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Tools for Planning and Improving Leader Performance Part 1 of 3: Competency Models

Leader Performance and Supply Performance Support – 2007-2008

About Competency Models

of 114 © 2008 Board of Regents of the University System of Georgia (developed by its GLISI, Georgia’s Leadership Institute for School Improvement). All rights reserved. Not to be used or reproduced without written permission. Updated 5/26/09.

About Competency Models

A Competency Model is a written description of the skills, knowledge and dispositions required for individuals to perform assigned tasks in a specific key position in an organization, based on that organization’s needs, goals and mission. School systems need to develop Competency Models for the formal and informal key leadership positions in their districts in order to develop and communicate clear performance expectations, develop leaders to perform proficiently, provide performance feedback, and evaluate performance. Competency Models also can support development of job descriptions for specific leader assignments. For example, a school district could develop a Competency Model for the role of Assistant Principal, one for the role of Principal, and another for the role of Teacher Leader.

Since the key leadership positions in schools are very complex and broad in scope, the Competency Model for a position captures that potential complexity and breadth. However, since very few leaders could do all the work in a key job position alone, and few could learn to do it all well quickly, senior leaders need to consider and define the specific assignments each individual leader is currently assigned as well as the assignments the leader is being prepared to perform in the future. The Competency Model, once developed, provides a source from which to craft individual assignments and development plans.

Support for Competency Model Development

To support school systems and schools in developing Competency Models which match their unique leadership systems’ needs, Georgia’s Leadership Institute for School Improvement reviewed educational research and analyzed the day-to-day work of school leaders as they work to lead others to improve student achievement and to achieve organizational effectiveness. We organized the discrete tasks we identified into a set of mastery maps called The 8 Roles of School Leaders. As the Institute analyzed each role, we compiled lists of “Cross-cutting Skills and Knowledge” which district leaders indicated they expected of leaders at all levels.

The Institute then summarized the tasks from all eight Mastery Maps into a generic Competency Model for each of three levels of leadership: Teacher Leader, Assistant Principal, and Principal.

These generic Competency Models are provided at no cost to school districts in Georgia to adopt, or adapt as needed, to form customized Competency Models which match local key leadership positions.

Important Note: A Competency Model represents the comprehensive view of a key leadership position, such as the role of Assistant Principal. Specific job assignments within a key position may delegate all or a portion of the tasks documented in the Competency Model to a specific leader, depending on the needs of the district and school and other factors. Often a team of leaders work together to accomplish all the tasks reflected in a Competency Model through shared or “distributed” leadership. A job description is used to more specifically describe the work assignment(s) of each individual or of a group of leaders who share the same leadership assignment, such as Teacher Leaders who are assigned as Department or Grade Leaders.

Planning for Leader Proficiency


Planning for Leader Proficiency

The Competency Model helps districts make decisions and communicates what they expect their leaders at all levels to know and be able to do on the job, as well as the desired leader behaviors and attributes which the district values and believes will help it to meet its goals. A Competency Model describes the broad range of skills, knowledge, dispositions and attributes which make a leader in a key job successful in that district. However, since leaders cannot master all the tasks at once, and since leaders, especially developing leaders, are rarely proficient at everything the job requires, the district can benefit from using two other tools provided by the Institute to support leader development and performance: the Performance Path Plan and the Performer Path Plan.

TIP: District and senior school leaders can use the Competency Models to identify potential Priority Performances™ (critical skills) for inclusion on either of these plans.

Performance Path Plan: Used to help school districts look across job groups and essentially create individualized education plans for groups of leaders in a key job position to better focus professional development and on-the-job practice. These plans help to establish the required evidence of proficiency and the support to be provided to the leaders to enhance proficiency. These Performance Path Plans are also communication tools to assist districts in communicating with universities and other partners in leadership preparation and development regarding the types of tasks to be mastered, the curriculum, on-the-job practice, and developmental programs and experiences that support leaders in certain job groups. For example, a school system can develop a Performance Path Plan for Assistant Principals to guide the development of a specialized course of study or set of internship experiences.

TIP: GLISI supports districts in completing District Factors Analyses (DFAs) which pinpoint gaps in organizational performance and in leader performance. That analysis provides valuable insights which can help district leaders focus on what they think leaders in specific job groups must do more proficiently to lead others and the district to achieve the outcomes and results which will close the performance gaps identified on the DFA.

Performer Path Plan: Used to focus on specific high-value leadership tasks or Priority Performances which the district needs an individual leader to perform proficiently. Since a developing leader cannot master all the tasks in a job group at the same time, the plan indicates those tasks which are the highest priority at the time, or for an upcoming assignment. The Performer Path Plan is a dynamic document which is revised as assignments and performance needs change. This plan helps the district to focus its resources on supporting leaders in learning, practicing, and proving proficiency in a few key tasks at a time.

Using the Tools


Using the Tools

The process of using the tools provided by GLISI – Competency Models, Performance Path Plans and Performer Path Plans -- to select and assign tasks is prescriptive when it is used to define and communicate what a leader or group of leaders needs to do proficiently in a given assignment. For example, senior leaders could use the tools to focus on the development of Assistant Principals in Data Leadership.

The process is diagnostic when it is used to define tasks which a leader or group of leaders needs to perform more proficiently in order to close gaps in leader and/or school performance. For example, a senior leader who is responsible for supervising teacher leaders may determine that a specific teacher leader needs more practice and development in leading a team of teachers to develop shared goals.

The process is reflective when individuals target tasks they aspire to master in order to reach personal goals. For example, an Assistant Principal who aspires to become a Principal must be a competent change agent. An aspiring leader could target tasks in the role of Change Leader and then develop a personal Performer Path Plan to practice tasks which provide a chance to develop and demonstrate proficiency in that critical role.

Competency Model Content


Competency Model Content

The Competency Models which follow are organized into three sections

Section I consists of Tasks. The format allows the school / district to easily select tasks and rank their importance on the job. Once selections and ranking are complete the school/district can use the output to create a customized document which easily and clearly points to what they want the leaders in a specific job group to do.

Section 2 consists of the Cross Cutting Skills and Knowledge which are the underlying or requisite skills, knowledge, dispositions or characteristics which tend to be used across all leadership roles. These are referred to as “cross cutting” skills since they tend to be expected of many types of leaders in different job assignments. The format allows the school/district to select skills and knowledge it values for each job group, or for all job groups.

Section 3 consists of the Attributes and Dispositions which address the personal, affective and individual characteristics that can account for variations in leader style and match to the organization’s needs and preferences. Attributes and dispositions tend to reflect the characteristics that best align with the organization’s values. It is significant that dispositions and attributes are "demonstrated while doing the work of the job" rather than performed as discrete tasks.

The competencies within each job role are easy to select. You may simply select the Tasks by placing a check (√) in the box(es) beside each of the competencies. You may also check the box that states that the performer will accomplish ALL tasks for the job role. Once you have selected the Tasks, rank the Relative Importance of each task on the job. Indicate if each Task is of Low (L), Medium (M), or High (H) importance. A blank Summary Sheet is located at the end of the Competency Model, if you wish to transfer your selections to a single document for each job group..

Section 1: Selecting Competency Model UTasksU


Section 1: Selecting Competency Model Tasks

1. Place a check (√) in the box in the left column by the Task(s) that the leaders in each job group should know and be able to perform proficiently in that leadership role. (Note: The tasks are organized by the 8 Roles of School Leaders.™)

2. Circle to indicate the importance of each task: Low, Medium, High.

3. Check the final box ONLY if leader is expected to perform all tasks for the role.

Competency Models – CAI Leader (Curriculum, Assessment & Instruction)



(1.0) Curriculum, Assessment, Instruction Leader Demonstrates the ability to implement a systems approach to instruction in a standards-based environment by prioritizing curriculum standards, developing aligned assessments, and planning instruction to improve student achievement.

Principal

Select Relative Importance

Tasks: In our organization, must a leader in this role know and be able to do this task in order to be proficient?

L M H Lead the faculty to provide differentiated instruction to meet the individual needs of all sub-groups of students: Parallel block scheduling, Large/small group instruction, Peer instruction, etc.

L M H Lead the faculty to forecast knowledge and skills needed in the future

L M H Lead the team to monitor the instructional environment relative to student learning

L M H Evaluate individual teachers’ implementation of the standards-based curriculum in terms of rigor and relevance

L M H Lead the faculty to communicate grading guidelines to teachers, students, stakeholders and media

L M H Lead the team to use assessment FOR learning and assessment OF learning to drive instruction

L M H Lead the team to fully implement a standards-based curriculum in all content areas

L M H Determine that 1.0 Curriculum, Assessment, Instruction Leader outcomes result in high levels of learning for all students

L M H Lead the faculty to communicate the rigor and expectations of the standards and curriculum maps to students, parents, and stakeholders

L M H Lead the team to implement a standard’s based curriculum to improve student learning

L M H Lead the team to implement effective curriculum maps or units by grade level by content area to align with curriculum standards using the framework

Check Here to Select All CAI Tasks for the Principal




Assistant Principal



L M H Develop an attendance policy to maximize instruction (See Operations)

L M H Communicate criteria or indicators for a classroom walk-through

L M H Ensure that teachers meet the criteria for highly qualified

L M H Review models of instruction to address the diverse learning needs of students

L M H Prepare individual teachers for implementation of performance standards

L M H Use feedback to monitor the learning process

L M H Define expectations for rigor and relevance on the implementation of curriculum

L M H Identify curriculum units to align with grade level standards

L M H Lead a team to design or adjust a comprehensive school improvement plan to improve 1.0 Curriculum, Assessment, Instruction Leader

L M H Ensure the alignment of Curriculum / Assessment / Instruction

L M H Ensure that a standards-based curriculum is implemented in each classroom

L M H Lead faculty to apply performance criteria to identified standards

L M H Provide support for the appropriate use of classroom instruction for all subgroups

L M H Provide feedback to teachers from observations (walk throughs)

L M H Lead faculty to conduct formative assessments

L M H Provide support for the appropriate use of technology in classroom instruction

L M H Monitor the alignment of grade level standards

L M H Lead faculty to conduct summative assessments

L M H Establish a framework for use school-wide to develop curriculum units




Assistant Principal



L M H Share research-based models and exemplars of effective instruction

L M H Establish a model classroom to meet conditions for a quality learning environment

L M H Establish a feedback model for instructional effectiveness

L M H Lead faculty teams to analyze assessments results to inform instructional decisions and action

L M H Engage faculty and students, parents and other stakeholders in collaboration to determine grading policies and structures

L M H Lead the team to use feedback to monitor the learning process

L M H Allocate support, resources, and structure to allow teachers to learn collaboratively on the job to implement a standards-based curriculum

L M H Lead the faculty to use effective research-based instructional strategies to increase student academic achievement

L M H Lead the faculty to apply appropriate modification to support the learning of individual students(Parallel block scheduling, Large /small group instruction, Peer instruction, etc

L M H Lead faculty teams to continuously seek and to evaluate emerging practice which can be used to improve 1.0 Curriculum, Assessment, Instruction Leader

L M H Lead faculty to develop inter-rater reliability of assessment

L M H Lead the faculty to review assessment data to identify objectives where individual students need to make progress

L M H Lead faculty to collaboratively develop classroom assessments and timelines for implementation

L M H Lead the faculty to identify needs through faculty assessments and performance to inform instructional effectiveness

L M H Monitor the implementation of instructional strategies through: (Walk-through, Analysis of data, Observations, Teacher observation instruments)




Assistant Principal



L M H Evaluate the effectiveness of communication and design in the implementation of the standards-based curriculum

L M H Ensure “Opportunity to Learn” (Marzano) for all students

L M H Adjust the curriculum based on test scores

L M H Lead the faculty to self-assess performance based on student achievement data (See L&PDL)

L M H Assess individual teachers’ readiness for use of performance standards in curriculum, assessment, and instruction

L M H Lead the faculty to develop or adapt a system to manage the assessment process

L M H Lead the team to shift mental focus from teaching to learning

L M H Allocate support, resources, and structure to allow teachers to learn collaboratively on the job to implement a standards-based curriculum

L M H Lead the team to provide appropriate and differentiated instruction for diverse groups of students

L M H Lead the faculty to interpret assessment data for students, teachers, parents and stakeholders

L M H Include collaborative planning time in the continued implementation of the standards-based curriculum development

L M H Lead the team to use the Backward Design Model (Wiggins and McTighe) of instruction to maximize the alignment of Curriculum / Assessment / and Instruction to enhance student learning

L M H Lead the team to establish a model classroom to promote the sharing of effective teaching strategies staffed by academic coaches

L M H Lead the team to recognize changes in technology to realize its impact in teaching and learning

L M H Ensure that the curriculum design provides for in-depth study of research




Assistant Principal



L M H Lead teachers to develop individual improvement plans that target high levels of learning for all students

