The leaders of a quality public school are responsible stewards of the school’s mission and vision and of public funds and trust. The school leaders carry out their duties in a professional, responsible and ethical manner at all times and use their influence and authority for the primary purpose of achieving student success and creating the highest quality learning environment. Download the full rubric and scoring documents here.

Monitoring Effectiveness


Leaders regularly monitor and evaluate the success of the school’s program and hold themselves accountable for results.

  • How does the school leader use multiple objective metrics to determine school success (i.e. assessment results, graduation rates, student retention rates, parent/student surveys, etc.)?
  • How do students participate in formal assessments multiple times a year?
  • How does the school leader ensure that there is an alignment between what is taught and what is assessed?
  • How does the school leader have access to school, classroom, and student level assessment results?
  • How does the school leader have access to assessment results broken down by standard?
  • How does the school leader review assessment results with staff at least quarterly?
  • How intervention programs documented and are the successes are backed up by data?
  • How does the school leader ensure there is an annual or quarterly review of curriculum materials?
  • Quarterly benchmark assessments
  • Weekly formative assessments
  • Summary graphs and charts displaying results of student assessments – quarterly and annually
  • Agenda and minutes of meetings between teachers and leaders that demonstrate discussion around student academic achievement.
  • Documentation of intervention programs with separate analysis of intervention effectiveness
  • School leader reports to the governing board on school’s outcomes

Professional Development


Leaders engage in regular professional development and reflective practice.

  • Does the school leader have a written professional development plan?
  • Is the school leader aware of the professional development opportunities available every quarter from a variety of different sources?
  • Has the school leader attended a conference or topic specific training in the last quarter?
  • Does the school leader regularly read journals, newspapers, blogs, etc. related to education?
  • How aware is the school leader of and has he/she read recently published academic reports and articles from credible sources?
  • Has the school leader completed a formal self-reflection on strengths and weaknesses based on multiple sources of data (student achievement data, teacher/parent surveys, established leader rubrics, etc.)?
  • How are the professional development opportunities pursued aligned with the school’s mission and vision?
  • How does the school leader implement concepts/practices after the training?
  • A yearly professional development plan for the school leader
  • Leader’s professional development summary
  • Certificates of completion from relevant trainings
  • Completed self-reflection form that identifies strengths and weaknesses
  • Subscription to academic professional journals
  • Budget line item for professional development for administration
  • Documented changes in programs with a link to research

Conflict of Interest


The school leader abstains from any decision involving a potential or actual conflict of interest.

  • Does the governing board have a conflict of interest statement?
  • Does the school leader avoid being involved in any decision that could lead to a possible financial gain?
  • Does the school leader disclose all affiliation with potentially interested members of the governing authority?
  • Does an independent, disinterested governing board conduct a review of the leader’s performance?
  • Has the school leader and governing authority consulted with legal counsel to help identify any potential conflicts of interest?
  • Conflict of Interest Statement in charter
  • Governing board manual of policies
  • Staff Handbook
  • Governing board meeting minutes that indicate the leader recusing him/herself because of a potential conflict
  • Organizational chart that documents no conflicts of interest
  • Audit report shows no findings with regard to conflict of interest

Instructional Leadership


Leaders make management decisions with the goal of optimizing successful teaching and learning experiences.

  • Has the school leader provided ample daily instructional time to support student learning?
  • Has the school leader provided ample teacher planning, collaboration, and reflection time?
  • Are teachers given access to sufficient instructional resources?
  • How does the leader regularly evaluate the effectiveness of teaching staff?
  • Has the school leader worked to maximize the amount of financial resources dedicated to supporting teaching and learning?
  • How does the school leader ensure that teacher salaries and benefits are competitive enough to attract high quality teachers?
  • How does the school leader take into consideration teacher strengths when making grade level and course teaching assignments?
  • Has the school leader established a uniform code of conduct throughout the school that supports successful teaching and learning?
  • Has the school leader developed a written plan for instructional improvement that includes coaching opportunities for all teaching staff?
  • Has the school leader actively gathered input from all staff before making key management decisions that effective teaching and learning?
  • School daily and weekly schedule
  • Instructional resources available for teachers
  • Teacher evaluation forms
  • School budget
  • Record of teacher teaching assignments
  • Record of internal and external professional learning opportunities
  • School wide instructional improvement plan
  • Teacher/leader planning meeting minutes that show active discussion about key management decisions



Leaders are aware of and comply with all local, state, and federal laws and regulations, including those pertaining to Special Education.

