Henderson Collegiate

2015 GLC RUBRIC

Climbing the Mountain to College

Stude
nt
Cultur
e
Pride
Times

Advanced

Page 1 of 9

All Pride Times

are planned in
advance with
extraordinary
detail
Student
materials for
Pride Time are
always
prepared and
appropriate to
the Pride Time
Every Minute
Matters during
Pride Time.
The pace of the
Pride Time is
always urgent
and focused on
meaningful
lessons
95%-100 of
students are
attentive and
engaged
through Pride
Time as
evidenced by
their quality of
work and
participation
Pride Times
always happen
with enough
frequency and
are aligned to
the key lever of
Pride culture
Lessons from
past Pride
Times have a
palpable feel in
the hallways
and students
refer to them
often

Proficient

All Pride Times

are planned in
advance with
some detail
Most of the
time, student
materials for
Pride time are
prepared and
appropriate to
the Pride Time
Every Minute
Matters in
Pride Time.
The pace of the
Pride Time is
usually urgent
and focused on
meaningful
lessons
85%-95% of
students are
attentive and
engaged
through Pride
Time as
evidenced by
their quality of
work and
participation
Pride Times
usually happen
with enough
frequency and
are aligned to
the key lever of
Pride culture
Lessons from
past Pride
Times are
posted in the
hallway after
the Pride Time
lesson takes
place

Working
Towards

Pride Times
are
infrequently
planned in
advance
Students
materials are
infrequently
prepared
and/or
appropriate to
the Pride Time
The pace of the
Pride Time is
inconsistently
urgent and
focused on
meaningful
lessons
75%-85% of
students are
attentive and
engaged
through Pride
Time as
evidenced by
their quality of
work and
participation
Pride Times
infrequently
target the
highest key
lever of Pride
culture
Lessons from
past Pride
Times are
inconsistently
posted in the
hallway after
the Pride time
lesson takes
place

Needs
Improvement

o
o

Pride Times are

not planned in
advance
Students
materials are
not prepared
for Pride Time
The pace of the
Pride Time is
not urgent or
focused on
meaningful
lessons. Most
of Pride Time is
composed of
logistics and
announcements
Less than 75%
of students are
attentive and
engaged
through Pride
Time as
evidenced by
their quality of
work and
participation
Lessons from
past Pride
Times are not
posted in the
hallway

Henderson Collegiate

2015 GLC RUBRIC

Climbing the Mountain to College

Stude
nt
Behav
ior

Stude
nt
Cultur
e

Page 2 of 9

Always
demonstrates
consistency in
determining
consequences
for student
misbehavior,
including
bench
Students who
earn bench
always have an
updated bench
action plan
Students who
earn bench are
always set up
for success in
all classrooms
on the grade
level
Student
consequences
for misbehavior
are always
communicated
to the team
within 1 period
of the
infraction
Always
develops and
appropriately
uses incentive
systems to
encourage
strong culture
and left hooks
to discourage
cultural
breaches

Advanced

Usually
demonstrates
consistency in
determining
consequences
for student
misbehavior,
including
bench
Students who
earn bench
usually have an
updated bench
action plan
Students who
earn bench are
usually set up
for success in
all classrooms
on the grade
level
Student
consequences
for misbehavior
are usually
communicated
to the team
within 1 period
of the
infraction
Usually
develops and
appropriately
uses incentive
systems to
encourage
strong culture
and left hooks
to discourage
cultural
breaches

Proficient

Sometimes
demonstrates
consistency in
determining
consequences
for student
misbehavior,
including
bench
Students who
earn bench
inconsistently
have an
updated bench
action plan
Students who
earn bench are
inconsistently
set up for
success in all
classrooms on
the grade level
Student
consequences
for misbehavior
are
infrequently
communicated
to the team
within 1 period
of the
infraction
Sometimes
develops and
appropriately
uses incentive
systems to
encourage
strong culture
and left hooks
to discourage
cultural
breaches

Working
Towards

Needs
Improvement

Infrequently
demonstrates
consistency in
determining
consequences
for student
misbehavior,
including
bench
Students who
earn bench
often do not
have an
updated bench
action plan
Students who
earn bench are
not set up for
success in all
classrooms on
the grade level
Student
consequences
for misbehavior
are often not
communicated
to the team.
Confusion
exists among
team members
regarding
consequences
Does not
develop or
appropriately
uses incentive
systems to
encourage
strong culture
and left hooks
to discourage
cultural
breaches

