Manteca Unified School District

Houghton Mifflin Implementation Rubric "Active and Knowledgeable Leadership"

Mark only one answer per set of statements.

School

Principal

Date

Key Element 5: Active and Knowledgeable Leadership

The school's active and knowledgeable leadership takes actions focused on developing and strengthening the academic performance of all students in reading and Language Arts by fully and skillfully implementing the district-adopted program and by actively using all available coaching/technical support and student data to focus the efforts of the school.

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Administration and Supervision of Program

The school leadership spends time in administering and supervising the program and assumes co-responsibility with the site coach in working with teachers to improve instruction and student achievement using adopted materials and instructional designs.

The school leadership spends time in administering and supervising the program and assumes some responsibility to work with teachers to improve instruction and student achievement using the adopted materials and instructional designs.

The school leadership spends time in administering and supervising the program but does not feel qualified (or responsible) to work with teachers to improve instruction and student achievement using the adopted materials and instructional designs.

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Categorical Programs Support

The school leadership takes specific actions to focus the work of all categorical programs on the effective use of the core program and its universal access components.

The school leadership takes specific actions to focus the work of all categorical programs on the effective use of the adopted program to meet the needs of all learners and works to focus on bringing some coherence among all programs to support the effective use on the adopted program.

The school leadership takes few specific actions to focus the work of all categorical programs on the effective use of the adopted program to meet the needs of all students and instead allows for an incoherent, multi-program approach in special classes.

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Communication With Coach and Other Technical Support Personnel

The school leadership consistently works and communicates with the coach and other technical support persons to plan and implement specific actions to improve teaching in all classrooms.

The school leadership consistently works with the coach and other technical support persons to plan and implement some actions to improve teaching in all classrooms.

The school leadership does not consistently work with the coach and other technical support persons to plan and implement actions to improve teaching in all classrooms.

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Tracking Student Data

The school leadership has an efficient system to keep track of the student data and is seen as consistently using the data to design actions to improve achievement.

The school leadership has a system to keep track of the student data and is seen as using the data to design actions to improve achievement.

The school leadership relies on others to keep track of the student data and is not seen as using the data to design actions to improve achievement.

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Planning Professional Development

The school leadership assists teachers to plan/attend professional development based on their instructional needs and attends key sessions. The leadership works to specifically assess if the training and follow-up were effective in improving student achievement.

The school leadership assists teachers to plan/attend professional development based on their instructional needs and student needs, but seldom attends these sessions or knows if they were effective in improving student achievement.

The school leadership assists teachers to plan/attend professional development by request but does not attend these sessions or know if they were effective in improving student achievement.

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Familiarity With the Program

The leaderhip of the school is quite familiar with the program and is able to recognize the indicators of quality instruction that need to be seen during classroom visits to ensure all students are learning.

The leadership of the school is somewhat familiar with the program and is beginning to recognize the indicators of quality instruction that need to be seen during classroom visits.

The leadership of the school is not very familiar with the adopted program and is unsure of the indicators of quality instruction that need to be seen during classroom visits to ensure all students are learning.

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Use of Data, Coach and Technical Resources

The leadership of the school consistently uses classroom data at meetings and actively uses the coach and other technical resources to determine exactly what types of program-specific actions need to be taken in the next instructional unit to improve achievement (in the specific areas that are assessed in the unit assessments).

The principal frequently uses classroom data at meetings and is actively using the coach and other technical resources to determine exactly what types of program specific actions could be taken to improve achievemnt in the specific areas that are assessed in the unit assessments.

The principal sometimes uses classroom data at meetings but does not know exactly what type of program specific actions could be taken to improve achievement in the specific areas that are assessed in the unit assessments.

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Staff Curriculum and Instruction Meetings

All staff curriculum and instruction meetings are conducted by the principal and relate to data, instruction, program content, mini-professional development activities, and planning improvement actions.

Most staff meetings are conducted by the principal and relate to data, instruction, program content, small mini-professional development activities, and planning improvement actions.

Most staff meetings are conducted by the principal and relate to organization of instruction and many other requirements not related to student achievement in a specific content area.

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Overt Leadership Actions

All of the overt leaderhip actions are related to skillfully implementing the adopted program in order to meet the instructional needs of teachers and the diverse learning needs of all students.

Most of the overt leadership actions are related to skillfully implementing the adopted program in order to meet the diverse learning needs of all students.

Most of the overt leadership actions are related to implementing the program and following district directives.

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Mark the position of the majority of your answers.

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