21 Competencies for School Administrators. A competency is a combination of knowledge (factual and experiential) and skills that one needs to effectively implement the practices. Factual knowledge is simply “knowing” content; experiential knowledge is the knowledge one gains from understanding – it is knowing the when and why. Skills bring structure to experiential knowledge. It is when one can put their accumulated knowledge into a series of steps that – if followed – will lead to practice. There are many competencies that are obviously inherent in the successful performance of all of the practices listed under each of the eight critical functions of leadership.
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.
I used a variety of methods to communicate to staff. Emails, surveys, school wide text message system called remind 101.
|
|
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. The admin wanted to increase their effectiveness in the building. So I drafted a survey to serve as a pulse check to see exactly where the staff was in terms of performance and what they felt was needed to support them. After staff completed this survey the admin team made changes based of the feedback.
|
|
Creative thinking – Engages in and fosters an environment for others to engage in innovative thinking.
I was introduce to the concept of flip lessons and was able to participate in a training. I brought this creative approach back to my school site and challenged my teachers to think of ways to take instruction beyond the normal.
|
|
Customer focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
I understand leadership manifest itself in many different forms, one very important way is through servant leadership. Several times throughout the year I model for teachers my willingness to jump the ranks without and support. I wasn't above any job I volunteer time in classroom, during after school events, and help support community efforts. The customer is not only the students and parents in mines but also the staff.
|
|
Delegation – Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school.
School leadership requires a leader to build a team that can carry out their vision. Delegation also gives members under opportunities to shine and contribute to the school mission and vision. I utilize the skill of a teacher leader in the building and she carry out various Parent Involvement activities as well as our read across america spirit week.
|
|
Dialogue & Inquiry – Is skilled in creating a risk-free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance.
Dialogue is important in implementing change. As building leaders you can quickly forget how decisions made truly impact staff and students and creates ripples effects that were not intended. I was assigned to gather data on community resources and assets of the school. I gave this survey to teachers which brought to the attention of the admin pressing issues that were not openly being discussed. Following the survey this opportunity open the door for deeper dialogue on how redirect and maximize school culture.
|
|
Emotional Intelligence – Is able to manage oneself through self awareness and self management and is able to manage relationships through empathy, social awareness and relationship management. This competency is critical to building strong, transparent, trusting relationships throughout the school community.
The DPLA program has provided several opportunities where I have been able to gain a deeper understanding of my personality and how it relates to the people interact with and work alongside. DPS provided an opportunity for all assistant principals a training that allowed myself to analyze my behavior while engaging in conflict. I have learned several strategies that has better equip me on how to manage myself and be more aware of others feelings and dispositions.
|
|
Environmental Awareness – Becomes aware and remains informed of external and internal trends, interests and issues with potential impacts on school policies, practices, procedures and positions.
Principal Preparatory programs are vital. There has to be a pipeline and a continuum not just with good teachers but also effective leaders. I was afforded the opportunity to participate in a documentary video sharing the impact of school leadership as a means to advocate that more programs be funded and supported.
|
|
Global Perspective – Understands the competitive nature of the new global economy and is clear about the knowledge and skills students will need to be successful in this economy.
School are in the business of serving the communities they are planted within. They also hold the responsibility of building capacity in students to ensure that they are competitive. I had the opportunity to visit East Lawn Elementary that has a very successful dual emergence program. This open my as a school leader to look for ways to embed this concept within my school building.
|
|
Judgement – Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting complex information.
After Reviewing our case 21 data the admin team had to reevaluate the effectiveness of our Specialist pulling small groups. The data supported that students did not make enough gains to support having specialist push out. We then determine to have them push into classroom and serve in the classroom along side teachers. As a result we created a schedule.
|
|
Organizational Ability – Effectively plans and schedules one’s own and the work of others so that resources are used appropriately, such as
scheduling the flow of activities and establishing procedures to monitor I was able to demonstrate my organizational ability by creating a schedule and rotation for a Science Day opportunity that was provided for our 5th grade students. I was in contact with a local church whom the school has a partnership, their representatives provided the vision and I was able to work out the logistics to make it happen smoothly with minimal disruptions.
|
Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
To give the staff a better understanding of who I am and why I am I created a digital story telling video that provided an in depth overview of my life.
|
|
Personal Responsibility for Performance – Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility for one’s own achievements.
During my principle residence, there were several opportunities provided to complete formative assessments. These experiences tested our leadership skills. I saw progress as the year went on because I confronted many situations while completing my residency. I look to always be reflective and proactive to sharpen my saw and skills set.
|
|
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.
I observed that teacher were used to a method handling discipline that made it difficult for the admin team to effectively respond. There seem not to be a clear protocol on how to channel behaviors. I responded to this situation by drafting and creating a flow chart, so that the admin team and teachers were aware of the process on how to deal with school wide and classroom behavior.
|
|
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. To help support one our SIP goals, during my residency I collaborated with the Biology department and created an assessment tracker. This tool allows teachers to quickly know the proficiency rate of each assessment given but also provides opportunities to discuss and track weakness and strengths. The biology team utilized this tool to direct their PLCs.
|
|
Sensitivity – Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knows what information to communicate and to whom. Relates to people of varying ethnic, cultural, and religious backgrounds.
During my residency I was aware of the stress levels of staff due to various reason and as we approached spring break. As a result of that I wrote a individually specific thank you note to each staff member in the building to show my appreciation of their hard work and sacrifice.
|
|
Systems Thinking – Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that understanding to advancing the achievement of the school or team.
I collaborated with the Music teacher to create a logistics for the building during the All county Chorus event that was hosted in my principal residency site. I had to keep in mind the traffic flow of students and staff members.
|
|
Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
During my principal residency we created a presentation on the first days of school and commonly good practices used by educators. We effectively utilize technology in a way that made the professional training that I did with my BT teachers more engaging and inviting.
|
|
Time Management – Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings.
After conducting several walk throughs and getting feedback from teachers the admin team came together and drafted new times and schedules for teachers that maximized instruction and interventions.
|
|