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iRubric: Mission Analysis and Improvement rubric

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Mission Analysis and Improvement Mission Analysis and Improvement Rubric Code: P2282AW Ready to use Public Rubric Subject: Education Type: Assessment Grade Levels: (none)

Mission Analysis and Improvement Descriptions
	Unsatisfactory 1 pts	Developing 2 pts	Proficient 3 pts	Exemplary 4 pts
Mission analysis and definitions	Unsatisfactory The school leader does not evaluate or define the current mission and vision statement using the eight categories. The leader is unable to identify areas of strength and weakness.	Developing The school leader categorizes and partially defines most components of the current mission and vision statements using the eight categories. The leader is unable to clearly identify areas of strength and weakness.	Proficient The school leader evaluates and defines all components of the current mission and vision statement using the eight categories. The leader identifies areas of strength and weakness.	Exemplary The school leader evaluates and explicitly defines all components of the current mission and vision statements using the eight categories. The depth of analysis demonstrates the leader’s understanding of the clarity and strength of the statements as well as gaps and areas of weakness.
Goals	Unsatisfactory The school leader’s suggested area for improvement does not align to the analysis of current needs.The school leader provides general goals that may not fully align to mission and vision and that lack multiple criteria of success	Developing The school leader suggests an area for improvement though it may not fully align to the analysis of current needs. The school leader includes goals that speak to mission and vision but that are missing key areas of success (particularly specificity and student-focused)	Proficient The school leader justifies an area for improvement based on the analysis of current needs. The leader develops goals that align to mission and vision and meet most criteria of success	Exemplary The school leader justifies an area for improvement based on the analysis of current needs. The leader develops strong goals that directly align to mission and vision and meet all criteria of success
Communication	Unsatisfactory The Remick Leader vaguely describes how he/she will communicate goals to the faculty and staff. The communication plan does not reference concepts from the symbolic frame to establish collective ownership of the goals. The Leader’s plan lacks attention to the content of the goals and/or the process.	Developing The Remick Leader describes how he/she will communicate goals to the faculty and staff. The communication plan references concepts from the symbolic frame to establish collective ownership of the goals. The Leader’s plan may only attend to the content of the goals or the process.	Proficient The Remick Leader details how he/she will communicate goals to the faculty and staff. The communication plan applies concepts from the symbolic frame to establish collective ownership of the goals. The Leader’s plan attends to both the content of the goals and the process.	Exemplary The Remick Leader clearly and succinctly details how he/she will communicate goals to the faculty and staff. The communication plan correctly applies concepts from the symbolic frame to establish collective ownership of the goals. The Leader’s plan attends to both the content of the goals and the process.
Writing	Unsatisfactory The Remick Leader makes multiple, distracting errors in grammar and usage that often impede understanding. The Leader does not or incorrectly cites course readings and does not explain the connections	Developing The Remick Leader makes multiple, distracting errors in grammar and usage that occasionally impede understanding. The Leader references course readings but does not fully explain the connections.	Proficient The Remick Leader makes a few errors in grammar and usage, but the meaning is clear. The Leader correctly cites course readings to explain ideas.	Exemplary The Remick Leader clearly and concisely communicates through writing. The Leader effectively and correctly cites course readings to support ideas.

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