning by continually deepening understanding and practice related to content, standards, assessment, data, teacher support, evaluation, and professional development strategies. Lacks evidences of systematic professional growth and its relationships to educational practices. Seeks opportunities to learn about education, especially content, standards, assessment, data, teacher support, evaluation, and professional development strategies, and strives to see the relationship to effective educational practices. Models lifelong learning by continually deepening understanding and practice related to content, standards, assessment, data, teacher support, evaluation, and professional development strategies. Leads and models for stakeholder groups a commitment to lifelong learning and effective educational practices, and assists others to see the relationship of these practices to improvement in student learning.
3. Develops and uses understanding of educational policies to implement equitable or proven approaches to meet short- term goals. Either does not know or chooses not to use current educational policies to meet short-term goals through best practices. Seeks to understand the content and meaning of current educational policies and uses them appropriately to meet short-term goals through best practices. Applies clear understanding of educational policies to meet vision, mission, and goals, and avoids approaches that fall short of best practice in meeting short-term goals. Teaches stakeholder groups about educational policies and how to use those policies to meet vision, mission, and goals as well as avoid approaches that fall short of best practice in meeting short-term goals.
4. Helps educators and the community understand and focus on vision, mission, goals, and consequences for students within legal and political constructs surrounding educational purposes and methods. Ignores or misapplies political conflicts in the educational arena. Seeks facts and information to assist others in understanding political conflicts over educational purposes and methods. Assists educators and community members in sorting through political conflicts and self-interests and remaining focused on vision, mission, goals, and consequences. Knows and teaches stakeholder groups about legal and political constructs surrounding educational purposes and methods while maintaining a focus on the vision, mission, goals, and consequences.
5. Sustains personal motivation, optimism, commitment, energy, and health by balancing professional and personal responsibilities and encouraging similar actions for others. Does not balance personal and professional commitments and opportunities. Strives to balance personal and professional commitments and opportunities. Sustains personal motivation, optimism, commitment, energy, and health by balancing professional and personal responsibilities and encouraging similar actions for others. Teaches stakeholder groups about the concepts and practices related to balancing personal and professional commitments that lead to an emotionally, psychologically, and physically healthy lifestyle.

 

Standard 6: Systems Leadership

An educational leader promotes the success of every student by understanding, responding to, and influencing the interrelated systems of political, social, economic, legal, policy, and cultural contexts affecting education.

Performance Expectation 6A:
Educational leaders demonstrate active participation in the school’s local community.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 6A:
A leader…
       
1. Facilitates constructive discussions with the public about federal, state, and local laws, policies, regulations, and statutory requirements affecting continuous improvement of educational programs and outcomes. Does not engage with stakeholder groups about mandates that affect educational programs. Responds to opportunities for exchanges about mandates that affect educational programs and outcomes. Seeks constructive discussions with stakeholder groups about federal, state, and local laws, policies, regulations, and statutory requirements affecting continuous improvement of educational programs and outcomes. Models constructive discussion techniques and coordinates the facilitation of productive discussion with stakeholder groups about federal, state, and local laws, policies, regulations, and statutory requirements affecting continuous improvement of educational programs and outcomes and works to positively impact public education policy.
2. Actively develops relationships with a range of stakeholder groups and/ or policymakers to identify, respond to, and influence issues, trends, and potential changes that affect the context and conduct of education. Minimally seeks relationships with stakeholder groups and/ or policymakers regarding education issues. Identifies key opinion leaders among stakeholder groups and/or policymakers who can help to identify, respond to, and influence issues, trends, and potential changes that affect the context and conduct of education. Actively develops relationships with a range of stakeholders and/or policymakers (e.g., community, local, state) to identify, respond to, and influence issues, trends, and potential changes that affect the context and conduct of education. Models and teaches others techniques for developing relationships across a range of individuals and stakeholder groups and/or policymakers that can be used to foster communication regarding issues, trends, and potential changes that affect the context and conduct of education.
3. Advocates for equity and adequacy in providing for students’ and families’ educational, physical, emotional, social, cultural, legal, and economic needs, so that every student can meet educational expectations and policy goals. Does not plan or seek equity or appropriate provisions to ensure opportunities for success for every student. Plans for changes that could lead to equity or appropriate provisions to ensure opportunities for success for every student. Advocates for equity and adequacy in providing for students’ and families’ educational, physical, emotional, social, cultural, legal, and economic needs, to enable every student to meet educational expectations and policy goals. Builds capacity in staff and stakeholder groups to advocate for equity and appropriate provisions to ensure every student can have the opportunities needed for success.

