RUNNING HEAD: Ten Skills Action Plan

Ten Skills Action Plan

Martha McMillan
University of Tennessee - Chattanooga
EDAS 5900 - Dr. Kamrath
20 March 2015

TEN SKILLS ACTION PLAN

Setting Instructional Direction

Definition.
According to NASSP (2014), setting instructional direction is defined as implementing
strategies for improving teaching and learning including putting programs and improvement
efforts into action. Developing a vision of learning and establishing clear goals; providing
direction in achieving stated goals; encouraging others to contribute to goal achievement;
securing commitment to a course of action from individuals and groups (p. 24).
Strengths.
I had the opportunity to really work on this skill during this current school year. I was
placed as the grade-level chair on a team with four other new teachers. It was my responsibility
to take these inexperienced teachers and help lead them in the direction to move our students to
success and to help the teachers get acclimated with our school and the teaching profession. I
also had to help these new teachers generate and implement strategies to constantly improve the
teaching and learning going on in the school building. I have definitely improved my skills of
providing direction in achieving goals and encouraging others to contribute to the achievement
of a goal.
Weaknesses.
Due to my placement on a team of such inexperienced teachers this year, I feel like this is
one area where I have more strengths than weaknesses. I do think that securing commitment to a
course of action is something that I can still continue to work on. Within my team, I had one
teacher who was resistant to my efforts to help improve her teaching, and, as a result, the
learning of our students. I also want to continue working on building a functioning team that can

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still work and improve without my presence. Unfortunately, this year, my team seems to
flounder more (especially in terms of management) on days that I am not present in the building.
Plan.
To improve my stated weakness above, I plan on researching strategies and literature that
will help give me advice and help on creating high-performing teams with total buy-in. I also
want to continue working with inexperienced teachers to continue refining the skills that I built a
lot on this past year. Ideally, I would like to create teams that will still be functioning when I am
no longer present as the leader.

Teamwork
Definition.
According to NASSP (2014), teamwork is defined as seeking and encouraging
involvement of team members. Modeling and encouraging the behaviors that move the group to
task completion. Supporting group accomplishment (p. 24).
Strengths.
As stated above, I have worked hard this year to create a team that works constantly to
improve the achievement, teaching, and learning of our fifth graders. Working on any kind of
team requires a definite amount of teamwork. I model those behaviors daily, as a part of my
grade-level team, as well as a part of the schools leadership team. I encourage celebrations and
productive discourse between teammates when conflict or disagreements occur.
Weaknesses.
While I do model the behaviors that move a group to task completion, I am still working
on encouraging the behaviors that create self-sufficient, functioning teams. I am a definite leader

TEN SKILLS ACTION PLAN

of my grade-level team and they depend on my for a lot of things. The goal in the future, as an
aspiring administrator, is to create a team that doesnt need a leader after a time - a team that
picks up on the behaviors and instills those behaviors in all team members.
Plan.
NASSP (2014) suggests evaluating the structure of an organization by making sure that I
am providing the most opportunities for all staff members to contribute. It also suggests
organizing the administrative team (or leadership team) into groups and creating cadres to help
train aspiring leaders within a school. My administrative team did that for me, and I hope to
carry that on into my own school someday.

Sensitivity
Definition.
According to NASSP (2014), sensitivity is defined as perceiving the needs and concerns
of others; dealing tactfully with others in emotionally stressful situations or in conflict. Knowing
what information to communicate and to whom. Relating to people of varying ethnic, cultural,
and religious backgrounds (p. 24).
Strengths.
I am easily able to decide what others need and what is bothering them. I am good at
reading people. I also listen well to others and am able to treat everyone with dignity and respect
- no matter their ethnic, cultural, or religious backgrounds. I celebrate when good things happen
to other staff members or to my students, and I do not shy away from praising people for their
accomplishments.
Weaknesses.

TEN SKILLS ACTION PLAN

Some descriptors for sensitivity in which I still have plenty of room to grow include
anticipating responses of others, expressing my opinions in ways that reduce unnecessary
conflict, and responding tactfully to others. I am a blunt person. I tend to err on the side of
telling it like it is, as opposed to sugarcoating a situation. Some people can handle bluntness, but
there are always people who do not respond well to that approach. As a future administrator, I
will be working with all sorts of people and need to know how to differentiate how I talk
depending on the persons personality.
Plan.
NASSP (2014) suggests using strategies like determining which people on a team should
receive what type of information and how that informations should be received. They also
suggest practice giving feedback in a sensitive manner. (p. 48) I need to find trusted colleagues,
who I can lean on for being honest with me, as I practice giving feedback, while toning down the
blunt aspect of my personality.

