Вы находитесь на странице: 1из 24

Initial Report

Last Modified: 01/05/2016

1. Cohort IV Fellow:
#

Answer

Bar

Response

21

Sylvia Anthony-McGeachy

0%

22

Lyndsay Britt

0%

23

Donnell Cannon

0%

24

Crystal Davis

0%

25

Letitia Fields

0%

26

LaAlice Hopkins

0%

27

Cliff Hudson

0%

28

Caroline Joyce

0%

29

Caroline Linker

0%

30

Jenny O'Meara

0%

31

Keith Parker

0%

32

Vanessa Peak

0%

33

Julie Simpson

0%

34

Billy Strother

100%

35

Julie Thompson

0%

36

Ashley Johnson

0%

2. Your Coach:
#

Answer

Response

Shirley Arrington

0%

Tom Benton

0%

Ken Branch

0%

Carl Harris

0%

Tom Houlihan

0%

Henry Johnson

0%

Mike Ward

100%

11

Bar

3. Select the month. Your monthly report is due on the first Tuesday of the following month.
#

Answer

Bar

Response

August/September 2015

0%

October 2015

0%

November 2015

0%

December 2015

100%

January 2015

0%

February 2015

0%

March 2015

0%

April 2015

0%

Total

4. Summary of Attendance
#

Answer

Min Value

Max Value

Average Value

Standard Deviation

Responses

Total Number of Days Absent from NELA Class

0.00

0.00

0.00

0.00

Total Number of Days Absent from Internship

0.00

0.00

0.00

0.00

Total Number of Days Absent from NELA Training

0.00

0.00

0.00

0.00

5. Please explain the reason for absences in the three categories above.
Text Response
n/a

6. Meetings with Teachers


#

Answer

Min Value

Max Value

Average Value

Standard Deviation

Responses

Post Eval/Observation

15.00

15.00

15.00

0.00

Student Discipline

15.00

15.00

15.00

0.00

Curricular

20.00

20.00

20.00

0.00

With Parent

5.00

5.00

5.00

0.00

Other

0.00

0.00

0.00

0.00

7. Building Meetings Attended (Check all that apply)


#

Answer

Bar

Response

PLC

100%

School Improvement

100%

Building Administrative Team

100%

Curricular Meeting

100%

Professional Development

100%

Staff/Faculty Meeting

100%

Maintenance/Safety

100%

Other

100%

8. List all district-level meetings you attended this month.


Text Response
AP Meeting Board of Education Meeting Meeting with Executive Director of HR Bi-annual Meeting with Executive Cabinet at Central Office

9. List all of the extra curricular events you attended this month.
Text Response
Basketball Duty (x5) Chorus Concert Christmas Play Christmas Social for EC students Graduation Project Presentations THS Graduation Project Presentations Edge. Early College Graduation Project
Presentations SWE Leadership Fair & Holiday Celebrations MMA Christmas Tournament

10. Parental contacts made this month


#

Answer

Min Value

Max Value

Average Value

Standard Deviation

Responses

Return Call

4.00

4.00

4.00

0.00

Student Discipline

10.00

10.00

10.00

0.00

Acknowledgement

3.00

3.00

3.00

0.00

Other

0.00

0.00

0.00

0.00

11. Please list any other activities engaged in this month that were not acknowledged above.
Text Response
General contacts at extracurricular activities.

12. Classroom Visits


#

Answer

Min Value

Max Value

Average Value

Standard Deviation

Responses

Total Number

25.00

25.00

25.00

0.00

Formal Evaluation

15.00

15.00

15.00

0.00

Observations

25.00

25.00

25.00

0.00

Learning Walks

25.00

25.00

25.00

0.00

13. Describe your learning from the teacher evaluation process


Text Response
Be vigilant and visible. Provide honest and relevant feedback. Ask questions rather than always providing answers. Most teachers are eager to improve if the coaching is authentic and relevant. Refer to talking
points and times from the observation script. Use the pre-observation conference document during the post-observation meeting. Did you see what the teacher said you would see?

14. Describe your learning from teacher observations and learning walks
Text Response
Script w/ time activities observed in the classroom. This provides meaningful talking points during follow-up. The more time you spend in the classrooms the better feel you have for the school. Observations and
learning walks help identify areas that need additional support.

