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iRubric: Principal Interview- Elementary rubric

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Principal Interview- Elementary Principal Interview Rubric for hiring a Principal Rubric Code: YXAA532 By bmorisseau Ready to use Public Rubric Subject: Vocational Type: (Other) Grade Levels: K-5, Post Graduate

Principal Interview
	Poor 1 pts	Fair 2 pts	Good 3 pts	Excellent 4 pts
Leadership
Leadership- Background and Style	Poor Candidate stated a minimal relevant experiences. Candidate's leadership style not defined and/or would not enrich the culture of our schools	Fair Candidate stated a general relevant experiences. Candidate stated a general leadership style that may or may not enrich the culture of our schools. Limited references to: shared decision making, collaborative teams, approachable, visible, lead teacher, community involvement, vision, focus, grit, goal-oriented, high expectations, relationships	Good Candidate articulated several relevant experiences. Candidate articulated a defined leadership style that would likely enrich the culture of our schools. Candidate referenced some of the following: shared decision making, collaborative teams, approachable, visible, lead teacher, community involvement, vision, focus, grit, goal-oriented, high expectations, relationships	Excellent Candidate clearly articulated many relevant experiences. Candidate clearly articulated a clearly defined leadership style that would enrich the culture of our schools and aligns with the vision of the district. Candidate referenced many of the following: shared decision making, collaborative teams, approachable, visible, lead teacher, community involvement, vision, focus, grit, goal-oriented, high expectations, relationships
Leadership- RTI/MTSS	Poor Candidate demonstrated minimal understanding of and experience in leading RTI/MTSS and special education programs/initiatives. Candidate articulated a philosophy that is not aligned to the vision of the district.	Fair Candidate demonstrated general understanding of and experience in leading RTI/MTSS and special education programs/initiatives. Candidate articulated a philosophy that is loosely aligned to the vision of the district. Limited references to the following: data inquiry cycle, data days, evidence-based strategies, interventions, collaborative teaching teams, shared responsibility, etc.	Good Candidate demonstrated adequate understanding of and experience in leading RTI/MTSS and special education programs/initiatives. Candidate articulated a philosophy that is aligned to the vision of the district. Candidate referenced some of the following: data inquiry cycle, data days, evidence-based strategies, interventions, collaborative teaching teams, shared responsibility, etc.	Excellent Candidate demonstrated extensive understanding of and experience in leading RTI/MTSS and special education programs/initiatives. Candidate clearly articulated a philosophy that is closely aligned to the vision of the district. Candidate referenced many of the following: data inquiry cycle, data days, evidence-based strategies, interventions, collaborative teaching teams, shared responsibility, etc.
Leadership-Teaching and Learning	Poor Candidate expressed no evidence of an effective learning environment. Candidate has very little instruction and/or curriculum knowledge.	Fair Candidate expressed some evidence of an effective learning environment. Candidate articulated some evidence of effective instruction and/or curriculum knowledge. Limited references to the following: clear learning objectives, student engagement, differentiated activities, effective questioning techniques, collaboration, communication, adherence to curriculum, positive teacher-student relationships, organized environment, roles and responsibilities, etc.	Good Candidate expressed many characteristics of evidence of an effective learning environment. Candidate has adequate instruction and curriculum knowledge. Candidate referenced some of the following: clear learning objectives, student engagement, differentiated activities, effective questioning techniques, collaboration, communication, adherence to curriculum, positive teacher-student relationships, organized environment, roles and responsibilities, etc.	Excellent Candidate expressed numerous detailed characteristics of an effective learning environment. Candidate has comprehensive instruction and curriculum knowledge. Candidate referenced many of the following: clear learning objectives, student engagement, differentiated activities, effective questioning techniques, collaboration, communication, adherence to curriculum, positive teacher-student relationships, organized environment, roles and responsibilities, etc.
Leadership- Communication	Poor Candidate did not articulate effective methods or systems of communication or stakeholder involvement. Candidate's response did not demonstrate an interest in communicating with and involving stakeholders.	Fair Candidate presented a few methods and systems of communication and stakeholder involvement. Candidate's response demonstrated a questionable interest in communicating with and involving stakeholders. Limited references to the following: weekly updates, social media, visibility, community outreach, robo calls, etc.	Good Candidate presented methods and systems of communication and stakeholder involvement. Candidate's response demonstrated a general interest in communicating with and involving stakeholders. Candidate referenced some of the following: weekly updates, social media, visibility, community outreach, robo calls, etc.	Excellent Candidate presented multiple methods and systems of communication and stakeholder involvement. Candidate's response demonstrated a genuine interest in communicating with and involving stakeholders. Candidate referenced many of the following: weekly updates, social media, visibility, community outreach, robo calls, etc. Candidate articulated innovative communication/involvement strategies.
