Principals Pursuing Excellence (PPE) Implementation Rubric 2015
The Implementation Rubric (IR) targets the key leadership levers that impact student achievement. The IR is a tool for Turnaround
Leaders, Mentors, and Mentees to pulse-check the current state of implementation of Bambrick-Santoyo’s levers in PPE Mentees’
schools, determine growth and drivers moving forward, and differentiate coaching and professional development.
Data-Driven Instruction and Analysis
DATA-DRIVEN
CULTURE
Leadership Team
Introductory
Professional
Development
Implementation
Calendar
Ongoing
Professional
Development (PD)
Exemplary
Implementation
Proficient
Implementation
Beginning
Implementation
No Implementation
Highly active leadership team
facilitates teacher-leader data
analysis meetings after each
interim assessment and
maintains focus on the process
throughout the year
Teachers and leaders are
effectively introduced to datadriven instruction—100%
understand how interim
assessments define rigor and
experience the process of
analyzing results and adapting
instruction
Begin school year with a
detailed calendar that includes
time for assessment
creation/adaptation,
implementation, analysis,
planning meetings, and reteaching (flexible enough to
accommodate district
changes/mandates)
Active leadership team
facilitates teacher-leader data
analysis meetings after each
interim assessment and
maintains some focus on the
process throughout the year
Teachers and leaders are
introduced to data-driven
instruction—90% understand
how interim assessments
define rigor and experience the
process of analyzing results
and adapting instruction
Leadership team facilitates
teacher-leader data analysis
meetings after each interim
assessment
Leadership team does not
facilitate teacher-leader data
analysis meetings after each
interim assessment
Teachers and leaders are
introduced to data-driven
instruction—80% understand
how interim assessments
define rigor and experience
the process of analyzing
results and adapting
instruction
Begin school year with a
rough calendar that includes
time for assessment
creation/adaptation,
implementation, analysis,
planning meetings, and reteaching
Teachers and leaders are not
introduced to data-driven
instruction
PD calendar is partially
aligned with data-driven
instructional plan: it may or
may not include modeling
assessment analysis/action
planning and be flexible to
adapt to student learning
needs
PD calendar is not aligned
with data-driven instructional
plan
PD calendar is aligned with
data-driven instructional plan:
it includes modeling assessment
analysis/action planning and is
flexible to adapt to student
learning needs
Begin school year with a
somewhat detailed calendar
that includes time for
assessment
creation/adaptation,
implementation, analysis,
planning meetings, and reteaching (flexible enough to
accommodate district
changes/mandates)
PD calendar is mostly aligned
with data-driven instructional
plan: it includes modeling
assessment analysis/action
planning and is somewhat
flexible to adapt to student
learning needs
1
Begin school year without an
implementation calendar
Principals Pursuing Excellence (PPE) Implementation Rubric 2015
ASSESSMENTS
Exemplary
Implementation
Proficient
Implementation
Beginning
Implementation
No Implementation
Common Interim
Assessments
Transparent
Starting Point
Common interim assessments
4–6 times/year
Common interim assessments
3 times per year
Common interim assessments
2 times per year
No common interim
assessments
Teachers see the assessments at
the beginning of each cycle;
they define the roadmap for
teaching
Teachers see the assessments
at the beginning of each cycle;
they have some input on the
roadmap for teaching
Teachers see the assessments
at the beginning of each cycle;
they have minimal input on
the roadmap for teaching
Aligned to State
Tests and College
Readiness
Aligned to
Instructional
Sequence
Reassess
Fully aligned with state tests
and college readiness
Mostly aligned with state tests
and college readiness
Some areas are aligned with
state tests and college
readiness
Teachers do not see the
assessments at the beginning
of each cycle; they have no
input on the roadmap for
teaching
No alignment with state tests
and college readiness
Fully aligned with instructional
sequence of clearly defined
grade-level/content
expectations
Previously taught standards are
reassessed 100% of the time
Mostly aligned with
instructional sequence of
clearly defined gradelevel/content expectations