15. What is your plan of action with classroom visits next month?
Text Response
Continue with the evaluation process including pre and post conferences. Continue with learning walks between evaluations/observations. Continue to improve on the dialogue/inquiry competency by seeking
more opportunities to engage in meaningful conversations.

16. Describe any work this month with community agencies.


Text Response
Edgecombe Community College Edgecombe County Sheriff Dept. West Edgecombe Baptist Church Sunset Church of God United Way

17. Discipline Office Referrals by Grade (A=Pre-K, or 6, or 9, depending on your school)


#

Answer

Min Value

Max Value

Average Value

Standard Deviation

Responses

Total

64.00

64.00

64.00

0.00

23.00

23.00

23.00

0.00

17.00

17.00

17.00

0.00

17.00

17.00

17.00

0.00

7.00

7.00

7.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

Min Value

Max Value

Average Value

Standard Deviation

Responses

18. Discipline Office Referrals by Gender


#

Answer

Total

64.00

64.00

64.00

0.00

Male

55.00

55.00

55.00

0.00

Female

9.00

9.00

9.00

0.00

19. Discipline Office Referrals by Race


#

Answer

Min Value

Max Value

Average Value

Standard Deviation

Responses

Total

64.00

64.00

64.00

0.00

White

18.00

18.00

18.00

0.00

Black/African American

45.00

45.00

45.00

0.00

Hispanic

0.00

0.00

0.00

0.00

Native American

0.00

0.00

0.00

0.00

Other

1.00

1.00

1.00

0.00

20. Discipline Suspensions (in and out of school) by Grade (A=Pre-K, or 6, or 9, depending on your school)
#

Answer

Min Value

Max Value

Average Value

Standard Deviation

Responses

Total

145.00

145.00

145.00

0.00

72.00

72.00

72.00

0.00

37.00

37.00

37.00

0.00

19.00

19.00

19.00

0.00

17.00

17.00

17.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

21. Discipline Suspensions (in and out of school) by Gender


#

Answer

Min Value

Max Value

Average Value

Standard Deviation

Responses

Total

145.00

145.00

145.00

0.00

Male

129.00

129.00

129.00

0.00

Female

16.00

16.00

16.00

0.00

22. Discipline Suspensions (in and out of school) by Race


#

Answer

Min Value

Max Value

Average Value

Standard Deviation

Responses

Total

145.00

145.00

145.00

0.00

White

57.00

57.00

57.00

0.00

Black

89.00

89.00

89.00

0.00

Hispanic

0.00

0.00

0.00

0.00

Native American

0.00

0.00

0.00

0.00

Other

0.00

0.00

0.00

0.00

23. Describe any major incidents in regard to student discipline here


Text Response
Possession of alcohol (Repetitive acts of disruption, disrespect, insubordination)

24. Describe your work this month with the School Improvement Team.
Text Response
Continue to oversee that the teachers are working to meet the goals of the SIP through the evaluation process and learning walks. Attend SIT meeting.

25. Attendance by Grade


#

Answer

Min Value

Max Value

Average Value

Standard Deviation

Responses

Total

150.00

150.00

150.00

0.00

46.00

46.00

46.00

0.00

37.00

37.00

37.00

0.00

35.00

35.00

35.00

0.00

32.00

32.00

32.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

26. Attendance by Type


#

Answer

Total

Excused

Unexcused

Min Value

Max Value

Average Value

Standard Deviation

Responses

150.00

150.00

150.00

0.00

10.00

10.00

10.00

0.00

140.00

140.00

140.00

0.00

27. Attendance by Gender


#

Answer

Min Value

Max Value

Average Value

Standard Deviation

Responses

Total

150.00

150.00

150.00

0.00

Male

78.00

78.00

78.00

0.00

Female

72.00

72.00

72.00

0.00

28. Attendance by Race


#

Answer

Min Value

Max Value

Average Value

Standard Deviation

Responses

Total

150.00

150.00

150.00

0.00

White

71.00

71.00

71.00

0.00

Black

68.00

68.00

68.00

0.00

Hispanic

32.00

32.00

32.00

0.00

Native American

0.00

0.00

0.00

0.00

Other

3.00

3.00

3.00

0.00

29. Describe any other issues with attendance (e.g., extended illness, truancy) this month.
Text Response
Suspensions Truancy

30. Did you have experiences with this standard?


Yes

No

Total
Responses

1A. School Vision, Mission, and Strategic Goals: The schools identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to
establish these attributes, and the ways they are embodied in the life of the school community.

