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iRubric: Principal Interview rubric

iRubric: Principal Interview rubric

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Principal Interview Principal Interview Rubric for hiring a Principal Rubric Code: F2XA4C5 By rbaney0605 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
Knowledge Questions
Knowledge 1 Tell us about a specific time when you had to hold teachers and/or staff accountable to improve performance in a specific area. What was the situation you were in, the actions you took, and the results? What happened?	Poor Candidate stated a minimal understanding of the role of the principal in holding teachers and/or staff accountable.	Fair Candidate indicated a hypothetical meeting with little follow up.	Good Candidate noted a specific incident with strategies for improvement and accountability.	Excellent Candidate elaborated on a specific situation. Candidate mentioned data analysis, lead and lag measures, a team approach, high expectations, and evaluation of the results.
Knowledge 2 In your previous experiences, what was the most important student data you collected and why?	Poor Candidate makes no mention of data.	Fair Candidate describes a hypothetical data situation. Candidates response is vague or overgeneralized.	Good Candidate demonstrates knowledge of the following data sources: -Analyze multi sourced data to inform instruction -Target individual student needs -Set high expectations for students -Establish a climate conducive to learning -Ensure teachers use research based effective instruction	Excellent Candidate elaborates on the following and draws connections between data sources: -Analyze multi sourced data to inform instruction -Target individual student needs -Set high expectations for students -Establish a climate conducive to learning -Ensure teachers use research based effective instruction
Knowledge 3 Tell us about a time when you have helped students experience success.	Poor Candidate's response indicates no knowledge of trauma-informed practices.	Fair Candidate's response indicates some general knowledge of trauma-informed practices. Candidate's response is hypothetical.	Good Candidate's response indicates specific trauma-informed strategies.	Excellent Candidate's response indicates specific trauma-informed strategies, a team approach, and measurable outcomes.
Knowledge 4 Tell us about a time when you have worked with a team to identify students’ barriers to success.	Poor Candidate mentions no examples of identifying students' success.	Fair Candidate's response is hypothetical. Candidate does not mention specific strategies or trauma-informed practices.	Good Candidate mention at least some of the following: -Trauma informed practices -Have a school wide behavior system in place with clear consistent rules. -Reward students for good behavior -Celebrate students for their successes -Continuous progress monitoring	Excellent Candidate mention most of the following: -Trauma informed practices -Have a school wide behavior system in place with clear consistent rules. -Reward students for good behavior -Celebrate students for their successes -Continuous progress monitoring
Skills
Problem Solving Tell us about a time when you had to resolve a difficult situation with a student or staff. Please tell us the situation, the actions you took, and the results.	Poor Candidate is not able to recall a difficult situation.	Fair Candidate's response is hypothetical or general. Candidate speaks only to students, not adults or staff.	Good Candidate explains resolving a difficult situation. Candidate cites specific strategies for resolving the conflict.	Excellent Candidate's response demonstrates ability to use crucial conversations, follow up, and document the situation.
Effective Communication In what ways have you communicated with stakeholders? For what purposes have you communicated with them?	Poor Candidate does not cite examples of communicating with stakeholders.	Fair Candidate's examples of communication reflect hypothetical situations. Candidate's examples are limited to parents as the only stakeholder.	Good Candidate cites examples of communicating with multiple stakeholders.	Excellent Candidate gives examples of communicating with stakeholders as a part of a larger communication plan. Candidate cites specific team members, roles, and strategies involved in communicating with stakeholders.
Leading Data Analysis Describe a time when you used pieces of data other than assessment data to make decisions.	Poor Candidate does not describe using data to make decisions.	Fair Candidate describes only attendance data or uses hypothetical situations.	Good Candidate cites specific examples of using quantitative data to make building decisions.	Excellent Candidate cites specific examples of using quantitative and qualitative data. Candidate cites experience of analyzing data as part of a school improvement team. Candidate cites specific decisions made from that data and the results of implemented initiative. Candidate differentiates between lead and lag measures.
Attitudes
Collaborative Relationship Tell us about a time when teachers in your school worked together and collaborated. What role did you play in this collaboration?	Poor Candidate little concept of the definition of collaboration.	Fair Candidate can state a general definition of collaboration. Candidate explains a hypothetical situation.	Good Candidate can articulate a definition of collaboration and provide specific examples such as -Hiring coverage for PLC meetings during the school day -Creating a master schedule which allows for teachers to collaborate during the school day as necessary. -Setting collaboration agendas.	Excellent Candidate can articulate a clear definition of collaboration and provide examples of using collaboration as part of a school improvement process. Candidate's response demonstrates a high value on collaboration. Candidate's response cites structures, procedures, or processes to engage multiple stakeholders and reach consensus.
Growth Mindset What has helped you to bounce back when things have gone badly?	Poor Candidate has no identified strategies or examples.	Fair Candidate speaks hypothetically about setbacks.	Good Candidate cites strategies for overcoming setbacks.	Excellent Candidate cites strategies and refers to positive attributes such as growth mindset, resilience, initiative, creativity, optimism, and self-efficacy.
Growth Mindset What was your ultimate failure and what did you learn from it?	Poor Candidate has no identified strategies or examples.	Fair Candidate speaks hypothetically about failure.	Good Candidate notes lessons learned and a change in approach or strategy based on the learning.	Excellent Candidate considers the learning a transformative experience. Candidate notes a change in mindset or attitude as well as a change in procedure or strategy.
Growth Mindset Tell us about a time when you set an extremely hard goal. What did you do to achieve it? Walk us through the process and purpose.	Poor Candidate cannot identify any goals.	Fair Candidate gives only a hypothetical goal.	Good Candidate explains the process and purpose of the goal.	Excellent Candidate notes specific, data-driven goals. Candidate refers to growth mindset, resilience, initiative, creativity, optimism, and self-efficacy as qualities that helped achieve the goal. Candidate clearly explains the process and purpose.
Growth Mindset Describe a transformative moment that happened to you or your district. How did you or the organization change?	Poor Candidate cannot recall a transformative moment.	Fair Candidate mentions a time of change but not a transformative moment.	Good Candidate recounts personal change but not district change. Candidate gives general description of change.	Excellent Candidate identifies strategies related to second-order change such as cooperation, sense of well being, cohesion among staff, shared understanding of purpose, and/or shared vision. Candidate reflects upon the change in the district with significant detail.

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Interview

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Vocational

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