Judgment
Definition.
According to NASSP (2014), judgment is defined as the ability to make high quality
decisions based on data; skill in identifying educational needs and setting priorities; assigning
appropriate priority to issues; the ability to seek, analyze, and interpret relevant data (p. 56).
Strengths.
Analyzing data has always been a strength of mine. As a math teacher, I am very
numbers-oriented and I am known around my school for making data analysis sheets (broken

TEN SKILLS ACTION PLAN

down by question and standard) for every test I give. Data drives all of my instruction and I
make decisions in my classroom and for my students based on that data.
Weaknesses.
While I love to analyze data, sometimes I over-analyze it. From the definition, setting
priorities with that data is a weakness of mine. I take all of the data and try to do something with
all of it - as opposed to looking at the data and just being concerned with the most important
pieces of data. I need to work on being concerned with the relevant data and prioritizing the data
I have.
Plan.
NASSP (2014) recommends analyzing my patterns of information-seeking by creating
lists and coding each piece of information as essential, desirable but not essential, or irrelevant.
This should help me see if I am actually using the relevant data and how to cut down on overanalyzing data that may not be needed. It has also been suggested to seek out assistance from
people inside and outside of the system that can help me interpret the data collected. (p. 63)
Doing this will help give me outside perspectives on interpreting the relevant data.

Results Oriented
Definition.
According to NASSP (2014), results-orientation is defined as assuming responsibility.
Recognizing when a decision is required. Taking prompt action based on data as issues emerge.
Resolving short-term issues while balancing them against long-term objectives (p. 56).
Strengths.

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I am a transparent educator - both with my students, as well as with my teammates and

colleagues. I like for others to know why I chose to do what I chose to do. I communicate with
those involved the reasoning behind changing my mind or the direction of an initiative. I am
also continuously gathering data - both of my students and of my reflections on how lessons are
progressing. I believe that these things help me to keep my eye on the end result of initiatives
and decisions.
Weaknesses.
One of the descriptors for the skill of being results-oriented is to consider the
implications of a decision before taking action (NASSP, 2014, p. 68). I do not always think
about how a decision will affect all stakeholders before I make one. I usually consider my
students (and more often than not, myself, too), but there are always more people than that
involved in educational decisions.
Plan.
I plan to keep reflective notes on my decision making skills. Before I make major
decisions, I plan on talking with others involved and getting their perspective on how the
decision will affect those involved. This should help me to get in the habit of seeing things from
other perspectives and considering all implications as decisions are made.

Organizational Ability
Definition.
According to NASSP (2014), organizational ability is defined as planning and
scheduling ones own and the work of others so that resources are used appropriately. Scheduling

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flow of activities; establishing procedures to monitor projects. Practicing time and task
management; knowing what to delegate and to whom (p. 56).
Strengths.
For the most part, I am good at managing my time and my tasks. Scheduling activities
and work is also a strength of mine. I often assist my assistant principal in scheduling pull-out
groups for testing to ensure that all students get the time they need and to ensure that all teachers
have a testing schedule that is doable (without trying to be in two places at one time or without
trying to test two different groups at overlapping times).
Weaknesses.
Delegating has always been a huge weakness of mine. I operate under the assumption
that nobody will do it quite like I think it should be done. As a result, as grade-level chair, I end
up doing a lot of things myself that could easily be delegated to another member of my team. I
need to work on not worrying about losing control and trusting others to get done what needs to
be done. I am sure others can do just as good - if not, better - of a job, and if we work together to
get it done, we would be working smarter - not harder.
Plan.
As an aspiring administrator, if I do not learn how to delegate tasks to others, I know I
will end up burning myself out. I plan to practice delegating tasks to other people. Not only will
this assist me and my workload, but according to NASSP (2014), delegating tasks to others that
they can accomplish helps to increase their sense of belonging (p. 79). Everyone wants to
belong and feel like a valued member of a team. Through delegating, I can help others make our
team a more successful, organized group.