Henderson Collegiate

2015 GLC RUBRIC

Climbing the Mountain to College

Whole
Pride
Settin
gs

Page 3 of 9

Hallway
transitions are
a model of
silence and
efficiency
95%-100% of
students are
focused and
productive
during morning
work as
evidenced by
their work
completion and
quality
95%-100% of
students are
focused and
productive
during
dismissal time
Student volume
during lunch is
always
appropriate
and collegiate
Cafeteria is left
better than it
was found after
Pride eats
lunch

Hallway
transitions are
usually silent
and efficient
85%-95% of
students are
focused and
productive
during morning
work as
evidenced by
their work
completion and
quality
85%-95% of
students are
focused and
productive
during
dismissal time
Student volume
during lunch is
usually
appropriate
and collegiate
Cafeteria is
usually left
clean after
Pride eats
lunch

Hallway
transitions are
inconsistently
silent and
efficient
75%-85% of
students are
focused and
productive
during morning
work as
evidenced by
their work
completion and
quality
75%-85% of
students are
focused and
productive
during
dismissal time
Student volume
during lunch is
inconsistently
appropriate
and collegiate
Cafeteria is
inconsistently
left clean after
Pride eats
lunch

Hallway
transitions are
often not silent
and efficient
Less than 75%
of students are
focused and
productive
during morning
work as
evidenced by
their work
completion and
quality
Less than 75%
of students are
focused and
productive
during
dismissal time
Student volume
during lunch is
often
excessively
loud
Cafeteria is
often left
unclean after
Pride eats
lunch

Henderson Collegiate

2015 GLC RUBRIC

Climbing the Mountain to College

Syste
ms

Page 4 of 9

Student dress
code check
happens
frequently and
infractions are
addressed
appropriately
as evidenced
by 100% of
students being
compliant with
the dress code
Paychecks
always
accurately
reflect the
performance of
the Pride
Student
paycheck
reflections are
always
conducted
weekly in a
meaningful
way for
students
Student
paychecks are
always posted
and celebrated
weekly with the
entire Pride
Students
always
internalize the
details of the
Pride Post
Rosters are
always
designed in a
way that set all
students up for
success
An effective
system has
been designed
to monitor
pride post and
paycheck
signatures of
all students
All phone calls
are always
made during
silent lunch for
missing and
incomplete hw

Student dress
code check
happens
frequently and
infractions are
addressed
appropriately
as evidenced
by 95%-99% of
students being
compliant with
the dress code
Paychecks
usually
accurately
reflect the
performance of
the Pride
Student
paycheck
reflections are
usually
conducted
weekly in a
meaningful
way for
students
Student
paychecks are
always posted
and celebrated
weekly with the
entire Pride
Students
usually
internalize the
details of the
Pride Post
Rosters are
usually
designed in a
way that set all
students up for
success
An effective
system has
been designed
to monitor
pride post and
paycheck
signatures of
most students
All phone calls
are usually
made during
silent lunch for
missing and
incomplete hw

Student dress
code checks
and follow
through
happen
infrequently as
evidences by
10%-15% of
students not
being
compliant with
the dress code
Paychecks
inconsistently
accurately
reflect the
performance of
the Pride
Student
paycheck
reflections are
inconsistently
conducted
weekly in a
meaningful
way for
students
Student
paychecks are
usually posted
and celebrated
weekly with the
entire Pride
Students
inconsistently
internalize the
details of the
Pride Post
Rosters are not
consistently
designed in a
way that set all
students up for
success
An effective
system has
been designed
to monitor
pride post and
paycheck
signatures of
some students
Some phone
calls are
usually made
during silent
lunch for
missing and

o
o

Student dress
code checks
and follow
through
happen
infrequently as
evidences by
15%-20% of
students not
being
compliant with
the dress code
Paychecks do
not accurately
reflect the
performance of
the Pride/group
comments are
used too often
Student
paycheck
reflections are
not conducted
weekly in a
meaningful way
for students
Student
paychecks are
not posted and
celebrated
weekly with the
entire Pride
The Pride Post
is not reviewed
with students
Rosters are not
reflected upon
to improve
when problems
present
themself
Pride Post and
Paycheck
signatures are
not monitored
Phone calls are
not made
during silent
lunch for
missing and
incomplete hw

Henderson Collegiate

2015 GLC RUBRIC

Climbing the Mountain to College

Facilita
ting
Meetin
gs and
Commu
nicatio
n
E-mail
and
Text
Commu
nicatio
n

Advanced

Page 5 of 9

Weekly team email is always

sent out before
5pm on Sunday
Leadership
updates are
always sent out
before go time
on the day after
the leadership
meeting
Communication
is always
detailed and
provides clear
guidance to
team members
about the
needed
information
E-mail
communication
is always sent in
the most
efficient way
enabling
communication
to be
streamlined in
as few e-mails
as possible
GLC and team
members
always use text
messaging
during class
time only for
pertinent
information
The grade level
team always
internalizes
information sent
out in e-mails

