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Role Specific Behaviors Rubric

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VISIONARY LEADERSHIP

Embraces/develops a shared vision and effectively communicates the path forward

PASSION FOR RESULTS

    • Sets ambitious vision for own work in alignment with school vision and in collaboration with stakeholders (i.e. students, families, rest of grade level team, etc)
    • Inspires stakeholders around ambitious vision and compelling future
    • Embraces the district and school's vision and strategic priorities as shown through actions
    • Ensures team goals align to school and district-wide vision
    • Inspires and involves peers and team in achieving an ambitious vision
    • Adapts communication to needs of audiences to build sense of shared purpose and move work forward
    • Influences team and others to achieve goals
    • Ensures departmental/team goals align to school and district-wide vision
    • Inspires and involves peers and team in inspiring and supporting an ambitious vision
    • Effectively communicates how an individual and team’s work contributes to realizing the vision
    • Delivers compelling messages across mediums to a range of internal and external audiences
    • Is forward thinking and embraces change, ambiguity, and uncertainty; supports and encourages others through difficult change; effectively leads change efforts
    • Builds a sense of shared purpose across the campus, maintains a school-wide focus on an exciting and compelling future state
    • Is forward thinking and embraces change, ambiguity, and uncertainty; anticipates challenges and provides support to others throughout the change process
    • Effectively engages all stakeholders in large-scale, complex change processes
    • Models communication style attuned to stakeholder dynamics and adapts to meet needs of organization leaders, key stakeholders, and constituent groups
    • Is influential and inspiring

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ACHIEVEMENT ORIENTED

Sets goals, seeks evidence of impact, and holds self and others accountable to achievement.

PASSION FOR RESULTS

    • Creates and maintains a schoolwide culture where others can successfully perform a task or achieve a goal
    • Builds consensus around ambitious and measurable school-wide goals aligned to the district shared vision
    • Models personal accountability and creates a culture where staff evaluate their practice and seek evidence of impact
    • Proactively and continuously improves school-wide performance by focusing on needed areas of improvement and enhancing of strengths
    • Frequently observes and effectively coaches, develops, and holds others accountable in order to improve their practice and ensure instruction is executed throughout the school and delivers exceptional school-wide results
    • Believes in staff's ability to perform a task or achieve a goal
    • Supports the development of ambitious and measurable school-wide goals aligned to district shared vision and strategic priorities
    • Models personal accountability and contributes to a culture where staff evaluate their practice and seek evidence of impact
    • Proactively and continuously improves performance across all areas of responsibility by focusing on needed areas of improvement and enhancing of strengths
    • Ensures that content delivery is aligned to standards and expectations across classrooms through frequent observation, coaching, and development of others
    • Believes in their team's ability to perform a task or achieve a goal
    • Uses campus goals to drive the focus and work of the team
    • Holds oneself accountable and supports team members in evaluating their practice and contributing to meeting established goals
    • Is comfortable with change and ambiguity; demonstrates initiative in the face of uncertainty
    • Proactively and continuously improves performance across the team by focusing on needed areas of improvement and enhancing of strengths
    • Coaches, develops and supports team members to demonstrate instructional best practices
    • Believes in ability to perform a task or achieve a goal
    • Continuously measures impact of instruction through student performance both formatively and summatively
    • Holds oneself accountable and continuously evaluates their practice
    • Is comfortable with change and ambiguity; perseveres through uncertainty
    • Demonstrates instructional knowledge, as evident by consistent instructional practices and classroom environment

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LEADING FOR EQUITABLE OUTCOMES

Ensures actions are highly nimble and responsive to the varying needs of others and the organization.

PASSION FOR RESULTS

    • Models and demonstrates for others how to evaluate with an equity lens and make appropriate adjustments
    • Models critical reflection of own behaviors and takes a culturally responsive and inclusive approach school wide
    • Actively ensure that bias – whether conscious or unconscious – does not negatively impact students, staff, stakeholders
    • Devotes additional effort to promoting the academic growth and well-being of every student--particularly those who require additional support
    • Ensures the presence of structures for equity-based conversations within the school
    • Regularly evaluates outcomes with an equity lens; takes action to close any identified gaps
    • Critically reflects on self behaviors and takes a culturally responsive and inclusive approach in working with teams
    • Devotes additional effort to promoting the academic growth and well-being of every student--particularly those who require additional support
    • Speaks openly and publicly in celebration of diversity and holds a high regard for all members of the Mesquite community
    • Strives to lead team in achieving results beyond what is expected
    • Critically reflects on self behaviors and takes a culturally responsive and inclusive approach with students, families, and team
    • Devotes additional effort to promoting the academic growth and well-being of every student--particularly those who require additional support
    • Holds and consistently displays high expectations and a growth mindset for students and themselves
    • Takes initiative to solve problems and to achieve results beyond what is expected
    • Critically reflects on self behaviors and takes a culturally responsive and inclusive approach in working with students and families
    • Builds trust with colleagues, students, and parents across varying points of view
    • Devotes additional effort to promoting the academic growth and well-being of every student--particularly those who require additional support

