High Expectations and Rigorous Instruction

School Leaders Rubric

Group Version

Facilitating a Group Discussion Guide (opens in new tab)

A learning environment with High Expectations and Rigorous Instruction is academically and intellectually challenging and continually prepares and empowers students to engage in critical reasoning and independent learning.

Instructions: Meet with the school leadership team. Use the guiding questions to discuss the item and estimate together where your school or classes are overall on the progression. Be candid – this activity is most valuable as a formative learning experience. If you cannot come to agreement, add comments and go to the next item. We recommend spending about 45 minutes discussing and completing the rubric. If needed, use the CRS Facilitation Guide for Adult Group Rubrics. Your ratings and comments will not be saved until you click SUBMIT at the bottom of the page.

Progression of Engagement

Exploring

Cultural Responsiveness (CR) is in its initial phase

Growing

CR is practiced in some situations

Utilizing

CR is practiced in most situations

Transforming

CR is continuously practiced and promoted

Commitments

The extent of stakeholder dedication to culturally responsive practices across the school experience

Commitments

School Has Equity-Specific Goals & Metrics

Guiding Questions:

What are the school's and goals? Are they connected to the school's mission and values?
Exploring

Our school's goals and associated metrics are generally not related to equity and cultural responsiveness.

Growing

Our school's goals and associated metrics are specifically related to equity and cultural responsiveness.

Utilizing

Our school's goals and associated metrics are specifically related to equity and cultural responsiveness and are directly linked to our mission and values.

Transforming

Our school's goals and associated metrics are specifically related to equity and cultural responsiveness, are directly linked to our mission and values, and are regularly monitored and updated.

Selected Rating: None
Commitments

School holds High Expectations for All Students

Guiding Questions:

How do our teachers communicate and uphold their expectations and beliefs for students' success? How do we (school leaders) align and reinforce these expectations?
Exploring

In practice, our teachers have high expectations for only some students.

Growing

In practice, our teachers have high expectations for most, but not all, students.

Utilizing

In practice, our teachers have high expectations for all students.

Transforming

In practice, our teachers have high expectations for all students and we reinforce these expectations in our words and actions.

Selected Rating: None
Commitments

Ideas about Equity are Incorporated into Classroom Lessons

Guiding Questions:

How do we discuss with teachers how to incorporate ideas about and into their lessons? Do we support teachers to encourage their students to challenge the status quo?
Exploring

We rarely discuss (about 1-2 times per year) with teachers how to incorporate ideas about privilege, equity, and justice into their lessons.

Growing

We sometimes discuss (about 1-2 times per year) with teachers how to incorporate ideas about privilege, equity, and justice into their lessons.

Utilizing

We regularly discuss and give feedback (about weekly) to teachers about how to incorporate ideas about privilege, equity, and justice into their lessons.

Transforming

We regularly discuss and give feedback (about weekly) to teachers about how to incorporate ideas about privilege, equity, and justice into their lessons, including how students should be encouraged to critically examine the status quo.

Selected Rating: None
Commitments

Teachers Engage Students During Classroom Visits

Guiding Questions:

When we observe classes, how are teachers interacting with students? How are students interacting with each other? Do we look for only teacher-talk, or do we encourage students to share their own ideas and be engaged with one another (e.g., restating peers' opinions, demonstrating active listening, etc.)?
Exploring

During classroom visits, we look for teachers leading orderly classes.

Growing

During classroom visits, we look for teachers leading orderly classes where some students participate and share opinions in discussions.

Utilizing

During classroom visits, we look for teachers guiding structured discussions where most students share ideas and opinions.

Transforming

During classroom visits, we look for teachers guiding structured discussions where all students share ideas and opinions while engaging with each other.

Selected Rating: None

Empowerment

School practices include all stakeholder voices

Empowerment

Leaders Have High Expectations for Rigor of Instruction

Guiding Questions:

What are our expectations around teachers' instructional focus on student skill development, conceptual understanding, and critical thinking? How do we encourage and support teachers to develop these educational goals in their classes?
Exploring

We expect teachers to primarily focus on the learning and achievement of students' skill development.

Growing

We expect teachers to focus on student skill development with some attention to conceptual understanding.

Utilizing

We expect teachers to focus primarily on conceptual understanding while also supporting student skill development.

Transforming

We expect teachers to focus primarily on student conceptual understanding and critical thinking while also supporting student skill development.

Selected Rating: None

Relationships

The quality of connections amongst stakeholders

Relationships

Adults Develop Strong Relationships with Students

Guiding Questions:

How do we encourage teachers to develop relationships with students to improve students' instructional experiences? How do we make this encouragement known through our actions?
Exploring

We encourage teachers to develop relationships with students to improve instructional experiences.

Growing

We occasionally provide space and resources for teachers to develop relationships with students to improve their instructional experience.

Utilizing

We frequently provide space and resources for teachers to develop relationships with students to improve instructional experiences and assist with personal challenges.

Transforming

We consistently provide space and resources for teachers to develop relationships with students to improve instructional experiences and assist with personal challenges, and we model relationship-building in our own interactions with staff and students.

Selected Rating: None

Collaboration

The extent of cooperation amongst stakeholders

Collaboration

Students Share Responsibility for Learning

Guiding Questions:

What do we think students' responsibilities for their learning are, relative to teachers' responsibilities? How much do students take ownership of their learning and achievement?
Exploring

Most of the time, teachers are solely responsible for the learning and achievement of students.

Growing

Teachers are primarily responsible for the learning and achievement of students.

Utilizing

Teachers consistently share responsibility with students for their learning and achievement.

Transforming

Students consistently take ownership of their learning and achievement with teacher and school staff support.

Selected Rating: None
Collaboration

School Staff Collaborate with Parents for Student Success

Guiding Questions:

What are our expectations for parents/caregivers to support their children to succeed in school? How do we communicate these expectations to families? What efforts do we make to reach the parents/caregivers of our marginalized students?
Exploring

We rarely work with parents/caregivers to improve their child(ren)'s academic performance (e.g., discussion of academic/personal situations during check-ins and/or parent-teacher conferences, creation of specific plans/strategies, etc.).

Growing

We sometimes work with parents/caregivers, but only when their child(ren) is academically underperforming.

Utilizing

We often work with parents/caregivers to support and enhance their child(ren)'s academic performance.

Transforming

We often work with parents/caregivers to support and enhance their child(ren)'s academic performance, and we keep in close communication to address identified issues.

Selected Rating: None

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