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109 SCHOOL BUILDING LEADER (SBL) RUBRIC #1—PART ONE, ASSIGNMENT 1: INSTRUCTIONAL LEADERSHIP
4 3 2 1
Performance Characteristic The "4" response reflects a The "3" response reflects a The "2" response reflects a The "1" response reflects
thorough command of the general command of the limited command of the little or no command of the
relevant knowledge and relevant knowledge and relevant knowledge and relevant knowledge and
skills. skills. skills. skills.
COMPLETENESS · The prompts are fully · The prompts are generally · The prompts are partially · The prompts are minimally
The degree to which the addressed. addressed. addressed. addressed, and some
response addresses all prompts may not be
parts of the assignment addressed.
ACCURACY · The response is thoroughly · The response is generally · The response is partially · The response is largely
The degree to which the accurate. accurate. accurate. inaccurate.
response demonstrates the · The identified strength is · The identified strength is · The identified strength is · The identified strength is
relevant knowledge and significant, is fully justified by appropriate, is generally superficial or inappropriate, inappropriate, not justified by
skills accurately and the evidence presented, and justified by the evidence only partially justified by the the evidence presented, or
effectively reflects an accurate presented, and reflects a evidence presented, or reflects a largely inaccurate
interpretation of the largely accurate reflects a partially accurate interpretation of the
information in the exhibits interpretation of the interpretation of the information in the exhibits
and scenario. information in the exhibits information in the exhibits and scenario.
and scenario. and scenario.
· All three areas of need · All three areas of need · At least one area of need · The areas of need identified
identified are significant, are identified are appropriate, identified is inappropriate, are inappropriate, not
fully justified by the evidence are generally justified by the only partially justified by the justified by the evidence
presented, and reflect an evidence presented, and evidence presented, or presented, or reflect a largely
accurate interpretation of the reflect a largely accurate reflects a partially accurate inaccurate interpretation of
information in the exhibits interpretation of the interpretation of the the information in the exhibits
and scenario. information in the exhibits information in the exhibits and scenario.
and scenario. and scenario.
· The area of need identified · The area of need identified · The area of need identified · The area of need identified
as highest priority is as highest priority is largely as highest priority is partially as highest priority is largely
accurate and is fully accurate and is generally accurate or partially inaccurate or minimally
defended in the explanation. defended in the explanation. defended in the explanation. defended in the explanation.
· The two important questions · The two important questions · One of the two important · The two important questions
posed are appropriate, posed are appropriate, questions posed is posed are inappropriate,
significant, clearly related to related to the identified inappropriate, tangential to unrelated to the identified
the identified highest priority highest priority area of need, the identified highest priority highest priority area of need,
area of need, and fully and generally defended in area of need, or partially or minimally defended in the
defended in the the explanations. defended in the explanations.
explanations. explanations.
Copyright © 2013 by the New York State Education Department 1
4 3 2 1
Performance Characteristic The "4" response reflects a The "3" response reflects a The "2" response reflects a The "1" response reflects
thorough command of the general commandof the limited command of the little or no command of the
relevant knowledge and relevant knowledge and relevant knowledge and relevant knowledge and
skills. skills. skills. skills.
ACCURACY (continued) · The procedures described · The procedures described · One of the procedures · The procedures described for
The degree to which the for getting answers to each for getting answers to each described for getting getting answers to each
response demonstrates the question are appropriate and question are largely answers to each question is question are inappropriate or
relevant knowledge and highly effective for the given appropriate and generally inappropriate or only largely ineffective for the
skills accurately and situation. effective for the given partially effective for the given situation.
effectively situation. given situation.
· The actions described for · The actions described for · The actions described for · The actions described for
addressing the priority need addressing the priority need addressing the priority need addressing the priority need
are appropriate, highly are largely appropriate, are inappropriate, partially are inappropriate, largely
effective, and fully defended generally effective, and effective, or only partially ineffective, or minimally
in the explanation. generally defended in the defended in the explanation. defended in the explanation.
explanation.
· The procedure described for · The procedure described for · The procedure described for · The procedure described for
leveraging the identified leveraging the identified leveraging the identified leveraging the identified
strength to address the strength to address the strength to address the strength to address the
priority need is appropriate priority need is appropriate priority need is inappropriate priority need is inappropriate
and highly effective and and generally effective and or only partially effective or or largely ineffective or
shows a strong connection shows a clear connection shows a partial connection shows little connection
between the strength and between the strength and between the strength and between the strength and
need. need. need. need.
· The challenges identified are · The challenges identified are · The challenges identified · The challenges identified are
significant and are a logical appropriate and are related are inappropriate or inappropriate or unrelated to
result of the actions taken in to the actions taken in this tangential to the actions the actions taken in this
this situation. situation. taken in this situation. situation.
· The procedures described · The procedures described · The procedures described · The procedures described for
for managing the challenges for managing the challenges for managing the challenges managing the challenges are
are appropriate and highly are appropriate and are inappropriate or only inappropriate or largely
effective for this situation. generally effective for this partially effective for this ineffective for this situation.
situation. situation.
Copyright © 2013 by the New York State Education Department 2
4 3 2 1
Performance Characteristic The "4" response reflects a The "3" response reflects a The "2" response reflects a The "1" response reflects
thorough command of the general commandof the limited command of the little or no command of the
relevant knowledge and relevant knowledge and relevant knowledge and relevant knowledge and
skills. skills. skills. skills.
DEPTH OF SUPPORT AND · The response is well · The response is generally · The response is partially · The response is minimally
UNDERSTANDING supported and supported and supported and supported and
The degree to which the demonstrates a thorough demonstrates a general demonstrates a limited demonstrates very little
response provides understanding of the role of understanding of the role of understanding of the role understanding of the role of
appropriate examples and the School Building Leader the School Building Leader of the School Building the School Building Leader
details that demonstrate in the given situation. in the given situation. Leader in the given in the given situation.
sound reasoning and situation.
reflects a strong · Evidence cited for Prompts · Evidence cited for Prompts · Limited evidence is cited · Little or no evidence is cited
understanding of the A and B is sufficient in both A and B is not entirely for Prompts A and B and is for Prompts A and B.
relevant knowledge and quantity and quality. sufficient in both quantity not sufficient in quantity
skills and quality. and quality.
· Explanations for Prompts · Explanations for Prompts · Explanations for Prompts · Explanations for Prompts C,
C, D, and F and C, D, and F and C, D, and F and D, and F and descriptions
descriptions of procedures descriptions of procedures descriptions of procedures of procedures and actions
and actions for Prompts E, and actions for Prompts E, and actions for Prompts E, for Prompts E, F, G, and H
F, G, and H are clear and F, G, and H are clear and F, G, and H are unclear or are very unclear or provide
provide strong support with provide general support provide limited support. little or no support.
high-quality, relevant with relevant examples.
examples.
· Reasoning is sound. · Reasoning is generally · Reasoning is flawed. · Reasoning is seriously
sound. flawed.
UNSCORABLE The response is unscorable because it is unrelated to the assigned topic or off-task, unreadable, written in a language other
than English or contains an insufficient amount of original work to score.
BLANK No response.
Copyright © 2013 by the New York State Education Department 3
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