1. Areas of
      2. Responsibility
      3. Avg.
      4. Description of the
      5. Areas of
      6. the principal...
      7. Areas of
      8. Responsibility
      9. Avg.
      10. Description of the
      11. Areas of
      12. the principal...
      13. Areas of
      14. Responsibility
      15. Avg.
      16. Description of the
      17. Areas of
      18. the principal...

Marzano, Waters, & McNulty (2005).
School leadership that works.
Alexandria, VA: ASCD.
1
Balanced Leadership: School Leadership That Works Responsibilities and Practices
Areas of
Responsibility
Avg.
r
Description of the
Areas of
Responsibility
The extent to which
the principal...
Practices Used to Fulfill the Areas of Responsibility
Affirmation
.19
Recognizes and celebrates
school accomplishments
and acknowledges failures
Systematically and fairly recognizes the accomplishments of teachers
and staff
Systematically and fairly recognizes and celebrates the
accomplishments of students
Systematically and fairly recognizes the failures of and celebrates the
accomplishments of the school as a whole
Change agent
.25
Is willing to and actively
challenges the status quo
Consciously challenges the status quo
Is willing to lead change initiatives with uncertain outcomes
Systematically considers new and better ways of doing things
Consistently attempts to operate at the edge versus the center of the
school’s competence
Communication
.23
Establishes strong lines of
communication with
teachers and among
students
Is easily accessible to teachers and staff
Develops effective means for teachers and staff to communicate with
one another
Maintains open and effective lines of communication with teachers
and staff
Contingent
rewards
.24
Recognizes and rewards
individual
accomplishments
Uses performance versus seniority as the primary criteria for rewards
and recognition
Uses hard work and results as the basis for rewards and recognition
Recognizes individuals who excel
Culture
.25
Fosters shared beliefs and
a sense of community and
cooperation
Promotes a sense of well being among teachers and staff
Promotes cohesion among teachers and staff
Develops an understanding of purpose among teachers and staff
Develops a shared vision of what the school could be like
Promotes cooperation among teachers and staff
Discipline
.27
Protects teachers from
issues and influences that
would detract from their
teaching time or focus
Protects instructional time from interruptions
Protects/shelters teachers and staff from internal and external
distractions
Flexibility
.28
Adapts his or her
leadership behavior to the
needs of the current
situation and is
comfortable with dissent
Is comfortable with making major changes in how things are done
Encourages people to express diverse opinions contrary to those held
by individuals in positions of authority
Adapts leadership style to the needs of specific situations
Is directive or non-directive as the situation warrants
Focus
.24
Establishes clear goals and
keeps those goals in the
forefront of the school’s
attention
Establishes high, concrete goals and expectations that all students
meet them
Establishes high, concrete goals for curriculum, instruction and
assessment practices within the school
Establishes high, concrete goals for the general functioning of the
school
Continually keeps attention on established goals
Ideals/beliefs
.22
Communicates and
operates from strong
ideals and beliefs about
schooling
Possesses well-defined beliefs about schools, teaching, and learning
Shares beliefs about school, teaching, and learning with the teachers
and staff
Demonstrates behaviors that are consistent with beliefs

Marzano, Waters, & McNulty (2005).
School leadership that works.
Alexandria, VA: ASCD.
2
Areas of
Responsibility
Avg.
r
Description of the
Areas of
Responsibility
The extent to which
the principal...
Practices Used to Fulfill the Areas of Responsibility
Input
.25
Involves teachers in the
design and implementation
of important decisions
Provides opportunities for teacher and staff input on all important
decisions
Provides opportunities for teachers and staff to be involved in
developing school policies
Uses leadership teams in decision-making
Intellectual
stimulation
.24
Ensures that the faculty
and staff are aware of the
most current theories and
practices and makes the
discussion of these a
regular aspect of the
school culture
Keeps informed about current research and theory on effective
schooling
Continually exposes teachers and staff to cutting-edge research and
theory on effective schooling
Fosters systematic discussion regarding current research and theory on
effective schooling
Involvement in
curriculum,
instruction,
assessment
.20
Is directly involved in the
design and implementation
of curriculum, instruction,
and assessment practices
Is directly involved in helping teachers design curricular activities and
address assessment and instructional issues.
Knowledge of
curriculum,
instruction
assessment
.25
Is knowledgeable about
current curriculum,
instruction, and
assessment practices
Possesses extensive knowledge about effective curricular,
instructional, and assessment practices
Provides conceptual guidance regarding effective classroom practices
Monitor/
evaluate
.27
Monitors the effectiveness
of school practices and
their impact on student
learning
Continually monitors the effectiveness of the school’s curricular
practices.
Continually monitors the effectiveness of the school’s instructional
practices.
Continually monitors the effectiveness of the school’s assessment
practices
Remains aware of the impact of the school’s practices on student
achievement
Optimize
.20
Inspires and leads new and
challenging innovations
Inspires teachers and staff to accomplish things that might be beyond
their grasp
Is the driving force behind major initiatives
Portrays a positive attitude about the ability of teachers and staff to
accomplish substantial things
Order
.25
Establishes a set of
standard operating
procedures and routines
Provides and reinforces clear structures, rules, and procedures for
teachers and staff
Provides and reinforces clear structures, rules, and procedures for
students
Establishes routines for the effective running of the school that
teachers and staff understand and follow
Outreach
.27
Is an advocate and
spokesperson for the
school to all stakeholders
Ensures the school complies with all district and state mandates
Is an advocate of the school with the community at large
Is an advocate of the school with parents
Is an advocate of the school with central office
Relationships
.18
Demonstrates awareness
of the personal aspects of
teachers and staff
Is informed about significant personal issues within the lives of
teachers and staff
Maintains personal relationships with teachers and staff
Is aware of the personal needs of teachers and staff
Acknowledges significant events in the lives of teachers and staff

Marzano, Waters, & McNulty (2005).
School leadership that works.
Alexandria, VA: ASCD.
3
Areas of
Responsibility
Avg.
r
Description of the
Areas of
Responsibility
The extent to which
the principal...
Practices Used to Fulfill the Areas of Responsibility
Resources
.25
Provides teachers with
materials and professional
development necessary for
the successful execution of
their jobs
Ensures that teachers and staff have the necessary materials and
equipment
Ensures that teachers and staff have the necessary professional
development opportunities that directly enhance their teaching
Situational
awareness
.33
Is aware of the details and
the undercurrents in the
running of the school and
uses this information to
address current and
potential problems
Is aware of informal groups and relationships among teachers and staff
Is aware of the issues in the school that have not surfaced but could
create discord
Accurately predicts what could go wrong from day to day
Visibility
.20
Has quality contacts and
interactions with teachers
and students
Makes systematic and frequent visits to the classroom
Is highly visible to students, teachers, and parents
Has frequent contact with students

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