The document is a rubric for evaluating time management skills. It contains 10 criteria rated on a scale from 1 (Novice) to 4 (Expert): maintaining focus on goals and plans, setting clear expectations, having an effective planning system, scheduling regular meetings, follow-up systems, delegation, classroom supervision, preventing crises, work-life balance, and self-assessment. Someone scoring at the Expert level demonstrates strong skills in all areas, while a Novice struggles with focus, organization, delegation and allows crises to disrupt their work.

1. Time Management Rubric
4 3 2 1
Expert Proficient Developing Novice
I have a laser-like focus on I keep student achievement I periodically remind myself
a. Each day is driven by events,
student achievement and my and my strategic plan in mind of my strategic plan and the
Focus not by my long-term goals.
strategic plan for the year. every day. goal of student achievement.
Staff know exactly what is Most of my staff know what is
I often have to remind I am constantly reminding
b. expected of them in terms of expected in terms of
teachers of policies on staff to use better procedures
Expectations classroom instruction and classroom instruction and
instruction and discipline. for instruction and discipline.
discipline. discipline.
I have a list in my head of
I have an effective personal I write down a list of what I I come to work with a list of
c. what I want to accomplish
planning system for the year, want to accomplish each week what I want to accomplish that
Planning each day but sometimes lose
month, week, and day. and day. day.
track.
All key teams (e.g., I call grade-level, curriculum,
Several key team meetings are Each month I have to schedule
d. leadership, grade-level, and other meetings when there
scheduled to occur on a key meetings because they are
Meetings student support) are scheduled is a crisis or an immediate
regular basis. not in people’s calendars.
to meet on a regular basis. need.
I almost always write I trust my memory to retain
I have a foolproof system for I try to write things down but
e. important things down and important tasks, but I
writing things down, am swamped by events and
Follow-Up follow up on the most critical sometimes forget and drop the
prioritizing, and following up. sometimes don’t follow up.
ones. ball.
I have highly competent
I have trouble letting go and
f. people in key roles and I give key staff people plenty I end up doing almost
delegating a number of key
Delegation delegate maximum of responsibility for key items. everything myself.
tasks.
responsibility to them.
I visit 3-5 classrooms a day
I get into some classrooms I try to get into classrooms as
g. and give face-to-face feedback I am so busy that I rarely visit
every day and give personal much as possible but many
Supervision to each teacher within 24 classrooms.
feedback to each teacher. days I don’t succeed.
hours.
I try to prevent them, but
I have effective strategies for I am quite good at preventing Much of each day is
h. crises and time-wasters
preventing or deflecting time- or deflecting most time- consumed by crises and time-
Prevention sometimes eat up large chunks
wasting crises and activities. wasting crises and activities. wasting activities.
of time.
I am often unfocused and
I am sharp and fresh because I I am on top of my job because I am sometimes unfocused
irrascible because I neglect my
i. attend to family, friends, fun, I mostly balance work because I'm not always
family, rarely exercise, don’t
Balance exercise, nutrition, sleep, and demands with healthy habits attending to family, health,
sleep enough, and am in poor
vacations. and a life outside school. exercise, sleep, and vacations.
health.
I regularly evaluate progress I periodically review how I am I occasionally berate myself
j. I try to keep track of how I am
toward my goals and work on doing on my weekly goals and for not accomplishing my long-
Self-Assessment continuous improvement. doing on my goals.
try to do better. range goals.
Overall rating:____ Ideas for improvement: