Central Office & Support Staff Evaluation Rubrics

SuperEval offers different evaluations for various central office and support staff roles.

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.

Central Office Administrator Central Office Director Principal Assistant Principal
Author: Commission on Teacher Credentialing (CTC) and California Department of Education

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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).

Assistant Superintendent Central Office Administrator Central Office Directors
Author: Washington Association of School Administrators

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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.

Chief Technology Officer Director of Technology
Author: The Consortium for School Networking (CoSN)

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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.

Dean Athletic Director
Author: Evergreen Public Schools

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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.

Central Office Director
Author: D. Gray, Lockport School District 91, IL

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Developed by the Pennsylvania Department of Education, the Framework for Leadership (FFL) 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

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

Click here to read a reliability study from REL Mid-Atlantic about the FFL.

Principal Assistant Principals Central Office Administrator
Author: Pennsylvania Department of Education (PDE)

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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.

Universal Central Office Support Staff
Author: PLS 3rd Learning

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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

Principal Assistant Principal Central Office Administrator
Author: Illinois State Board of Education

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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

Instructional Coaches
Author: Syracuse City School District

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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.

Central Office Administrator
Author: McREL International

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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.

Assistant Principals Directors Department Chairs
Author: Joanne Picone-Zocchia

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The development of the Ohio Standards for School Treasurers 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 to define the role and responsibilities of the school treasurer while asserting the level of quality to be accepted as the norm in performing the school treasurer’s duties. This is being done with the understanding of the importance of the financial office in the realm of education.

School Business Official Chief Financial Officer School Business Administrator Business Manager Director of Business Services Financial Manager Assistant Superintendent of Administrative Services
Author: Ohio Department of Education

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The two-year development process for 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.

Universal Superintendent Principal Assistant Principal Central Office
Author: National Policy Board for Educational Administration (NPBEA)

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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.

School Business Official Chief Financial Officer School Business Administrator Business Manager Director of Business Services Financial Manager Assistant Superintendent of Administrative Services
Author: ASBO New York

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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.

School Business Official Chief Financial Officer School Business Administrator Business Manager Director of Business Services Financial Manager Assistant Superintendent of Administrative Services
Author: The Illinois Association of School Business Officials

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