Central Office & Support Staff Evaluation Rubrics

The California Professional Standards for Education Leaders (CPSEL) identify the skills and knowledge needed by school leaders to sustain effective school leadership. Used throughout California, CPSEL describe the professional practices of educational leadership for the development and growth of leaders throughout their careers.

The standards are organized into six categories:

1. Development and Implementation of a Shared Vision
2. Instructional Leadership
3. Management and Learning Environment
4. Family and Community Engagement
5. Ethics and Integrity
6. External Context and Policy

Within each category are elements highlighting additional areas of focus within the standard. The indicators offer some examples of how an education leader might demonstrate the element or standard within his or her practice. These standards are used for central office school administrator evaluations.

Administrator of Special Education Professional Leadership Standards define a competency-based framework designed to support the development, evaluation, and growth of leaders responsible for special education programs and services. The rubric serves current and aspiring administrators by clarifying expectations for effective practice while encouraging reflective leadership grounded in equity, compliance, and continuous improvement. It emphasizes leadership as both a technical and moral responsibility, supporting administrators in aligning daily decisions with long term outcomes for students with exceptionalities and the systems that serve them.

The rubric is organized into eight integrated standards that together describe the full scope of special education leadership.

• Vision, Mission, and Direction Setting focuses on strategic leadership, ensuring programs are purpose driven, aligned to district priorities, and responsive to diverse stakeholders.
• Policy, Legal, and Ethical Practice centers on compliance and integrity, reinforcing the administrator’s role as a steward of IDEA, ethical decision making, and family trust.
• Organizational Leadership and Management emphasizes systems thinking, data use, and research informed improvement to strengthen instructional delivery and outcomes.
• Program Oversight and Instructional Leadership addresses access, equity, and quality, guiding leaders to design and evaluate programs that deliver FAPE in the least restrictive environment.
• Human and Fiscal Resource Management highlights responsible staffing, budgeting, and professional learning practices that sustain effective services.
• Collaboration and Communication underscores the importance of partnership, conflict resolution, and interagency coordination in meeting student needs.
• Equity and Cultural Responsiveness challenges leaders to identify and address systemic inequities while maintaining high expectations and inclusive practices.
• Field and Clinical Experience ensures that leadership capacity is built through authentic, mentored practice across diverse settings.

The standards are grounded in federal policy, including IDEA and ADA, and aligned to professional expectations advanced by the Council for Exceptional Children and the Council of Administrators of Special Education. They reflect research-based leadership principles, data driven decision making, and a strong commitment to equity.

Administrator of Special Education Professional Leadership Standards reflects a philosophy of leadership as service. It positions special education administrators as advocates, collaborators, and system builders who lead with purpose, accountability, and a deep commitment to the success and well-being of every learner.

This evaluation rubric was developed by a taskforce from the Washington Association of School Administrators (WASA), based on leadership categories identified in research from OSPI’s Characteristics of Improved School Districts: Categories and Themes (Shannon, G.S., & Bylsma, P., October 2004).

The framework is organized in four criteria or domains including: Effective Leadership, Quality Teaching and Learning Support, System-wide Improvement, and Clear and Collaborative Relationships.

The taskforce also drew ideas from the following sources:

• Central Office Transformation for District-Wide Teaching and Learning Improvement (Honig, M.I., Copland, M.A., Rainey, L., Lorton, J. A., & Newton, M., April 2010).
• McREL’s School District Leadership that Works: The Effect of Superintendent Leadership on Student Achievement (Waters, J.T., & Marzano, R.J., September 2006).
• The New Central Office (Novak, D., Reilly, M., & Williams, D., June 2010).

The Competency-Based Performance Appraisals for School Nutrition Managers and Assistants/Technicians rubric is designed to support the professional growth of school nutrition staff and strengthen the overall quality of school nutrition programs. Developed by the National Food Service Management Institute, the rubric provides a structured process for supervisors and staff to reflect on performance, clarify expectations, and align daily practice with the mission of safeguarding student health and well-being. Through clearly defined standards and regular, constructive feedback, the tool fosters continuous improvement and strengthens the vital role support staff play in creating healthy, welcoming school meal environments.