Previously taught standards
are reassessed 90% of the time
Some areas are aligned with
instructional sequence of
clearly defined gradelevel/content expectations
Previously taught standards
are inconsistently reassessed
No alignment with
instructional sequence of
clearly defined gradelevel/content expectations
Previously taught standards
are not reassessed
ANALYSIS
Exemplary
Implementation
Proficient
Implementation
Beginning
Implementation
No Implementation
Turnaround of
Results
Immediate turnaround of
assessment results (ideally 48
hours)
User-friendly, succinct data
reports include: item-level
analysis, standards-level
analysis, and bottom-line
results
Teachers complete analysis of
their own students, facilitated
by effective leadership
preparation
Teacher(s) and the instructional
leader analyze results test-inhand
Quick turnaround of
assessment results (within 96
hours)
Succinct data reports include:
item-level analysis, standardslevel analysis, and bottom-line
analysis
Turnaround of assessment
results takes longer than one
week
Data reports include: itemlevel analysis and standardslevel analysis
Turnaround of assessment
results does not occur
Teachers complete analysis of
their own students
Teachers sometimes complete
analysis of their own students
Teachers do not complete
analysis of their own students
Teacher(s) and the
instructional leader analyze
results test-in-hand 90% of the
time
Analysis usually moves beyond
“what” students got wrong to
answer “why” they got it wrong
Teacher(s) and the
instructional leader analyze
results test-in-hand 80% of
the time
Analysis rarely moves
beyond “what” students got
wrong to answer “why” they
got it wrong
Teacher(s) and the
instructional leader analyze
results without the test-inhand
Analysis lacks depth
Data Reports
Teacher-owned
Analysis
Test-in-hand
Analysis
Depth of Analysis
Analysis always moves beyond
“what” students got wrong and
answers “why” they got it wrong
2
Data reports do not include
item-level analysis or
standards-level analysis
Principals Pursuing Excellence (PPE) Implementation Rubric 2015
3
Principals Pursuing Excellence (PPE) Implementation Rubric 2015
ACTION
Exemplary
Implementation
Proficient
Implementation
Beginning
Implementation
No Implementation
Lesson Plans
Teacher(s) and instructional
leader plan new lessons
collaboratively to develop new
strategies based on data
analysis
Teacher(s) and instructional
leader plan new lessons
collaboratively 80% of the time
to develop new strategies
based on data analysis
Teacher(s) and instructional
leader do not plan new lessons
collaboratively
Teacher Action
Plans
Teachers implement explicit
teacher action-plans for wholeclass instruction, small groups,
interventions, and before/afterschool supports
Teachers skillfully differentiate
in-the-moment checks for
understanding and in-class
assessments to ensure
individual student progress
between interim assessments
Instructional leaders review
lesson/unit plans and give
observation feedback driven by
the action plan and student
learning needs
Teachers implement teacher
action-plans for whole-class
instruction, small groups,
interventions, and
before/after-school supports
Teachers consistently utilize
in-the-moment checks for
understanding and in-class
assessments to ensure student
progress between interim
assessments
Instructional leaders review
lesson/unit plans 90% of the
time and give observation
feedback driven by the action
plan and student learning
needs
80% of students know the end
goal, how they perform on
assessments, and what actions
they are taking to improve
Teacher(s) and instructional
leader plan new lessons
collaboratively 70% of the
time to develop new
strategies based on data
analysis
Teachers implement teacher
action-plans for whole-class
instruction and small groups
Teachers occasionally utilize
in-the-moment checks for
understanding and in-class
assessments to ensure
student progress between
interim assessments
Instructional leaders review
lesson/unit plans 80% of the
time and give observation
feedback driven by the action
plan and student learning
needs
70% of students know the end
goal, how they perform on
assessments, and what
actions they are taking to
improve
Teachers rarely, if ever, utilize
in-the-moment checks for
understanding and in-class
assessments to ensure student
progress between interim
assessments
Instructional leaders review
lesson/unit plans less than
80% of the time and give
observation feedback driven by
the action plan and student
