Flexibility Holds to one leadership Has some difficulty Adapts his or her Has a feel for the change process by accumulating style despite the adapting leadership leadership behavior insights and wisdom situation; is defensive style to the needs of to the needs of the across situations; when faced with contrary different situations; is current situation and encourages change and opinions; is not not always is comfortable with the voicing of various comfortable with change comfortable with dissent; is opinions diverse opinions comfortable with major change Focus Rarely establishes goals Establishes some Establishes clear Engages in sustained for the building; staff goals, but goals and keeps and continuous members are not aware inconsistently follows those goals in the progress toward goals; of goals; innovations are through with goals forefront of the goals are pursued with adopted superficially with the staff or attention clarity and tenacity school’s students Ideals/Beliefs Acts more as a manager Strong ideals and Communicates and Uses beliefs as a subtle rather than a leader beliefs about learning operates from strong but powerful force to acting from strong are not always evident ideals and beliefs effect change beliefs to staff members or about learning students
Flexibility Holds to one leadership style despite the situation; is defensive when faced with contrary opinions; is not comfortable with change Has some difficulty adapting leadership style to the needs of different situations; is not always comfortable with diverse opinions Adapts his or her leadership behavior to the needs of the current situation and is comfortable with dissent; is comfortable with major change Has a feel for the change process by accumulating insights and wisdom across situations; encourages change and the voicing of various opinions Focus Rarely establishes goals for the building; staff members are not aware of goals; innovations are adopted superficially Establishes some goals, but inconsistently follows through with goals with the staff or students Establishes clear goals and keeps those goals in the forefront of the school’s attention Engages in sustained and continuous progress toward goals; goals are pursued with clarity and tenacity Ideals/Beliefs Acts more as a manager rather than a leader acting from strong beliefs Strong ideals and beliefs about learning are not always evident to staff members or students Communicates and operates from strong ideals and beliefs about learning Uses beliefs as a subtle but powerful force to effect change
GCNB-R1,%20LEADERSHIP%20RESPONSIBILITY%20RUBRIC.docx.docx