SuperEval’s goal-based approach offers an alternative to competency-based rubric evaluation — centering the evaluation process on co-created annual goals derived from district priorities and strategic plans. The administrator and evaluator work together to define goals, establish clear indicators of success, and identify deliverables that demonstrate progress. Regardless of the goal framework used, this performance-based approach…
Developed by the Massachusetts Department of Elementary and Secondary Education, this rubric evaluates leadership effectiveness across four key standards — instructional leadership, management and operations, family and community engagement, and professional culture. Performance descriptors across four levels — unsatisfactory, needs improvement, proficient, and exemplary — provide clear criteria for consistent evaluation and targeted professional growth….
Developed by the Commission on Teacher Credentialing and the California Department of Education, CPSEL defines the skills and knowledge needed to sustain effective school leadership across six standards: shared vision, instructional leadership, learning environment management, family and community engagement, ethics and integrity, and external context and policy. Each standard includes elements and indicators that describe…
Developed through a two-year process guided by the Council of Chief State School Officers and the National Policy Board for Educational Administration, PSEL was informed by empirical research and educational leaders across the United States. A universal framework applicable across superintendent, principal, assistant principal, and central office roles, PSEL provides a shared foundation for leadership…