learning needs
Fewer than 70% of students
know the end goal, how they
perform on assessments, and
what actions they are taking to
improve
Ongoing
Assessment
Accountability
Engaged Students
Students know the end goal,
how they perform on
assessments, and what actions
they are taking to improve
Exemplary
____ /19
Proficient
____ /19
Beginning
____ /19
No Implementation
____ /19
4
Teachers do not write or
implement teacher actionplans
Principals Pursuing Excellence (PPE) Implementation Rubric 2015
Student Culture
Common Spaces
Positive Framing
and Teacher Tone
Student Joy and
Engagement
Exemplary
Implementation
Proficient
Implementation
Beginning
Implementation
No Implementation
o Bulletin boards are attractive
and promote student learning
o Student work is no more than
3–4 weeks old
o Clutter-free
o 90–100% of teachers are
upbeat, positive, motivated,
and inspiring in the
classroom
o The general tone of classroom
is efficient, respectful, and
positive
o Frequently narrates positive
student behaviors and uses
praise, challenge, and
aspiration to motivate
students
o Bulletin boards are filled and
promote student learning
o Mostly clutter-free
o Bulletin boards are
inconsistently used to
promote student learning
o Somewhat cluttered
o Bulletin boards are
inconsistently used to
promote student learning
o Very cluttered
o 75–90% of teachers are
upbeat, positive, motivated,
and inspiring in the
classroom
o The general tone of
classroom is efficient,
respectful, and positive
o Narrates positive student
behaviors and uses praise,
challenge, and aspiration to
motivate students
o Most teachers are
uninspiring and/or negative
in the classroom
o The general tone of
classroom is inefficient
and/or negative
o Does not use positive
framing and does not work
to motivate students
o Students seem joyful and
excited to be in a school
where learning is the focus
o 90–100% of students are
engaged in classroom
activities
o Older students internalize
and model expectations
without teacher supervision
o Most students seem joyful
and excited to be in a school
where learning is the focus
o 80–90% of students are
engaged in classroom
activities
o Older students internalize
and model expectations with
minimal teacher supervision
o 60–75% of teachers are
upbeat, positive, motivated,
and inspiring in the
classroom
o The general tone of
classroom is inconsistent in
efficiency, respectfulness,
and positivity
o Does not use positive
framing or narrates
negative student behaviors
or inconsistently uses
praise, challenge, or
aspiration to motivate
students
o While many students seem
joyful, there are notable
instances of student
arguments and/or lack of
joy
o 70–80% of students are
engaged in classroom
activities
o Older students have not
internalized behavior
expectations and are
resistant to those
expectations
5
o Students seem disinterested
in school
o Fewer than 70% of students
are engaged in classroom
activities
o The older students have not
internalized expectations
and are more resistant to
those expectations than
younger students
Principals Pursuing Excellence (PPE) Implementation Rubric 2015
Strong Voice
o Economy of language
o Adults never talk over
student chitchat
o Adults never engage student
excuses/distractions during
correction of misbehavior
o Adults always display
nonverbal authority through
posture and proximity
o Teachers always speak
quietly and slowly to develop
compliance
o Economy of language
o Adults rarely allow student
side conversations while
talking
o Adults rarely engage
student excuses/distractions
during correction of
misbehavior
o Adults almost always
display nonverbal authority
through posture and
proximity
o Teachers almost always
speak quietly and slowly to
develop compliance
100% Engagement
o Least invasive interventions
(non-verbal, group
reminders, positive framing)
o Less than 10% of class time
spent redirecting students
o 100% of hands raised during
group work
o 100% of students are able to
answer upon being coldcalled
o Least invasive interventions
(non-verbal, group
reminders, positive framing)
o 20% of class time spent
redirecting students
o 90% of hands raised during
group work
o 90% of students are able to
answer upon being coldcalled
Behavior
Corrections
o Immediate, silent,
positive/respectful
o Teacher correction
accomplished through direct
eye contact
o Behavior does not reoccur
during class period
o Fairly quick, silent,
neutral/respectful
o Teacher correction is
nonverbal (tap on desk,
hand signal, etc.)