L M H Lead a team to develop assessments to guide design of instruction: (Prioritize master schedule, Construct unit design, Anticipate output)

L M H Lead the faculty to use standards-based curriculum maps to guide teaching and learning in the classroom

L M H Lead the team to design effective curriculum maps or units by grade level by content area to align with curriculum standards

L M H Lead the team to design curriculum based on the alignment of professional literature and research-based best practice

L M H Lead the faculty to develop action plans to implement the instructional design / concept maps

L M H Lead teachers to assess alignment of student work to rubrics for performance

L M H Lead faculty to ensure additional, differentiated, and accelerated instructional support is provided to students

Check Here to Select All Tasks for the Assistant Principal




Teacher Leader



L M H Define effective feedback for monitoring the learning process

L M H Develop and apply grading policies to assessments

L M H Identify research-based models and exemplars of effective instruction

L M H Align classroom assignments to grade level standards

L M H Educate faculty on standards and process for implementation

L M H Lead team to align assessment to all standards and elements

L M H Provide for the faculty research-based effective instructional strategies to increase student academic achievement

L M H Develop teachers’ understanding of unpacking standards and Backward Design

L M H Lead faculty teams to align assessments to appropriate place in the scope and sequence

L M H Lead faculty to align written / tested / taught curriculum

L M H Communicate to teachers the expectations for rigor and relevance in the implementation of curriculum

L M H Lead the faculty to identify best practice in assessment

L M H Identify and assist curriculum teams to review standards based on grade or subject level assignments

L M H Lead the faculty to select appropriate types of formats of assessments

L M H Lead faculty to collect student work for use in monitoring student progress

L M H Train academic coaches to staff model classrooms

L M H Lead the faculty to examine student work to inform curriculum improvement

L M H Lead faculty to align types and formats of assessment with levels of learning

L M H Lead faculty to develop or access rubrics and scoring guides which are appropriate to the level of instruction




Teacher Leader



L M H Provide appropriate and differentiated instruction for diverse groups of students

L M H Lead faculty to identify exemplars based on established criteria

L M H Lead staff to collaboratively examine student work to inform instruction

L M H Lead faculty to develop strategies which encourage and require students to assess their own work

L M H Lead a faculty to assess the balance between assessment FOR and assessment OF learning

L M H Lead faculty teams to convene a student support tem to provide additional, differentiated and accelerated interventions as needed

L M H Secure resources to support curriculum delivery (include technology)

L M H Lead the faculty to evaluate and select appropriate measures of student performance

L M H Deliver instruction through the implementation of curriculum standards and Backward Design

L M H Develop curriculum units by grade level by content area to align with curriculum standards

L M H Lead faculty teams to align test objectives with curriculum standards

L M H Review professional literature of research-based best practices

L M H Lead faculty teams to assess gaps between the current assessment practices and the best practice

L M H Lead faculty team to identify models and exemplars of effective instructional practices

L M H Provide staff with methods and tools that lead to more effective teaching strategies

L M H Lead the team to implement best practices regarding homework as an instructional tool




Teacher Leader



L M H Lead the faculty to allocate appropriate resources to support high level teaching and learning

L M H Lead the team to use technologies to support and enhance instructional methods that develop higher level thinking and problem solving skills for the diverse needs of students

L M H Collaborate with teams of instructional leaders to provide appropriate and differentiated instruction for diverse groups of students

L M H Assess alignment of curriculum, assessment and instructional design

L M H Lead the team to evaluate resources including websites, software and other technologies to ensure they align with curriculum standards

L M H Lead the faculty to evaluate existing and/or third party assessment resources to determine if they are appropriate

L M H Collaborate with local universities to design research-based professional learning for faculties (See PL Leader)

L M H Align test objectives with curriculum standards

L M H Map a standards-based curriculum

L M H Align essential content with research-based best practice

L M H Lead faculty team to develop scope and sequence by content level, grade level and school level

L M H Lead a team to develop instructional strategies using best practices and resources including output, unit design, concept maps, and technology

L M H Lead a faculty to articulate curriculum vertically and horizontally

L M H Lead teachers to design and use concept maps as the foundation to their instruction

L M H Lead the team to integrate the use of technology into the implementation process and action plans

L M H Lead teachers to display student work in a manner which demonstrates performance against criteria/ desired results

Check Here to Select All Tasks for the Teacher Leader




Foundational Tasks



L M H Identify curriculum standards

L M H Identify assessment objectives that align with curriculum standards

L M H Access state guidelines and policies for instructional delivery

L M H Review and apply comprehensive school improvement plan (CSIP) to guide the development of action plans for curriculum, assessment and instruction

L M H Locate and compare Standards in use to state and national standards

L M H Identify performance criteria

L M H Establish criteria for prioritizing the curriculum and developing scope and sequence

L M H Identify types of assessments, formats and purpose

L M H Conduct a classroom walk-through

L M H Identify problem or weak areas in the curriculum based on assessment data analysis

L M H Access and evaluate available assessments

L M H Ensure that organizational arrangements are in place: allocation of time and space, scheduling, decision-making process, communication mechanism, budget, access to technology, alternative delivery of instructional resources

L M H Identify the criteria for the ideal learning environment

L M H Identify gaps and overlaps to develop a scope and sequence

L M H Adopt or develop assessments

L M H Develop curriculum maps that include curriculum standards to guide teaching and learning in the classroom

L M H Construct rubric or scoring guide




Foundational Tasks



L M H Include parents and other stakeholders in collaborative planning teams to write guidelines and to develop policies related to homework as an instructional tool

L M H Locate and use resources including technology for instructional purposes

L M H Identify objectives on existing tests/assessments

L M H Identify and evaluate the use of technology to support assessment

L M H Develop an awareness and appreciation of the impact of digital technology on student learning, thinking and motivation

L M H Match required test objectives to performance standards to ensure alignment

L M H Develop an awareness of the diverse instructional needs of students

L M H Identify appropriate resources to support developmental alignment and implementation of curriculum including technology

L M H Prioritize and map the curriculum

Check Here to Select All Foundational Tasks

Competency Models – Data Analysis Leader



(2.0) Data Analysis Leader Demonstrates the ability to lead teams to collect and analyze multiple sources of data to identify improvement needs, symptoms and root causes, and to monitor progress and results.

Principal



L M H Identify who is the audience for the presentation

L M H Establish what is the “need to know” for the audience

L M H Determine format for the presentation to stakeholders

L M H Identify “talking points”

L M H Deliver the State of the School presentation

L M H Lead stakeholder groups to read and use data presented in the State of the School Presentation

L M H Lead stakeholder groups to recognize what to look for in each report / slide, etc

L M H Assist stakeholder groups to discriminate between leading and lagging indicators

L M H Lead the stakeholder groups to compare gaps to standards / requirements / priorities

L M H Analyze reports to determine gaps in performance of various subgroups

L M H Define high quality performance for all students based on outputs of data

L M H Assist stakeholder groups to analyze gaps between SMART goals and achievement

L M H Assist stakeholders to identify patterns of strengths and weaknesses

L M H Assist stakeholder groups to identify trends over time

L M H Assist stakeholder groups to draw inferences from data without identifying “solutions” to the preliminary gaps




Principal



L M H Assist the stakeholder groups to draw conclusions of gaps in student performance based on comparisons

L M H Assist the stakeholder groups to begin planning stages for collecting data for further development

L M H Assist stakeholder groups to identify questions for further study based on the presentation

L M H Assist the stakeholder groups to determine next steps relative to conclusions drawn

L M H Assist the stakeholder groups to use quality tools to analyze root causes of gaps in performance

L M H Lead stakeholder groups to assist with development SMART goals as they relate to comprehensive planning for school improvement

L M H Lead the team to engage all students in high quality performances based on outputs of data

L M H Lead the team to develop the Comprehensive School Improvement Plan using the PDCA model

L M H Lead the team to implement the PDCA plan

L M H Lead team to draw conclusions of gaps in student performance based on comparisons

L M H Lead team to determine next steps relative to conclusions drawn

L M H Lead team to execute PDCA to close the achievement gaps

Check Here to Select All Tasks for the Principal




Assistant Principal



L M H Ensure that SMART goals are included in the “need to know” for all stakeholders

L M H Create / adapt forms reports appropriate for presentations to stakeholder groups

L M H Identify types of feedback that will add value to the assessment process

L M H Set the agenda for your portion of the session

L M H Design higher order in-depth concepts, vocabulary, content, statistics

L M H Analyze the systems of work which impact teaching and learning to identify cause and affect relationships

L M H Explain SMART goals as they relate to comprehensive planning for school improvement

L M H Analyze gaps between SMART goals and achievement

L M H Read reports and data, explaining what is seen

L M H Recognize and describe to stakeholder groups what to look for in each report

L M H Monitor performance based on SMART goals

L M H Communicate information from data collection and analysis using charts, graphics, and reports

L M H Conduct whole faculty review of grade level analysis

L M H Analyze gaps between expectations and achievement

L M H Communicate information from data collection and analysis using charts, graphics, and reports

L M H Lead teams to draw inferences from the data without solution jumping

L M H Draw conclusions of gaps in student performance based on comparisons

L M H Lead teams to analyze multiple types of data (student achievement, internal processes, student and stakeholder, learning and growth)

L M H Develop assumptions for further study




Assistant Principal



L M H Lead the team to analyze multiple types of data (student achievement, internal processes, engagement, learning and growth, etc

L M H Lead teams to analyze gaps between SMART goals and achievement

L M H Determine next steps relative to conclusions drawn

L M H Lead the team to draft hypotheses and inferences to identify potential causes for further study

L M H Lead teams to analyze standardized test score data

L M H Begin planning stages for collecting data for further development

L M H Lead teams to communicate information from data collection and analysis using charts, graphics, and reports

L M H Apply PDCA process to the gap analysis data results and comparisons

L M H Lead teachers and staff to analyze gaps between expectations and achievement

L M H Lead teacher and staff to analyze multiple types of data to ensure validity and reliability of gap analysis





Teacher Leader



L M H Access / obtain data from multiple sources

L M H Research presentation content

L M H Determine appropriate model/graphics to present data with clarity

L M H Use charts, graphics and models to present data visually with clarity and impact

L M H Organize data for review

L M H Convert data to information for communication

L M H Design presentation (Narrative, graphics, content, delivery) to present data with clarity

L M H Identify patterns of strengths and weaknesses

L M H Establish that the presentation is creative and informative and engages the audience

L M H Use feedback that is timely, specific and meaningful to guide assessment

L M H Identify other factors relative to data collection, accountability requirements, funding sources and amounts

L M H Access and use appropriate technology tools to collect, analyze and report data

L M H Continue to collect data as needed to get comprehensive data analysis

L M H Compare current level of performance to requirements, goals and expectations

L M H Compare performance of groups and subgroups

L M H Compare current levels of performance to benchmarks (similar schools, processes, etc)

L M H Compare results to predictions, SMART goals, and perceptions


L M H Compare (benchmark) school results to comparable entities (other schools, state, RESA, national norms




Teacher Leader



L M H Analyze data collection technology / tools to collect, analyze and report data

L M H Compare gaps to standards / AYP requirements, priorities



L M H Identify data that provides evidences of root causes


L M H Analyze multiple types of data (student achievement, internal processes, student and stakeholder, learning and growth)

L M H Research reports to determine credibility of gap analysis

L M H Analyze gap between SMART goals and achievement

L M H Use quality tools to analyze root causes of gaps in performance

L M H Analyze multiple types of data (student achievement, internal processes, engagement, )learning and growth, etc


L M H Draft hypotheses and inferences to identify potential causes for further study

L M H Analyze standardized test score data relative to SMART goals


L M H Draw inferences from the data without solution jumping

L M H Compare gaps to standards / requirements / priorities

L M H Lead the team to conduct whole faculty review of grade level analysis

L M H Lead the team to analyze gap between SMART goals and achievement






Teacher Leader

























Foundational Tasks



L M H Identify data that supports 1.0 Curriculum, Assessment, Instruction Leader decisions

L M H Identify accountability requirements and standards

L M H Access / obtain data from sources to establish gaps

L M H Collect data for further analysis

L M H Identify and describe the four types of data

L M H Create / adapt forms reports to assist in gap analysis

L M H Identify and describe types of school data

L M H Determine the types of groups to disaggregate (reading levels, after school programs, etc)


L M H Review state testing guidelines

L M H Establish SMART goals based on previous performance data

L M H Recognize what to look for in each report

L M H Review data reports to determine credibility, purpose, content and usefulness to student work

L M H Identify/select /adapt appropriate tools and technology to display data

L M H Review SMART goals and pertinent data

L M H Determine which groups’ data to disaggregate

L M H Identify forms that are available to access and manipulate the data

L M H Discriminate between leading and lagging indicators (symptom vs outcomes)