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CAPACITY DEVELOPMENT

Consistently reflects on one’s practice and passionately pursues opportunities to learn while growing self and others

COMMITMENT TO GROWTH

    • Creates and sustains a school wide system that prioritizes distributive leadership at all levels
    • Actively identifies future leaders at every level, with an eye for those that have been underrepresented in MISD, and invests in their growth
    • Encourages and reinforces a culture of self-reflection and goal-setting with team members
    • Acts as a coach and sounding board for leaders within the organization and builds their capacity to develop and retain staff
    • Serves as a role model in delivering direct and actionable positive and constructive feedback and development
    • Creates structures that allow leaders to invest in building team talent, understand personal goals, and enable professional growth; acts as support for staff
    • Delegates critical responsibilities to rising leaders in order to build their capacity; supports them as they learn
    • Actively identifies high-potential leaders, invests in their growth and development
    • Consistently supports and creates high-quality collaborative professional learning opportunities for all staff members
    • Contributes to a school-wide culture of self-reflection and goal-setting; every staff member has identified growth areas and set goals for how they plan to grow and improve this year
    • Provides high quality feedback so individuals and teams can improve
    • Invests in building team talent, understanding personal goals, and enabling professional growth; acts as a sounding board and support for team
    • Provides opportunities for other team members to lead--formally and informally--in various settings
    • Actively identifies high-potential leaders on their team, invests in their growth and development
    • Provides high quality feedback so individuals and teams can improve
    • Supports and creates high-quality professional learning opportunities for team members
    • Invests in building team talent, understanding personal goals, and enabling professional growth; acts as a sounding board and support for peers and team
    • Demonstrates a genuine openness to what they might learn from others
    • Actively identifies leadership potential in all students and invests in their growth and development
    • Actively participates in ongoing professional learning aligned to individual goals, school goals and the district shared vision
    • Encourages and supports those who need additional support
    • Is a sought-after source of ideas, advice, and coaching by other members of the school

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VALUES-DRIVEN,

DATA INFORMED

Makes decisions driven by values and informed by data

COMMITMENT TO GROWTH

    • Shows commitment to district’s core values through personal alignment to Mesquite's core values and vision -- holds self and school staff accountable for this
    • Uses high-quality data to continuously monitor school-wide student progress in order to make decisions and adjust strategies to achieve campus goals and metrics of growth
    • Actively includes and empowers staff in making key campus decisions
    • In challenging decision-making circumstances, continue to navigate decisions based on core values
    • Shows commitment to district’s core values through personal alignment to Mesquite's core values and vision -- holds self and school staff accountable for this
    • Uses high-quality data to continuously monitor student progress in order to make decisions and adjust strategies to achieve campus goals and metrics of success
    • Creates and maintains strong collaborative high-quality data analysis routines and ensures that staff are equipped to interpret it and take action
    • Actively includes staff in making key decisions about instruction
    • Shows commitment to district’s core values through personal alignment to Mesquite's core values and vision -- holds self, students, and team accountable for this
    • Continuously monitors student progress across the team and adjusts strategies based on available data
    • Facilitates collaborative analysis of high-quality data and ensures that team members are equipped to interpret it and take action
    • Actively engages team members in making key decisions about instruction
    • Shows commitment to district’s core values through personal alignment to Mesquite's core values and vision – holds self and students accountable for this
    • Continuously monitors student progress in order to inform decisions and adjusts strategies based on available data
    • Engages in inclusive decision-making; actively participates in opportunities and processes to develop school decisions
    • When making decisions, ensures alignment with core values while considering any relevant data
    • Acts decisively; recognizes when a decision is required and either takes prompt action or elevates it as issues emerge

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EFFECTIVE COMMUNICATION

Applies the skills of listening, reflecting, empathizing, and synthesizing to influence and impact others and the community

