Standard 2: Instructional Leadership Fellow Current Self-Rating Experiences to Master the Standard Competencies the Experience will Utilize Artifacts and Documentation of Mastery Mentor Approval (Initial Indicating Your Support) Executive Coach Approval (Initial Indicating Your Support) Specialized Trainings (How did they relate to each standard for you? What did you learn?) A. Focus on Learning and Teaching, Curriculum, Instruction and assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. Not Demonstrated Developing Proficient Accomplished Distinguished B. on Instructional Time: The school executive creates processes and schedules which protect teachers from disruptions of instructional or preparation time. Not Demonstrated Developing Proficient Accomplished Distinguished Requirements for Practicing Principals: Evidence or documentation to support rating: ____ School Improvement Plan. ____ NC Teacher Working Conditions Survey. ____ Evidence of School Improvement Team. ____ Student achievement and testing data. ____ Statement of school vision, mission, values, beliefs and goals. ____ Evidence of stakeholder involvement in development of vision, mission, valve, belief and statement. ____Evidence of shared decision-making and distributed leadership. ____ 360 Degrees Feedback. Other: ______________________ Gap Analysis: Describe your growth or lack of growth for each sub-standard over time.
Resources/Support/Experiences/Skills Needed to Complete the Improvement Plan Standard 3: Cultural Leadership Fellow Current Self-Rating Experiences to Master the Standard Competencies the Experience will Utilize Artifacts and Documentation of Mastery Mentor Approval (Initial Indicating Your Support) Executive Coach Approval (Initial Indicating Your Support) Specialized Trainings (How did they relate to each standard for you? What did you learn?) A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the school’s culture. Not Demonstrated Developing Proficient Accomplished Distinguished B. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. Not Demonstrated Developing Proficient Accomplished Distinguished C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in to define the identity, culture and performance of the school Not Demonstrated Developing Proficient Accomplished Distinguished
Gap Analysis: Describe your growth or lack of growth for each sub-standard over time. Resources/Support/Experiences/Skills Needed to Complete the Improvement Plan Standard 5: Managerial Leadership Fellow Current Self-Rating Experiences to Master the Standard Competencies the Experience will Utilize Artifacts and Documentation of Mastery Mentor Approval (Initial Indicating Your Support) Executive Coach Approval (Initial Indicating Your Support) Specialized Trainings (How did they relate to each standard for you? What did you learn?) A. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement. Not Demonstrated Developing Proficient Accomplished Distinguished B. Conflict Management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can be on improved student achievement. Not Demonstrated Developing Proficient Accomplished Distinguished
Standard 6: External Development Leadership Fellow Current Self-Rating Experiences to Master the Standard Competencies the Experience will Utilize Artifacts and Documentation of Mastery Mentor Approval (Initial Indicating Your Support) Executive Coach Approval (Initial Indicating Your Support) Specialized Trainings (How did they relate to each standard for you? What did you learn?) A. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership for the school. Not Demonstrated Developing Proficient Accomplished Distinguished B. Federal, State and District Mandates: The school executive Designs executive protocols and processes in order to comply with federal, state and district mandates. Not Demonstrated Developing Proficient Accomplished Distinguished Requirements for Practicing Principals: Evidence or documentation to support rating: ____ School Improvement Plan. ____ NC Teacher Working Conditions Survey. ____ Evidence of School Improvement Team. ____ Student achievement and testing data. ____ Statement of school vision, mission, values, beliefs and goals. ____ Evidence of stakeholder involvement in development of vision, mission, valve, belief and statement. ____Evidence of shared decision-making and distributed leadership. ____ 360 Degrees Feedback. Other: ______________________ Gap Analysis: Describe your growth or lack of growth for each sub-standard over time. Resources/Support/Experiences/Skills Needed to Complete the Improvement Plan
Standard 7: Micro-Political Leadership Fellow Current Self-Rating Experiences to Master the Standard Competencies the Experience will Utilize Artifacts and Documentation of Mastery Mentor Approval (Initial Indicating Your Support) Executive Coach Approval (Initial Indicating Your Support) Specialized Trainings (How did they relate to each standard for you? What did you learn?) A. School Executive Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the school’s identity, culture and performance. Not Demonstrated Developing Proficient Accomplished Distinguished
1 Communication: Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed to achieve school or team 21st century objectives. Not Demonstrated Developing Proficient Accomplished Distinguished 2 Change Management: Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation. Not Demonstrated Developing Proficient Accomplished Distinguished 3 Conflict Management: Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner. Not Demonstrated Developing Proficient Accomplished Distinguished 4 Creative Thinking: Engages in and fosters an environment for others to engage in innovative thinking. Not Demonstrated Developing Proficient Accomplished Distinguished
13 Personal Ethics and Values: Consistently exhibits high standards in the of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality. Not Demonstrated Developing Proficient Accomplished Distinguished 14 Personal Responsibility for Performance: Proactively and continuously improves performance by focusing on needed of improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility for one’s own achievements. Not Demonstrated Developing Proficient Accomplished Distinguished 15 Responsiveness: Does not leave issues, inquiries or requirements for information go unattended. Creates a clearly delineated structure for responding to requests/ situations in an expedient manner. Not Demonstrated Developing Proficient Accomplished Distinguished 16 Results Orientation: Effectively assumes responsibility. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against long-term goals. Not Demonstrated Developing Proficient Accomplished Distinguished