High Expectations and Rigorous Instruction

School Leaders Rubric

Individual Version

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: Use the guiding questions below to estimate where your school is overall on the progression Be candid – all responses are reported in aggregate, and individual responses are never identified.  We recommend spending about 20 minutes completing the rubric. 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 my school's and goals? Are they connected to the school's mission and values?
Exploring

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

Growing

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

Utilizing

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

Transforming

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

Selected Rating: None
Commitments

School holds High Expectations for All Students

Guiding Questions:

How do teachers communicate and uphold their expectations and beliefs for students' success? How do I align and reinforce these expectations?
Exploring

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

Growing

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

Utilizing

In practice, teachers have high expectations for all students.

Transforming

In practice, teachers have high expectations for all students, and I help reinforce these expectations in my words and actions.

Selected Rating: None
Commitments

Ideas about Equity are Incorporated into Classroom Lessons

Guiding Questions:

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

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

Growing

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

Utilizing

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

Transforming

I 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 I observe classes, how are teachers interacting with students? How are students interacting with each other? Do I look for only teacher-talk, or do I 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, I look for teachers leading orderly classes.

Growing

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

Utilizing

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

Transforming

During classroom visits, I 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 my expectations around teachers' instructional focus on student skill development, conceptual understanding, and critical thinking? How do I encourage and support teachers to develop these educational goals in their classes?
Exploring

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

Growing

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

Utilizing

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

Transforming

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

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

Growing

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

Utilizing

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

Transforming

I consistently provide space and resources for teachers to develop relationships with students to improve instructional experiences and assist with personal challenges, and I model relationship-building in my 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 I 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 my expectations for parents/caregivers to support their children to succeed in school? How do I communicate these expectations to families? What efforts do I make to reach the parents/caregivers of marginalized students?
Exploring

I 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

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

Utilizing

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

Transforming

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

Selected Rating: None

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