Building A leadership Evaluation Model

Building A leadership Evaluation Model


This week, we reviewed the primary of school boards and superintendents involved in school improvement, but the leadership position closest to influencing the classroom is that of the building principal. We will delve into this leadership position in more depth next week, but to preview this position, read the article titled  (Maryland Department of Education, n.d.). This comprehensive article focuses on the key elements of leadership that are required of effective leaders at the building level. It is important to note that this does not cover all of the areas and responsibilities that principals face on a daily basis. In fact, the sad part of this dialogue is that often principals are so bogged down with operational issues that they find it difficult to focus on their most important school role, the instructional leader.

Now you have a chance to make a real contribution to effective schools! Based upon the articles you read, develop an Effective Principal Evaluation Document. Put yourself in the shoes of a school board member or a superintendent/assistant superintendent and design a “Building Leadership Evaluation Model” document. This document model should include the criteria necessary for a successful building principal as revealed in your final reading assignment for the week, . It should also include a grading rubric, ranging from “Proficient” to “Needs Improvement” on the various criteria listed in our final article for this week and in other materials that you have researched on your own.

The focus of this evaluation document should only cover the areas of school effectiveness and school improvement, not all the other roles performed by a school principal.

Week 2 Assignment:

Part 1

The Effective Principal with grading rubric (2-3 pages)

Part 2

In addition to your evaluation, you should also explain your document’s criteria selections. (1-2 pages)

Why did you select the criteria that you used for your evaluation?

What research supports the criteria used in your model?

Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.


Maryland Department of Education. (n.d.). Indicators for effective principal leadership in improving student achievement. School improvement in Maryland. Retrieved from 

This is the introduction for the work and objectives:

The Captain of the Ship

We began this course by reviewing some of the issues associated with schools and student achievement from the historic perspective. We read the research findings of Coleman (1966), whose premise was that schools had little or no impact on student learning. Shortly thereafter, the wind began to blow the research sails in a new direction, thanks to the research of Edmonds (1982) [], who was able to show that schools can and do make a difference if they possess these key elements:

a clear and focused school mission;

a safe and orderly school environment;

high expectations for student performance;

all students have an opportunity to learn and there is an emphasis of significant time on task;

instructional leadership is present and practiced at each school;

student progress is monitored frequently monitored; and

A positive home-school relationship exists. (NCESRD, 2010)

This week, using Edmond’s key elements number one and five above, we will research what enhances student learning from the administrative or leadership perspective. The first key element, “having a clear and focused school mission,” is something that all schools should possess, but many schools do not. The reason for this may be that there is not a common mission within the school district; which is the map for what schools should be doing and how they will go about achieving their own missions. In addition, nearly all the research on successful schools point to the need for strong instructional leadership in schools. The principal needs leadership over their crew of educators in the school and community, as we will see in the readings this week.

Most educational leaders know that the pivotal person to influence student learning is the classroom teacher. However, research has indicated that there are other parts of the educational enterprise that can have a significant impact on the role and responsibilities of teachers in the classroom. School boards are charged with establishing policies that affect and enhance the classroom. Superintendents are charged with the task of directing the “school district ship” away from shallow waters and dangerous hidden shoals, which could damage, even destroy the ship. In addition, as emphasized by Edmonds (1979), school leadership is not only essential, it is critical to school success and student learning.

This week we will focus on the people of the educational organization who affect student learning from their roles in management, policy development, and school leadership.


Coleman, J. (1966). Equality of educational opportunity (COLEMAN) Study (EEOS). Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor]. Doi: 10.3886/ICPSRO6389.v3

Edmonds, R. R. (1982, October). Programs of school improvement: An overview. Educational Leadership. Retrieved from 

Lake Forest College. (2010). History of the effective schools movement. Retrieved from 


Through participation in the following activities, the student will:

Explore the research supporting the most effective instructional practices. (4.2)

Elected Leadership

Top Dog

Building a Leadership Evaluation Model

Recognize that everyone involved in education has a responsibility to students to use research- based, effective instructional practices that provide for optimal achievement. (4.2)

Building a Leadership Evaluation Model

Explore the traditional instructional practices and identify how these can be changed to be more in line with the research- based effective instructional strategies. (4.2)

Building a Leadership Evaluation Model


The following materials are required studies for this week. Complete these studies at the beginning of the week and save these weekly materials for future use.


 (Griffin & Ward, 2006) [Web page]

(Effective Public School Governance, 2007) [PDF]

(Education Writers Association , 2003) [PDF]

 (Great Schools, 2015) [Web page]

(Maryland Department of Education, n.d.) [Web page]

Recommended Studies

These resources are provided to enhance your overall learning experience. For deeper understanding of the weekly concepts, review these optional resources.

Boone, S. (n.d.). The makings of an effective school board. Retrieved from 

Center for Public Education. (Jan. 28, 2011). Eight characteristics of effective school boards: At a glance. Retrieved from

National School Public Relations Assoc., (n.d.). Characteristics of effective superintendents. Retrieved from

school Principal Evaluations school Leadership model for principals description 5 pages, Double Spacing

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Building A leadership Evaluation Model


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