Self-Assessments

Fall 2011 || **Fellow Current Self-Ranking** || **Experiences to Master the Standard** || **Competencies the Experience will Utilize** || **Artifacts and Documentation of Master** ||
 * **Standard 1: Strategic Leadership**
 * # **School Vision, Mission and Strategic Goals:** The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community. || **Developing** || ***Write my vision statement**
 * Attend IEL conference in Washington, DC**
 * Work with mentor Principal**
 * Work in school** || ***Visionary**
 * Change Management**
 * Customer Focus** || ***Coursework**
 * visit to schools**
 * work with executive coach** ||
 * # **Leading Change:** The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students. || **Developing** || ***Share my vision statement**
 * Revise my vision statement**
 * Develop my elevator speech** || ***Visionary**
 * Change Management**
 * Customer Focus** || ***Coursework**
 * work with executive coach**
 * work with mentor principal** ||
 * # **School Improvement Plan:** The school improvement plan provides the structure for the vision. Values, goals and changes necessary for improved achievement for all students. || **Proficient** || ***Participate in SIT**
 * Study the NC Teaching Working Condition Survey** || ***Communication**
 * Creative Thinking**
 * Customer Focus**
 * Dialogue/Inquiry**
 * Sensitivity** || ***SIP**
 * NC Teacher Working Condition Survey** ||
 * # **Distributive Leadership**: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school. || Developing || *Work with SIT
 * Work with PLC’s
 * Attend/Lead Staff meetings || ***Communication**
 * Creative Thinking**
 * Customer Focus**
 * Dialogue/Inquiry**
 * Sensitivity** || ***SIP**
 * NC Teacher Working Condition Survey**
 * Feedback from mentor ||
 * Feedback from mentor ||

> **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. || Proficient || *Work with PLC’s
 * **Standard 2: Instructional Leadership** || **Fellow Current Self-Ranking** || **Experiences to Master the Standard** || **Competencies the Experience will Utilize** || **Artifacts and Documentation of Mastery** ||
 * # **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. || Developing || *NELA Coursework
 * Walk-throughs
 * Learning walks
 * Teacher observations
 * PLCs || *Change Management
 * Creative Thinking
 * Customer Focus
 * Dialogue/Inquiry
 * Environmental Awareness
 * Global Awareness
 * Judgment || *Student Achievement Data
 * Documented use of formative assessments.
 * Reflections from walk-throughs and observations ||
 * # **Focus on Instructional Time:** The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time. || Proficient || *Work with mentor principal creating and changing school schedule || *Organizational Ability || *Master Schedule ||
 * **Standard 3: Cultural Leadership** || **Fellow Current Self-Ranking** || **Experiences to Master the Standard** || **Competencies the Experience will Utilize** || **Artifacts and Documentation of Mastery** ||
 * # **Focus on Collaborative**
 * work on SIT
 * Attend Staff meetings || *Sensitivity
 * Results Orientation
 * Organizational Ability
 * Global Perspective
 * Customer Focus
 * Dialogue/Inquiry || *SIP
 * Documentation of PLC’s ||
 * # **School Culture and Identity:** The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. || Developing || *Write and share my vision statement
 * Share my vision with the staff || *Visionary || *Copy of my vision statement
 * Copy of my letter to teachers ||


 * # **Acknowledges Failures; Celebrates Accomplishments and Rewards**: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school. || Developing || *Teacher evaluations
 * Work on School web page
 * Work on newsletter || Emotional Intelligence

Customer Focus

Communication || *Reflections from evaluations Director *Dialogue *Judgment || *Reflections *Feedback form mentor ||
 * Printed samples from web page, newsletter ||
 * # **Efficacy and Empowerment:** The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance. || Developing || *Work with mentor principal
 * Work with executive coach || *Change management
 * Delegation || *Teacher working condition Survey ||
 * **Standard 4: Human Resource Leadership** || **Fellow Current Self-Ranking** || **Experiences to Master the Standard** || **Competencies the Experience will Utilize** || **Artifacts and Documentation of Mastery** ||
 * # **Professional Development/ Learning Communities:** The school executive ensures that the school is a professional learning community. || Proficient || *Attend PLC’s
 * Read “How it’s getting done”
 * Participate in walk-throughs
 * Complete observations of teachers
 * Work with mentor principal
 * Review content standard for elem in math and reading
 * Teach a lesson at school || *Communication
 * Customer Focus
 * Organizational ability
 * Personal responsibility for performance
 * Technology
 * Global perspective || *Feedback from mentor principal
 * Feedback from executive coach ||
 * # **Recruiting, hiring, placing and mentoring of Staff:** The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff. || Proficient || *Shadow Personnel
 * Serve on interview team || *Communication
 * # **Teacher and Staff Evaluation:** The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus student achievement. || Proficient || *Fidelity checks with mentor principal || *Commun.
 * dialogue
 * Sensitivity || *Walk-through Rubrics
 * Feedback
 * Reflections ||
 * **Standard 5: Managerial Leadership** || **Fellow Current Self-Ranking** || **Experiences to Master the Standard** || **Competencies the Experience will Utilize** || **Artifacts and Documentation of Mastery** ||
 * # **School Resources and Budget:** The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement. || Developing || *Work on allocation of resources || *Judgment
 * Organization
 * system thinking || *Developed budget/expenses ||
 * # **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. || Developing || *Observe mentor principal
 * Work with executive coach || *Sensitivity
 * Personal Ethics and Values || *Feedback from mentor and coach ||
 * # **Systematic Communication**: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement. || Developing || *Work with mentor coach of ways to communicate || *Organizational Ability

*communication *Environmental Awareness *Dialogue *global perspective ||  ||
 * Communication || *Feedback form mentor and coach. ||
 * # **School Expectation for Student and Staff:** The school executive develops and enforces expectations, structures, rules and procedures for students and staff. || Proficient ||  ||   ||   ||
 * **Standard 6: External Development Leadership** || **Fellow Current Self-Ranking** || **Experiences to Master the Standard** || **Competencies the Experience will Utilize** || **Artifacts and Documentation of Mastery** ||
 * 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 || Developing || *Work at Hollister Elementary with mentor principal engaging community/parents || *Customer Focus
 * # **Federal, State and District mandates:** The school executive designs executive protocols and processes in order to comply with federal, state and district mandates. || Proficient ||  ||   ||   ||
 * **Standard 7: Micro-Political Leadership** || **Fellow Current Self-Ranking** || **Experiences to Master the Standard** || **Competencies the Experience will Utilize** || **Artifacts and Documentation of Mastery** ||
 * **School Executive Micro-political Leadership:** The school executive develops systems and relationships to leverage staff expertise and influence the school’s identity, culture and performance. ||  ||   ||   ||   ||



Spring 2012