1B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students.

1C.School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students.

1D. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.

Question

31. Rate your experience


Bad

OK

Great

Total
Responses

1A. School Vision, Mission, and Strategic Goals: The schools identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes
used to establish these attributes, and the ways they are embodied in the life of the school community.

1B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all
students.

1C.School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all
students.

1D. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.

Question

32. Description (incl. any artifacts created)


Default - 1A. School Vision, Mission, and Strategic Goals: The schools identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these
attributes, and the ways they are embodied in the life of the school community.
Description
Support of teachers through coaching and discipline Support of students through PBIS
Default - 1B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students.
Description
Walkthroughs Evaluations Support of teachers through coaching and discipline Support of students through PBIS Implementation of Interventions, Enrichment, Global Initiatives
Default - 1C.School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students.
Description
PLCS Evaluations Walkthroughs
Default - 1D. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
Description
Various committees and leadership opportunities for staff SIT Clubs Teacher surveys

33. Type of Experience


Observed

Engaged

Led

Total
Responses

1A. School Vision, Mission, and Strategic Goals: The schools identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the
processes used to establish these attributes, and the ways they are embodied in the life of the school community.

1B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved
achievement for all students.

1C.School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved
achievement for all students.

1D. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.

Question

34. Did you have experiences with this standard?


Yes

No

Total
Responses

2A. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and
assessment based on research and best practices in order to establish and achieve high expectations for students.

2B. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.

Question

1
2

35. Rate your experience


Bad

OK

Great

Total
Responses

2A. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and
assessment based on research and best practices in order to establish and achieve high expectations for students.

2B. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.

Question

1
2

36. Description (incl. any artifacts created)


Default - 2A. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on
research and best practices in order to establish and achieve high expectations for students.
Artifacts
Informal observations/walkthroughs Coaching opportunities following observations Data collection of PowerLunch participants PDP meetings Teacher pre-participation surveys Student pre-participation surveys
PowerLunch Attendance/Data Spreadsheet
Default - 2B. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.
Artifacts
Informal observations/walkthroughs Scheduling to allow for minimal disruptions PowerLunch Scheduled observations & pre-conferences

37. Type of Experience


Observed

Engaged

Led

Total
Responses

2A. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum,
instruction and assessment based on research and best practices in order to establish and achieve high expectations for students.

2B. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation
time.

Yes

No

Total
Responses

Question

1
2

38. Did you have experiences with this standard?


#

Question

3A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the
schools culture.

3B. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.

3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to
define the identity, culture and performance of the school.

3D. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the schools identity, culture and performance.

39. Rate your experience


Bad

OK

Great

Total
Responses

3A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can
play in the schools culture.

3B. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.

3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in
order to define the identity, culture and performance of the school.

3D. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the schools identity, culture and
performance.

Question

40. Description (incl. any artifacts created)


Default - 3A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the schools
culture.
Artifacts
Culture Assessment PLCs- CFAs & Common Planning PowerLunch
Default - 3B. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
Artifacts
Culture Assessment Communication with staff & students Visibility PLCs
Default - 3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the
identity, culture and performance of the school.
Artifacts
Culture Assessment Acknowledging work of individual teachers CSI: Hospitality Committee PBIS Committee
Default - 3D. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the schools identity, culture and performance.
Artifacts
Teachers are involved in decision-making processes, given opportunities for leadership roles on committees. Pre-conference form Post-conference meetings Culture Assessment

41. Type of Experience


Observed

Engaged

Led

Total
Responses

3A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative
environment can play in the schools culture.

3B. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.

3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the
school in order to define the identity, culture and performance of the school.

3D. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the schools identity, culture
and performance.