Leadership- Staff Supervision	Poor Candidate did not articulate effective strategies for supporting a struggling teacher. Candidate did not articulate effective strategies for addressing a struggling teacher's resistance to change.	Fair Candidate articulated a few strategies for supporting a struggling teacher. Candidate articulated a few strategies for addressing a struggling teacher's resistance to change. Limited references to the following: data analysis, modeling/coaching, instructional materials, progress monitoring.	Good Candidate articulated effective strategies for supporting a struggling teacher. Candidate articulated effective strategies for addressing a struggling teacher's resistance to change. Candidate referenced some of the following: data analysis, modeling/coaching, instructional materials, progress monitoring.	Excellent Candidate articulated numerous effective strategies for supporting a struggling teacher. Candidate articulated numerous effective strategies for addressing a struggling teacher's resistance to change. Candidate referenced many of the following: data analysis, modeling/coaching, instructional materials, progress monitoring.
Leadership- Spec. Ed./Inclusion	Poor Candidate did not articulate an effective approach to increasing inclusion. Candidate did not articulate a philosophy of inclusion that is aligned to the district. Candidate articulated an ineffective approach to resistors to change.	Fair Candidate articulated a philosophy of inclusion that is loosely aligned to the district. Limited references to the following: RTI/MTSS system in place that includes interventions/preventative strategies to close gaps before special education, shared responsibility for all students, creative use of staff, data driven planning for instruction, supporting classroom teachers to meet the needs of students with IEPs, creative scheduling, mindset, collaborative planning time, etc.	Good Candidate articulated a philosophy of inclusion that is aligned to the district. Candidate referenced some of the following: RTI/MTSS system that includes interventions/preventative strategies to close gaps before special education, shared responsibility for all students, creative use of staff, data driven planning for instruction, supporting classroom teachers to meet the needs of students with IEPs, creative scheduling, mindset, collaborative planning time, etc.	Excellent Candidate articulated numerous effect. strategies for increasing inclusion and a philosophy of inclusion that is closely aligned to the district. Candidate referenced many: RTI/MTSS system-includes interventions/preventative strategies to close gaps before special education, shared responsibility for students, creative use of staff, data driven planning for instruction, supporting classroom teachers to meet the needs of IEP students, creative scheduling, mindset, collaborative plan
School Culture
School Culture Question 1	Poor Candidate did not articulate effective student discipline strategies. Candidate articulates very few methods for supporting student behavior in the school and classrooms. Candidate has not had experience leading PBIS initiatives.	Fair Candidate articulates some methods for supporting student behavior in the school and classrooms and has limited experience leading PBIS initiatives. Limited references to the following: schoolwide expectations (matrix), common language, positive reinforcement, public recognition of appropriate behavior, clear expectations, PD for teachers/staff, individualized support plans, involve clinicians, firm but fair, consistent, be visible, etc.	Good Candidate articulates methods for supporting student behavior in the school and classrooms and has experience leading PBIS initiatives. Candidate referenced some of the following: schoolwide expectations (matrix), common language, positive reinforcement, public recognition of appropriate behavior, clear expectations, PD for teachers/staff, individualized support plans, involve clinicians, firm but fair, consistent, be visible, etc.	Excellent Candidate articulates many methods for supporting student behavior in the school and classrooms and has extensive experience leading PBIS initiatives. Candidate referenced many of the following: schoolwide expectations (matrix), common language, positive reinforcement, public recognition of appropriate behavior, clear expectations, PD for teachers/staff, individualized support plans, involve clinicians, firm but fair, consistent, be visible, etc.
