Communities for Learning and Learner-Centered Initiatives and are committed to deep learning and sustainable improvement.  It is in this spirit that the two organizations collaborated to create the Multidimensional Principal Performance Rubric. Designed with the users in mind, this rubric promotes principal reflection and self-assessment, supports goal setting and acquisition, and acts as a scaffold for learning and improved practice.  For the principal evaluator, the MPPR breaks down quality practices into clear and meaningful descriptors, supports diagnostic and formative assessment and ensures that summative evaluation aligns with the quality attributes of the ISSLC standards.The Communities for Learning ARCS framework for sustainable school improvement informs much of the MPPR. Below are some services and tools that Communities for Learning can provide to support your work with this rubric. Contact us for more information.

Sample services available to support your use of the MPPR:

MPPR rubric as a pdf - with 2008 ISLLC standards functions bolded in the rubric descriptors (download now, free of charge)Webinar that introduces the rubric, its rationale and provides a walkthrough of each of the dimensions and componentsAnnotated rubric with hyperlinks – A "do-it-yourself" tutorial, with hyperlinks to help users engage with the rubric and the evidence that needs to be collected to demonstrate progress and attainment.One-on-one hourly supplement for the purposes of trouble shooting implementation, providing feedback on data, identifying evidence, goal setting, planning and monitoring goal-related actions, streamlining and maximizing the use of evidence to meet more than one APPR dimensionHalf-day, facilitated online seminar for up to 25 participants (including members of strategic planning teams). Could include:an introduction and unpacking of the rubricresponses to participants' questions and concerns about the rubric and its usesupport for a district strategic planning team around its use

Onsite, full day supplement which could be centered on one or more of these activities:shadowing opportunitiessupport in the goal setting process,facilitation of organizational activities and planning around each of the domains of the rubric (Sustainability, Instructional program, Culture, Capacity Building, Strategic Planning process, Goal settingidentification of the  kinds of evidence that would support the rubric; gathering/capturing that evidence and the process for organizing that evidence; and using the evidence in goal setting and strategic planningexploration of ARCS tools and measures to support goals and action plans and promote continuous improvement

Train the Trainer model to build the capacity of a cadre of facilitators who can provide support to principals and principal evaluators in understanding and using the rubric