iRubric: Superintendency Scoring Guide: Name of Candidate rubric

Appears unsure of philosophy or what leadership entails; has no grasp on his leadership style; has little to no knowledge of components collaborative and inclusionary processes to get staff buy-in.

Referenced philosophy but communicates vague understanding of leadership and some knowledge of collaborative, distributive leadership to secure buy in from staff.

Provided overview of philosophy and communicates satisfactorily leadership style and has average handle on how to empower staff and create the conditions for staff buy-in through distributive leadership when appropriate.

Clear philosophy and communicates with depth and ease his leadership style and possesses appears to possess through examples the leadership skills and examples of empowerment of staff; understands how to ensure buy-in & from staff through collaborative, distributive leadership when appropriate

Has no knowledege of formative, summative assessement or standardized testing. Has no knowledge of how to use assessment data to inform curriculum and instruction.

Has little knowledege of formative, summative assessement or standardized testing. Has little knowlege of how to use assessment data to inform curriculum and instruction.

Has little knowledege of formative, summative assessement or standardized testing. Has some knowledge of how to use assessment data to inform curriculum and instruction.

Has a deep knowledege of formative, summative assessement or standardized testing. Has extensive knowledge of how to use assessment data to inform curriculum and instruction.

Has no experience with managing communication challenges and effectively achieving desired outcomes.

Has little experience with managing communication challenges and effectively achieving desired outcomes.

Has sufficient experience and was able to clearly communicate example where they managed communication challenges and effectively achieved desired outcomes.

Has extensive experience and clearly articulated examples where they managed communication challenges and achieved desired outcome with stakeholders

Has no experience in fiscal management or has a dismal track record when it comes to fiscal matters. Is not able to give any examples or elaborate about the budgeting process.

Has little experience in fiscal management or has poor track record when it comes to fiscal matters. Limited experience with title grants. Examples are inappropriate and there is very little elaboration about the budgeting process.

Has satisfactory experience in fiscal management or has a adequate track record when it comes to fiscal matters. Knowledge of and collaboration on title grants from RIDE. Examples are appropriate and there is some elaboration about the budgeting process.

Has extensive experience in fiscal management or has a superior track record when it comes to fiscal matters. Experience with grant writing and expectations from RIDE for title grants. Examples are appropriate and there is considerable elaboration about the budgeting process.

Has no understanding of laws, rules & regulations required to do the work and would require extensive outside support and training.

Has little understanding of the laws, rules and regulations that are required to act as assistant superintendent.Has little understanding of the laws, rules and regulations that are required to do the work & would have to have outside support & training.

Has general understanding of the laws, rules and regulations that are required to act as assistant superintendent & would need little outside support & training.

Has deep understanding of the laws, rules and regulations that are required to act as assistant superintendent and can teach others.

Has no experience or experiences with trauma informed practices with administration or faculty to disseminate the research and best practices

Has little understanding or experience with trauma informed practices. Little experience with disseminating the research, best practices or training with administration or faculty

Has some experience with trauma informed practices. Able to speak to the research and best practices and ideas for how to offer training with administrators and faculty.

Has experience with trauma informed practices. Able to articulate how to disseminate the research and best practices for training with administrators and faculty.