Grounded in the competencies, knowledge, and skills required for effective practice, the rubric organizes expectations into major functional areas that mirror the daily responsibilities of school nutrition teams including:

• Food Production, emphasizing safe, efficient, high-quality preparation and adherence to standardized procedures.
• Sanitation, Safety, and Security, focusing on food safety, workplace safety, and maintaining a clean, compliant environment.
• Customer Service, highlighting positive interactions, responsiveness to student needs, and support for a welcoming dining atmosphere.
• Program Regulations and Accountability, ensuring compliance with federal, state, and local requirements and accurate documentation.
• Equipment Use and Care, promoting safe operation, proper cleaning, and attention to maintenance.
• Professional Excellence, reinforcing reliability, ethical behavior, teamwork, and ongoing learning.

The framework reflects research, expert panel review, and NFSMI’s national competency models, ensuring the criteria align with both regulatory expectations and best practices for child nutrition operations. Accompanying guidance outlines a structured appraisal cycle, from preparation through reflection, to promote fairness, clarity, and constructive dialogue.

By fostering professionalism, consistency, and shared accountability, this rubric helps school nutrition teams contribute to healthier schools and more positive student experiences.

Chief Technology Officer

There are many challenges for district administrators in evaluating technology leaders. What should their CTO jobs entail exactly? How should they be measured?

Although there is not one answer to these questions, this evaluation rubric developed by CoSN members can get you started. Based on the CoSN Framework of Essential Skills of the K–12 CTO, this evaluation rubric captures the skills and knowledge needed by an educational technology leader.

Athletic Director

This evaluation instrument is organized in eight criteria or domains:

1. Commitment to Vision
2. Leadership
3. Decision Making/Problem Solving
4. Personnel
5. Teamwork
6. Planning
7. Professional/Technical Knowledge
8. Student, Athlete, and School Safety

Each of the eight criterion is described by a 4-level rubric with performance descriptors for unsatisfactory, basic, proficient, and distinguished.

This evaluation instrument identifies 16 competencies for the Director of Buildings and Grounds. For each of these competencies, an evaluation rubric is organized into four levels of performance for Unsatisfactory, Needs Improvement, Proficient, and Excellent. The rubric includes unique descriptors of professional practices for each level of performance.

Developed by the Pennsylvania Department of Education, the Educator Effectiveness Observation & Practice: Framework for Evaluation consists of 20 leadership practices which are organized within four domains:

1. Strategic/Cultural Leadership
2. Systems Leadership
3. Leadership for Learning
4. Professional and Community Leadership

This framework is widely used in the principal evaluation process throughout the Commonwealth. In addition, other school and district leaders use this for their own leadership evaluations.

The Framework for Observation & Practice for Other Non-Teaching Professionals (ONTP) provides a structured evaluation system for non-teaching roles within education. Divided into four domains—Planning and Preparation, Educational Environment, Delivery of Service, and Professional Development—the framework defines standards for effective practice. Key components include designing instruction aligned with student needs, fostering a supportive educational environment, delivering services through evidence-based methods, and maintaining professional growth and ethical standards. This framework guides ONTPs in achieving measurable outcomes, continuous improvement, and culturally responsive interactions in their roles​.

The Framework for Observation & Practice for Instructional Technology Specialists defines evaluation standards across four domains: Planning and Preparation, Educational Environment, Delivery of Service, and Professional Development. It guides instructional technology specialists in leveraging digital tools to support teaching and learning, fostering inclusive and productive digital spaces, and maintaining high standards in service delivery. Each domain contains specific components, such as knowledge of digital pedagogy, managing digital learning environments, and engaging in continuous professional development. This framework promotes effective technology integration in education, supporting both learner engagement and equitable access.

The Framework for Observation & Practice for Non-Teaching Professionals: School Counselor outlines essential standards for evaluating school counselors in four domains:

1. Planning and Preparation
2. Educational Environment
3. Delivery of Service
4. Professional Responsibilities.

Each domain includes specific components such as knowledge of counseling theories, creating a supportive learning culture, managing student behavior, and maintaining professionalism. The framework provides performance levels (Failing, Needs Improvement, Proficient, and Distinguished) to guide counselors in achieving effective practice, continuous improvement, and adherence to ethical and legal standards in their professional role.

The Framework for Observation & Practice for School Health Specialists outlines evaluation standards for school health professionals, including nurses and dental hygienists, across four domains: Planning and Preparation, Educational Environment, Delivery of Service, and Professional Development. Each domain addresses key competencies, such as knowledge of medical practices, adherence to health protocols, promoting wellness, and effective communication with the school community. This framework emphasizes high ethical standards, responsiveness to diverse health needs, and continuous professional growth, aiming to support student health and well-being within a safe, inclusive school environment​.