o Behavior does not reoccur
during class period
Entry to Class
o 90–100% of students enter
the classroom in less than one
minute
o 100% of teachers greet 100%
of their students with a
o 80–90% of students enter
the classroom in less than
one minute
o 90% of teachers greet 100%
of their students with a
6
o More language is used
than needed to build
student compliance
o Adults sometimes allow
student side conversations
while talking
o Adults sometimes engage
student excuses/
distractions during
correction of misbehavior
o Adults sometimes display
nonverbal authority
through posture and
proximity
o Teachers sometimes speak
quietly and slowly to
develop compliance
o Mostly non-invasive
interventions (non-verbal,
group reminders, positive
framing)
o 40% of class time spent
redirecting students
o 80% of hands raised during
group work
o 80% of students are able to
answer upon being coldcalled
o There is wait time before
the action is corrected
o Teacher correction is
verbal
o Student responds
negatively, but corrects
action
o Student action has to be
corrected multiple times
during class period
o 70–80% of students enter
the classroom in less than
one minute
o 70–80% of teachers greet
100% of their students with
o Teachers are so verbose that
students do not understand
compliance requested
o Student side conversations
often occur while teacher is
talking
o Teachers/leaders often
engage student excuses/
distractions during
correction of student
misbehavior
o Adults rarely use posture
and proximity to maintain
student compliance
o Mostly non-invasive
interventions (non-verbal,
group reminders, positive
framing)
o 60% of class time spent
redirecting students
o Fewer than 80% of hands
raised during group work
o Fewer than 80% of students
are able to answer upon
being cold-called
o Student doesn’t respond
o Student talks back, is openly
defiant
o Student only responds after
the threat of a serious
consequence
o Fewer than 70% of students
enter the classroom in less
than one minute
o Fewer than 70% of teachers
greet 100% of their students
Principals Pursuing Excellence (PPE) Implementation Rubric 2015
Exit from Class
Transitions
Between Classes
handshake and greeting
o All teachers ensure that 100%
of students give eye contact
and return the greeting
o 100% of students enter the
classroom and follow set
directions or classroom
routines
o 100% of classes start on time
or within 2 minutes of teacher
receiving the class
o 90% of teachers notice 100%
of compliance issues (i.e.,
uniform, manners, etc.)
o Student work is no more than
3–4 weeks old
handshake and greeting
o 90% teachers ensure that
100% of students give eye
contact and return the
greeting
o 90% of students enter the
classroom and follow set
directions or classroom
routines
o 90% of classes start on time
or within 2 minutes of
teacher receiving the class
o 80% of teachers notice 100%
of compliance issues (i.e.,
uniform, manners, etc.)
a handshake and greeting
o 80% teachers ensure that
100% of students give eye
contact and return the
greeting
o 80% of students enter the
classroom and follow set
directions or classroom
routines
o 80% of classes start on
time or within 2 minutes of
teacher receiving the class
o 70% of teachers notice
100% of compliance issues
(i.e., uniform, manners,
etc.)
o Class ends on time with
sufficient time to line up
students
o Teacher uses a consistent
system to have students line
up that is organized, quick,
and efficient
o Teacher ensures that the
students are silent before
leaving for the next class
o Teacher leads students to the
next class
o During the transition,
students remain silent
without teacher reminder
o Hallways are silent (ES/MS)
o HS: 100% of students are
speaking in a professional
tone
o 100% of students make
transition in given time
o All students are walking
urgently to class
o Class ends on time
o Teacher uses a consistent
system to have students line
up that is organized, quick,
and efficient
o Students are silent in line
o Teacher leads students to
the next class
o During the transition, the
students may need
reminders to remain silent
o Class ends late or in a
rushed or hurried way
o Teacher lines up students
in a disorganized way or
does not check to see that
all students are ready to be
lined up
o Students are talking in line
o Teacher does not lead
students all the way to the
next class
o During the transition,
students are not silent
o
o 90% of students are silent
(ES/MS)
o HS: 80% of students are
speaking in a professional
tone
o 95% of students make
transition in given time.