Proficient

Weekly team email is usually

sent out before
5pm on Sunday
Leadership
updates ate
usually sent out
before go time
on the day after
the leadership
meeting
Communication
is usually
detailed and
provides clear
guidance to
team members
about the
needed
information
E-mail
communication
is usually sent
in the most
efficient way
enabling
communication
to be
streamlined in
as few e-mails
as possible
GLC and team
members often
use text
messaging
during class
time only for
pertinent
information
The grade level
team often
internalizes
information sent
out in e-mails

Working
Towards

Needs
Improvement

Weekly team email is

inconsistently
sent out before
5pm on Sunday
Leadership
updates ate
inconsistently
sent out before
go time on the
day after the
leadership
meeting
Communication
sometimes lacks
detail and does
not provides
clear guidance
to team
members about
the needed
information
E-mail
communication
is inconsistently
sent in the most
efficient way. Email
communication
sometimes can
be excessive.
GLC and team
members
inconsistently
use text
messaging
during class
time only for
pertinent
information
The grade level
team
inconsistently
internalizes
information sent
out in e-mails

Weekly team email is rarely

sent out before
5pm on Sunday
Leadership
updates ate
rarely sent out
before go time
on the day after
the leadership
meeting
Communication
often lacks
detail or does
not provide
clear guidance
to team
members about
the needed
information
E-mail
communication
is rarely sent in
the most
efficient way.
Excessive emails are the
norm.
GLC and team
members use
text
communication
during class
time for
unnecessary
matters
The grade level
team does not
internalize
information sent
out in the team
e-mail

Henderson Collegiate

2015 GLC RUBRIC

Climbing the Mountain to College

Parent
Commu
nicatio
n

Page 6 of 9

Has a
mechanism in
place to ensure
that team
members
always update
parents on
students
progress on a
weekly basis
Always returns
phone calls from
parents and
students within
24 hours
Always makes
proactive phone
calls to parents
to update them
on their childs
progress
Always
effectively
upholds
professionalism
with parents
through phone
calls and gets
school leader
involved when
necessary

Has a
mechanism in
place to ensure
that team
members
always update
parents on
students
progress on a
weekly basis,
but sometimes
calls do not
happen on a
weekly basis
Usually returns
phone calls from
parents and
students within
24 hours
Usually makes
proactive phone
calls to parents
to update them
on their childs
progress
Usually
effectively
upholds
professionalism
with parents
through phone
calls and gets
school leader
involved when
necessary

Has a
mechanism in
place to ensure
that team
members
always update
parents on
students
progress on a
weekly basis,
but calls happen
inconsistently
Sometimes
returns phone
calls from
parents and
students within
24 hours
Sometimes
makes proactive
phone calls to
parents to
update them on
their childs
progress
Inconsistently
upholds
professionalism
with parents
through phone
calls and/or
does not get
school leader
involved when
necessary

Does not have a

mechanism in
place to ensure
that team
members always
update parents
on students
progress on a
weekly basis
Rarely returns
phone calls from
parents and
students within
24 hours
Rarely makes
proactive phone
calls to parents
to update them
on their childs
progress
Does not uphold
professionalism
with parents
through phone
calls and/or
does not get
school leader
involved when
necessary

Henderson Collegiate

2015 GLC RUBRIC

Climbing the Mountain to College

Team
Meeti
ngs

Page 7 of 9

Team agenda
is always
created and
sent out to
leadership
team by 5pm
on Thursday
Team
meetings
always end
with a tangible
weekly goal
and specific
strategies for
implementatio
n
Team
meetings
always include
practice for
team members
around the
weekly goal
During team
meetings, all
team members
contribute to
the
conversation
Action items
presented at
team meetings
are always
prepared in
advance and
always
address high
lever needs

Team agenda
is usually
created and
sent out to
leadership
team by 5pm
on Thursday
Team
meetings
usually end
with a tangible
weekly goal
and specific
strategies for
implementatio
n
Team
meetings
usually
include
practice for
team members
around the
weekly goal
During team
meetings,
most team
members
contribute to
the
conversation
Action items
presented at
team meetings
are always
prepared in
advance and
usually
address high
lever needs

Team agenda
is rarely
created and
sent out to
leadership
team by 5pm
on Thursday
Team
meetings
inconsistently
end with a
tangible
weekly goal
and specific
strategies for
implementatio
n
Team
meetings
inconsistently
include
practice for
team members
around the
weekly goal
During team
meetings,
about half of
team members
contribute to
the
conversation
Action items
presented at
team meetings
are
inconsistently
prepared in
advance
and/or
inconsistently
address high
lever needs