The Framework for Observation & Practice for School Psychologists provides a structured evaluation guide for school psychologists, with standards across four core domains: Planning and Preparation, Educational Environment, Delivery of Service, and Professional Responsibilities. Each domain encompasses components such as knowledge of assessment techniques, creating a supportive learning environment, and maintaining accurate, confidential records. This framework outlines performance levels from Unsatisfactory to Distinguished, emphasizing ethical standards, cultural responsiveness, and collaboration. It supports school psychologists in delivering effective mental health and educational services aligned with best practices for fostering student development and well-being

The Framework for Observation & Practice for School Social Workers/Home and School Visitors provides a comprehensive evaluation structure for school social workers, focusing on four domains: Planning and Preparation, Educational Environment, Delivery of Service, and Professional Responsibilities. Each domain includes components that address essential skills, such as knowledge of policies, fostering a respectful environment, effective communication, and professional growth. The framework promotes evidence-based practices, culturally responsive approaches, and collaboration with families and stakeholders to support student well-being. It also offers a performance rating scale to guide professional development and improve service delivery.

The Framework for Observation & Practice for Speech-Language Pathologists is an evaluation tool tailored for school-based speech-language pathologists (SLPs). It is structured around four domains: Planning and Preparation, Educational Environment, Delivery of Service, and Professional Development. Each domain includes components like knowledge of speech-language development, fostering a respectful environment, clear communication, and ongoing professional growth. The framework provides performance levels from Unsatisfactory to Distinguished, emphasizing effective service delivery, responsiveness to student needs, and ethical professionalism. It aims to guide SLPs in delivering evidence-based interventions that support student communication and learning outcomes.

The Framework for Reflection & Growth helps K-12 school leaders create, develop, and sustain a positive organizational culture with an emphasis on reflective leadership and goal attainment.

The Framework for Reflection and Growth represents a two-year-long collaboration with our team of professionals to create an instrument that can be used in an evaluation process by virtually any school leader or member of an organization. The Framework is organized by 17 core competencies of effective leadership in four domains of Mindset, Personal Qualities/Values, Professional Qualities, and Skills/Knowledge.

This rubric helps  leadership teams create a culture of reflective practices on those qualities and characteristics which are valued in leadership and in colleagues.

These leadership standards were adopted into Illinois law in 2014 for principal evaluations.

The Illinois Performance Standards for School Leaders are organized with the following six standards:

1. Living a Mission and Vision Focused on Results
2. Leading and Managing Systems Change
3. Improving Teaching and Learning
4. Building and Maintaining Collaborative Relationships
5. Leading with Integrity and Professionalism
6. Creating and Sustaining a Culture of High Expectations

The Syracuse City School District (SCSD) LEAD & LEARN Growth and Effectiveness System for Coaches was developed collaboratively by a convening and workgroup comprised of school building leaders, district leaders, instructional coaches, and Multi-Classroom Leaders from across the district. The coaching rubric is organized into three domains:

1. Creating an environment that establishes and promotes continuous improvement for student outcomes
2. Building the capacity of educators to support the improvement of student outcomes through coaching practices and providing professional development
3. Professional Responsibilities

McREL’s Education Leadership Evaluation Systems, such as the one for central office administrator evaluations, are organized around four framework components:

1. Purposeful Community
2. Managing Change
3. Focus of Leadership
4. Management

Each component contains several elements. These elements are a critical feature of the component that characterizes a behavior to be evaluated. The elements have four levels of professional practice with descriptors for developing, proficient, accomplished and distinguished.

This rubric has been designed to support school leaders who are not principals as they work to make explicit connections between their actions, decisions, and learning and the improvements to teaching and learning in the schools they lead.

Like the MPPR, the Multidimensional Leadership Performance Rubric has two major components. The first supports the use of the Educational Leadership Policy Standards: ISLLC 2008. This component is organized by ISLLC domain, with five dimensions, culled by clustering and categorizing the ISLLC “functions.” These dimensions (Culture, Sustainability, Instructional Program, Capacity Building, and Strategic Planning Process) are consistent throughout this component, though not all appear in every domain. Descriptors are specific to each domain. The second component of the MLPR supports Goal Setting and Attainment and has dimensions that are arranged to scaffold the goal setting process, from the initial defining of goals, through action planning, implementation, monitoring and evaluation.

School Counselor Evaluation Rubric
The Ohio Standards for School Counselors clearly defined the knowledge, skills and competencies of effective school counselors. These standards promote the most effective school counseling practices and offer a core set of expectations for school counselors. Professional school counselors offer students access to high-quality services, which support students’ academic, career and social/emotional development.