Students who don’t, receive
a clear consequence
o Most students are walking
o 75% of students are silent
(ES/MS)
o HS: 70% of students are
speaking in a professional
tone
o 90% of students make
transition in given time.
Students who don’t, receive
a clear consequence
o Students are inconsistently
o Fewer than 75% of students
are silent (ES/MS)
o HS: Fewer than 70% of
students are speaking in a
professional tone
o Fewer than 90% of students
make transition in given
time. Students who don’t,
receive a clear consequence
o Students are running or
7
o
o
o
o
o
o
o
o
with a handshake and
greeting
Fewer than 70% of teachers
ensure that 100% of students
give eye contact and return
the greeting
Fewer than 70% of students
enter the classroom and
follow set directions or
classroom routines
Fewer than 70% of classes
start on time or within 2
minutes of teacher receiving
the class
Fewer than 70% of teachers
notice 100% of compliance
issues (i.e., uniform,
manners, etc.)
Class ends late or in a
rushed or hurried way
No evidence of a systematic
dismissal process
Students are openly talking
in line
Teacher does not lead
students to the next class
Students are loud and
disorganized during the
transition
Principals Pursuing Excellence (PPE) Implementation Rubric 2015
urgently to class
Classroom
Environment
Attractiveness—100% of
classrooms are:
o clutter-free, desk
configuration makes sense,
teacher desk and area are
clean and well-organized,
classroom libraries (if
applicable) are well organized
and appealing
Walls—100% of classroom
walls have:
o posted agenda, objectives,
and HW
o posted schedule, bathroom
sign-out sheet
o signage that supports
learning objectives
o high-quality student work
posted
o instructional anchor charts
Other systems—100% of
classrooms have:
o clear, effective systems for
student work, extra
assignment copies, and plan
for purged work
o student belongings have a
place
Exemplary
____ /10
Proficient
____ /10
Beginning
____ /10
No Implementation
____ /10
Attractiveness—90% of
classrooms are:
o mostly clutter-free, desk
configuration makes sense,
teacher desk and area are
clean and well-organized,
classroom libraries (if
applicable) are organized
Walls—90% of classroom
walls have:
o posted agenda, objectives,
and HW
o posted schedule, bathroom
sign-out sheet
o signage that supports
learning objectives
o high-quality student work
posted
o instructional anchor charts
Other systems—90% of
classrooms have:
o clear systems for student
work, extra assignment
copies, and plan for purged
work
o most student belongings
have a place
8
walking to class
Attractiveness—70% of
classrooms are:
o mostly clutter-free, desk
configuration makes sense,
teacher desk and area are
clean and well-organized,
classroom libraries (if
applicable) are organized
Walls—70% of classroom
walls have:
o posted agenda, objectives,
and HW
o posted schedule, bathroom
sign-out sheet
o signage that supports
learning objectives
o high-quality student work
posted
o instructional anchor charts
Other systems—70% of
classrooms have:
o systems for student work,
extra assignment copies,
and plan for purged work
o most student belongings
have a place
roughhousing on the way to
class or purposefully walking
slowly
Attractiveness—Most
classrooms are:
o cluttered, disorganized, with
little storage for
materials/supplies, desk
configuration doesn’t make
sense, teacher desk area is
generally unorganized
Walls—Most classroom walls
do not have:
o posted agenda, objectives,
and HW
o posted schedule, bathroom
sign-out sheet
o signage supports learning
objectives
o high quality student work
posted
o instructional anchor charts
Other systems—Most classes
do not have:
o systems for student work,
extra assignment copies, and
plan for purged work
o most student belongings
have a place
Principals Pursuing Excellence (PPE) Implementation Rubric 2015
Staff Culture
Exemplary
Implementation
Principal…
Principal’s
Knowledge of Staff o Knows how each teacher is
currently feeling about work,
and what motivates and
frustrates each teacher
o Has a great degree of
confidence in his/her sense of
the state of staff morale and
culture at school
o Knows where the
highest/lowest morale
currently exists
o Knows of almost all existing
interpersonal issues that need
to be monitored or addressed
Leader Tone
o Always upbeat, motivational,
and inspiring
o Always empowers, respects,