L M H Identify and select technology resources that are available for data collection, analysis and reporting





Foundational Tasks



L M H Identify/select/ create /adapt report formats and styles to present data with clarity and impact

L M H Determine the significance of the data

L M H Identify questions for further study based on reading report or data

L M H Select appropriate technology tools to collect, analyze and report data

L M H Create / adapt forms to assist in data analysis

L M H Locate pertinent resource on internet to support data analysis

L M H Draw inferences from data without identifying “solutions” to the preliminary gaps

L M H Collect data that will impact SMART goals

L M H Review and disaggregate and subgroup data

L M H Identify patterns of strengths and weaknesses between performance and established SMART goals

L M H Identify what forms are available to assist in data analysis

L M H Identify trends over time

L M H Disaggregate data into subgroups

L M H Discriminate between leading and lagging indicators


L M H Use feedback that is timely and specific throughout the learning process

L M H Identify accountability requirements and standards

L M H Access / obtain data from sources to establish gaps

L M H Collect data for further analysis

L M H Create / adapt forms reports to assist in gap analysis




Foundational Tasks



L M H Determine the types of groups to disaggregate (reading levels, after school programs, etc)


L M H Review state testing guidelines


L M H Recognize what to look for in each report

L M H Review data reports to determine credibility, purpose, content and usefulness to student work

L M H Identify/select /adapt appropriate tools and technology to display data

L M H Review SMART goals and pertinent data

L M H Determine which groups’ data to disaggregate

L M H Identify forms that are available to access and manipulate the data

L M H Discriminate between leading and lagging indicators (symptom vs outcomes)

L M H Identify and select technology resources that are available for data collection, analysis and reporting


L M H Identify/select/ create /adapt report formats and styles to present data with clarity and impact

L M H Determine the significance of the data

L M H Identify questions for further study based on reading report or data

L M H Select appropriate technology tools to collect, analyze, report data

L M H Create / adapt forms to assist in data analysis

L M H Locate pertinent resource on internet to support data analysis

L M H Draw inferences from data without identifying “solutions” to the preliminary gaps




Foundational Tasks



L M H Collect data that will impact SMART goals

L M H Review and disaggregate and subgroup data

L M H Identify patterns of strengths and weaknesses between performance and established SMART goals

L M H Identify what forms are available to assist in data analysis

L M H Identify trends over time

L M H Disaggregate data into subgroups

L M H Discriminate between leading and lagging indicators


L M H Use feedback that is timely and specific throughout the learning process


Competency Model – Process Improvement Leadership



(3.0) Process Improvement Leader Demonstrates the ability to identify and map core processes and results, create action plans, manage projects, and engage others in improving processes to improve student achievement and organizational effectiveness.

Principal



L M H Define current state

L M H Define desired state

L M H Lead a team to develop a Balanced Score Card (BSC) to improve teaching and learning and organizational effectiveness

L M H Lead the team to institutionalize a process

L M H Lead the team to research and implement strategies processes that improve teaching and learning and organizational effectiveness

L M H Lead a team to improve processes based on data in BSC

L M H Lead the team to use effective feedback to improve processes





Assistant Principal



L M H Test processes

L M H Allocate resources

L M H Develop a Balanced Score Card (BSC) to improve teaching and learning and organizational effectiveness

L M H Institutionalize a process

L M H Research and implement strategies processes that improve teaching and learning and organizational effectiveness

L M H Monitor for improvement of processes

L M H Provide feedback to improve processes



Teacher Leader



L M H Map processes that effect teaching and learning and organizational effectiveness

L M H Monitor processes

L M H Align and integrate processes (With mission, vision, values and improvement targets, with other processes)

L M H Provide information on the Balanced Score Card as a tool for collecting and monitoring performance





Foundational Tasks



L M H Analyze the processes

L M H Establish benchmarks for the processes


Competency Model – Learning & Performance Development Leadership



(4.0) Learning and Performance Development Leader Demonstrates the ability to apply proven, systematic processes for improvement through: analyzing human performance; planning for improvements; and designing, developing, and supporting implementation of solutions to close performance gaps

Principal



L M H Launch Knowledge Management system

L M H Model behaviors contributing to effective Knowledge Management

L M H Align evaluation measures with the Knowledge Management system

L M H Select/prescribe best-fit performance solutions and interventions to improve teaching and learning

L M H Plan for implementation of performances solutions and interventions

L M H Sustain a Knowledge Management system

L M H Score performance and develop written feedback

L M H Lead the team to determine potential solutions and interventions –(Training, Non-training)

L M H Lead the team to engage staff in measuring the success of the Knowledge Management system: (Evaluate system performance, Assess level of use, Assess usability

L M H Lead the team to select/prescribe best-fit performance solutions and interventions

L M H Select performance solutions and interventions

L M H Lead the team in the refinement of the Knowledge Management system

L M H Lead the team to plan for implementation of performances solutions and interventions to improve teaching and learning

L M H Institutionalize new knowledge and promising practices for organizational use

L M H Lead the team to sustain a Knowledge Management system




Principal




L M H Lead the team to conduct on-going evaluation of the Knowledge Management system

L M H Establish performance measures for Knowledge Management system

L M H Ensure that all professional learning results in high levels of learning for all students

L M H Analyze performance factors with sponsor(s) and performer

L M H Lead the team to identify potential solutions and interventions based on learning communities, action learning, new knowledge and identified promising practices

L M H Lead the team to select performance solutions and interventions

L M H Lead the team to institutionalize new knowledge and promising practices for organizational use

L M H Complete portfolio entry feedback

L M H Set new performance goals

L M H Lead the team to review portfolio entry

L M H Lead the team to complete portfolio entry feedback

L M H Lead the team to return portfolio entry for completion

L M H Lead the team to revise performance coaching action plan

L M H Lead the team to set new performance goals





Assistant Principal



L M H Launch Knowledge Management System


L M H Align evaluation measures with the Knowledge Management system

L M H Select/prescribe best-fit performance solutions and interventions to improve teaching and learning

L M H Plan for implementation of performances solutions and interventions

L M H Sustain a Knowledge Management system

L M H Score performance and develop written feedback

L M H Lead the team to determine potential solutions and interventions –(Training, Non-training)

L M H Lead the team to engage staff in measuring the success of the knowledge management system: (Evaluate system performance, Assess level of use, Assess usability

L M H Lead the team to select/prescribe best-fit performance solutions and interventions

L M H Select performance solutions and interventions

L M H Lead the team in the refinement of the Knowledge Management system

L M H Lead the team to plan for implementation of performances solutions and interventions to improve teaching and learning

L M H Institutionalize new knowledge and promising practices for organizational use

L M H Lead the team to sustain a Knowledge Management system


L M H Lead the team to conduct on-going evaluation of the Knowledge Management system

L M H Establish performance measures for Knowledge Management system




Assistant Principal



L M H Ensure that all professional learning results in high levels of learning for all students

L M H Analyze performance factors with sponsor(s) and performer

L M H Lead the team to identify potential solutions and interventions based on learning communities, action learning, new knowledge and identified promising practices

L M H Lead the team to select performance solutions and interventions

L M H Lead the team to institutionalize new knowledge and promising practices for organizational use

L M H Complete portfolio entry feedback

L M H Set new performance goals

L M H Lead the team to review portfolio entry

L M H Lead the team to complete portfolio entry feedback

L M H Lead the team to return portfolio entry for completion

L M H Lead the team to revise performance coaching action plan

L M H Lead the team to set new performance goals





Teacher Leader



L M H Identify the value/benefits of Knowledge Management to organization

L M H Identify the benefit (WIIFM) of Knowledge Management to the performer(s)

L M H Identify criteria for entry of information in the Knowledge Management system

L M H Use student academic data to determine student needs that drive professional learning

L M H Define the implications of goals, mission, and vision and challenges on on-the-job performance

L M H Analyze the skills a performer or group of performers needs in order to produce the desired results

L M H Use criteria to ensure that the learning community is the correct intervention/solution for improvement

L M H Analyze performer skills and gaps

L M H Identify the value/benefits of collaborative working and learning to the organization

L M H Schedule priority performance practice(s) and/or final assessment with performer and sponsor

L M H Analyze resources needed for development or use of performance support

L M H Identify the improvement focus of the learning community or need to be addressed by the learning community

L M H Collect and prepare resources for planning meeting for practice(s) and/or final assessment

L M H Form the learning community: (Identify members, Select members, Identify strengths and opportunities for growth for all learning community members, Assign roles, Establish norms for collaboration)

L M H Identify the benefits (WIIFM) for learning community participants

L M H Arrange materials and resources for practice or final assessment




Teacher Leader



L M H Conduct action research to determine promising practices and potential solutions

L M H Arrange feedback session





Foundational Tasks



L M H Identify appropriate engagement strategies for the learning community

L M H Review coaching assignment

L M H Identify suitable components of a Knowledge Management system

L M H Identify appropriate protocols for the learning community

L M H Plan kickoff meeting with sponsor(s) and performer

L M H Identify appropriate methods and tools to support learning community

L M H Orient sponsor(s) and performer to coaching process

L M H Identify resources needed for learning communities: (People, Time, Space, Materials, Schedules, Funding, and Information data)

L M H Draft individual performance coaching action plan with practices and timeline with performer and sponsor

L M H Identify the appropriate tools and resources performers need to use the Knowledge Management system

L M H Identify potential tools for performance support

L M H Identify performance measures to evaluate the success of learning community

L M H Identify standards to guide the development and implementation of the learning community

L M H Identify the resources, personnel and support required to launch and support the Knowledge Management system

L M H Identify the driving forces behind the major initiatives and goals

L M H Identify champions and sponsors for Knowledge Management

L M H Identify the internal challenges to organizational achievement

L M H Identify external challenges to organizational achievement


Competency Model – Relationship Leadership



(5.0) Relationship Leader Demonstrates the ability to identify and develop relationships among student, faculty, staff and stakeholder groups, and to communicate goals and priorities focused on student learning and organizational effectiveness

Principal



L M H Develop and enhance the brand

L M H Define a positive school image

L M H Define the information to be communicated

L M H Define an environment that allows healthy differences of opinion (natural, normal neutral, necessary)

L M H Define a positive atmosphere where relationships can thrive

L M H Develop a system to ensure follow through on promises

L M H Build a culture where diversity is celebrated (honored and appreciated)

L M H Develop a relationship with stakeholders who have different agendas

L M H Select / determine appropriate channels of communication

L M H Build a culture where diversity within the team is celebrated (honored and appreciated)

L M H Discern the messages that need to be communicated to whom

L M H Define the messages to be communicated

L M H Use communication to create a positive school image

L M H Communicate the school’s central messages to community action groups (i e engagement strategies)

L M H Communicate the school’s central messages to community action groups (i e engagement strategies)

L M H Execute engagement plans and strategies

L M H Implement a system to ensure follow through on promises




Principal



L M H Utilize communication protocols to engender trust (protocols include crisis, PTA, press, one-on-one, phone answering, etc)

L M H Develop an environment that allows healthy differences of opinion (natural, normal neutral, necessary)

L M H Take proactive action to ward off conflict (anticipate how events, trends, patterns will affect relationships)

L M H Give specific, timely feedback

L M H Apply different styles to interactions

L M H Consistently use positive communication

L M H Ensure that the school’s purpose for teaching and learning is communicated

L M H Display political acumen in words and actions

L M H Develop relationships with team members who have different agendas

L M H Ensure that appropriate channels of communications are utilized to reach team members

L M H Ensure that communication messages are delivered internally before they are disseminated externally

L M H Conduct a media analysis

L M H Ensure that communication messages are understood by all team members (language appropriate)

L M H Ensure that media (i e websites) is designed to meet communication goals

L M H Ensure that appropriate channels of communication are utilized to reach stakeholders

L M H Lead the team to use and apply effective personal communication (written, verbal, non-verbal) to all interactions

L M H Lead the team to use communication to create a positive school image

L M H Lead the team to communicate the school’s purpose for teaching and learning

L M H Evaluate the level of trust among alliances

L M H Lead the team to apply effective personal communication (written, verbal, non-




Principal



verbal) to all interactions

L M H Lead the team to analyze messages to determine appropriate responses

L M H Lead the team to manage communication processes efficiently

L M H Lead the team to make quality decisions

L M H Lead the team to transform negative language into positive

L M H Lead the team to build and sustain trust

L M H Lead the team to communicate efficiently and effectively

L M H Develop effective relationships within the team (See L&PD Leader)