School Culture Question 2	Poor Candidate did not present a message that he/she wants to convey to visitors when they walk into the building.	Fair Candidate presented a minimal message that he/she wants to convey to visitors when they walk into the building. Limited references to the following: welcoming entrance, friendly staff and students, clean school and grounds, positive messages on walls, organized environment, buzz of activity, visitors procedures, culture of excellence.	Good Candidate presented a general message that he/she wants to convey to visitors when they walk into the building. Candidate referenced some of the following: welcoming entrance, friendly staff and students, clean school and grounds, positive messages on walls, organized environment, buzz of activity, visitors procedures, culture of excellence.	Excellent Candidate presented a detailed message that he/she wants to convey to visitors when they walk into the building. Candidate referenced many of the following: welcoming entrance, friendly staff and students, clean school and grounds, positive messages on walls, organized environment, buzz of activity, visitors procedures, culture of excellence.
Challenging Situations
Situation 1	Poor Candidate did not articulate an effective response to the situation.	Fair Candidate articulates a questionable response to the situation. Limited references to the following: deescalate the parent, remain calm, address the parent's concerns, rely upon policies, inform central office, restorative justice, teachable moment, etc.	Good Candidate articulated an effective response to the situation. Candidate referenced some of the following: deescalate the parent, remain calm, address the parent's concerns, rely upon policies, inform central office, restorative justice, teachable moment, etc.	Excellent Candidate articulates with clarity an effective response to the situation. Candidate referenced many of the following: deescalate the parent, remain calm, address the parent's concerns, rely upon policies, inform central office, restorative justice, teachable moment, etc.
Situation 2	Poor Candidate could not express details of a course of action for a teacher that did not comply with recommendations after a classroom visit.	Fair Candidate expressed ideas of a course of action for a teacher that did not comply with recommendations after a classroom visit. Limited references to the following: meet with teacher, clear expectations with timelines, provide resources, document conversation and next steps, progressive discipline, offer assistance, modeling/coaching, specific feedback, frequent monitoring, follow-up meetings, evaluation system, etc.	Good Candidate defined a course of action for a teacher that did not comply with recommendations after a classroom visit. Candidate referenced some of the following: meet with teacher, clear expectations with timelines, provide resources, document conversation and next steps, progressive discipline, offer assistance, modeling/coaching, specific feedback, frequent monitoring, follow-up meetings, evaluation system, etc.	Excellent Candidate defined a clear detailed course of action for a teacher that did not comply with recommendations after a classroom visit. Candidate referenced many of the following: meet with teacher, clear expectations with timelines, provide resources, document conversation and next steps, progressive discipline, offer assistance, modeling/coaching, specific feedback, frequent monitoring, follow-up meetings, evaluation system, etc.
Situation 3	Poor Candidate did not articulate an effective response to the situation.	Fair Candidate articulates a questionable response to the situation. Limited references to the following: data analysis, explore and agree upon "best practices", provide PD, instructional materials, analyze curriculum, assessments (frequency, quality, alignment to standards), shared decision making, modeling/coaching, clear improvement plans, etc.	Good Candidate articulated an effective response to the situation. Candidate referenced some of the following: data analysis, explore and agree upon "best practices", provide PD, instructional materials, analyze curriculum, assessments (frequency, quality, alignment to standards), shared decision making, modeling/coaching, clear improvement plans, etc.	Excellent Candidate articulates with clarity an effective response to the situation. Candidate referenced many of the following: data analysis, explore and agree upon "best practices", provide PD, instructional materials, analyze curriculum, assessments (frequency, quality, alignment to standards), shared decision making, modeling/coaching, clear improvement plans, etc.
Stakeholder Questions
Stakeholders	Poor Candidate stated a minimal role for parents in the operation of the school.	Fair Candidate can state a general role for parents in the operation of the school. Limited references to the following: participation on various school committees, volunteer opportunities, decision making/problem solving teams, communication as a priority, open-door policy, etc.	Good Candidate articulated some strategies for involving parents in the operation of the school. Candidate referenced some of the following: participation on various school committees, volunteer opportunities, decision making/problem solving teams, communication as a priority, open-door policy, etc.	Excellent Candidate articulated strategies and a clearly defined role for parents in the operation of the school. Candidate referenced many of the following: participation on various school committees, volunteer opportunities, decision making/problem solving teams, communication as a priority, open-door policy, etc.
General Scoring
Professionalism	Poor	Fair	Good	Excellent
Communication	Poor	Fair	Good	Excellent
Professional Impression	Poor	Fair	Good	Excellent
Understanding of the Position	Poor	Fair	Good	Excellent
Motivation/Initiative	Poor	Fair	Good	Excellent
Flexibility	Poor	Fair	Good	Excellent
Organizational Fit	Poor	Fair	Good	Excellent

Keywords:

Interview

Subjects:

Vocational

Types:

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