and invests in teachers
o Narrates positive student
behaviors
o Uses praise, challenge, and
aspiration to motivate
students 100% of the time
o Pervasively present
throughout the school, only in
office and meetings as
absolutely necessary
o Sets an overall vision for the
school with the school’s
mission and goals clearly
stated and publicly posted
o Pitches in when and wherever
there is a need
o Celebrates real and
meaningful progress
Proficient
Implementation
Beginning
Implementation
No Implementation
Principal…
o Knows how 75% of teachers
are currently feeling about
work, and what motivates
and frustrates those teachers
o Has a reasonable degree of
confidence in his/her sense
of the state of staff morale
and culture at school
o Has a good sense of where
the highest/lowest morale
currently exists
o Knows of most existing
interpersonal issues that
need to be monitored or
addressed
Principal…
o Knows how 60% of
teachers are currently
feeling about work, and
what motivates and
frustrates those teachers
o Has some degree of
confidence in his/her sense
of the state of staff morale
and culture at school
o Has some sense of where
the highest/lowest morale
currently exists
o Knows of some existing
interpersonal issues that
need to be monitored or
addressed
o Usually upbeat,
motivational, and inspiring
o Usually empowers,
respects, and invests in
teachers
o Narrates positive student
behaviors 75% of the time
o Uses praise, challenge, and
aspiration to motivate
students 75% of the time
o Occasionally present
throughout the school, in
office and meetings
frequently
o Sets an overall vision for
the school with the school’s
mission and goals clearly
stated and publicly posted
o Sometimes pitches in when
and where there is a need
o Celebrates progress
Principal…
o Knows how fewer than 60%
of teachers are currently
feeling about work, and what
motivates and frustrates
those teachers
o Has little confidence in
his/her sense of the state of
staff morale and culture at
school
o Has little sense of where the
highest/lowest morale
currently exists
o Knows of few, if any,
existing interpersonal issues
that need to be monitored or
addressed
o Occasionally upbeat,
motivational, and inspiring
o Occasionally empowers,
respects and invests in
teachers
o Narrates positive student
behaviors less than 70% of
the time
o Uses praise, challenge, and
aspiration to motivate
students less than 70% of the
time
o Rarely present throughout
the school, in office and
meetings most of the time
o Has not set an overall vision
for the school with the
school’s mission and goals
clearly stated and publicly
posted
o Rarely pitches in when and
o Almost always upbeat,
motivational, and inspiring
o Almost always empowers,
respects, and invests in
teachers
o Narrates positive student
behaviors 90% of the time
o Uses praise, challenge, and
aspiration to motivate
students 90% of the time
o Frequently present
throughout the school, in
office and meetings as
necessary
o Sets an overall vision for the
school with the school’s
mission and goals clearly
stated and publicly posted
o Pitches in when and
wherever there is a need
o Celebrates real and
9
Principals Pursuing Excellence (PPE) Implementation Rubric 2015
o Embraces feedback from
throughout organization
100% of the time
meaningful progress
o Embrace feedback from
throughout organization
90% of the time
o Embraces feedback from
throughout organization
75% of the time
Teacher Tone
o Upbeat, positive, motivated,
and inspiring in the
classroom
o Narrate positive student
behaviors
o Use praise, challenge, and
aspiration to motivate
students
o Classroom doors are open
and teachers appear positive
and welcoming
o Teachers are not surprised to
see observers and visitors
o Upbeat, positive, motivated,
and inspiring in the
classroom 80% of the time
o Narrate positive student
behaviors 80% of the time
o Use praise, challenge, and
aspiration to motivate
students 80% of the time
o Classroom doors are open
and teachers appear positive
and welcoming 80% of the
time
o Teachers are not surprised
to see observers and visitors
o Upbeat, positive,
motivated, and inspiring in
the classroom 70% of the
time
o Narrate positive student
behaviors 70% of the time
o Use praise, challenge, and
aspiration to motivate
students 70% of the time
o Classroom doors are open
and teachers appear
positive and welcoming