The School Counselor Evaluation Rubric is based on the following:

1. Standard 1: Comprehensive School Counseling Plan
2. Standard 2: Direct Services
3. Standard 3: Indirect Services
4. Standard 4: Evaluation and Data
5. Standard 5: Leadership and advocacy
6. Standard 6: Professional Responsibility, Knowledge and Growth
7. Metric(s) of Student Outcomes

The School Counselor Evaluation Rubric is intended to be scored holistically. This means the evaluator will assess which level provides the best overall description of the school counselor.

The development of the Ohio Standards for School Treasurers and School Business Managers was a collaborative effort that included the Ohio Educator Standards Board (ESB), the ESB Standards Committee, the ESB Subcommittee for School Treasurers and Business Managers and the Ohio Association of School Business Officials (OASBO). This cross section of Ohio school professionals worked together with the goal of defining the role and responsibilities of the school treasurers and school business managers, respectively, while asserting the level of quality to be accepted as the norm in the performance of the school treasurers’ and school business managers’ duties. This is being done with the understanding of the importance of the finance office and business operations in the realm of education.

The Oregon Framework for Teacher and Administrator Evaluation and Support provides a comprehensive approach to developing and evaluating educational leaders through a culture of continuous improvement. Designed for principals, district administrators, and other educational leaders, the framework positions evaluation as a meaningful process for reflection, growth, and organizational impact. Its purpose is to strengthen leadership practice, support equitable outcomes, and ensure that administrative decisions and actions contribute to improved learning environments and student success. 

The framework is organized around five interconnected elements that guide effective administrator evaluation systems: 

• Standards of Professional Practice establish a shared vision of effective leadership through six domains: Visionary Leadership, Instructional Improvement, Effective Management, Inclusive Practice, Ethical Leadership, and Socio-Political Context. Together, these domains emphasize strategic planning, instructional leadership, operational excellence, stakeholder engagement, ethical decision-making, and advocacy within the broader educational landscape. 

• Differentiated Performance Levels use a four-point scale to define leadership effectiveness and provide a clear pathway for growth. The rubric supports consistent evaluation while helping administrators identify opportunities to strengthen their impact. 

• Multiple Measures ensure evaluations are informed by a balanced body of evidence, including leadership practice, professional responsibilities, and student learning and growth. This approach recognizes the complexity of educational leadership and promotes more accurate, meaningful evaluation. 

• The Evaluation and Professional Growth Cycle emphasizes continuous learning through self-reflection, goal setting, evidence collection, formative feedback, and summative evaluation. Ongoing professional conversations help leaders refine their practice and respond effectively to evolving organizational needs. 

• Aligned Professional Learning connects evaluation outcomes to targeted professional development, ensuring that growth opportunities are relevant, sustained, and aligned to both individual leadership goals and system-wide priorities. 

Grounded in Oregon statute and administrative rule, the framework aligns with nationally recognized Educational Leadership Standards and incorporates research-based practices. Cultural competence, equity, and inclusive leadership are embedded throughout the framework, reinforcing the belief that effective leadership is essential to creating opportunities and positive outcomes for every student. 

At its core, the framework reflects a commitment to leadership as a catalyst for continuous improvement. By combining clear expectations, multiple sources of evidence, reflective practice, and ongoing professional learning, it supports administrators in building strong systems, fostering inclusive cultures and leading lasting organizational growth. 

The two-year development process for Professional Standards for Educational Leaders (PSEL) was guided by the Council of Chief State School Officers (CCSSO) and the National Policy Board for Educational Administration (NPBEA). The PSEL development was informed by empirical research, researchers, and educational leaders throughout the United States.

Business Official Evaluation Rubric

This evaluation rubric is used for evaluating the school business official in eight overarching categories including leadership, fiscal management, operations, transportation, school nutrition, technology, HR, and other.

This rubric can also be used for positions such as, School Business Official, Chief Financial Officer, School Business Administrator, Business Manager, Director of Business Services, Financial Manager, and the Assistant Superintendent of Administrative Services.

Note: As with all the rubrics in the SuperEval library, not all the rubrics’ defined categories or professional practices need to be included in an evaluation. With the wide ranging duties of school business officials in various districts, an evaluation process would include only those duties defined in their role.

Establishing an evaluation process for a school business official (SBO) can be an effective way to increase the performance and productivity of a key employee. This evaluation instrument allows you to evaluate the SBO’s success in key leadership traits and professional competencies.

