5 B. Model principles of The leader ......… The leader ......… The leader ......… The leader ......… self-awareness, Demonstrates a lack of self-control Generally maintains self-control but Exerts self-control consistently as Is an exemplar of emotional intelligence reflective practice, characterized by a frequent loss of occasionally exhibits anger and characterized by dignity, empathy, characterized by exerting self-control, temper and continual reluctance to defensiveness when dealing with respect, reflection, self-evaluation, and treating self and others with dignity, transparency, and discuss sensitive topics sensitive subjects and personal self-control even when dealing with empathizing with others, respecting self ethical behavior attacks sensitive subjects and personal attacks and others, and collaborating in making Does not reflect about his/her substantive decisions professional efficacy Engages in reflective practice Identifies his/her professional strengths Consistently exerts self-control in through active listening, observing, and weaknesses by engaging in reflective dealing with sensitive subjects and questioning, and sharing multiple practice on his/her own work through personal attacks even in the most perspectives active listening, observing, questioning, difficult and confrontational situations sharing multiple perspectives, and hypothesis testing Enhances professional efficacy of self and staff by modeling reflective practice through active listening, observing, finding capacities, questioning, and sharing multiple perspectives, and hypothesis testing 5 C. Safeguard the The leader ......… The leader ......… The leader ......… The leader ......… values of democracy, Occasionally allows personal Allows personal preferences, beliefs, Models impartiality, sensitivity to student Uses leadership as an opportunity to preferences, beliefs and/or biases equity, and diversity and/or biases to trump impartiality, diversity, dedication to equality and empower stakeholders with opportunities to interfere with attempts to employ sensitivity to student diversity, equitable treatment in interactions with to create and nurture a learning impartiality, sensitivity to student dedication to equality and equitable stakeholders community characterized by mutual diversity, dedication to equality and treatment in interactions with respect, individuality, and pursuit of equitable treatment in interactions stakeholders individual and common good with stakeholders Standard 5 Ethics and Integrity Continued – – Not Meeting Exemplary Functions Progressing Proficient Standards (Includes Proficient)
5 B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior The leader ......… Demonstrates a lack of self-control characterized by a frequent loss of temper and continual reluctance to discuss sensitive topics Does not reflect about his/her professional efficacy The leader ......… Generally maintains self-control but occasionally exhibits anger and defensiveness when dealing with sensitive subjects and personal attacks Engages in reflective practice through active listening, observing, questioning, and sharing multiple perspectives The leader ......… Exerts self-control consistently as characterized by dignity, empathy, respect, reflection, self-evaluation, and self-control even when dealing with sensitive subjects and personal attacks Identifies his/her professional strengths and weaknesses by engaging in reflective practice on his/her own work through active listening, observing, questioning, sharing multiple perspectives, and hypothesis testing The leader ......… Is an exemplar of emotional intelligence characterized by exerting self-control, treating self and others with dignity, empathizing with others, respecting self and others, and collaborating in making substantive decisions Consistently exerts self-control in dealing with sensitive subjects and personal attacks even in the most difficult and confrontational situations Enhances professional efficacy of self and staff by modeling reflective practice through active listening, observing, finding capacities, questioning, and sharing multiple perspectives, and hypothesis testing 5 C. Safeguard the values of democracy, equity, and diversity The leader ......… Allows personal preferences, beliefs, and/or biases to trump impartiality, sensitivity to student diversity, dedication to equality and equitable treatment in interactions with stakeholders The leader ......… Occasionally allows personal preferences, beliefs and/or biases to interfere with attempts to employ impartiality, sensitivity to student diversity, dedication to equality and equitable treatment in interactions with stakeholders The leader ......… Models impartiality, sensitivity to student diversity, dedication to equality and equitable treatment in interactions with stakeholders The leader ......… Uses leadership as an opportunity to empower stakeholders with opportunities to create and nurture a learning community characterized by mutual respect, individuality, and pursuit of individual and common good Standard 5 – Ethics and Integrity – Continued Functions Not Meeting Standards Progressing Proficient Exemplary (Includes Proficient)
Form_A2_LEADS_Rubric_for_School_District_Leaders_Revised_042514.docx