Question

42. Did you have experiences with this standard?


Yes

No

Total
Responses

4A. Professional Development/ Learning Communities: The school executive ensures that the school is a professional learning community.

4B. Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.

4C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus
student achievement.

Question

43. Rate your experience


Bad

OK

Great

Total
Responses

4A. Professional Development/ Learning Communities: The school executive ensures that the school is a professional learning community.

4B. Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.

4C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and,
thus student achievement.

Question

44. Description (incl. any artifacts created)


Default - 4A. Professional Development/ Learning Communities: The school executive ensures that the school is a professional learning community.
Artifacts
Common planning, CFAs, VIF Modules PowerLunch Observations Pre/Post- conferences
Default - 4B. Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.
Artifacts
Common planning, PLCs, Mentoring of bts by veteran teachers Use of data to determine assignment Interviews for history position Interviews for data manager
Default - 4C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus student
achievement.
Artifacts
Teacher evaluations (formal and informal) Pre/post- conferences Walkthroughs

45. Type of Experience


Observed

Engaged

Led

Total
Responses

4A. Professional Development/ Learning Communities: The school executive ensures that the school is a professional learning community.

4B. Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, highperforming staff.

4C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving
performance and, thus student achievement.

Yes

No

Total
Responses

Question

46. Did you have experiences with this standard?


#

Question

5A. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement.

5B. Conflict management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can be on
improved student achievement.

5C. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved
student achievement.

5D. School Expectation for Student and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.

47. Rate your experience


Bad

OK

Great

Total
Responses

5A. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement.

5B. Conflict management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can
be on improved student achievement.

5C. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on
improved student achievement.

5D. School Expectation for Student and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.

Question

48. Description (incl. any artifacts created)


Default - 5A. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement.
Artifacts
SIP, SIT meeting, Athletics, Dept. Orders
Default - 5B. Conflict management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can be on improved
student achievement.
Artifacts
Discipline issues, PBIS Staff issues Parent concerns
Default - 5C. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student
achievement.
Artifacts
Website, e-mail, newsletter, ConnectEd calls Meetings Google docs/spreadsheets
Default - 5D. School Expectation for Student and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.
Artifacts
Artifacts PBIS, daily announcements regarding teaching and learning, Discipline Pre/post-conferences

49. Type of Experience


Observed

Engaged

Led

Total
Responses

5A. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student
achievement.

5B. Conflict management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the
school can be on improved student achievement.

5C. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school
can be on improved student achievement.

5D. School Expectation for Student and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.

Question

50. Did you have experiences with this standard?


Yes

No

Total
Responses

6A. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and
ownership for the school

6B. Federal, State and District mandates: The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.

Question

1
2

51. Rate your experience


Bad

OK

Great

Total
Responses

6A. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement,
support and ownership for the school

6B. Federal, State and District mandates: The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.

Question

1
2

52. Description (incl. any artifacts created)


Default - 6A. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership for the
school
Artifacts
Used athletic duty as an opportunity to reach out to parents and community members to start building relationships. Parent phone calls/meetings Edgecombe Community College Local churches United Way
Homeless shelter Graduation projects Holiday celebrations and activities
Default - 6B. Federal, State and District mandates: The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.
Artifacts
Monitoring use of Data Notebooks Teacher Evaluations

53. Type of Experience


Observed

Engaged

Led

Total
Responses

6A. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community
engagement, support and ownership for the school

6B. Federal, State and District mandates: The school executive designs executive protocols and processes in order to comply with federal, state and district
mandates.

Question

1
2

54. Did you have experiences with this standard?


#

Question

7A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the schools identity, culture
and performance.

Yes

No

Total
Responses

55. Rate your experience


#

Question

7A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the schools identity,
culture and performance.

Bad

OK

Great

Total
Responses

56. Description (incl. any artifacts created)


Default - 7A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the schools identity, culture and
performance.
Artifacts
Artifacts Mr. Harris models appropriate interactions with stakeholders Visibility/General support Pre/post-conferences

57. Type of Experience


#

Question

7A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the schools
identity, culture and performance.

