This is the Case Study Rubic for the 2009-2011 cohort.

1. WSU SUPERINTENDENT PREPARATION PROGRAM
2009-11 CASE STUDY RUBRIC
Name ___________________________________________________ Advisor ____________________________________ Date ___________________
Case Study Title _________________________________________________________ District_______________________________________________
(Instructor will mark the relevant portion of the rubric to provide working feedback as each section is submitted. When the final product is submitted,
the instructor will mark the entire rubric to evaluate the case study as a whole.)
CRITERIA Unmet Met Exemplary
1. PRESENTATION AND ANALYSIS OF DISTRICT-WIDE STRATEGY, 3-5 pages (DEC 2009)
A. Current district-wide learning improvement strategy, including implicit theory of
action, is identified and clearly articulated as subject of case study ___ ___ ___
B. Strategy is effectively analyzed for likely impact to each element of instructional
core (teacher knowledge and skill, student engagement, academically challenging
content) ___ ___ ___
C. Analysis of strategy includes insightful discussion of critical environmental factors
affecting implementation (i.e., federal law, statutes, policy, contracts, funding) ___ ___ ___
COMMENTS: ___________________________________________________________
______________________________________________________________________
2. DATA-BASED ANALYSIS OF ORGANIZATIONAL ELEMENTS, 4-6 pages (MAR 2009)
A. Data provide useful insights into current culture (What are current norms, beliefs
and behaviors related to the strategy and its implementation? What new beliefs
and behaviors are needed to support strategy? ) ___ ___ ___
B. Data provide useful information about structures and systems (Are they
aligned with strategy? What structural or systems changes are needed ?) ___ ___ ___
C. Data show whether financial, human and technical resource priorities are aligned
with strategy (i.e., instructional materials, time, professional development for teachers,
principals, others; work load priorities, support for critical activities, etc.) ___ ___ ___
D. Data provide insight into the level of awareness, support and participation of key
stakeholder groups (Are they aligned with and advancing the strategy? Neutral or
hostile to the strategy? According to the data, what actions or changes are needed?) ___ ___ ___
COMMENTS: ___________________________________________________________
______________________________________________________________________ 8/09

2. 2009-11 CASE STUDY RUBRIC (continued) Unmet Met Exemplary
3. DATA SYNTHESIS AND PRESENTATION, Part A , 3-8 pages (AUG 2010)
A. Exhibits (tables, charts, graphs and other appended documents) are clear and well designed,
appropriately labeled, and help to illustrate alignment/lack of alignment of organizational
elements and district-wide strategy ___ ___ ___
B. Perceptual data (i.e., Interpretive commentary from interviews and other resources) is
provided as appropriate to help illustrate environmental challenges and strengths and needs
of district strategy ___ ___ ___
COMMENTS: ________________________________________________________________
____________________________________________________________________________
4. DATA SYNTHESIS AND PRESENTATION , Part B, 3-8 pages (SEP 2010)
A. Exhibits (tables, charts, graphs and other appended documents) are clear and well designed,
appropriately labeled, and help to illustrate alignment/lack of alignment of organizational
elements and district-wide strategy ___ ___ ___
B. Perceptual data (i.e., Interpretive commentary from interviews and other resources) is
provided as appropriate to help illustrate environmental challenges and strengths and needs
of district strategy ___ ___ ___
COMMENTS: ________________________________________________________________
____________________________________________________________________________
5. FINDINGS AND RECOMMENDATIONS FOR NEXT STEPS, 1-3 pages (DEC 2010)
A. The case study effectively shows where critical alignments are strong and where
they must be strengthened for successful implementation of the strategy ___ ___ ___
B. The case study concludes with feasible, well-reasoned "next steps" to increase
coherence of the district's organizational elements with an explicit strategy for
improving teaching and learning in every affected school and classroom ___ ___ ___
COMMENTS: ________________________________________________________________
____________________________________________________________________________

3. 2009-11 CASE STUDY RUBRIC (continued) Unmet Met Exemplary
6. COMPLETED CASE STUDY, 15 - 30 pages, (FEB 2011)
A. Final work product is clearly and effectively organized; focus is maintained throughout ___ ___ ___
B. Formatting contributes to understanding ___ ___ ___
C. PELP Framework guides clear, cogent, data-based analysis ___ ___ ___
D. Case study shows where critical alignments are strong and where they must be
strengthened for successful implementation of identified strategy ___ ___ ___
E. Grammar and usage, spelling, punctuation and sentence fluency meet professional
standards ___ ___ ___
F. Final product shows editing/improvement based on feedback and discussion of work
in progress. ___ ___ ___
G. Submission is timely ___ ___ ___
FINAL GRADE / COMMENTS: _______________________________________________________________________________________________
_________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________________