Team agenda
is never
created and
sent out to
leadership
team by 5pm
on Thursday
Team
meetings often
do not end
with a tangible
weekly goal
and specific
strategies for
implementatio
n
Team
meetings
rarely include
practice for
team members
around the
weekly goal
During team
meetings, 1-2
team members
contribute to
the majority of
the
conversation
Action items
presented at
team meetings
are not
prepared in
advance

Henderson Collegiate

2015 GLC RUBRIC

Climbing the Mountain to College

Advanced

Owning
the HC
Way

Make
it
Happe
n
Minds
et

Relati
onshi
ps
with
Collea
gues

Page 8 of 9

Proficient

Is consistently
upbeat and
solution
oriented in the
face of
challenges
Consistently
seeks out the
support of the
school leader at
appropriate
times
Always takes
responsibility
for
shortcomings
within the Pride

Always
approaches the
teachers they
lead with a
positive tone
Proactively
monitors, reacts
to, and
addresses
teacher stress
levels
Always
communicates
professional
demeanor &
emotional
constancy
Teacher
strongly
agrees that
Leader cares
about me as a
person on staff
survey

Is mostly upbeat
and solution
oriented in the
face of
challenges
Most of the time
seeks out the
support of the
school leader at
appropriate
times
Usually takes
responsibility
for
shortcomings
within the Pride

Usually
approaches the
teachers they
lead with a
positive tone
Consistently
monitors, reacts
to, and
addresses
teacher stress
levels
Consistently
communicates
professional
demeanor &
emotional
constancy
Teacher
agrees that
Leader cares
about me as a
person on staff
survey

Working
Towards

Needs
Improvement

Is inconsistently
upbeat and
solution
oriented in the
face of
challenges
Inconsistently
seeks out the
support of the
school leader at
appropriate
times
Sometimes
takes
responsibility
for
shortcomings
within the
Pride, but may
blame other
circumstances

Sometimes
approaches the
teachers they
lead with a
positive tone
Occasionally
monitors, reacts
to, and
addresses
teacher stress
levels
Inconsistently
communicates
professional
demeanor &
emotional
constancy
Teacher
disagrees that
Leader cares
about me as a
person on staff
survey

Rarely upbeat
and solution
oriented in the
face of
challenges
Rarely seeks out
the support of
the school
leader at
appropriate
times OR
consistently
seeks out
support of
school leader tat
incorrect time
Assigns blame
to other
circumstances
when a problem
arises within the
Pride
Irregularly
approaches the
teachers they
lead with a
positive tone
Intermittently
monitors, reacts
to, and
addresses
teacher stress
levels
Irregularly
communicates
professional
demeanor &
emotional
constancy
Teacher
strongly
disagrees that
Leader cares
about me as a
person on staff
survey

Henderson Collegiate

2015 GLC RUBRIC

Climbing the Mountain to College

Advanced

Owning
the HC
Way
o

Time/
Task
Mana
gemen
t

o
o

Page 9 of 9

Meets all
required
deadlines
Successfully
manages
responsibilities
of teaching and
other
leadership,
maintaining the
highest quality
in both areas
Successfully
completes
intention to
action
assignments
exceeding
expectations in
their completion
Responds within
48 hours to all
requests from
school leaders
Always uses
weekly flexi to
manage tasks
Has prepared
agenda for biweekly meeting
with school
leader

Proficient
o
o

Meets 90% of
required
deadlines
Manages
responsibilities
of teaching and
other
leadership,
maintaining
quality in both
areas
Successfully
completes
intention to
action
assignments
Responds in a
timely manner
to all requests
from school
leaders and
teacher
supervisee(s)
Consistently
uses weekly
flexi to manage
tasks
Usually
prepares
agenda for biweekly meeting
with school
leader

o
o

Working
Towards

Needs
Improvement

Meets 75% of
required
deadlines
Struggles to
manage
responsibilities
for both
teaching and
additional
leadership
letting one or
the other slip at
times
throughout the
year
Struggles to
complete
intention to
action
assignments
given all other
responsibilities
Responds
inconsistently to
requests from
school leaders
and teacher
supervisee(s)
Inconsistently
uses weekly
flexi to manage
tasks
Leader does not
always have a
completed
agenda at biweekly check
ins

o
o

o
o

Meets less than

75% of required
deadlines
Fails to
manages
responsibilities
of teaching and
other
leadership,
letting both
suffer
considerably
Does not
complete
intention to
action
assignments
Does not
responds to
requests from
school leaders
and teacher
supervisee(s)
Does not use
flexi to manage
tasks
Does not come
prepared to
principal checkins