Observed

Engaged

Led

Total
Responses

Yes

No

Total
Responses

58. Did you have experiences with this standard?


#

Question

8A. School Executive Academic Achievement Leadership: The school executive will contribute to the academic success of students. The work of the school executive will result in
acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.

59. Rate your experience


#

Question

8A. School Executive Academic Achievement Leadership: The school executive will contribute to the academic success of students. The work of the school executive will
result in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.

Bad

OK

Great

Total
Responses

60. Description (incl. any artifacts created)


Default - 8A. School Executive Academic Achievement Leadership: The school executive will contribute to the academic success of students. The work of the school executive will result in acceptable,
measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.
Artifacts
Attending PLCs, Data Tracking, Developing and monitoring interventions

61. Type of Experience


#

Question

8A. School Executive Academic Achievement Leadership: The school executive will contribute to the academic success of students. The work of the school
executive will result in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate
growth.

Observed

Engaged

Led

Total
Responses

62. Rate yourself on the NC School Executive Competencies


Emerging

Developing

Proficient

Accomplished

Not
Evidence/Not
Demonstrated

Total
Responses

Mean

Communication Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed
to achieve school or team 21st century objectives.

2.00

Change Management Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation.

2.00

Conflict Management Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.

2.00

Creative Thinking Engages in and fosters an environment for others to engage in innovative thinking.

2.00

Customer Focus Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.

2.00

Delegation Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school.

2.00

Dialogue/Inquiry Is skilled in creating a risk free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance.

2.00

Emotional Intelligence Is able to manage oneself through self awareness and self management and is able to manage relationships through empathy, social awareness and relationship
management. This competency is critical to building strong, transparent, trusting relationships throughout the school community.

2.00

Environmental Awareness Becomes aware and remains informed of external and internal trends, interests and issues with potential impacts on school policies, practices, procedures and positions.

2.00

10 Global Perspective Understands the competitive nature of the new global economy and is clear about the knowledge and skills students will need to be successful in this economy.

2.00

Judgment Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting
11
complex information.

2.00

Organizational Ability Effectively plans and schedules ones own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and establishing procedures
12
to monitor projects.

2.00

13 Personal Ethics and Values Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.

2.00

2.00

Question

14

Personal Responsibility for Performance Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and
effectively applies feedback from others; takes full responsibility for ones own achievements.

15 Responsiveness Does not leave issues, inquiries or requirements for information go unattended. Creates a clearly delineated structure for responding to requests/situations in an expedient manner.

2.00

16

Results Orientation Effectively assumes responsibility. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against longterm goals.

2.00

17

Sensitivity Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knows what information to communicate and to whom.
Relates to people of varying ethnic, cultural, and religious backgrounds.

2.00

18

Systems Thinking Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that understanding to advancing the achievement of
the school or team.

2.00

19 Technology Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.

2.00

20 Time Management Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings.

2.00

21 Visionary Encourages imagining by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students.

2.00

63. Choose two of the competencies above that you have gained proficiency in this month-- provide a detailed account.
Text Response
Responsiveness- I have try to be knowledgeable so I can be a reliable resource for all stakeholders. When I do not know the answer I seek the proper resource/contact to get it. Time management- The evaluation
process requires strong time management in order to complete them on time while completing routine, daily tasks.

64. Choose two of the competencies above that you still need to work on-- provide a detailed plan of action for each.
Text Response
Dialogue/inquiry- I must engage in more conversations to gain experience on asking the right questions and following up with better responses. (Role play, pre/post conferences, general coaching)
Communication- I must continue to seek opportunities to develop my public speaking skills. I must be clear, concise, and direct when communicating with stakeholders.

65. State area(s) of needed improvement your coach identified this month. Include your plan of action to address the area(s).
Text Response
More experience with budget and resources, community involvement and outreach, continue to develop coaching techniques for post-observation conferences. I have discussed a plan with my mentor principal for
me to become more involved in those areas.

66. State area(s) of needed improvement your principal mentor identified this month. Include your plan of action to address the
area(s).
Text Response
Continue to improve in all areas and seek opportunities to include myself in the areas that the executive coach suggested.

67. Please list any concerns you have this month:


Text Response
Finding time to sit in on IEP meetings so I will be familiar with the process in the future.

Оценить