70% of the time
o Teachers are somewhat
surprised to see observers
and visitors
School
Tone/General
Atmosphere
o Staff appear happy to stop
and talk in the hallways
o Positive body language
o The school always feels like it
is working as a team of
teachers and leaders
o Staff appear happy to stop
and talk in the hallways 80%
of the time
o Positive body language 80%
of the time
o The school almost always
feels like it is working as a
team of teachers and leaders
Principal-Teacher
Communication
o Principal is always
professional, respectful, and
shows genuine interest and
care for the teacher as a
person vs. employee
o Finds balance between being
direct and useful without
micromanaging
o All teachers feel their
opinions count
o Principal always empowers,
respects, and invests in
o Principal is almost always
professional, respectful, and
shows genuine interest and
care for the teacher as a
person vs. employee
o Finds balance between being
direct and useful without
micromanaging
o Almost all teachers feel their
opinions count
o Principal almost always
empowers, respects, and
10
o Staff appear happy to stop
and talk in the hallways
70% of the time
o Positive body language 70%
of the time
o The school usually feels
like it is working as a team
of teachers and leaders
o Principal is usually
professional, respectful,
and shows interest and care
for the teacher as a person
vs. employee
o Sometimes finds balance
between being direct and
useful without
micromanaging
o Some teachers feel their
opinions count
o Principal usually
where there is a need
o Inconsistently celebrates
progress
o Embraces feedback from
throughout organization less
than 70% of the time
o Upbeat, positive, motivated,
and inspiring in the
classroom less than 70% of
the time
o Narrate positive student
behaviors less than 70% of
the time
o Use praise, challenge, and
aspiration to motivate
students less than 70% of the
time
o Classroom doors are open
and teachers appear positive
and welcoming 70% of the
time
o Teachers are surprised to see
observers and visitors
o Staff appear happy to stop
and talk in the hallways less
than 70% of the time
o Positive body language less
than 70% of the time
o The school does not feel like
it is working as a team of
teachers and leaders
o Principal is rarely
professional, respectful, and
shows interest and care for
the teacher as a person vs.
employee
o Rarely finds balance
between being direct and
useful without
micromanaging
o Very few, if any, teachers
feel their opinions count
o Principal rarely empowers,
Principals Pursuing Excellence (PPE) Implementation Rubric 2015
Staff-Staff
Communication
Teacher Office/
Staff Workroom/
Common
Workspace
Culture-Building
Events
Individual/Staff/
PD Meetings
teachers
o Principal can cite the last
public and private praise, and
private critique of each
teacher
invests in teachers
o Principal can cite the last
public and private praise,
and private critique of 80%
of teachers
o All teachers seem to know one
another as colleagues and
individuals
o Interactions between teachers
are always professional,
positive, and constructive
o Most teachers seem to know
one another as colleagues
and individuals
o Interactions between
teachers are professional,
positive, and constructive
90% of the time
o The door is open and the
office feels welcoming, neat,
and clutter-free
o There is a friendly, personal,
and professional “buzz” and
an absence of whispering
o The school has stocked the
space with the right supplies
o Leaders periodically stop by
to make themselves visible
and chitchat with staff on a
personal and professional
level
o
o A culture tracker is in place,
being used, and updated as
appropriate with events and
traditions
o Events and traditions are
warm, thoughtful, and joyful
o There is evidence of, and
value placed upon, working
in a warm and professional
working environment
o
o Meetings usually start and
end on time, and 90% of
o Meetings sometimes start
and end on time, and 70%
o The door is open and the
office feels welcoming, neat,
attractive, decorated, and
clutter-free
o There is a friendly, personal,
and professional “buzz” and
an absence of whispering
o The school has stocked the
space with the right supplies
o Leaders periodically stop by
to make themselves visible
and chitchat with staff on a
personal and professional
level
o A detailed culture tracker is