The Student Services Administrator Evaluation (SSA) rubric is designed for district-level leaders who oversee student services. It provides a reflective structure that helps administrators assess their practice, set meaningful professional goals, and align their work with district priorities. By emphasizing evidence-based reflection, the rubric supports growth-minded leadership and reinforces the administrator’s role in ensuring equitable access, high-quality programs, and positive outcomes for all students.

The rubric is organized into five interconnected standards that define effective administrative leadership:

• Mission, Vision, Beliefs, and Systems: Focuses on aligning departmental decision-making with district goals, leading change processes, and ensuring systems are cohesive, research-informed, and supportive of all learners.
• Law, Policy, and System Decisions: Emphasizes legal compliance, policy implementation, responsible budgeting, resource allocation, and staffing practices that uphold the rights and needs of students.
• Teaching, Learning, and Access to FAPE: Highlights the administrator’s role in promoting instructional quality, inclusive curriculum and assessment practices, technology integration, universal design, and processes that ensure all students receive FAPE in the least restrictive environment.
• Building and Maintaining Collaborative Relationships: Underscores the importance of productive engagement with staff, families, advocacy groups, community partners, and service providers to strengthen supports for students with exceptionalities.
• Leading with Integrity, Professionalism, and Equity: Reinforces ethical leadership, professionalism, and a commitment to equity, cultural responsiveness, and accountability for continuous improvement.

The rubric uses a four-point competency-based scale (Excellent, Proficient, Needs Improvement, Unsatisfactory). It integrates SMART goal-setting and multiple sources of evidence, encouraging intentional alignment between practice and district goals.

The rubric promotes a philosophy of reflective, student-centered leadership. It encourages administrators to model integrity, cultivate collaborative and equitable systems, and engage in ongoing professional growth to enhance learning and opportunities for all students.

The Superintendent and District Administrator Rubric from the Massachusetts Department of Elementary and Secondary Education serves as a tool for evaluating leadership effectiveness. Organized around four key standards—Instructional Leadership, Management and Operations, Family and Community Engagement, and Professional Culture—the rubric aims to define and assess critical leadership skills and practices. It provides performance descriptors across four levels (Unsatisfactory, Needs Improvement, Proficient, and Exemplary) for each indicator, facilitating consistent evaluation and targeted professional growth. Emphasis is placed on aligning leadership practices with district goals, fostering equitable outcomes, and promoting a culture of continuous improvement and accountability.

The Transportation Director Evaluation Rubric provides a focused framework for assessing and developing leaders responsible for student transportation services. Designed for school transportation directors, the rubric emphasizes the critical role transportation leaders play in ensuring safe, reliable, and efficient operations that support student access to learning. More than a measure of performance, the rubric encourages reflection, continuous improvement, and proactive leadership in an area that directly affects the daily experience of students, families, and staff. 

The rubric is organized around five interconnected domains that define effective transportation leadership: 

• Leadership & Team Management focuses on building and sustaining a professional, safety-centered culture. Effective leaders develop staff capacity, foster collaboration, address personnel challenges constructively, and maintain a stable workforce capable of meeting operational demands. 

• Compliance with Transportation Laws & Safety Standards emphasizes the director’s responsibility to uphold state and federal regulations, maintain vehicle and driver readiness, and ensure that student safety remains the foundation of every transportation decision. 

• Operational Efficiency & Daily Management centers on the effective execution of transportation services. This domain highlights route optimization, resource stewardship, maintenance coordination, and responsive problem-solving that keeps operations running smoothly under changing conditions. 

• Communication & Stakeholder Engagement recognizes the importance of strong relationships with school leaders, families, staff, and community partners. Clear, timely, and respectful communication builds trust and strengthens confidence in transportation services. 

• Strategic Planning & Innovation focuses on long-term sustainability and continuous improvement. Leaders are encouraged to anticipate future needs, pursue funding opportunities, modernize transportation systems, and develop forward-thinking solutions that strengthen service delivery over time. 

The rubric is evidence-based in its design, drawing on multiple sources of data including surveys, audits, operational records, budgets, maintenance reports, and strategic plans to provide a balanced picture of performance. 

At its core, the rubric reflects the belief that exceptional transportation leadership combines operational excellence with people-centered leadership. By balancing safety, compliance, communication, efficiency, and innovation, it supports transportation directors in creating systems that are dependable, responsive, and focused on serving students and communities effectively.