L M H Lead the team to develop relationships with internal stakeholders

L M H Lead the team to develop relationships with external stakeholders

L M H Lead the team to network with key stakeholders

L M H Lead the team to maximize the strengths of all team members

L M H Lead the team to facilitate effectively

L M H Lead the team to communicate effectively with stakeholders

L M H Lead the team to develop relationships with external stakeholders

L M H Lead the team to develop relationships with internal stakeholders

L M H Lead the team to network with key stakeholders

L M H Lead the team to develop effective relationships within the team





Assistant Principal



L M H Initiate communications discussions

L M H Conduct a communications Audit

L M H Define messages that support the school’s purpose of teaching and learning

L M H Develop communication protocols

L M H Communicate the school’s central messages to community action groups (i .e. engagement strategies)

L M H Develop engagement plans and strategies

L M H Define a positive atmosphere where relationships can thrive

L M H Identify power structures and power players within the school

L M H Establish communication expectations for all staff members

L M H Develop and enhance the brand

L M H Develop engagement plans and strategies

L M H Develop a comfort level with conflict

L M H Develop meeting and special events concepts

L M H Define internal and external stakeholder groups

L M H Use communication to create a positive school image

L M H Ensure that messages that are disseminated support the school’s purpose

L M H Confront inappropriate words and behaviors

L M H Employ human relations skills in all interactions within the team

L M H Infuse diversity into staff and team formations

L M H Consistently use and apply positive communication to reinforce strong teaching and learning concepts

L M H Execute engagement plans and strategies with all team members




Assistant Principal



L M H Implement a system to ensure follow through on promises

L M H Ensure that communication content is edited and updated continuously

L M H Discover the value of organizational performers and other stakeholders

L M H Ensure communications plans and strategies support the alignment between teaching and learning

L M H Monitor engagement plans and strategies

L M H Apply knowledge of styles to interactions with others

L M H Discern when to mobilize people to common mission vs specific actions

L M H Discern when to mobilize team members to common mission vs specific actions

L M H Take proactive action to ward off conflict (anticipate how events, trends, patterns will affect relationships)

L M H Discover the value of organizational performers and other stakeholders

L M H Utilize the strengths of people who have power to advance teaching / learning goals

L M H Execute communication plans and strategies

L M H Apply effective personal communication (written, verbal, non-verbal) to all interactions

L M H Manage conflict

L M H Monitor / measure effectiveness of communication plans and strategies

L M H Analyze messages to determine appropriate responses

L M H Negotiate effectively

L M H Solicit specific, timely feedback as a means for improving relationships

L M H Manage communication processes efficiently

L M H Make quality decisions




Assistant Principal



L M H Apply knowledge of communication style to interactions with others

L M H Transform negative language into positive

L M H Communicate efficiently and effectively

L M H Develop relationships with internal stakeholders

L M H Develop relationships with external stakeholders

L M H Network with key stakeholders

L M H Maximize the strengths of all team members

L M H Facilitate effectively

L M H Lead the team to manage conflict

L M H Communicate effectively with stakeholders

L M H Lead the team to negotiate effectively

L M H Develop relationships with external stakeholders

L M H Develop relationships with internal stakeholders

L M H Lead the team facilitate effectively

L M H Network with key stakeholders





Teacher Leader



L M H Initiate and conduct communications discussions

L M H Define an environment that allows healthy differences of opinion (natural, normal neutral, necessary)

L M H Develop engagement plans and strategies with team members

L M H Identify needs / expectations of audience

L M H Identify leaders’ style and the style of all team members

L M H Establish communication expectations for all team members

L M H Develop a comfort level with conflict

L M H Develop media management strategies

L M H Identify groups of people to work with

L M H Develop relationships with all internal and external stakeholder groups

L M H Select appropriate media

L M H Assess communication needs

L M H Take proactive action to ward off conflict within the team (anticipate how events, trends, patterns will affect relationships)

L M H Recall modules for decision making (i e. acceptability, time, maturity / topic and difficulty / skill set)

L M H Design and plan meetings and special events

L M H Solicit specific, timely feedback as a means for improving relationships

L M H Identify key stakeholders for specific communications

L M H Utilize the strengths of people who have power to advance teaching / learning

L M H Infuse diversity into staff and team formations

L M H Identify individuals with specific communication styles




Teacher Leader



L M H Employ human relations skills in all interactions

L M H Confront inappropriate words or behaviors within the team

L M H Exhibit openness within the team

L M H Recognize non-verbal communications cues

L M H Develop a culture where diversity is celebrated (honored and appreciated)

L M H Develop relationships with all internal and external stakeholders groups (See list below)

L M H Build a positive atmosphere where relationships can thrive

L M H Design media (website, newsletters, brochures, and other print and electronic media

L M H Develop press releases

L M H Ensure that appropriate channels of communication are utilized to reach stakeholders

L M H Employ appropriate media and tools to met communication goals (focus groups, web based)

L M H Discover the value of volunteers to maximize instruction in the classroom

L M H Facilitate effectively





Foundational Tasks



L M H Develop communication protocols

L M H Identify effective human relations skills for all interactions

L M H Identify the leader’s style and the style of the stakeholders

L M H Display sensitivity (Human Relations skill)

L M H Recall / Research different styles that affect relationships and team work

L M H Display respect for other person’s point of view

L M H Display empathy

L M H Identify different cultural groups within the school

L M H Exhibit openness

L M H Define a culture where diversity is celebrated (honored and appreciated)

L M H Identify internal and external stakeholders groups

L M H Recall rules of grammar and good sentence structure

L M H Recall/Research communication styles that affect relationships


Competency Model – Performance Leader



(6.0) Performance Leader Demonstrates the ability to strategically plan, measure, monitor, organize and manage systems and processes necessary to improve student achievement and organizational effectiveness

Principal



L M H Identify criteria for measures that will model performance

L M H Assign accountability to individuals and groups

L M H Establish individual accountability for performance targets

L M H Assign individual responsibilities to performance targets

L M H Monitors performance plans and performance indicators

L M H Conduct performance evaluations

L M H Communicate expectations

L M H Model performance

L M H Lead the team to develop action plans to improve teaching and learning organizational effectiveness

L M H Lead the team to develop project plans to improve teaching and learning and organizational effectiveness

L M H Lead the team to adjusts plans to meet objectives

L M H Lead the team to conduct performance evaluations

L M H Communicate the State of the Organization

L M H Lead the team to model performance

L M H Implement the Communication Plan

L M H Lead the team to communicate results

L M H Lead the team to analyze causes

L M H Lead the team to communicate the State of the Organization




Principal



L M H Lead the team to develop initiatives to improve teaching and learning and organizational effectiveness

L M H Lead the team to implement the Communication Plan

L M H Lead the team to assign individual responsibility for initiative

L M H Lead the team to identify resources available to support to support goals





Assistant Principal



L M H Define Performance Foundations (Mission, Vision, Values/Beliefs)

L M H Develop Performance Measurement Tool (Balanced Score Card)

L M H Analyze existing initiatives and tactics to determine need to make decision to continue, align with new initiatives or abandon

L M H Develop a Communication Plan

L M H Identify ethical, legal, policy and procedural implications for plans

L M H Develop a Value Proposition

L M H Cascade the Balanced Score Card

L M H Develop master plans to improve teaching and learning and organizational effectiveness

L M H Develop strategic objectives to improve teaching and learning and organizational effectiveness

L M H Develop a performance measurement tool (Balanced Score Card)

L M H Allocate resources to support the plan

L M H Develop action plans to improve teaching and learning and organizational effectiveness

L M H Identify potential performance measures

L M H Develop SMART goals

L M H Develop individual performance improvement plans

L M H Develop program plans to improve teaching and learning and organizational effectiveness

L M H Develop a branding strategy

L M H Monitor performance

L M H Develop project plans to improve teaching and learning and organizational effectiveness




Assistant Principal



L M H Monitors execution of initiatives, projects, and programs

L M H Monitors resource allocation & consumption

L M H Communicate value to stakeholders

L M H Adjusts plans to meet objectives

L M H Determine baselines

L M H Communicate the “Brand”

L M H Develop SMART goals/objectives

L M H Set targets to improve teaching and learning and organizational effectiveness

L M H Communicate Results

L M H Analyze Causes

L M H Develop initiatives to improve teaching and learning and organizational effectiveness

L M H Assign individual responsibility for initiative

L M H Identify resources available to support to support goals

L M H Define Performance Foundations (Mission, Vision, Values/Beliefs)

L M H Analyzing existing initiatives and tactics to determine need to make decision to continue, align with new initiatives or abandon

L M H Develop a Communication Plan

L M H Identify ethical, legal, policy and procedural implications for plans

L M H Develop a Value Proposition

L M H Develop action plans to improve teaching and learning and organizational effectiveness

L M H Allocate resources to support the plan




Assistant Principal



L M H Identify potential performance measures

L M H Develop SMART goals

L M H Develop individual performance improvement plans

L M H Develop a branding strategy

L M H Monitor performance

L M H Develop project plans to improve teaching and learning and organizational effectiveness

L M H Monitor execution of initiatives, projects, and programs

L M H Monitor resource allocation & consumption

L M H Communicate value to stakeholders

L M H Adjusts plans to meet objectives

L M H Determine baselines

L M H Set targets to improve teaching and learning and organizational effectiveness

L M H Communicate Results

L M H Analyze Causes

L M H Develop initiatives to improve teaching and learning and organizational effectiveness

L M H Assign individual responsibility for initiative

L M H Identify resources available to support to support goals





Teacher Leader



L M H Define value elements

L M H Develop a future vision

L M H Analyze alignment

L M H Develop a visual reporting system

L M H Align available resources with goals, initiatives and tactics : (Funds/budget, Human capital, Time, Facilities, Materials/supplies, etc)

L M H Select tools to support plans and initiatives, including technology

L M H Develop strategy maps

L M H Select good performance measures

L M H Identify gaps in actual and desired performance (between baseline and targets)

L M H Benchmark performance





Foundational Tasks



L M H Select initiatives to meet goals

L M H Select tactics to execute initiatives

L M H Define organizational profile (demographics, culture, geography, size, socio-economics, and mobility

L M H Identify the available resources

L M H Identify customers and stakeholders

L M H Develops communication tools

L M H Identify organizational SWOT (strengths, weaknesses, opportunities, threats

L M H Integrates technology with communication

L M H Use tools and processes for analysis to improve teaching and learning and organizational effectiveness

L M H Identify areas of focus which define the strategy of the organization (strategic themes, balanced perspectives)


Competency Models – Operations Leader



(7.0) Operations Leader Demonstrates the ability to effectively and efficiently analyze and organize resources, processes and systems to support teaching, learning, and organizational effectiveness

Principal



L M H Identify staffing needs

L M H Identify staff strengths

L M H Identify recruitment needs and strategies

L M H Identify criteria for filling vacancies

L M H Develop relations with stakeholders who can help you make facilities more attractive and usable

L M H Identify criteria for hiring candidates

L M H Identify interview protocols

L M H Identify district hiring procedures

L M H Identify which operations tasks can be delegated

L M H Identify deadlines

L M H Prioritize staffing needs

L M H Examine how well existing allocations meet needs

L M H Re-assign / move personnel as needed

L M H Recruit top quality people

L M H Poll staff to determine employee performance needs

L M H Screen candidates based on qualifications on paper

L M H Develop interview protocol

L M H Schedule interview

L M H If candidate meets criteria, schedule team




Principal



L M H Interview candidates with team

L M H Receive team feedback

L M H Make decisions about whom

L M H Check references

L M H Put the “right people in the right seat”

L M H Model the behaviors that support clean facilities and support teaching and learning

L M H Delegate hiring process to delegated staff

L M H Delegate operational tasks based on people strengths and capacity to grow

L M H Give authority appropriately and permission to make mistakes

L M H Discern which operational tasks the leader must lead and which may be delegated

L M H Offer position to the selected candidate

L M H Execute the budget

L M H Lead the team to model the behaviors that support clean facilities and support teaching and learning

L M H Accept responsibility / delegate

L M H Ensure that financial rules and regulations are followed and monitored carefully

L M H Lead the team to participate in the hiring process

L M H Monitor and adjust the budget as needed in rules

L M H Lead the team to participate in training and providing professional learning to new hires

L M H Lead the team to evaluate the effectiveness of the Operations Plan

L M H Lead the team to monitor and adjust the budget as needed in rules




Principal



L M H Lead the team to organize resources, processes and systems to support teaching and learning and organizational effectiveness

L M H Lead the team to evaluate the uses of parent/volunteer groups to maximize teaching and learning and provide feedback to strengthen performance

L M H Lead the team to evaluate effectiveness of the Emergency Management Plan





Assistant Principal



L M H Identify the current Operations Plan

L M H Identify expectations so that the Operations Plan supports teaching and learning goals

L M H Identify facility problem areas

L M H Identify legal and ethical rules and policies governing Operations tasks / Plan

L M H Identify roles and responsibilities of stakeholders in the facility

L M H Determine special parameters that must be met to use resources effectively (For example, instructional time must be protected to ensure effective teaching and learning)