in place, being used, and
updated as appropriate with
events and traditions
o Events and traditions are
warm, thoughtful, frequent,
and joyful
o There is evidence of, and
value placed upon, working in
a warm, professional, and
high-achieving working
environment
o Meetings always start and
end on time, and 100% of
11
o
o
o
o
o
o
o
o
empowers, respects, and
invests in teachers
Principal can cite the last
public and private praise,
and private critique of 60%
of teachers
Some teachers seem to
know one another as
colleagues and individuals
Interactions between
teachers are professional,
positive, and constructive
75% of the time
The door is open and the
office feels neat and
clutter-free
There is occasionally a
friendly, personal, and
professional “buzz” and
some whispering may be
present
The school has stocked the
space with some of the right
supplies
Leaders rarely stop by to
make themselves visible
and chitchat with staff on a
personal and professional
level
A culture tracker is in place,
inconsistently being used,
and occasionally updated
with events and traditions
Events and traditions are
warm and thoughtful
There is evidence of, and
value placed upon, working
in a warm and professional
working environment
o
o
o
o
o
o
o
respects, and invests in
teachers
Principal can cite the last
public and private praise,
and private critique of fewer
than 60% of teachers
Few teachers seem to know
one another as colleagues
and individuals
Interactions between
teachers are professional,
positive, and constructive
less than 75% of the time
The door is closed and/or
the office is cluttered and
unwelcoming
There is rarely, if ever, a
friendly, personal, and
professional “buzz” and
whispering is present
The school has stocked the
space with few, if any,
supplies
Leaders almost never stop
by to make themselves
visible and chitchat with staff
on a personal and
professional level
o A culture tracker is not in
place
o There is little evidence of,
and value placed upon,
working in a warm and
professional working
environment
o Meetings rarely start and
end on time, and less than
Principals Pursuing Excellence (PPE) Implementation Rubric 2015
teachers arrive promptly
o 100% of teachers appear
prepared for the meeting
o 100% of teachers are engaged
and participate by asking and
answering questions
o Body language is positive
o The tone of the meeting is
consistently urgent,
respectful, professional, and
warm
o There is the right ratio of
leader to teacher talk
o 100% of teachers appear to
find the topics and
information covered useful,
appropriate, and helpful in
making them better teachers
o The leader is always positive,
motivational, inspiring
Exemplary
____ /9
Proficient
____ /9
Beginning
____ /9
No Implementation
____ /9
teachers arrive promptly
o 90% of teachers appear
prepared for the meeting
o 80% of teachers are engaged
and participate by asking
and answering questions
o Body language is positive
o The tone of the meeting is
respectful, professional, and
warm
o There is the right ratio of
leader to teacher talk
o 80% of teachers appear to
find the topics and
information covered useful,
appropriate, and helpful in
making them better teachers
o The leader almost always is
positive, motivational,
inspiring
12
of teachers arrive promptly
o 70% of teachers appear
prepared for the meeting
o 60% of teachers are
engaged and participate by
asking and answering
questions
o Body language is mostly
positive, with some
negative body language
present
o The tone of the meeting is
respectful and professional
o Leaders talk more than
they should
o 60% of teachers appear to
find the topics and
information covered useful,
appropriate, and helpful in
making them better
teachers
o The leader usually is
positive, motivational,
inspiring
o
o
o
o
o
o
o
70% of teachers arrive
promptly
Fewer than 70% of teachers
appear prepared for the
meeting
Fewer than 60% of teachers
are engaged and participate
by asking and answering
questions
Some body language is
positive, with negative body
language present
The tone of the meeting is
professional
Leaders talk far more than
they should
Fewer than 60% of teachers
appear to find the topics and
information covered useful,
appropriate, and helpful in
making them better teachers
The leader rarely is positive,
motivational, inspiring
Principals Pursuing Excellence (PPE) Implementation Rubric 2015
13