M LP R Multidimensional Leadership Performance Rubric Field Guide: Leader Workbook Joanne Picone-Zocchia Workbook Copyright © 2014 by Learner-Centered Initiatives, Ltd. All rights reserved. No part of this publication may be reproduced, modified, adapted, sold, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher. “Multidimensional Leadership Performance Rubric” and “MLPR” are trademarks of LearnerCentered Initiatives, Ltd. For information or permissions, please contact: Learner-Centered Initiatives, Ltd. 990 Stewart Avenue Suite 450 Garden City, NY 11530 www.lciltd.org Table of Contents Introductory Activity ............................................................................................... 7 Current Reality Activities ........................................................................................ 8 Activity L I-a Baseline Self-Assessment ................................................................................. 8 Activity L I-b Baseline Self-Assessment Reflection .............................................................. 25 Activity L I-c Collaborative Tuning Protocol - Baseline Conference ..................................... 28 Activity L I-d MLPR in Action: Connecting the Domains with Practice and Progress ............ 33 Alignment Activities .............................................................................................. 51 Activity L II-a Considering Alignment .................................................................................. 51 Activity L II-b Where do the Illustrations of Practice Come From? ........................................ 54 Activity L II-c Aligning Goals with Domains, Dimensions, Descriptors and Practice .............. 56 Activity L II-d MLPR Goal/Gap Analysis ............................................................................... 83 Articulation Activities ............................................................................................ 86 Activity L III-a Indicators, Evidence and Informants .............................................................. 86 Activity L III-b Planning Priority Actions ................................................................................ 96 Visual Pathway to Goal Attainment ........................................................................ 100 Activity L III-c Related Learning or Support Inventory ........................................................ 102 Activity L III-d Aligning Planned Actions with Learning Needs ............................................. 103 Implementation and Monitoring Activities......................................................... 108 Activity L IV-a Implementing/Monitoring Journal ............................................................... 108 Activity L IV-b Documenting Progress Toward Goal Attainment ......................................... 112 Evaluation Activities ............................................................................................ 122 Activity L V-a Summative Self-Assessment ........................................................................ 122 Activity L V-b Summative Self-Assessment Reflection ....................................................... 123 Appendix ............................................................................................................. 127 Goal Attainment Planner (using MLPR strategies).................................................................. 127 Multidimensional Principal Performance Rubric .................................................................... 136 Multidimensional Superintendent Performance Rubric ......................................................... 151 All activities included in the workbook have directions and are annotated to support their use independent of our facilitation. Activity L I-d MLPR in Action: Connecting the Domains with Practice and Progress Use this activity to help ground baseline assessment conversations with your evaluator, and to spark additional MLPR learning and improvement goals and actions. The left column provides connections to “current reality” while the right column offers questions to prompt thinking about next steps and opportunities for improvement. Domain 1: Shared Vision Does your work revolve around a clearly articulated vision for learning that aligns to the district vision and promotes sustainable school improvement?  Who was involved in developing and communicating that vision? What constituencies do they represent?  To what extent do personnel in your area of responsibility understand and share that vision? How do you know?  To what extent have those you lead or are responsible for collaborated in reflecting on practice, goal setting and decision making, based on that vision? How do you assess the extent to which this has occurred? What processes and/or practices illustrate your role in creating and sharing a vision for the work of your area of responsibility? What processes or practices can you put in place to ensure the creation of a shared vision for the work of your area of responsibility? © 2014 Learner-Centered Initiatives, Ltd. All rights reserved. May not be reproduced or distributed without permission. 33 Domain 1 (cont.) How do you currently ensure the alignment of the vision for the work of your area of responsibility and the district’s vision/mission of the district? What can you do to increase the likelihood that those in your area of responsibility understand the relationship between their work and the district’s vision? What processes and/or practices show that you involved many stakeholders with a variety of perspectives in creating and communicating the vision? What can you learn more about and/or do to ensure that multiple perspectives have informed the vision and that various stakeholders understand and share the vision? © 2014 Learner-Centered Initiatives, Ltd. All rights reserved. May not be reproduced or distributed without permission. 34 Activity L II-b Where Do the Illustrations of Practice Come From? This activity will help make connections between the MLPR and the multifaceted processes and practices leaders engage in every day. More robust processes or practices (like scheduling, teacher evaluation, budgeting, communications, etc.) will tend to appear in more than one Domain, however, the artifacts that would evidence improvement or attainment in one Domain may well be different from those that illustrate the same process or practice in another domain. This activity can support the identification of “Representative Artifacts” nested in processes, practices and structures from Step II, Activity L II-c that follows. This activity can be modified to align processes and practices with Dimensions instead of Domains. Directions: 1. Refer to the MLPR Dimensions and Descriptors to ensure that you are focusing on the Domains as described by the MLPR. 2. Debrief and share what you have generated. (Options for this debrief include: sharing with other leaders from your district, sharing with your evaluator, sharing with a cross role group of leaders and evaluators) Domain What practices or complex processes that unfold over time relate to or reveal the Domain? What artifact(s), produced from each (process, practice or opportunity), would best illustrate attainment or improvement in the domain? 1 Shared Vision of Learning 2 School Culture and Instructional Program © 2014 Learner-Centered Initiatives, Ltd. All rights reserved. May not be reproduced or distributed without permission. 54 Appendix Goal Attainment Planner (using MLPR strategies) Goal(s): Focus questions that frame/inform the goals: Rationale for focus and goals (ask why?): © 2014 Learner-Centered Initiatives, Ltd. All rights reserved. May not be reproduced or distributed without permission. 127