L M H Develop Emergency Management Plan

L M H Address facility problems in a timely manner

L M H Develop strategies for Emergency Management Plan

L M H Develop the school budget with appropriate personnel

L M H Provide guidelines for budget distribution to the staff

L M H Make the best use of facilities to support teaching and learning

L M H Ensure compliance with all safety procedures and laws regarding safety practices

L M H Include in the Operational Plan the effective use of resources

L M H Define the roles of parents, stakeholders and volunteers in the Operations Plan

L M H Ensure that a clearly delineated school-wide discipline plan is a part of the Plan

L M H Compare existing Emergency Management Plan against best practices

L M H Communicate the budget to appropriate personnel and external stakeholders

L M H Revise current Emergency Management Plan as needed to comply with best practices




Assistant Principal



L M H Implement Operational Plan

L M H Assess current Emergency Management Plan against school vision

L M H Establish models of performance for the parent/ stakeholder/ volunteer groups

L M H Empower the team to implement delegated tasks

L M H Define research-based best practices for all components of the Operational Plan

L M H Monitor delegated tasks to ensure quality

L M H Monitor Operations Plan

L M H Execute Emergency Management Plan in compliance with legal, ethical rules

L M H Continue to revise plan as needed to support teaching, learning and organizational effectiveness

L M H Monitor the Emergency Management Plan

L M H Generate creative uses of parent/volunteer groups to maximize teaching and learning

L M H Continue to revise Emergency Management Plan as needed

L M H Engage external stakeholders to evaluate drill for effectiveness of the Emergency Management Plan

L M H Evaluate effectiveness of the Emergency Management Plan

L M H Evaluate the effectiveness of the Operations Plan

L M H Evaluate the uses of parent/volunteer groups to maximize teaching and learning and provide feedback to strengthen performance

L M H Lead the team to execute the Emergency Management Plan in compliance with legal, ethical rules

L M H Lead the team to monitor the Emergency Management Plan

L M H Lead the team to continue to revise the Emergency Management Plan as needed




Assistant Principal



L M H Lead the team to engage external stakeholders to evaluate drill for effectiveness of the Emergency Management Plan





Teacher Leader



L M H Identify expectations so that the Operations Plan supports teaching and learning

L M H Identify budget needs aligned with Comprehensive School Improvement Plan

L M H Identify resources that contribute heavily to support teaching and learning

L M H Identify parent groups, stakeholders and volunteers that add value to the Operations Plan

L M H Access and apply terms, vocabulary, formulas to budget development processes

L M H Assess the degree to which facilities support the Comprehensive School Improvement Plan

L M H Align Emergency Management Plan as needed to support teaching and learning

L M H Develop an Operational Plan

L M H Compare existing plan against best practices

L M H Revise current plan as needed to comply with best practices





Foundational Tasks



L M H Identify the Current Emergency Management Plan

L M H Identify rules, funding formulas, and procedures of the district

L M H Identify basic operating systems and be able to use them

L M H Identify Legal and Ethical rules and policies governing Operations tasks / Emergency Management Plan

L M H Identify terms, vocabulary

L M H Assess current plan against school vision

L M H Align plan as needed to support teaching and learning goals

L M H Develop strategies for Operational Plan


Competency Models – Change Leader



(8.0) Change Leader Demonstrates the ability to drive and sustain change in a collegial environment focused on continuous improvement in student achievement

Principal



L M H Create an environment to launch the change initiative

L M H Create a safe environment for additional change and improvement – develop leaders at all levels (See L&PD Leaders)

L M H Communicate and inspire vision and strategy for change

L M H Establish accountability for change management

L M H Empower broad-based actions to remove obstacles

L M H Lead the team to continually shape the organizational culture to adapt to and sustain change

L M H Lead the team to monitor improved process performance

L M H Lead the team to institutionalize change

L M H Lead the team to reward champions and sponsors in change efforts

L M H Lead the team to build capacity to sustain change within the levels of aspiring leaders of the organization

L M H Lead the team to set up rituals and routines to symbolize the change

L M H Lead the team to capture and reuse lessons learned from change process

L M H Lead the team to sustain the change process in the face of resistance (individual and team)

L M H Lead the team to continually shape the organizational culture to adapt to and sustain change





Assistant Principal



L M H Develop communication plan to support change

L M H Develop vision and strategy for change

L M H Establish cross-boundary teams

L M H Assign roles to support change

L M H Develop change management plans (Project plans)

L M H Enlist supporters to support change

L M H Establish / clarify new roles to support change

L M H Create flexible and cross-cutting communication channels to reach various stakeholders

L M H Conduct risk analysis of proposed change

L M H Develop capacity of participants for change

L M H Assess cultural issues related to change

L M H Create guiding coalition (i e steering committee)

L M H Create commitment for improvement / change

L M H Utilize change theory

L M H Facilitate relationships that drive change (See Relationships Leader

L M H Work with external partners and alliances

L M H Empower broad-based actions to remove obstacles

L M H Build internal alliances

L M H Provide training of the change process and the change initiative for internal and external alliances

L M H Use measures, milestones and feedback to support change

L M H Establish learning communities to train components of change (See L&PD Leader)




Assistant Principal



L M H Measure impact of change on customers

L M H Promote change through trust and risk-taking

L M H Establish / clarify new roles to support change

L M H Align policies, procedures and systems to support change

L M H Align management structure and processes to support change

L M H Analyze the change process and product carefully

L M H Monitor change

L M H Monitor change process for ongoing support and feedback

L M H Assess connection to other initiatives

L M H Take corrective action as necessary, to sustain change

L M H Support transition to new roles or exit strategies for incumbents to support change

L M H Analyze strengths and areas of need within the internal alliances

L M H Leverage quick wins and innovation to drive change

L M H Analyze strengths and areas of need within the external alliances

L M H Affirm champions and sponsors in change efforts

L M H Anchor new approaches in the culture

L M H Analyze feedback to the change process and product carefully

L M H Measure impact of change on customers

L M H Support transition to new roles or exit strategies for incumbents to support change

L M H Reframe change in the face of positive resistance

L M H Consolidate gains and produce wins




Assistant Principal



L M H Promote change and risk-taking through trust and openness

L M H Improve processes and systems to support change

L M H Continually shape the organizational culture to adapt to and sustain change

L M H Monitor improved process performance

L M H Institutionalize change

L M H Drive / Design / /Select useful approaches to drive change

L M H Reward champions and sponsors in change efforts

L M H Build capacity to sustain change within the levels of aspiring leaders of the organization

L M H Set up rituals and routines to symbolize the change

L M H Consolidate gains and produce wins

L M H Capture and reuse lessons learned from change process

L M H Sustain the change process in the face of resistance (individual and team)

L M H Continually shape the organizational culture to adapt to and sustain change





Teacher Leader



L M H Design a plan for change

L M H Develop measures and metrics to assess progress of change

L M H Enable potentially useful ideas to be developed, tried, and applied

L M H Build internal alliances

L M H Create flexible and cross-cutting communication channels to reach various stakeholders

L M H Establish common themes and shared vision for change

L M H Define stakeholder groups

L M H Communicate useful approaches to drive change

L M H Facilitate relationships that drive change (See Relationship Leader)

L M H Create a safe environment for additional change and improvement – develop leaders at all levels (See L&PD Leaders)

L M H Communicate decision-making roles and expectations to stakeholder groups

L M H Drive / Design / /Select useful approaches to drive change

L M H Utilize the tools to support the change process

L M H Align measures and milestones, and feedback to support change

L M H Utilize learning communities to support change

L M H Use technologies to support change

L M H Use education, training and action vehicles to support change

L M H Use rewards and recognitions to drive change

L M H Use symbols and signals to drive change

L M H Generate a commitment for improvement / change

L M H Engage champions and sponsors in change efforts




Teacher Leader



L M H Nurture the team

L M H Support transition of new incumbents to support change

L M H Assess connection to other initiatives

L M H Support transition to greater capacity within the role incumbents to support change

L M H Take corrective action as necessary, to sustain change





Foundational Tasks



L M H Research change theory

L M H Align policies, procedures and systems to support change

L M H Enable and foster innovation in the organization

L M H Develop change management plans (Project plans)

L M H Establish a sense of urgency

L M H Develop measures and metrics to assess progress of change

L M H Develop communication plan to support change

L M H Develop tools to support the change process


Summary Report of UCompetencies & TasksU for Key Leadership Positions


Summary Report of Competencies & Tasks for Key Leadership Positions

If you want to see all competencies / tasks selected for a key leadership role, such as Assistant Principal, you may use a form (like the sample below) to transfer / consolidate all items you selected in all the Competency Models. You will then have a complete listing of the selected tasks that an Assistant Principal in your school / district should perform proficiently in that job assignment.

Because this task is more easily accomplished with technology than manually, GLISI is currently developing an automated tool that will allow you to quickly and easily “copy and paste” tasks from each Competency Model into one comprehensive report.

Competency / Task Summary Report – all Roles – for job position: (insert position)



L M H

L M H

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L M H

L M H

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L M H

Section 2: Selecting Competency Model UKnowledge & Skills


Section 2: Selecting Competency Model Knowledge & Skills

1. Place a check (√) in the box in the left column by the Cross-Cutting Skill(s) and Knowledge that leaders in the district need to demonstrate to perform their job assignments.

2. Check the final box ONLY for the Cross Cutting Skills if leaders should demonstrate all.

3. Transfer the Cross Cutting Skills and Knowledge that you expect to the COMPETENCY MODEL SUMMARY SHEET at the end of section II.

Cross-Cutting Knowledge & Skills The underlying or requisite knowledge and skills

which tend to be used frequently across all leadership roles.

Cross-Cutting Skill Set - Analyzing


Cross-Cutting Skill Set - Analyzing

Cross-Cutting Skill Set: Analyzing Diagnosing and clarifying issues / data, gathering the most relevant information, recognizing broader

implications of issues/data, drawing logical inferences, examining interrelationships between all alternatives, and making the decision with the greatest positive impact on student learning.


Descriptors

L M H Diagnose and clarify issues / data

L M H Identify issue/data essentials

L M H Delve under symptoms to find out root causes

L M H Analyze issues/data from many perspectives

L M H Identify and gather the most relevant information

L M H Obtain relevant information through people and data

L M H Focus on what’s critical and important

L M H identify and analyze the alternative(s)

L M H Integrate information and define reasonable alternatives

L M H Recognize broader implications of issues/data

L M H Fine-tune inductive and deductive thinking skills

L M H Detect inaccuracies or flaws in reasoning

L M H Make decisions based on sound reasoning ability (exercise good judgment)

L M H Draw logical inferences

L M H Examine interrelationships between all data

Check Here to Select All Skills & Knowledge for Analyzing

Cross Cutting Skill Set – Brainstorming


Cross Cutting Skill Set – Brainstorming

Cross-Cutting Skill Set: Brainstorming Encouraging the free-flow of ideas by creating an environment where all ideas are accepted, lessons are

learned from failures and opinions can be shared without judgment.


Descriptors

L M H Encourage free flow of ideas

L M H Create an environment where all ideas are accepted

L M H Create environment where lessons are learned from failures

L M H Model acceptance of ideas

L M H Model acceptance of failures

L M H Allow for opinions/ideas to be shared without judgment

L M H Create vehicles/processes that allow for sharing of ideas

L M H Model skills, leadership behaviors, tasks, tools and technology when appropriate

Check Here to Select All Skills & Knowledge for Brainstorming

Cross-Cutting Skill Set – Coaching / Mentoring / Counseling



Cross-Cutting Skill Set: Coaching / Mentoring / Counseling Providing positive and constructive feedback to instill a sense of confidence in others, modeling behaviors for replication, using a variety of methods to help others attain higher levels of performance, and setting

up action plans for improvement leading to an environment of trust and accomplishment.


Descriptors

L M H Use a coaching model that creates increased awareness and responsibility of issues in the person(s) being coached

L M H Use feedback that incorporates sharing observable behaviors, describing the situation when the behavior was noted, describing impact of behavior, and redirecting or reinforcing behavior

L M H Model the behaviors you want to see the school system adopt

L M H Help others/teams identify areas of weaknesses and strengths

L M H Instill a sense of confidence in others

L M H Coach others through their problems or crises; try not to solve it yourself

L M H Use a variety of methods (reason, inspiration, recognition) to help others attain higher levels of performance

L M H Provide positive and constructive feedback on a timely basis (celebrate successes)

L M H Allow others time to process and respond to feedback

L M H Listen carefully to words and non-verbal cues

L M H Set up action plans for improvement

L M H Invite individual and team expression of ideas and feelings

L M H Create a trusting environment - treat all information as confidential unless otherwise agreed upon that information could be shared

L M H Share your knowledge and expertise when and where appropriate

L M H Enable others to develop and use their resources



Cross-Cutting Skill Set: Coaching / Mentoring / Counseling Providing positive and constructive feedback to instill a sense of confidence in others, modeling behaviors for replication, using a variety of methods to help others attain higher levels of performance, and setting

up action plans for improvement leading to an environment of trust and accomplishment.