Performance Expectation 6B:
Educational leaders contribute to the larger arena of educational policy making.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 6B:
A leader…
       
1. Operates consistently to uphold and influence federal, state, and local laws, policies, regulations, and statutory requirements in support of learning for all students. Shows minimal compliance with federal, state, and local mandates. Abides by federal, state, and local laws, policies, regulations, and statutory requirements to support student learning. Upholds and/or influences federal, state, and local laws, policies, regulations, and statutory requirements in support of learning for every student. Builds capacity in stakeholder groups to understand how to uphold and influence federal, state, and local laws, policies, regulations, and statutory requirements in order to offer support of learning for every student.
2. Collects and accurately communicates data about educational performance in a clear and timely way, relating specifics about the local context to improve policies and inform political discussions and decision making. Is aware of data, but does not use it to provide information or influence policy changes. Organizes data in meaningful ways to provide information that is relevant and timely to influence policy discussions. Collects and effectively communicates data about educational performance, using specifics about the local context to improve policies and to inform political decision making. Builds capacity in stakeholder groups and others in how to organize and analyze data to influence and communicate implications for improving policies, making decisions, and offering correct information for healthy discussion.
3. Communicates effectively with key decision-makers in the community and in broader political contexts to improve public understanding of federal, state, and local laws, policies, regulations, and statutory requirements. Does not effectively communicate educational needs. Develops awareness of education needs in a variety of contexts. Communicates effectively with key decision-makers in a variety of ways and in a variety of contexts to improve public understanding of federal, state, and local laws, policies, regulations, and statutory requirements. Models and shares strategies and language for communicating effectively with decision-makers the needs of education and to improve public understanding of federal, state, and local laws, policies, regulations, and statutory requirements in a variety of public political contexts.
4. Advocates within the educational policy environment for increased support of excellence and equity in education. Does little to participate in discussions supporting excellence and equity in education. Practices approaches for advocacy of excellence and equity in education. Advocates for increased support of excellence and equity in education. Engages stakeholder groups in advocating for increased excellence and equity in education.

Performance Expectation 6C:
Educational leaders increase the effectiveness of the school community’s efforts to improve education.

  Rudimentary Emerging
Effective
Effective Highly Effective
Indicators for 6C:
A leader…
       
1. Builds strong relationships with the school board, district and state education leaders, and policy actors to inform and influence policies and policymakers in the service of students and families. Is indifferent or non- compliant in relationships with the school board, district and state education leaders, and policymakers. Develops cordial relationships with the school board, district and state education leaders, and policymakers. Builds positive relationships with the school board, district and state education leaders, and policymakers to inform and influence policies and policymakers in the service of students and families. Leads stakeholder groups and others to acquire networks of contacts through which they will inform and influence policies and policymakers in the service of students and families.
2. Advocates for public policies that ensure appropriate and equitable human and fiscal resources and improve student learning. Lacks understanding of public policies that provide appropriate and equitable human and fiscal resources and improve student learning. Adheres to public policies that ensure appropriate and equitable human and fiscal resources and improve student learning. Supports and/or works toward public policies that ensure appropriate and equitable human and fiscal resources and improve student learning. Engages stakeholder groups and others to support public policies that ensure appropriate and equitable human and fiscal resources and improve student learning.
3. Works with community leaders to collect and analyze data on economic, social, and other emerging issues that affect district and school planning, programs, and structures. Rarely collects and analyzes data on economic, social, and other emerging issues. Collects and analyzes data in isolation on economic, social and other emerging issues that affect district and school planning, programs, and structures. Works with community leaders to collect and analyze data on economic, social, and other emerging issues that affect district and school planning, programs, and structures. Models and builds capacity in educational leaders to work with community leaders and stakeholder groups to collect and analyze data on economic, social, and other emerging issues that affect district and school planning, programs, and structures.
4. Supports public policies that provide for present and future needs of students and families and improve education. Lacks understanding of public policies that provide for present and future needs of students and families and improve equity and excellence in education. Adheres to public policies that provide for present and future needs of students and families and improve equity and excellence in education. Works for support of public policies that provide for present and future needs of students and families and improve equity and excellence in education. Engages and facilitates stakeholder groups to support public policies to provide for present and future needs of students and families and improve equity and excellence in education.