Interview Rubric

Date: Name: Position:

Unsatisfactory Basic Proficient Distinguished

Background/Intro - Candidate shows no - Candidate only has - Candidate describes some - Candidate speaks to a
1. What have you learned enthusiasm in becoming a classroom experience leadership experience in variety of leadership roles
from your previous principal and/or employee - Candidate has no their previous buildings in their previous building
positions that have of Pontiac School District educational and/or - Candidate describes - Candidate describes
prepared you for the training required to extensive and/or extensive and/or
role of a principal? become a principal appropriate appropriate
- Candidate does not speak training/education training/education
2. Why do you want to to district wide goals, or experiences experiences
work for Pontiac mission/vision of Candidate has some - Candidate clearly has
School District? school/district knowledge of specific completed research on
school/district, including specific school/district,
values, goals, including values, goals,
mission/vision prior to mission/vision prior to
interview interview
Problem Solving - Candidate gives little or no - Candidate uses - Candidate demonstrates - Candidate demonstrates
1. How do you manage information regarding experiences from the the ability to be flexible the ability to be flexible
last minute changes to experience with last classroom setting only - Candidate details how they - Candidate details how they
your daily schedule? minute changes prioritize their schedule prioritize their schedule
- Candidate cannot think of a - Candidate describes the
2. Tell us about a time decision, and/or does not thought process behind the
when you made a state what they learned decision, and clearly
decision that did not from their experience implemented new actions
work out? What did as a result of their learning
you learn from this experience
experience?

Motivation - Candidate does not
1. What is a book that has mention any text
been influential on - Candidate states they do
your leadership style? not have a lot of time for
professional reading
- Candidate speaks - Candidate speaks - Candidate speaks
passionately about their passionately about their passionately about their
text text text
- Candidate does not - Candidate describes how in - Candidate describes
describe how they applied theory they WOULD apply specific examples of how
the new knowledge their learning from the text they applied their reading
to their professional
experience
- Candidate speaks to
professional organizations
where they get suggested
readings from (ie. Social
Media, ASCD…etc.)

Date: Name:
Safety and Security - Candidate does not have
1. Discuss your any experience with
experiences supervising students
supervising students.
Interpersonal Skills - Candidate gives no detailed
1. How do you go about examples
building relationships - Candidate gives examples
with staff, students, of only 1 of the
and parents? stakeholders
Analytical - Candidate has little to no
1. Which piece of experience with using
classroom data is more classroom data
important, formative - Candidate appears to not
or summative? have a complete
understanding of the
differences between
formative/summative data
Interview Rubric
Position:
- Candidate only describes - Candidate has some
supervising students in a experience supervising
classroom setting students outside of the
classroom
- Candidate gives few - Candidate states several
examples detailed examples
- Candidate only speaks to - Candidate speaks to all
only 2 of the stakeholders three stakeholders
mentioned
- Candidate has little to no - Candidate gives a
experience with using thorough, well thought out
classroom data answer
- Candidate feels strongly - Candidate gives specific
about one piece of data examples from experience
over another, indicating utilizing both forms of
the little/no need for one assessments
of them - Candidate understands the
difference between
formative and summative
assessments
- Candidate gives several
experiences regarding
supervising students,
including lunchroom,
transitions…etc.
- Candidate speaks to
several protocols
implemented as a result of
careful observations
- Candidate elaborates on
how they have used
distributive leadership in
delegating student
supervision
responsibilities
- Candidate states several
detailed examples
- Candidate speaks to all
three stakeholders
- Candidate elaborates and
includes support staff
(Custodial,
Secretaries…etc.) in
answers, not just teachers
-
- Candidate gives a
thorough, well thought out
answer
- Candidate gives specific
examples from experience
utilizing both forms of
assessments
- Candidate states several
forms of
formative/summative data
used from a leadership
perspective
 Interview Rubric

Date: Name: Position:

Curriculum and Instruction - Candidate does not give - Candidate speaks to only - Candidate thoroughly - Candidate thoroughly
1. As a principal, what is specific examples of personal experience as explains the importance of explains the importance of
the your role as the leading instructional classroom teacher, not as a the principal leading by the principal leading by
instructional leader? improvement leader in the building example example
2. How do principals - Candidate does not see the - Candidate has no - Candidate gives several - Candidate gives several
leverage the teacher teacher observation experience observing examples implementing examples implementing
observation process to process as valuable classrooms using a uniform instructional changes in instructional changes in
improve classroom tool (ie. Danielson…etc.) their building their building
instruction and - Candidate emphasizes
teacher efficacy? collaborating with district
and/or classroom teachers
in influencing change in
instructional practices
- Candidate speaks to
specific teacher evaluation
tools
- Candidate places heavy
emphasis on the
importance of relational
trust
- Candidate prioritizes
continuous feedback to
teachers
- Candidate speaks to
utilizing SIP process