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iRubric: Instructional Leadership Action Plan 2020 rubric


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Instructional Leadership Action Plan 2020 
Instructional Leadership Action Plan 2019
Rubric Code: Y2X5339
Ready to use
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: (none)

Powered by iRubric Instructional Leadership Action Plan 2020
  Exemplary - 4

In addition to Proficient

4 pts

Proficient - 3

Required for Passing

3 pts

Developing - 2

2 pts

Unsatisfactory - 1

1 pts

Critical Area and Evidence
8 pts

REPA 6.1
NELP 1.2
Exemplary - 4

The Remick Leader justifies an identified critical area, synthesizing key insights from at least three sources of relevant end-user evidence to validate the need.
Proficient - 3

The Remick Leader justifies an identified critical area, incorporating insights from at least three sources of end-user evidence, most of which is relevant, to validate the need.
Developing - 2

The Remick Leader identifies a critical area but the provided evidence does not represent a compelling justification, either because there are not at least three sources of end-user evidence or the provided evidence is not entirely relevant.
Unsatisfactory - 1

The Remick Leader identifies a critical area but does not provide evidence or the provided evidence is minimal and/or not relevant.
Goal
8 pts

REPA 5.2
NELP 4.4
Exemplary - 4

The Remick Leader articulates a goal that explicitly connects student and adult outcomes.

The Remick Leader uses relevant course content to justify the extent to which the goal reflects the drivers of capacity building, collaborative solutions, pedagogy, and systemness.
Proficient - 3

The Remick Leader articulates a goal that includes student and adult outcomes.

The Remick Leader uses relevant course content to explain the extent to which the goal reflects the drivers of capacity building, collaborative solutions, pedagogy, and systemness.
Developing - 2

The Remick Leader articulates a goal that includes student or adult outcomes.

The Remick Leader partially explains the extent to which the goal reflects the goal to the drivers of capacity building, collaborative solutions, pedagogy, and systemness.
Unsatisfactory - 1

The Remick Leader articulates a goal that does not include student or adult outcomes.

The Remick Leader does not connect the goal to the drivers of capacity building, collaborative solutions, pedagogy, and systemness.
Levels & Opportunities of Collaboration
8 pts

REPA 2.4
NELP 7.2
Exemplary - 4

The Remick Leader
analyzes the current levels of collaboration, highlighting specific pockets of nuance with evidence and identifying opportunities inherent in each named level. The Remick leader uses course readings and specific evidence to substantiate each claim.
Proficient - 3

The Remick Leader analyzes the current levels of collaboration, highlighting specific pockets of nuance with evidence and identifying opportunities inherent in most named levels. The Remick leader uses course readings and specific evidence to substantiate most claims.
Developing - 2

The Remick Leader articulates current levels of collaboration, but does not highlight specific pockets of nuance with evidence or does not identify opportunities inherent in most named levels. The Remick leader uses course readings and specific evidence to substantiate only some claims.
Unsatisfactory - 1

The Remick Leader articulates current levels of collaboration, but does not highlight specific pockets of nuance with evidence and/or does not identify opportunities inherent in any named levels. The Remick leader does not use course readings or specific evidence to substantiate any claims.
Plan of Action Overview
8 pts

REPA 4.3
NELP 1.2
Exemplary - 4

The Remick Leader justifies how the plan (foundations and progression) fosters collaborative capacity-building to bridge current reality and goal attainment over the course of the year.

The Remick Leader integrates specific evidence from their plan and course content to justify the extent to which the plan reflects strategies for all key concepts: coherence making, reciprocal accountability, balance, and sustainability.
Proficient - 3

The Remick Leader explains how the plan (foundations and progression) fosters collaborative capacity-building to bridge current reality and goal attainment over the course of the year.

The Remick Leader integrates specific evidence from their plan and course content to justify the extent to which the plan reflects strategies for most key concepts: coherence making, reciprocal accountability, balance, and/or sustainability.
Developing - 2

The Remick Leader explains how the plan (foundations and progression) fosters collaborative capacity-building, but does not fully explain how it will bridge current reality and goal attainment over the course of the year.

The Remick Leader includes specific evidence from their plan and/or course content to justify the extent to which the plan reflects strategies for 2 or fewer key concepts: coherence making, reciprocal accountability, balance, and/or sustainability.
Unsatisfactory - 1

The Remick Leader does not explain how the plan (foundations and progression) fosters collaborative capacity-building to bridge current reality and goal attainment over the course of the year.

The Remick Leader does not integrate specific evidence from their plan or course content to justify the extent to which the plan reflects strategies for key concepts: coherence making, reciprocal accountability, balance, and/or sustainability.
Plan of Action Foundations and Progression
8 pts

REPA 4.3
NELP 1.2
Exemplary - 4

The Remick Leader establishes foundational action steps, including a clear process and rationale, for all considerations: cultural, procedural, social and structural.

The objectives are logically sequenced and build incrementally toward the goal in a way that is responsive to current reality. All objectives include a clear: rationale, a high-level plan for capacity-building, and aligned monitoring data.
Proficient - 3

The Remick Leader establishes foundational action steps, including a clear process and rationale, for at least two considerations: cultural, procedural, social and structural.

The objectives are logically sequenced and build incrementally toward the goal, but are not fully responsive to the current reality. Most objectives include a clear: rationale, high-level plan for capacity-building, and aligned monitoring data.
Developing - 2

The Remick Leader establishes foundational action steps for at least two considerations: cultural, procedural, social and structural, but the process or rationale is unclear for some.

The objectives build toward the goal, but are not logically sequenced and/or are not fully responsive to current reality. Most objectives include a rationale, high-level plan for capacity-building, and monitoring data, but some may be unclear.
Unsatisfactory - 1

The Remick Leader does not establish foundational action steps for at least two considerations: cultural, procedural, social and structural, and/or the process or rationale is unclear for most.

The objectives fail to build toward the goal. Only some objectives include a rationale, high-level plan for capacity-building, and monitoring data, and some are unclear.
Leading Adult Learning
8 pts

REPA 1.3
NELP 7.3
Exemplary - 4

The Remick Leader designs and enacts an adult learning session that is likely to achieve the stated objective and that includes all principles of adult learning that promote reflection and improvement.
Proficient - 3

The Remick Leader designs and enacts an adult learning session that will likely achieve the stated objective and that includes most principles of adult learning that promote reflection and improvement.
Developing - 2

The Remick Leader designs and enacts an adult learning session that may achieve the stated objective and that includes only some principles of adult learning that promote reflection and improvement.
Unsatisfactory - 1

The Remick Leader designs and enacts an adult learning session that will not likely achieve the stated objective and that includes few principles of adult learning that promote reflection and improvement.
Professionalism
4 pts

REPA 3.1
NELP 2.1
Exemplary - 4

The Remick Leader demonstrates the capacity to communicate about and mode academic professionalism and integrity with no errors in mechanics, grammar, tone, and readability.
Proficient - 3

The Remick Leader demonstrates the capacity to communicate about and model academic professionalism and integrity with minimal (2-4) errors in mechanics, grammar, tone, and readability.
Developing - 2

The Remick Leader demonstrates a developing capacity to communicate about and model academic professionalism and integrity with several (5+) errors in mechanics, grammar, tone, and readability.
Unsatisfactory - 1

The Remick Leader demonstrates unsatisfactory academic professionalism and integrity with many errors in mechanics, grammar, tone, and readability.




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