AWSP Leadership Framework

The AWSP Leadership Framework was designed to promote the growth of the principal in areas that are most likely to result in increased student achievement. It directly aligns with Washington state evaluation criteria, rules and regulations. 

Framework Structure


The centerpiece of AWSP's Leadership Framework is eight chapters, each devoted to one of Washington's
eight principal evaluation criteria. 

The Leadership Framework is organized by criterion and includes the following:

  • Reflection Considerations. Ideas to help spur discussion between principal and supervisor during the initial evaluation. 
  • Resources. Now an online Resource Library with hundreds of books, surveys, case studies, best practices and more.
  • Rubrics. At-a-glance look at the elements supporting each criterion. Download the rubrics.
  • Appendices. The appendices include research supporting the criteria and ISSLC Standard comparison information.

Resource Library


View hundreds of books, surveys, case studies, tools, and best practices in the
Resource Library.

Summative Scoring guidance:

AWSP Leadership Framework User's Guide

A User's Guide was released in the spring of 2014, which includes sections on:

  • Setting the Stage
  • Professional Growth Planning
  • Using Data to Inform Principal Evaluation and Practice
  • Preparing for the Evaluation
  • Adapting the Framework for Assistant Principals
  • Teacher and Principal Evaluation Coordination
  • Partnering with Student Leaders
  • Appendices, including
    • Staff Survey Prompts
    • Planning at a Glance
    • TPEP WACs and RCWs
    • Leadership Frameworks Rubrics
    • Summative Scoring

Directly Aligned to Evaluation Criteria

Of the five state-approved instructional and leadership frameworks, AWSP's is the only one directly aligned with Washington's new evaluation criteria. (See diagram at right.)


History of the Framework
With the establishment of state standards in 1992, AWSP recognized that student achievement would become the primary measure of a school's effectiveness. 

Since then, a significant shift has taken place--a shift that has required the evolution of new school cultures, the understanding of new roles for teachers and the development of new student accountability performance standards established and measured outside of the classroom.

Pivotal to the success of this shift is a new type of principal leadership. With this in mind, AWSP assembled a task force of more than 20 principals to analyze this new type of leadership and create a new set of principal responsibilities to match it.

The goal was to create a document showing the interrelationship between these responsibilities and district policies and practices. The task force realized that, as the principals' work changed, the districts' principal evaluation models would also need to change in order to provide the support critical for these school leaders.

The task force developed a Statement of Accountability to guide its work: "Student achievement in a performance-based school is a shared responsibility involving the student, family, educators and the community. The principal's leadership is essential. As leader, the principal is accountable for the continuous growth of individual students and increased school performance as measured over time by state standards and locally determined indicators." 

Out of its work, the task force developed seven leadership responsibilities for principals. Also generated were examples of corresponding components that allow principals to successfully carry out those specific responsibilities.

In 2010, AWSP's seven leadership responsibilities became the foundation for a new set of criteria for principal evaluation in Washington state. An eighth criterion, "Closing the Gap," was added by the Legislature that same year.