HEART FOR OTHERS

    • Is highly-responsive; creates and maintains a school-wide culture of accessibility to all stakeholders
    • Models open dialogue across varying points of view
    • Anticipates and resolves confrontations, disagreements, or complaints in a constructive manner
    • Models communication style attuned to stakeholder dynamics and utilizes a variety of channels to meet needs of organization leaders, key stakeholders, and constituent groups
    • Clearly and effectively presents and understands information orally and in writing
    • Is highly-responsive and accessible; contributes to a culture of accessibility and responsiveness to all stakeholders
    • Models candid conversations
    • Actively listens to others, identifies underlying perspectives, and respects all viewpoints; fosters and encourages this skill in students and stakeholders
    • Consistently seeks to constructively resolve confrontations, disagreements, or complaints within the school
    • Clearly and effectively presents and understands information orally and in writing
    • Is highly-responsive and accessible to stakeholders
    • Models open dialogue across varying points of view
    • Actively listens to others, identifies underlying perspectives, and respects all viewpoints; fosters and encourages this skill in students and team members
    • Consistently supports team members and seeks to constructively resolve confrontations, disagreements, or complaints
    • Clearly and effectively presents and understands information orally and in writing
    • Is highly-responsive and accessible to stakeholders
    • Actively listens to others, identifies underlying perspectives, and respects all viewpoints; fosters and encourages this skill in students
    • Consistently seeks to constructively engage and find a resolution when there is a disagreement, confrontation, or complaint
    • Clearly and effectively presents and understands information orally and in writing

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COLLABORATIVE RELATIONSHIPS

Develops partnerships and meaningful relationships with people from diverse experiences.

HEART FOR OTHERS

    • Creates a school-wide culture in which all staff and students are treated with respect and consideration regardless of position, background, or identity and builds trust with colleagues, students, and families
    • Is a connector of people to enable strong relationships throughout the school and across departments
    • Creates and maintains a school environment in which all students are known by name, strength, and need; families are welcomed, respected, and valued as partners in their child(ren)’s learning
    • Creates and maintains a thriving culture of collaboration amongst and between students, staff and community
    • Promotes collaboration and fosters mutual respect among all stakeholders
    • Helps team members to build strong relationships with each other, resulting in stronger team morale and sense of belonging
    • Cultivates trust and compels others to follow by consistently leading with authenticity and integrity
    • Contributes to a school environment in which all students are known by name, strength, and need; and families are welcomed, respected, and valued as partners in their child(ren)’s learning
    • Supports, guides, and develops structures that nurture a thriving culture of collaboration among and between teachers, staff, and other school leaders
    • Promotes collaboration and fosters mutual respect among all stakeholders
    • Helps team members to build strong relationships with each other, resulting in stronger team morale and sense of belonging
    • Celebrates and upholds the importance of diversity; creates teams where diversity in all aspects is valued
    • Encourages and supports the team to create an environment in which all students are known by name, strength, and need; and families are welcomed, respected and valued as partners in their child(ren)’s learning
    • Nurtures a thriving culture of collaboration within the team; when working with other leaders, is always prepared, engaged, and actively listening and contributing; is a sought-after team member
    • Highly collaborative; respected by and respectful to all stakeholders
    • Builds and maintains strong relationships with students, families, colleagues and campus leaders
    • Celebrates diversity and advocates for all students
    • Creates an environment in which all students are known by name, strength, and need; and families are welcomed, respected, and valued as partners in their child(ren)’s learning
    • Contributes to a culture of collaboration; when working with others, is always prepared, engaged, and actively listening and contributing; is a sought-after team member

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RECOGNITION OF OTHERS

Celebrates and recognizes the impact and value of people.

HEART FOR OTHERS

    • Habitually expects positive results from their efforts and encourages others
    • Fairly and publicly recognizes and celebrates the accomplishments of students and colleagues
    • Consistently recognizes and rewards students and colleagues who are distinguished by exceptional commitment and performance
    • Specific in providing praise and recognition
    • Habitually expects positive results from teammates and self and encourages others
    • Fairly and publicly recognizes and celebrates the accomplishments of students, the team and individual members
    • Consistently recognizes and rewards team members who are distinguished by exceptional commitment and performance
    • Specific in providing praise and recognition
    • Habitually expects positive results from efforts of team and encourages others
    • Fairly and publicly recognizes and celebrates the accomplishments of students, teams, and the school
    • Creates systems for celebration and recognition
    • Consistently recognizes and rewards individuals who are distinguished by exceptional commitment and performance
    • Specific in providing praise and recognition
    • Habitually expects positive results from efforts school wide and encourages others
    • Creates a school-wide culture in which the accomplishments of students, teams, and the school are fairly, and publicly recognized
    • Models, creates and maintains a school-wide culture of positivity, reflection, and application of learning in order to achieve school-wide goals
    • Creates a psychologically safe environment for teachers and leaders to learn and grow from success and failures
    • Specific in providing praise and recognition

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