21 COMPETENCIES FOR SCHOOL ADMINISTRATORS
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.
These emails demonstrate my abilities to create a professionally written email to gather or organize needed information to my staff. The information is neatly displayed and embeds links for easy access to acquire needed information to complete needed tasks. I have received many compliments from staff regarding my ability to send information in a timely and professional manner.
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
These Google Form and letter to the staff demonstrate my ability to engage our staff in the change process to help implement needed initiatives to support staff on days where their focus is needed on professional development and personal growth. This process was well-received by staff members and seen as a needed resource to those with small children. Along with this, I was able to create opportunities for service time for our programs, JoCo Teach, IB, OCS, and AVID.
3 - Conflict Management: Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
These emails demonstrate my ability to communicate concerns for staff and student behavior in a way that is not confrontational, however it sends a message of concern. These also are useful in documenting later concerns with similar behaviors. The email regarding the lack of supervision has been a recurring action that administration has had to document farther. Learning this step in the process of creating staff files with documentation is key to maintaining high instructional expectations. The names have been deleted for their security.
4 - Creative Thinking: Engages in and fosters an environment for others to engage in innovative thinking.
This document demonstrate my ability to think outside of the box when it comes to creating productive learning environments for staff and students. Building a professional development plan for a district with little funding and initiatives requires innovative thinking. This PDF of the offered sessions to build capacity among out staff in engaging instruction and use of technology.
5 - Customer Focus: Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
This email demonstrates how I work with students that have received an out of school suspension to ensure they feel supported for their return and future events that may come along to impede on their chosen educational path. When a student will be out for multiple days I make sure to create a line of communication between student, parent, and teacher to maintain success until their return and beyond.
6 - 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.
This spreadsheet demonstrates my ability to delegate responsibilities with realistic and reasonable timelines to complete tasks. The Hall of Fame banquet is a huge undertaking and involves many parties (both in and out of the school daily) and many items of need. This first year of assisting the execution of this event made me reflect on the need for documented and organized roles for future years so any administrator can complete this task with these plans.
7 - 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.
This email demonstrates my ability to support and encourage dialogue between teachers, parents, and students. I always encourage parents with concerns to voice them to their child's teacher to approach the situation with a team feel and not accusatory. Offering supportive dialogue with families will model for them how to approach this same dialogue with any teacher or staff.
8 - 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.
This detailed account of an incident demonstrates my ability to remain calm in confrontational situations that deal with relationship management and crucial conversations. This event took place resulting in very negative behavior from a teacher not wanting a student back into their classroom for having their phone out. This relationship has since been mended and continues to be a trusting relationship moving forward.
9 - 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.
This first document demonstrates how the administrative team identifies trends while doing low-risk walkthroughs of classrooms on a regular basis. This data populates a spreadsheet and we can organize by teacher to see what instructional practices are being used during various visits to the classroom. Also, we can see trends that are seen across the building. This Google Form also runs on Autocrat and will create a PDF that is sent to the teacher to give them a document of the snapshot of observation with feedback and suggestions.
This second document details our process tending to tardies as we saw a trend of behavior across all grade levels that needed addressing. By working with your In School Suspension (ALC) coordinator I streamlined a protocol that is simple for teachers to contact immediately to alert her of student tardies to communicate with parents the steps our administration is taking to assign consequences for being late to class.
This second document details our process tending to tardies as we saw a trend of behavior across all grade levels that needed addressing. By working with your In School Suspension (ALC) coordinator I streamlined a protocol that is simple for teachers to contact immediately to alert her of student tardies to communicate with parents the steps our administration is taking to assign consequences for being late to class.
10 - 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.
These emails demonstrate my ability to communicate global perspectives of our students and staff as it pertains to being successful. The culinary group of students are being encouraged by staff through positive feedback when tasting prepared food for competition along with providing opportunities for them to serve community members during school events. The second link is in regards to organizing students to provide a service for our staff on required county workdays that may need childcare for young children. This was a needed opportunity for both parties and also to encourage our JoCo Teach students to learn the experience of lesson planning and executing that plan on these scheduled days. The response from students and staff was encouraging to continue on all required workdays.
11 - Judgment: 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.
This email demonstrates my ability to call attention to a possible dramatic event without causing alarm when seeking next steps. I have learned how to be as professional as possible in my email correspondence with a strength of emotional intelligence. I also feel I can compose a well-written communication to either seek assistance or to respond to a request.
12 - Organizational Ability: Effectively plans and schedules one’s own and the work of others so that resources are sued appropriately, such as scheduling the flow of activities and establishing procedures to monitor projects.
This first agenda demonstrates my ability to organize using all resources and to schedule various activities with flow and purpose. Organizing this extensive plan had intentional planning, clear and concise directions, and documentation features for all visitors. This opportunity also allowed me to highlight various Rock Star teachers and coordinators to give them a moment to shine for our visitors.
This second spreadsheet of organization was created following my Hall of Fame Ceremony reflection and how to improve next year or for the next organizer. There were many things that went well during this event, however, there were things that were missed and reflected on after missed opportunities.
This second spreadsheet of organization was created following my Hall of Fame Ceremony reflection and how to improve next year or for the next organizer. There were many things that went well during this event, however, there were things that were missed and reflected on after missed opportunities.
13 - Personal Ethics and Values: Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
This first comment was given by a teacher after his PDP mid-year review. This teacher has mentioned on multiple occasions that my professionalism and support for our staff has been a refreshing change from administrators in his past. He is always willing to bring attention to my details and kind words. The second button displays my ability to follow up with fairness, honesty, and respect regarding a sensitive situation regarding a student with high levels of anxiety that led to multiple concerns from her and her parents. This conversation is just one of many that I had with this family to support the transitional needs of their daughter.
14 - 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.
This email and Google Form demonstrate my appreciate for staff input for future professional development structures. Also my willingness to appreciate attention to my mistakes or overlooked items. I am always looking for ways to improve existing structures and bring to life new ideas! I love when I am challenged and also appreciated for the time I put into various activities.
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.
This email demonstrates my quick response to the needs of families. The issues that they bring to administration may not be top priority for everyone, but it is top priority for their family. I make every attempt to make quick contact to at least make the family feel as though their concerns are heard and being addressed. This quick email meant the world to a family that are dealing with anxiety issues and seeing immediate action happening in a positive way for their daughter.
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.
These emails demonstrates my ability to set expectations and assume responsibility to meet county-level deadlines as the NCEES coordinator as well as a coordinator for our Freshman Academy. This dialogue shows my strength in clearly communicating needed changes as teachers work to meet their own deadlines. The survey teachers completed allowed me to set short-term goals to complete certain areas of this long-term task of completing the evaluation processes.
17 - Sensitivity: Effectively perceives the needs and concerns of others; deal 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.
This email demonstrates my ability to call attention to a possible dramatic event without causing alarm when seeking next steps. I have learned how to be as professional as possible in my email correspondence with a strength of emotional intelligence. I also feel I can compose a well-written communication to either seek assistance or to respond to a request.
18 - 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.
This first email demonstrates my ability to communicate with county-level officials to inquire about a concern from my cohort regarding our paychecks. I understand the interrelationships of those working in particular sections of our district as well as the large number of employees they handle daily. I was courteous while being respectful in my attempt to correct an oversight. The second email is in regards to my request for our Unified Club Adviser to present to the JPLA group on our site visit this March. The intentional planning of this presentation was not only to highlight a fantastic program that I am proud to be a part of, but also sharing the idea for future principals to maybe inquire about this program at their own sites. There was much interest among my peers and I hope this means there will be a stronger presence of Unified in JCPS.
19 - Technology: Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
This first PDF demonstrates my ability to create, run, and maintain a Google add-on, Autocrat. This system utilized a generated Google Form and turns the submitted information into a PDF that is sent in an email to the particular staff member. This specific use, as I have incorporated many at SSS, highlights specific ways in which staff members are going above and beyond to make our building great! This PDF was created by a simple form that is available to all staff members to send a "Shout Out!" to any co-worker they wish to boost morale. The second link is the use of a Google Site to bring new staff members that are hired after the start of the year up-to-date. This site includes major information, handbooks, meeting minutes, and general protocol information. This helped in the integration of a large amount of needed information for new staff members.
20 - 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.
This calendar demonstrates my ability to use my time efficiently as well as being flexible for other staff in order to complete needed tasks. Teachers were able to sign up for a block of time to meet for a pre-conference, be observed, or have a post-conference. This also allowed me to set personal alarms to ensure I was in a classroom to observe or meet with a teacher at their convenience. The checklist I created kept me organized and meeting deadlines to meet for post-conferences, deadlines for rounds, and ensuring all requirements were met for each evaluation.
21 - Visionary: Encourages Imagineering by creating an environment and structure to capture stakeholders dreams of what the school could become for all the students.
This seminar feedback shows my ability to work with a team to collect data to make a big change in the structure of our instructional day for next year. This process involved many methods of a roll out to ensure the most support possible by staff. The second artifact is a file I created to allow full collaboration from staff members to track evidence of progress towards goals created for our school improvement plan. This process allows multiple school leaders to take part in the data collection to prove achievement of specific goals.