Descriptors

L M H Build and sustain a better seeking culture that respects risk taking and encourages collegial exchange

L M H Build and sustain a culture that sustains trust and engages the whole learning community to improve learning of all students and adults.

L M H Set expectations and standards

L M H Manage Performance

Check Here to Select All Skills & Knowledge for Coaching / Mentoring / Counseling

Cross-Cutting Skill Set – Collaborating


Cross-Cutting Skill Set – Collaborating

Cross-Cutting Skill Set: Collaborating (Shared Leadership) Seeking involvement of others in the decision-making process by building a shared vision and goals, fostering good give-and-take relationships, discouraging “we vs. they” thinking, and building a team

environment where the contributions of all team members are valued.


Descriptors

L M H Build a team environment

L M H Work to remove barriers to collaboration

L M H Value the contributions of all team members

L M H Sponsor teams with your school

L M H Discourage “we vs. they” thinking

L M H Acknowledge and celebrate team successes

L M H Share credit with others

L M H Foster good give and take relationships

L M H Support teams through team growth and development

L M H Build a shared vision and goals

L M H Build shared values and team norms

L M H Evaluate your effectiveness as a team member

L M H Decide when to use a team approach for decision-making

L M H Seek involvement of others in the decision-making

L M H Separate “substance” issues from “relationship” issues

Check Here to Select All Skills & Knowledge for Collaborating (Shared Leadership)

Cross-Cutting Skill Set – Communicating



Cross-Cutting Skill Set: Communicating Clearly and accurately explaining and articulating the mission/vision, ideas, procedures, policies,

procedures, and laws through the use of effective communication skills (speaks clearly, varies voice volume, pitch, and pace, displays energy and enthusiasm, eye contact , body language) to address key

issues.


Descriptors

L M H Actively listen to/observe discussion, body language, interpersonal dynamics, and issues

L M H Ask questions to clarify message

L M H Paraphrase and summarize points being addressed

L M H Probe (i.e., ask questions)

L M H Reflect

L M H Recognize and respond to non-verbal cues

L M H Make eye contact

L M H Explain/articulate mission/vision, ideas, procedures, policies, procedures, and laws clearly and accurately (and in writing)

L M H Use body language appropriately

L M H Use appropriate professional/business language (and in writing)

L M H Speak candidly

L M H Send appropriate communication (phone call made or e-mail sent)

L M H Clarify jargon/slang/terminology if necessary

L M H Follow up on outstanding issues (time/date to follow-up is communicated)

L M H Choose correct communication vehicle for the situation; in person, e-mail, team, written, etc.

L M H Keep parties focused of the issues (facts)



Cross-Cutting Skill Set: Communicating Clearly and accurately explaining and articulating the mission/vision, ideas, procedures, policies,

procedures, and laws through the use of effective communication skills (speaks clearly, varies voice volume, pitch, and pace, displays energy and enthusiasm, eye contact , body language) to address key

issues.


Descriptors

L M H Tact is used

L M H Political savvy, diplomacy is used

L M H Recipient understands message (i.e., recipient can repeat back or explain what was communicated)

L M H Follow up items are addressed in a timely manner

Check Here to Select All Skills & Knowledge for Communicating

Cross-Cutting Skill Set – Decision-Making


Cross-Cutting Skill Set – Decision-Making

Cross-Cutting Skill Set: Decision-Making Using the scientific method to recognize and define a problem, facilitating effective teams to access and collect relevant information, reviewing and evaluating alternative actions, selecting the best choice and

following through with the implementation of decisions.


Descriptors

L M H Recognize and define a problem

L M H Make decisions without unnecessary delay

L M H Push for consensus when necessary

L M H Weigh consequences of decisions before taking action

L M H Involve appropriate people in decision making

L M H When appropriate, assemble or facilitate a team to determine alternative courses of actions/steps

L M H Evaluate or facilitate a team to evaluate alternative actions/steps

L M H Select the best alternative according to relevant criterion

L M H Implement the choice

L M H Follow the results of the decision

L M H Ask yourself / your team the consequences of making a decision based on the data you have

L M H Access relevant information before making a decision

L M H Establish realistic due dates to collect relevant information so timely decisions can be made

L M H Follow through with the implementation of decisions

Check Here to Select All Skills & Knowledge for Decision-Making

Cross-Cutting Skill Set – Delegating


Cross-Cutting Skill Set – Delegating

Cross-Cutting Skill Set: Delegating Trusting subordinates to take responsibility that is meaningful, important and interesting, providing them

with sufficient authority and resources to accomplish assignments and treating workers failures as learning opportunities. Evaluating yourself on your willingness and ability to delegate while identifying

barriers and creating comfort levels for your colleagues.


Descriptors

L M H Delegate tasks to the most appropriate people

L M H Encourage decision-making at the lowest appropriate level

L M H Ascertain that people have sufficient authority and resources to accomplish assignments

L M H Be willing to delegate interesting and important assignments/projects

L M H Trust subordinates to take responsibility

L M H Respect staff’s time

L M H Reward informed decision-making by others

L M H Ask the decision maker to present the results of the decision to the team, school system, and other stakeholders

L M H Treat subordinates’ failures as learning opportunities

L M H Draw a matrix with a list of staff and then a list of tasks/projects for the school Delegate at least 2 tasks per week to staff

L M H Evaluate self on ability and willingness to delegate. Determine ways to create comfort of delegation where barriers in self are identified

L M H Avoid taking back a project/task once it is delegated

L M H Identify strengths and areas of need of self and others

L M H Encourage the heart

L M H Enable others to thrive

Check Here to Select All Skills & Knowledge for Delegating

Cross-Cutting Skill Set – Developing Staff



Cross-Cutting Skill Set: Developing Staff Recognizing the talent, expertise and diversity of all staff to develop confidence in their decision making, encouraging the staff to try something new by supporting professional growth among staff, encouraging

excellence in staff and serving as a positive role model.


Descriptors

L M H Encourage and support professional growth among staff

L M H Keep development records for each staff member (evaluate performance)

L M H Encourage staff to try something new, learn new skills, and got to seminars dealing with trends in education

L M H Develop staff’s confidence in their decision making

L M H Delegate an assignment to a staff member

L M H Make sure you do not set up staff for failure

L M H Provide challenging development opportunities

L M H Recognize talented staff members

L M H Exhibit patience with all staff members

L M H Encourage excellence in staff

L M H Serve as a positive role model

L M H Conduct helpful, informative performance reviews

L M H Incorporate coaching and feedback into your daily discussions with staff

L M H Attract and develop diverse talent

L M H Encourage and support professional growth among staff

L M H Keep development records for each staff member (evaluate performance)


L M H Develop staff’s confidence in their decision making

L M H Delegate an assignment to a staff member



Cross-Cutting Skill Set: Developing Staff Recognizing the talent, expertise and diversity of all staff to develop confidence in their decision making, encouraging the staff to try something new by supporting professional growth among staff, encouraging

excellence in staff and serving as a positive role model.


Descriptors

L M H Make sure you do not set up staff for failure

L M H Provide challenging development opportunities

L M H Recognize talented staff members

L M H Exhibit patience with all staff members

L M H Encourage excellence in staff

L M H Serve as a positive role model

L M H Conduct helpful, informative performance reviews

L M H Incorporate coaching and feedback into your daily discussions with staff

L M H Attract and develop diverse talent

Check Here to Select All Skills & Knowledge for Developing Staff

Cross-Cutting Skill Set – Displaying Political Savvy


Cross-Cutting Skill Set – Displaying Political Savvy

Cross-Cutting Skill Set: Displaying Political Savvy Demonstrating the knowledge to get things done in the system through the use of good networking skills,

working in a manner mindful of system politics and policies, challenging the system’s “sacred cows” without hurting yourself or others, and redefining losses into opportunities for success


Descriptors


L M H Utilize good networking skills

L M H Demonstrate knowledge of how to get things done in the system

L M H Work in a way that is mindful of system politics

L M H Accurately assess stakeholders’ positions on important issues

L M H Carefully and effectively pick battles

L M H Challenge school systems “sacred cows” without hurting your career or others reputation

L M H Use informal systems and networks to get the job done

L M H Use your network to help others “get ahead”

L M H Understand and effectively apply system policies and procedures

L M H Redefine losses into opportunities for success

L M H Discern parameters (what is non-negotiable)

L M H Develop strategies for addressing resolving each identified issue

L M H Teach and model how to work successfully with colleagues

Check Here to Select All Skills & Knowledge for Displaying Political Savvy

Cross-Cutting Skill Set – Facilitating



Cross-Cutting Skill Set: Facilitating Helping the group define its overall goals and specific objectives by using effective group dynamic skills

(questioning, clarifying, paraphrasing, summarizing, consensus) and problem solving skills (assess needs, set expectations, identify skills and timelines, analyze data) to help team members create plans that meet

desired results


Descriptors

L M H Help the group define its overall goal and specific objectives

L M H Listen actively to discussion, body language, interpersonal dynamics, issues being addressed

L M H Ask questions to clarify

L M H Paraphrase and summarize points being discussed

L M H Synthesize ideas for the group and/or ask questions to get group to synthesize

L M H Manage digression of group

L M H Use appropriate language for group and for situation

L M H Help members assess needs, skills, timelines, and expectations

L M H Help members create plans

L M H Provide processes that help members use their time effectively

L M H Use consensus to help a group make a decision

L M H Remain neutral throughout discussions – Avoid directive or threatening statements

L M H Support members in managing their own interpersonal dynamics

L M H Take accurate notes of items discussed, next steps, and responsible persons

L M H Make sure assumptions are surfaced and tested

L M H Manage conflict in a constructive manner, so all involved feel valued using a collaborative approach

L M H Provide feedback to the group so they can assess their progress

L M H Apply / transfer resolution strategies to other conflict situations

L M H Clearly articulate what will resolve conflict

L M H Help group communicate effectively



Cross-Cutting Skill Set: Facilitating Helping the group define its overall goals and specific objectives by using effective group dynamic skills

(questioning, clarifying, paraphrasing, summarizing, consensus) and problem solving skills (assess needs, set expectations, identify skills and timelines, analyze data) to help team members create plans that meet

desired results


Descriptors

L M H Create open discussion environment

L M H Apply negotiation style to the process

Check Here to Select All Skills & Knowledge for Facilitating

Cross-Cutting Skill Set – Implementing / Measuring


Cross-Cutting Skill Set – Implementing / Measuring

Cross-Cutting Skill Set: Implementing / Measuring Executing and overseeing the action plan which includes preparation and alignment of

expectations and resources


Descriptors

L M H Co-create or review an implementation plan with clearly defined steps, results, and timelines

L M H Oversee an implementation plan

L M H Identify possible obstacles to implementation

L M H Assist in removing barriers to implementation

L M H Manage the sequence of the implementation

L M H Communicate implementation plan to all audiences

L M H Identify budget for implementation

L M H Manage budget for implementation

L M H Continually evaluate/analyze implementation

L M H Integrate any feedback from stakeholders

L M H Analyze breakdowns in implementation

L M H Facilitate ideas to address breakdowns in implementation

L M H Create measurable outcomes for each step throughout project

L M H Measure results through tout project; adjust where needed

L M H Leverage technology to overcome barriers

Check Here to Select All Skills & Knowledge for Implementing / Measuring

Cross-Cutting Skill Set - Interviewing


Cross-Cutting Skill Set - Interviewing

Cross-Cutting Skill Set: Interviewing Designing an interviewing guide that includes questions to elicit information/data. Using appropriate

questioning skills (right questions, information about strengths and weaknesses, open-ended, conducted by interviewing teams)


Descriptors

L M H Use behavioral interviewing techniques

L M H Ask questions gather information about strengths and interests

L M H Ask the right questions at the right time

L M H Designate interviewing teams for identifying project team members

L M H Design a standard interviewing guide

L M H Design questions to elicit information/data needed

L M H Practice using open ended questions

Check Here to Select All Skills & Knowledge for Interviewing

Cross-Cutting Skill Set - Listening


Cross-Cutting Skill Set - Listening

Cross-Cutting Skill Set: Listening Listening to ideas, opinions, and concerns of others when implementing change or addressing

issues/initiatives while effectively communicating in ways that help people understand the scale and scope of the issue(s)


Descriptors

L M H Maintain eye contact with the speaker / presenter

L M H Minimize emotional involvement

L M H Treat listening as a mental task

L M H Focus on the content

L M H Minimize the focus on the delivery

L M H Ask mental / verbal questions

L M H Use the gap between the rate of speech and your rate of thoughts

L M H Maintain eye contact with the speaker / presenter

Check Here to Select All Skills & Knowledge for Listening

Cross-Cutting Skill Set – Making Continuous Improvements


Cross-Cutting Skill Set – Making Continuous Improvements

Cross-Cutting Skill Set: Making Continuous Improvements Scanning the environment continually to determine what can be done better, creating an environment

where risk taking is accepted and rewarded, establishing a process where lessons learned can be shared, tracking the progress of key projects and innovative ideas that can be shared


Descriptors

L M H Continually scan environment to access what can be done better, differently

L M H Establish programs in school to promote sharing of ideas

L M H Create an environment where risk taking is accepted and rewarded

L M H Establish a process where lessons learned can be shared with school system

L M H Determine key projects and develop measurement to track progress in those areas

L M H Champion breakthrough ideas and initiatives

L M H Pursue new education ideas and make them a reality

L M H Incorporate new business ideas and make them a reality in the school system

L M H Model risk taking, innovation, and idea sharing

L M H Use quality tools and process improvement tools to get to root cause of issues

L M H Address root causes instead of symptoms of the issues

L M H Continually communicate successes and lessons learned

L M H Designate process owners accountable for successful execution

L M H Identify ways to streamline and/or improve efficiency of future work

L M H Analyze process breakdowns to ensure that lessons are learned

L M H Integrate input from stakeholders to prioritize process-improvement efforts

L M H Adopt best practices and lessons learned from within and outside school system

Check Here to Select All Skills & Knowledge for Making Continuous Improvements

Cross-Cutting Skill Set – Managing Change



Cross-Cutting Skill Set: Managing Change Knowing when it is time to shift paradigms, establish structures and roles to support change, and let go of

old ways even in the face of resistance. Listening to ideas, opinions, and concerns of others when implementing change while effectively communicating in ways that help people understand the scale and

scope of change


Descriptors

L M H Create positive change in the school

L M H Successfully sponsor positive change efforts

L M H Effectively make the argument for change to those who are resistant

L M H Listen to ideas, opinions, and concerns of others when implementing change

L M H Offer comfort and understanding in uncertain times

L M H Know when it is time to shift paradigms and let go of old ways

L M H Resist change for its own sake

L M H Show appreciation for the complexity of organizational change

L M H Push hard for change when necessary

L M H Understand how individuals react to change

L M H Identify your role in the change process

L M H View change as a way of life

L M H Communicate in ways that help people understand the scale and scope of change

L M H Be specific about the implementation process

L M H Increase awareness of the benefits of the new initiative

L M H Involve people in decisions that impact them

L M H Establish structures and roles to support the change

L M H Provide flexible processes to monitor implementation of key events and their impact

L M H Align the surrounding system to be consistent with desired new behaviors



Cross-Cutting Skill Set: Managing Change Knowing when it is time to shift paradigms, establish structures and roles to support change, and let go of

old ways even in the face of resistance. Listening to ideas, opinions, and concerns of others when implementing change while effectively communicating in ways that help people understand the scale and

scope of change


Descriptors

L M H Increase awareness of the benefits of the new initiative

L M H Analyze situational variables to determine best approach or resolution method.

L M H Gain commitment from all parties to implement

Check Here to Select All Skills & Knowledge for Managing Change

Cross-Cutting Skill Set – Managing Conflict



Cross-Cutting Skill Set: Managing Conflict Using effective leadership to respond to conflict with skill and sensitivity that results in presenting your position in adverse circumstances and in seeking to understand those with whom you disagree to win

acceptance, shaping opinions, earning respect, and identifying areas of common concern


Descriptors

L M H Respond to conflict with skill and sensitivity

L M H Handle person attacks without defensiveness

L M H Seek to understand those with whom you disagree

L M H Address conflict

L M H Respond effectively to difficult team members

L M H Assume leadership in adverse circumstances

L M H Effectively present your position to hostile audiences

L M H Present unwelcome/hard to hear news/information in a timely manner

L M H Promote and sell ideas persuasively

L M H Shape the opinions of key stakeholders

L M H Earn respect from all team members

L M H Win acceptance for proposed changes and new initiatives

L M H Work through conflicts to create win/win results

L M H Study all perspectives and negotiation styles

L M H Separate interests from your position by identifying the “why” behind all team members view points.

L M H Identify areas of agreement and common concern

L M H Manage unfair tactics

L M H Stay abreast of changing standards and technology



Cross-Cutting Skill Set: Managing Conflict Using effective leadership to respond to conflict with skill and sensitivity that results in presenting your position in adverse circumstances and in seeking to understand those with whom you disagree to win

acceptance, shaping opinions, earning respect, and identifying areas of common concern


Descriptors

L M H Evaluate alternatives using objectives using objective standards and fair procedures

L M H Generate a myriad of options to all stakeholders

Check Here to Select All Skills & Knowledge for Managing Conflict

Cross-Cutting Skill Set – Managing Stress


Cross-Cutting Skill Set – Managing Stress

Cross-Cutting Skill Set: Managing Stress Demonstrating an environment where time and space are provided for effective execution of the workload,

frustrations are managed by leaving the task for a period of time and then revisited to generate the new flow of ideas and actions. Adaptability and flexibility are key behaviors in the workplace and emotions are

managed to relieve stress


Descriptors

L M H Demonstrate ability to manage stress

L M H Create time and space to eliminate stress

L M H Write down frustrations, leave for a period of time, and revisit to generate ways to eliminate situation that created stress

L M H Demonstrate adaptability and flexibility

L M H Manage emotions during times of high stress

L M H Diffuse emotions (i.e. anger, frustration)

L M H Confront inappropriate behavior in adult settings

Check Here to Select All Skills & Knowledge for Managing Stress

Cross-Cutting Skill Set – Managing Time


Cross-Cutting Skill Set – Managing Time

Cross-Cutting Skill Set: Managing Time Using time effectively for tasks that are to be completed including establishing priorities, preparing project timelines, monitoring and managing resources, allocating time for teams to work, reviewing updates and

thinking about next steps


Descriptors

L M H Identify tasks to be completed and time estimates for each task/step

L M H Identify time expectations for project team members

L M H Have project timelines prepared for each project team

L M H Monitor/manage resources effectively and efficiently

L M H Set time for you each week to review updates and think about next steps

L M H Identify best times for teams to work on tasks for projects and for meetings

L M H Establish cross-functional teams

L M H Use meeting time effectively

L M H Always be clear about the purpose of meeting from the outset

L M H If an issue can be resolved without a meeting cancel the meeting

L M H Decide on length of meeting and stick to meeting time

L M H Ensure relevant people attend; Only include those who need to be at a particular meeting. Send updates to all other team members.

L M H Balance priorities of self and team members; professional and personal

L M H Handle interruptions to the process effectively

L M H Respond to requests in a timely manner

L M H Set priorities effectively

L M H Schedule your day in blocks and organize the next day the day before

Check Here to Select All Skills & Knowledge for Managing Time

Cross-Cutting Skill Set – Modeling Desired Behavior


Cross-Cutting Skill Set – Modeling Desired Behavior

Cross-Cutting Skill Set: Modeling Desired Behavior Demonstrating behaviors you wish others to adopt by displaying rigor and discipline in your thought

processes, thinking through problems in a logical and well-organized fashion, demonstrating maturity in the face of setbacks, and considering the diversity of others to create a positive work environment


Descriptors

L M H Demonstrate behaviors you wish others to adopt

L M H Practice what you preach

L M H Display rigor and discipline in thinking in difficult situations

L M H Think through problems is a logical and well-organized fashion

L M H Communicate openly and frequently

L M H Demonstrate self-development

L M H Exhibit consideration of the feelings of others when/before taking action

L M H Treat each person differently according to his/her own unique makeup

L M H Take into account the impact of emotions and feelings on a situation

L M H Consider impact of own behaviors/decisions on other people

L M H Create a positive environment through the use of sincerity and optimism

L M H Demonstrate maturity in reassuring teams and/or individuals in the face of setbacks

L M H Demonstrate an ability to control and filter emotions in a constructive way

L M H Accept failure and setbacks with grace and renewed determination

L M H Express self in consistent moods that invite participation and further communication

Check Here to Select All Skills & Knowledge for Modeling Desired Behavior

Cross-Cutting Skill Set – Motivating and Inspiring


Cross-Cutting Skill Set – Motivating and Inspiring

Cross-Cutting Skill Set: Motivating and Inspiring Creating an environment that encourages others to do their best and encourages high standards of

performance by presenting a logical and compelling case that communicates a clear vision. Encouraging others to do their best and ensuring that your own position addresses other people’s needs and priorities


Descriptors

L M H Present a logical and compelling case for your positions

L M H Get your ideas heard in a group

L M H Hold firm to your position when necessary

L M H Build a foundation for influence before you need it

L M H Generate enthusiasm

L M H Win support from others

L M H Build coalitions or alliances to garner support for ideas

L M H Ensure that your own position addresses other people’s needs and priorities

L M H Negotiate persuasively

L M H Communicate a clear vision and direction for the school

L M H Clarify other people’s roles and responsibilities in attaining the vision

L M H Encourage high standards of performance

L M H Impart to others a sense of energy, ownership, and continuously improve the school

L M H Trust other people’s judgment, recognizing that the best decisions are not always made at the top

L M H Celebrate and reward significant achievement of others

L M H Create an environment that encourages others to do their best

L M H Positively address work environment and balance issues

Check Here to Select All Skills & Knowledge for Motivating and Inspiring

Cross-Cutting Skill Set – Organizing


Cross-Cutting Skill Set – Organizing

Cross-Cutting Skill Set: Organizing Establishing a system to communicate standards of excellence, delegating tasks and responsibilities, and aligning people and resources to present information where all audiences can understand key points and

issues


Descriptors

L M H Organize information in a way that all audiences will be able to understand key points

L M H Organize people so expectations are clear and performance measures are targeted to continuous process improvement

L M H Establish a system to communicate and delegate work

L M H Organize technology processes for team in a way that all audiences will understand tasks to be accomplished

L M H Distribute tasks and responsibilities fairly

L M H Identify the right people/resources for the tasks within the project

L M H Create standards of excellence for the team and the project

L M H Allot time for organizing thoughts, work and group time around the project

L M H Incorporate computer technology as appropriate into leadership activities

L M H Develop presentations

L M H Gain consensus

L M H Communicate effectively with staff and faculty

L M H Answer questions effectively

L M H Coach collaborative inquiry

L M H Solicit diverse points of view

Check Here to Select All Skills & Knowledge for Organizing

Cross-Cutting Skill Set – Planning


Cross-Cutting Skill Set – Planning

Cross-Cutting Skill Set: Planning Developing plans and processes by translating strategy into specific goals and objectives to support the

school’s vision, identifying team capacities, establishing clear, realistic timelines, identifying specific action steps and accountabilities to consult with skilled planners and to identify, test and confirm assumptions in

strategic plan


Descriptors

L M H Identify critical goals and success factors in different situations

L M H Develop distinctive strategies to achieve and sustain student performance

L M H Anticipate risks and devise contingency plans to manage them

L M H Translate broad strategies into clear objectives and practical action plans

L M H Focus school system on efforts that add significant value

L M H Align the school system and allocate resources according to strategic priorities

L M H Avoid allowing short-term obstacles to interfere with long term results/improvements

L M H Study history of the school system

L M H Understand the various stakeholders that impact student performance; teachers, parents, community, board members, regulations and mandates

L M H Anticipate any internal and external constraints

L M H Ask key stakeholders what a successful school system looks like to them

Check Here to Select All Skills & Knowledge for Planning

Cross-Cutting Skill Set – Prioritizing


Cross-Cutting Skill Set – Prioritizing

Cross-Cutting Skill Set: Prioritizing Researching information and focusing on issues that are most critical to the success of the project, taking into account the feasibility and the relationship to the goal; blocking time to evaluate, categorizing issues and reprioritizing if necessary. Identifying the steps to be taken and the issues to be addressed and what

order


Descriptors

L M H Identify steps/tasks that need to be addressed in what order

L M H Identify issues that need to be handled in what order

L M H Research information to identify what is critical to success of the project

L M H Categorize issues/information by importance

L M H Block time to evaluate and reprioritize project if necessary

L M H Focus on issues that are most critical to the success of the project

L M H Prioritize based on feasibility of completing a task/step/project

L M H Prioritize based on relation to goal

L M H Help parties move from a “position” perspective to an “interest” perspective

Check Here to Select All Skills & Knowledge for Prioritizing

Cross-Cutting Skill Set – Presenting


Cross-Cutting Skill Set – Presenting

Cross-Cutting Skill Set: Presenting Preparing a clear, concise, well-organized delivery of information that uses effecting oral communication

skills (speaks clearly, varies voice volume, pitch, and pace, displays energy and enthusiasm, eye contact , body language) engages the audience and emphasizes key points


Descriptors

L M H Display energy and enthusiasm

L M H Speak clearly and concisely

L M H Know the key points you want and need to make prior to presentation

L M H Adapt content and level of detail to meet various audience needs

L M H Prepare clear, concise, well-organized presentations

L M H Use a professional, but not stiff delivery style

L M H Vary voice volume, pitch, and pace to emphasize points

L M H Use nonverbal behaviors to emphasize key points

L M H Actively engage audience in discussion

L M H Use visual aids; PowerPoint, flip-charts, video, etc.

