EdS MI School Leader Standards Student PRE-Survey ‘As an Ed.S. graduate student in an Educational Leadership degree program at Oakland University, this survey was designed to help you evaluate your level of proficiency with the Michigan State Board of Education (SBE) Program Standards for the Preparation of School Administrators. In this survey, Standards 1-6 are the Performance Expectations and Indicators for Educational Leaders, developed by ELCC (Educational Leadership Constituent Council) in 2011 and modified by the Ml State Board of Education in 2012. Please use the following rubric when deciding how to rate your current proficiency for each function within the standard. For the purpose of this self-assessment, assume the role of either aspiring or practicing administrator: Beginning (Marginal skis, gaining exposure) Developing (Somewhat skied, have had some practice) Proficient (Skiled, have had much practice) Exemplary (Highly skilled, can independently perform) N/A (have not had any exposure yet or does not apply) “PLEASE NOTE: The survey must be completed in one session in order to prevent the system from recording multiple responses for one respondent. 24. Please enter your first and last name Deremy Mitchell +4, Which describes your current status O pei Ader on O toseer see © Pinca O resent nce BT CUL CC Meurer) in Page 1PRET RSICUleCoMol Ue nae a at WN ‘A building-leve! education leader applies knowledge that promotes the success of every student by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress, revision of school plans supported by school-based stakeholders and local agencies. 5, | understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning. © posing O cevecring @ Proton O exer Ow +6, | understand and can collect and use data to identify school goals, assess organizational effectiveness, and implement plans to achieve school goals. O 2esining O owvorosing © Proton O exensiory Ons °*7. | understand and can promote continual and sustainable school improvement. © seaiina O pevetrng © Proton O exons Ons **8. | understand and can evaluate school progress and revise school plans supported by school stakeholders. O erase O ovnlona **9. | understand and can promote the effective use of technology in establishing, implementing, evaluating, and improving a shared vision of learning. O pesining © cevetrng O Prone © cxenoar Ona Standard 2.0 School Culture A building-level education leader applies knowledge that promotes the success of every student by sustaining a school cculture and instructional program conducive to student leaming through collaboration, trust and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and leaming within a school environment. Proficient +40. | understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. O eeionng O devetsing Profit O een Ons Page 2EdS MI School Leader Standards Student PRE-Survey °*41. Lunderstand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program. © seaming © owing @ omens O eeepiany Ona +*42. understand hiring practices of qualified and appropriate certification areas, foster, develop, and supervise the instructional and leadership capacity of school staff. O tesioning © pevetsing © Proton O exon Ows >* 43, | understand and can promote the most effective and appropriate technologies to support teaching and learning in a school environment. © sovimina O bevetrine O Proton © wenlary Ons Standard Se eeu a ic OR CURE Cert ‘A buildingevel education leader apples knowledge that promotes the success of every student by ensuring the ‘management of the school organization, operation, and resources through monitoring and evaluation of teachers, school management and operational systoms; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of schoo! students and staff; developing schoo! capacty for distributed leadership; and ensuring that teacher and organizational ime is focused to support high-quality instruction and student learning. +44, understand and can monitor and evaluate teach and operational systems. O swsoning O owing © Proton O ceemary Own +* 45. lunderstand and can efficiently use human, fiscal, and technological resources to manage school operations. O posing O ceveioina @ Proton O exemoay Ona **46. | understand and can promote school-based policies and procedures that protect the welfare and safety of students and staff within the school. O eovoning © peetoing © Proton © cancion Os 247. lunderstand and can develop school capacity for distributed leadership. O eesiening O pevelosing © rroncon O cena Ons +48, | understand and can ensure teacher and organizational time focuses on supporting high-quality school instruction and student learning. O eeaioing O pevtoring © Proton O exontoy Ons \struction, school management Page 3EdS MI School Leader Standards Student PRE-Survey Standard 4.0 School Collaboration with Faculty, Community Members, Family {A building evel education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilzing community resources on behaif ofthe school by collecting and analyzing information pertinent to improvement of the school's educational environment; promoting an understanding, appreciation, and use ofthe cverse cultural, social, and intellectual resources within the school community; building and sustaining positive school relationships with families and caregivers; and culivating productive school relationships with community partners. 249. | understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school's educational environment. O exsionng O petoning © Proton O seomoiry Ova 20. | understand and can mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school community. O posing O persia © Proton O exemptay Owa *£21. | understand and can respond to community interests and needs by bui sustaining positive school relationshi s and caregivers. O seaming O ceveiping QO exompeny Ons °* 22. | understand and can respond to community interests and needs by bui sustaining productive school relationships with community partners. © sesioning © pevienng © rot O seemoany On **23. | understand and can promote the effective use of technology in collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. O becinng Ocowoona © Protest © cxompey Ona Standard 5.0 School Ethics, Integrity, Fairness, Pract AA building-level education leader applies knowledge that promotes the success of every student by acting with integrity, faimess, and in an ethical manner to ensure a school system of accountability for every student's academic and social sucvess by modeling schoo! principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice ‘within the school to ensure that individual student needs inform all aspects of schooling, Page 4EdS MI School Leader Standards Student PRE-Survey **24. | understand and can act with integrity and fairness to ensure a school system of accountability for every student's academic and social success. O eecioning © poveopng © Protcion CO cxnstey Own **25. | understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles O besionina O devetoina © Protea O exon Ow +26. | understand and can safeguard the values of democracy, equity, and diversity within the school. O eesioning © pevetoing O protint O exerntan Ons **27. | understand and can evaluate the potential moral and legal consequences of decision-making in the school. O eeaionng O cvvetoing Profin O eeempy Ow +28. | understand and can promote social justice within the school to ensure that individual student needs inform all aspects of schooling. O eecining Qrowcsing © Protsent O seen Ons Standard 6.0 School Success of Every Student ‘A building-level education leader applies knowledge that promotes the success of every student by understanding, responding to, advocating for student leaming, and influencing the larger political, social, economic, legal, and cultural ‘context through advocating for school students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning in a school environment; and anticipating and assessing emerging trends ‘and initiatives in order to adapt school-based leadership strategies. **29. | understand and can advocate for school students, families, and caregivers. © sesning O persion © Proton O eerste Ons **30. | understand and can act to influence local, district, state, and national decisions affecting student learning in a school environment. O ersionina Deveonng O rroncen QO wom Ona >*34.1 understand and can anticipate a1 to adapt school-based leadership strateg © eevonina © owwrpng O Prion O svervian Ons sess emerging trends and initiatives in order Page 5