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Oral Communication and Written Communication

(As these two are very similar, I am putting them together as one skill. My strengths and
weaknesses for both merge into one.)
Definitions.
According to NASSP (2014), oral communication is defined as clearly communicating.
Making oral presentations that are clear and easy to understand (p. 86) and written
communication is defined as the ability to express ideas clearly and correctly in writing; to write
appropriately for different audiences - students, teachers, parents, and others (p. 86).
Strengths.
I am a good communicator. I know how to adjust my speech and written words
depending on with whom I am speaking. I am able to tailor messages to others, taking into
consideration their prior knowledge and prioritizing what they truly need to know. I also
continuously seek feedback on how messages are coming across and whether or not I am making
my point clearly. I also am consistent with my messages - another skill that I have had plenty of
opportunity to practice working with inexperienced teachers this year. I learned early on that it
does not work to tell one person one thing and then turn around and tell another person
something else.
Weaknesses.
I love words; hence, I am a wordy person. Usually when I speak and write, although I
am tailoring a message to fit the individual person, I struggle with keeping the communications
brief and only communicating key points and essential details. I realize that as I move up and
advance to the position of school administrator, I will need to be able to take a message and

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communicate what is needed without excess fluff. As NASSP (2014) states, frequent short
messages work better than infrequent long messages (p. 88).
Plan.
Even before advancing to principal or assistant principal, I plan to continue to seek out
opportunities to lead groups and present information to stakeholders at my school. Practice
makes perfect and the more I communicate with others, the more skillful I will become at it.
When communicating orally, it might also be helpful for me to write down what I want to say
and try to stick to my script (at least at first) to ensure that I am not using filler information that
is not needed. When communicating with the written word, I plan on being sure I draft
messages and review them before sending them out.

Developing Others
Definition.
According to NASSP (2014), developing others is defined as teaching, coaching, and
helping others. Providing specific feedback based on observations and data (p. 106).
Strengths.
This is a skill that I do not feel as if I have had a lot of practice in. Reading the
descriptors from NASSPs definition of developing others, it seems as if the more I advance in
my career, the more opportunities I will have to work on developing others. I can draw from my
own experiences of being developed as a school leader by my math coach and my administrative
team. Those experiences will help me in the long run.
Weaknesses.

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Out of all ten skills, I would say that this one holds the biggest weakness for me. Being a
classroom teacher, I do not find a lot of opportunities to coach others and to help mold them into
leaders. Reading through the descriptors, many of them mention the process of giving feedback
to others as a way of helping to develop them. I know that this will be something that I need to
focus my time on. It is easy to tell someone what you think of their teaching, but providing
productive, objective feedback is harder. I am an opinionated person - and being blunt sometimes, I tend to go with the subjective information, as opposed to the objective things.
Plan.
NASSP (2014) suggests practicing observing others and identifying their strengths and
weaknesses. They also suggest practicing making specific notes while observing others and
delivering feedback based solely on the things that I observed. Lastly, they suggest seeking
feedback from other leaders as to what kind of support and feedback helped them grow most as
school leaders.

Understanding Your Own Strengths and Weaknesses

Definition.
According to NASSP (2014), understanding ones own strengths and weaknesses is
defined as identifying personal strengths and weaknesses. Taking responsibility for
improvement by actively pursuing developmental activities. Striving for continuous learning (p.
106).
Strengths.
I am my own worst critic. I know what I do well - and I know what I need to work on. I
know my behavioral faults, as well as the characteristics I possess that show potential to be a

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good school leader. I seek out coaching and feedback from others on a regular basis and am
constantly trying to improve myself and become a better leader and educator. I frequently
engage in professional developments that are focused on things that I do well, as well as
professional developments that will grow me in areas that have deficits.
Weaknesses.
I have not planned a lot of professional development sessions that focus on the schools
vision by myself. I also have never created a personal growth plan for myself - other than this. I
think that the more I plan professional developments, the more vision-centered I will become.
As I become more familiar with my own professional growth and learning, I imagine that I will
see my strengths continue to grow and will see my weaknesses strengthen.
Plan.
NASSP (2014) suggests using professional literature that feature stories that address areas
of concern in my schools community. They also suggest seeking out more opportunities to
chair committees and ask members of said committees to provide me with feedback concerning
what I believe are my strengths and weaknesses. (p. 122) I also think that making sure I
maintain a balance in my career and my personal life will help my to grow my strengths and
weaknesses.

References
National Association of Secondary School Principals. (2014). Breaking ranks: Ten skills for
successful school leaders (2nd ed.). Reston, VA: NASSP.