The authors' discussion will describe how classroom leaders at every academic level can use rubrics as a means of self-assessment. This strategy and the use of the rubric as a tool can help to provide effective feedback that can develop into a constant reflection of how effectively a teacher focuses on student success by means of their instructional success. There are many theories on pedagogy but many do not tie leadership and self-evaluation at the end of the day or week. The authors look to expose a gap in literature that could assist teachers in staying motivated in their instruction and bridge the gap of status-quo instruction with the need to set goals and exceed those self-created goals with student success.