L M H Answer questions clearly and concisely

L M H Manage your anxiety about presenting – use stress techniques to reduce nervousness

L M H Use symbols, stories, metaphors for presentation

L M H Disagree without retribution

Check Here to Select All Skills & Knowledge for Presenting

Cross-Cutting Skill Set – Problem Solving


Cross-Cutting Skill Set – Problem Solving

Cross-Cutting Skill Set: Problem Solving Creating solutions by employing analysis skills to synthesize and apply relevant information/data, break down and clarify the problem, defining the desired outcome(s), investigating options, and selecting the

solution that will have the greatest positive impact in the present and for the future


Descriptors

L M H Create solutions by synthesizing and applying relevant information/data

L M H Employ analysis skills to sort through options and reach timely decisions

L M H Spot what is at the root of the problem

L M H Break down a problem or situation into discrete parts that are easier to manage

L M H Figure out how to solve a problem even though it seem hopeless

L M H Clarify for self and others the normal standard or condition

L M H Define for self and others the desired outcome

L M H Investigate situation firsthand and seek clarification by asking questions

L M H Work to set aside preconceived notions and attempt to understand why the current situation exists

L M H View the current situation from multiples levels/perspectives and fit the situation into a larger context

L M H Analyze the impact of the current situation it might have down stream

L M H Confirm your understanding of the situation with others

L M H Discriminate where you have authority and flexibility relative to decision-making

Check Here to Select All Skills & Knowledge for Problem Solving

Cross-Cutting Skill Set – Project Management


Cross-Cutting Skill Set – Project Management

Cross-Cutting Skill Set: Project Management Tracking progress by setting clear goals and developing staff and outcomes; identifying resources and

budget, establishing specific responsibilities for collecting/tracking, presenting critical variables related to the project (communicate evaluation standards, timelines, expectations, right staff), and scheduling

meetings for follow up and review


Descriptors

L M H Identify budget for project

L M H Set clear goals and outcomes for project

L M H Accurately estimate needed resources

L M H Identify right staff for project

L M H Analyze staff’s capacity for task at hand

L M H Set effective benchmarks and timelines for staff and project team members

L M H Exhibit ability to procure resources needed

L M H Define timelines and expectations

L M H Present clear performance standards for project

L M H Clearly communicate evaluation standards

L M H Be attentive to daily requirements of a task/project

L M H Track project progress

L M H Learn to use Microsoft Project software

L M H Assign specific responsibilities for collecting/tracking and presenting critical variables related to the project

L M H Create a visual display for measuring progress

L M H Schedule regular meetings to review progress

L M H Hold effective, efficient meetings

Check Here to Select All Skills & Knowledge for Project Management

Cross-Cutting Skill Set – Questioning


Cross-Cutting Skill Set – Questioning

Cross-Cutting Skill Set: Questioning Formulating open-ended questions that increase awareness of situations, requesting clear, concise

information that achieves desired results, providing opportunity to analyze data that results in finding root causes and creating a non-judgmental, open and creative environment


Descriptors

L M H Formulate open-ended questions

L M H Ask clear, concise questions covering a single issue

L M H Ask the right question at the right time

L M H Assess situation, time lines, and people involved before asking questions

L M H Use non-judgmental questions

L M H Use leading and non-leading questions at appropriate times to achieve results desired

L M H Use questions that will increase awareness of situations

L M H Use questions to create an open/creative environment

L M H Develop questions to have others look at issues or problems from various angles

L M H Formulate questions to assist in getting to root cause when analyzing data

L M H Ask the 5 Why’s

L M H Formulate questions to assist in surfacing relationships with seemingly unrelated data

Check Here to Select All Skills & Knowledge for Questioning

Cross-Cutting Skill Set – Reflective Thinking


Cross-Cutting Skill Set – Reflective Thinking

Cross-Cutting Skill Set: Reflective Thinking Establishing a block of time during each week or within the timeframe of a period in a project to ask the 5

W’s to access data, analyzing the current situation, keeping notes, tracking progress and evaluating best practice


Descriptors

L M H Create a block of time each week and/or after each major step in the project for yourself (try for a minimum of 15 minutes – 1 hour)

L M H Access data needed to evaluate/analyze current situation or step

L M H Keep a log of ideas, problems, or solutions to be able to review at a later time

L M H Practice decision-making skills with self

L M H Keep notes of others ideas, suggestions, thoughts for sharing

L M H Ask yourself the 5 why’s to any situation

L M H Track your decisions and how you made the decisions

L M H Create an environment where you cannot be interrupted during this time (forward voicemail, shut down computer, out of office or campus)

L M H Track lessons learned and lessons to be shared from situations, road blocks, successes

L M H Track and evaluate best practices

Check Here to Select All Skills & Knowledge for Reflective Thinking

Cross-Cutting Skill Set - Researching


Cross-Cutting Skill Set - Researching

Cross-Cutting Skill Set: Researching Accessing information from various sources, analyzing and testing effective solutions that result in

excellent performances based on scientific study, developing a network of experts outside of the field, reviewing literature, using experiential data and best practices, and conducting external and internal

environmental scans


Descriptors

L M H Access information from various resources

L M H Collect appropriate data for issue

L M H Develop questions about the issue or concern so you can guide data needed

L M H Establish resources for literature review and best practices

L M H Develop a network of experts outside and inside education field

L M H Develop causes for issues/concerns

L M H Test theories or solutions and compare to best practices

L M H Choose solutions that best apply to your situation

L M H Collect data they may not be obviously connected to issue

L M H Conduct external and internal environment scans

L M H Recognize and identify interdependencies and relationships with data

Check Here to Select All Skills & Knowledge for Researching

Cross-Cutting Skill Set – Strategic Planning


Cross-Cutting Skill Set – Strategic Planning

Cross-Cutting Skill Set: Strategic Planning Developing strategies to achieve and sustain student performance by prioritizing critical goals and

success factors, translating broad strategies into clear objectives, allocating resources, anticipating risks, identifying constraints and understanding issues that impact student performance


Descriptors

L M H Identify critical goals and success factors in different situations

L M H Develop distinctive strategies to achieve and sustain student performance

L M H Anticipate risks and devise contingency plans to manage them

L M H Translate broad strategies into clear objectives and practical action plans

L M H Focus school system on efforts that add significant value

L M H Align the school system and allocate resources according to strategic priorities

L M H Avoid allowing short-term obstacles to interfere with long term results/improvements

L M H Study history of the school system

L M H Understand the various stakeholders that impact student performance; teachers, parents, community, board members, regulations and mandates

L M H Anticipate any internal and external constraints

L M H Ask key stakeholders what a successful school system looks like to them

Check Here to Select All Skills & Knowledge for Strategic Planning

Cross-Cutting Skill Set – Team Building


Cross-Cutting Skill Set – Team Building

Cross-Cutting Skill Set: Team Building Selecting and developing staff based on individual and group skills that identifies and leverages

personality types to compliment their areas of strengths, manages conflict and creates team roles and expectations resulting in group capacity to facilitate a win-win situation within the group


Descriptors

L M H Identify and apply the stages of team building to the project teams

L M H Promote open, honest communication within team

L M H Build a team with complimentary skill sets and strengths

L M H Match the right person to the right piece of the project

L M H Remain a neutral team member / a facilitator of the process

L M H Present feedback to the team when and where appropriate

L M H Facilitate decision making processes within team

L M H Identify and leverage various personality types on the team

L M H Coach team through any issues or team conflict

L M H Manage conflict within a group

L M H Facilitate win-win outcomes for the team, individuals, and the project

L M H Create team roles, expectations, and rules

L M H Manage and facilitate team roles, expectations, and rules

L M H Find common interests

L M H Role-model cooperative learning

Check Here to Select All Skills & Knowledge for Team Building

Summary Report of USkills & KnowledgeU for Key Positions


Summary Report of Skills & Knowledge for Key Positions

If you want to see all Skills & Knowledge selected for a key leadership role, such as Assistant Principal, you may use a form (like the sample below) to transfer / consolidate all items you selected in all the Skills & Knowledge lists. You will then have a complete listing of the selected skills & knowledge that an Assistant Principal in your school / district needs in order to perform proficiently in that job assignment.

Because this task is more easily accomplished with technology than manually, GLISI is currently developing an automated tool that will allow you to quickly and easily “copy and paste” tasks from each list into one comprehensive report.

Skills & Knowledge Summary Report – all Roles – for job position: (insert position)


Skills & Knowledge: In our organization, must a leader in this role know and be able to do these things in order to be proficient?

L M H

L M H

L M H

L M H

L M H

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L M H

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L M H

Section 3: Selecting Competency Model UAttributes & Dispositions


Section 3: Selecting Competency Model Attributes & Dispositions

1. Place a check (√) in the box in the left column by the Attributes and Dispositions that the leaders in a job group – or all leaders -- should demonstrate.

2. Check the final box ONLY if the leaders in this job group must demonstrate all Attributes and Dispositions.

3. You may transfer the Attributes and Dispositions that you expect the leaders to demonstrate to the Attributes / Dispositions SUMMARY SHEET located at the end of this section if you want to see all the selected competencies at a glance.

Attributes & Dispositions Select Relative

Importance Descriptors

L M H Succession building – Developing the future of the organization by teaching others to be leaders and building an organization that can sustain success; growing leaders in personal effectiveness and leadership

L M H Depth in performance – Raising the bar so that everyone in the organization wins

L M H Adaptability – Quickly adjusting to change; understanding that early adapters accept changes and adapt most quickly and late adapters slowly and often reluctantly accept change

L M H Discernment – Seeing real issues as they really are

L M H Perspective – Viewing opportunity beyond your own vantage point

L M H Communication – Using your knowledge to link to all levels of the organization clearly, creatively and continually

L M H Security – Finding identity in one’s self and not in the position; focusing on yourself instead of the position

L M H Servanthood – Adopting the attitude of “doing whatever it takes;” measuring everything in the organization in light of the value it can add; serving the mission of the organization and leading by serving those on the mission with you

L M H Resourcefulness – Finding creative ways to make things happen





L M H Maturity – Putting the team before self; demonstrating that to lead others, you need to put the team first

L M H Endurance – Remaining consistent in character and competence over time; responding positively to challenges over the long haul

L M H “Countability” – A term coined by author John Maxwell meaning being counted on when it counts; demonstrating and modeling that team mates must be able to count on each other when it counts; the ability of the team to depend on each other no matter what

L M H Add value – Willingness to do what it takes to make a positive impact wherever we find ourselves in life and improving the lives of others

L M H Character-driven – Doing the “right things right” resulting in credibility within the organization

L M H Influence – Leading others beyond your position of authority; impacting others to follow you because of your person rather than your position

L M H Relational – Caring for others so that a sense of community is developed

L M H Encourager – Believing in people to develop high morale among other leaders and staff

L M H Visionary – Setting goals resulting in a clear direction and purpose; fulfilling a vision you didn’t generate; championing a vision other than your own when necessary; creating the environment where visions can be attained

L M H Student – Being a willing learner with the primary goal of continuous learning and growth

L M H Inspiring – Motivating others to action and high performance

L M H Selfless – Focusing on others; demonstrating and modeling the need to reach out to others

L M H Confidence – Making decisions that are well thought-out and secure

L M H Creating an environment of change – Leading others to participation and ownership of change; compelling others to embrace change even when the way is not yet clear; being motivated to persevere and work with excellence even in the face of obstacles and problems





L M H “Hidden” but content – Realizing that much of what is done in leadership is unrecognized and lacks the desired and deserved credit....and doing an exemplary job anyway

L M H Multi-tasking – Demonstrating the ability to meet strong demands, experience pressure, and perform many tasks well; performing tasks and having knowledge beyond your personal experiences; and demonstrating the ability to deal with multiple priorities with limited time and resources

L M H Evidences strategic thinking – Developing strategies for improvements to demonstrate effective action; focusing on best use of allocated resources; evaluating and acting on systemically planned actions rather than superficial issues; anticipating problems and solutions ahead of the critical need

L M H Fosters a climate of openness – Creating a forum for constructive criticism, tolerance of disagreement and acceptance of criticism of self; evidencing respect for others, facing disagreements, misunderstanding and performance problems forthrightly and sensitively; helping to identify and correct organizational limitations

Check Here to Select All Attributes & Dispositions

NOTE: No Summary Sheet is required for the Attributes & Dispositions,

because all the items are already contained in a single list.

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