  • Does the school leader have state and federal compliance documents and materials?
  • Does the school leader have a calendar or timeline of key compliance requirements for state and federal reporting?
  • Are staff members in place to collect, organize and report to the state or federal agencies data that are required for compliance?
  • Has the school received any audit or compliance findings from the state or federal departments with regard to reporting and record keeping?
  • How does the school leader monitoring changes to laws and regulations?
  • How does the leader monitor compliance with state and federal laws?
  • Does the school leader attend trainings or meetings that provide updates regarding changes to laws and regulations?
  • Does the leader have a process for addressing issues identified, either internally or externally, within the school regarding non-compliance?
  • Does the school leader implement changes to procedures or processes based on changes to laws and regulations as a result of training?
  • Does the leader participate in advocacy, either organized or individually, with the state legislature?
  • Does the leader collaborate with key staff, vendors or stakeholder to ensure compliance?
  • Copies of compliance documents, i.e., USFR, ADE Guidance and Regulations, IDEA, 504, Title XV, etc.
  • Calendar/timeline indicating deadlines
  • Staff members hired with demonstrated knowledge or expertise needed to comply with requirements
  • Audit/compliance documents and/or results
  • Internal procedure manuals to guide staff in their work
  • Internal audit processes and procedures in place
  • Training certificates
  • Demonstrated changes in processes or procedures based on updated regulations or statute
  • Staff or vendor meeting agendas or documentation
  • Participation in Association meetings/calls or individual advocacy at the state or federal level



Leaders implement practices that are inclusive to diverse learners consistent with the school.

  • Does the school’s mission address the student achievement and learning of all learners/students?
  • How does the school leader demonstrate that he/she respects diversity of their students and staff?
  • Does the school have policies in place which respect the diversity of student learning styles and needs?
  • Does the school have a system in place to ensure that the learning needs of all students are met?
  • How does the school utilize research based interventions and enrichments to respond to student need?
  • Does the school have access to student achievement data that can be used to inform instructional decisions with regard to intervention and enrichment?
  • Is there evidence that instructional decisions are made based on data?
  • Do teachers receive training on diversity, differentiation of instruction, data analysis, utilization of intervention and enrichment, etc.?
  • How do educators use multiple learning and teaching approaches to support the learning of all students?
  • How does the school leader monitor that policies are implemented by all staff members?
  • Has the school developed a systematic response to student learning through a pyramid of interventions?
  • Does the school have interventions for both academic and social needs of their students?
  • How does the leader monitor the implementation of differentiation and intervention?
  • How does the leader model behaviors that align which create the environment that is necessary for all students to learn and achieve?
  • Are students’ academic and personal development guided by an adult advocate?
  • Does the leader collaborate with key staff, vendors or stakeholder to ensure compliance?
  • School mission that addresses learning or achievement of all students
  • School policies that address instructional methods and models that respect diversity of learning and addresses differentiation of instruction
  • System of instructional management and assessment exists that support all students’ learning
  • Research based interventions and enrichments are available for teachers to utilize
  • Teachers have access to student achievement data throughout the year to differentiate instruction and plan intervention and enrichment
  • Students have learning goals established or individualized plans for instruction based on achievement data (school, LEA or state level assessments)
  • Training calendars and agenda
  • A systematic response to student needs is available that outlines the specific interventions and enrichments that are available for teachers to use with students
  • Evidence of monitoring of differentiation, intervention and enrichment, i.e., formal classroom observations, informal classroom visits, collection of lesson plans, conversations with students and teachers, etc.
  • Evidence of modeling behaviors i.e., staff meeting agendas, newsletters or communication with students, parents and staff, observation of leader, survey data from staff and students



Leaders engage actively in reflective self-assessment and school-wide assessment to identify areas in need of improvement.  Once identified, leaders acquire or create what is needed to improve the identified needs.

  • Does the leader engage in reflective self-assessment?
  • Does the leader facilitate school-wide assessment?
  • Is this reflective self-assessment ongoing or based on isolated events and/or timeframes?
  • Is this school-wide assessment ongoing or based on isolated events and/or timeframes?
  • How does the leader include teachers, staff or other members of the school community in the self- assessment or school-wide assessment process?
  • How does the leader solicit feedback from others regarding his/her performance?
  • Is the leader responsive to feedback and data gathered from self-assessments or school-wide assessments?
  • Does the leader expect others in the school to engage in reflective self-assessment?
  • How does the leader translate results from these assessments into clearly articulated improvement plan (individual and/or school-wide)?
  • Does the leader collaboratively develop plans to address identified needs?
  • Does the leader engage others in the implementation of the planned improvements?
  • Self-assessment results i.e., formal documents, reflective journal entries, etc.
  • School-wide assessment results i.e., needs improvement assessments, ASIP, Performance Management Plan documents, surveys, etc.
  • Dated documents or timelines provided that indicated when self-assessments or school-wide assessments were administered
  • Newsletters, correspondence with stakeholders, staff meeting agendas, etc. indicating the involvement of others in the self-assessment process and solicitation of feedback
  • Policies or procedures documentation to teachers indicating the leaders expectations for self-assessment and participation in school-wide assessment
  • School and/or parent satisfaction surveys and analysis of results
  • Professional growth/improvement plan for leader
  • A school-wide improvement plan has been developed
  • Evidence that the school-wide plan was developed collaboratively i.e., multiple authors on the document/materials, staff and teachers are able to communicate the plan and how they helped to develop it, etc.
  • Evidence of implementation of the plan (individual or school-wide)