Competencies
Listed below are examples of how I modeled the 21 Principal Competencies in my practice this year.
Competency |
Narrative - Artifact |
1. Communication – Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed to achieve school or team 21st century objectives. |
Working on our LHS Safety Plan, I create a "Safety Update". This is an email that is sent to staff after various drills to alert staff on any areas fro improvement and to celebrate their usage of expected procedures and practices. |
2. Change Management – Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation. |
Our FLEX time was re-evaluate and updated this year, and I lead the committee that performed this overhaul. Our group used teacher feedback (google survey) to implement changes that would be supported by staff and more increased likelihood of full implementation. |
3. Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner. |
I successfully mediator a number of parent teacher conferences. Meetings followed a set protocol of ground rules and expectations of all parties and a "signing" of a verbal social contract for improved outcomes following the meeting. |
4. Creative Thinking – Engages in and fosters an environment for others to engage in innovative thinking |
I enhanced our Social Studies PLC by introducing "Question our Questions". During this 15 minute session Social Studies teachers analyzed work to come up with alternate and new ideas for student assignments. |
5. Customer Focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly |
Maintained a clear and open line of communication. Had a clear process with electronic, written, and phone messages to return all parent and community calls within a 24 hours period. Most concerns were addressed in a 1-2 hour window as a result. |
6. Delegation – Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school. |
Within out FLEX committee, although I was the dubbed "expert" on Remediation Plans, based on past experience, I delegate all decision making and data collection to our team. When it was time for our Staff Development, I allowed our teachers to present the information to the staff, and their presentation and materials create an amazing PD session. |
7. Dialogue/Inquiry – Is skilled in creating a risk-free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance |
My office had an open door policy for concerns of all sizes. Creating a space to listen with purpose and creatively problem solve. A number of staff concerns were addressed and a few work relationship repaired and improved. At the conference table in the center of my office, a number of positives relationships flourished over the course of the year. |
8. Emotional Intelligence – Is able to manage oneself through self awareness and self management and is able to manage relationships through empathy, social awareness and relationship management. This competency is critical to building strong, transparent, trusting relationships throughout the school community |
Understanding my reputation as a coach and teacher would precede me in the building, I took key steps to ensure the staff at LHS would see me in a different light. I avoided hot button discussions in relaxed settings (politics specifically), discussed missteps in my former role, and spent my time listening and getting to know staff. A significant portion of my year was spent attempting to build impact relationships with our staff. |
9. Environmental Awareness – Becomes aware and remains informed of external and internal trends, interests and issues with potential impacts on school policies, practices, procedures and positions. |
through constant conversation with our parents and community I was able to stay abreast of issues in our community. being able to hear their concerns for the school and our students, help inform my decision making when attempting to address and possibly shift policies in procedures within the schools frame work. |
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 |
Participated in a the Global Summit at the ASCD Conference. This professional development keyed on best practices and new ways to implement Global perspective in our classroom and in our students lives. |
11. Judgment – Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting complex information. |
By observing discipline DATA and through informal conversation with staff, students, and parents I was able to positively impact some discipline trends. Placing "Restorative Justice" practices on the backside of discipline referrals and student reentry to class was an incredibly effective decision. There was a distinct decrease in referrals for disrespect and a massive drop in repeat offenses. |
12. Organizational Ability – Effectively plans and schedules one’s own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and establishing procedures to monitor projects. |
Technological Tools had a major impact on my ability to stay organized. My daily calendar, buses, teacher evaluations, and all of campus facility concerns and maintenance were a part of my assigned expectations. Through Google Calendar, email, and apps such as Doodle and Remind, I was able to keep the wise assortment of responsibilities under control and concerns all addressed in a timely manner. |
13. Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality |
I shared my digital story with our BT teachers during a staff training. I found great value in letting them see a personal piece of my life and encouraged them to do the same with their students and possibly each other as they felt comfortable. |
14. Personal Responsibility for Performance – Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility for one’s own achievements. |
Through constant personal reflection and communication with my mentors (principal, NC State Coach, Director) I kept an up to date tracking of my personal and professional goals. I sought and applied their feedback to ensure that I was both meeting my goals and growing in my leadership abilities. |
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. |
I improved on the previous system of maintenance requests for staff. In the past teachers filled out a paper form and delivered it to the office. Since I had such a fast paced schedule, and all maintenance requests were digital, I changed the process. Teachers were provided a formatted email to use when sending maintenance requests. If/When I opened their requests, I submitted an immediate request. Once the request was in (minutes later), I emailed the teachers a standard "Your request has been entered" email. This process worked extremely well and teacher commented on the effectiveness of the process regularly. |
16. Results Orientation – Effectively assumes responsibility. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against long-term goals. |
Classroom disruptions unfortunately happen in secondary education. Due to my size, stature, and calm demeanor I was often called to speak to disruptive students. I was always prompt, and ensured the situation was defused in the least disruptive (and embarrassing) manner possible. At an extremely high successes rate, students would exit their classrooms calmly and we would address their concerns about their treatment or the situation. Often all three (teacher, student, and I) would have a follow up meeting to prevent future outbursts and instances. |
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. |
Constant check-ins were a part of my routine. I made a strategic effort to have non-educational conversation with teachers weekly to stay aware of their personal lives (as they saw fit to share). Anytime they shared concerning or celebratory issues I responded appropriately. Follow-up phone calls, in person visits, and emails were a part of ensuring our staff know I cared about them personally and professionally. |
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. |
I volunteered to work on the county English PLC team. Kim Heller (AP Franklinton High School) and I worked with BenchMark data to help plan English PLC time for district teachers. Decisions made in these meetings would directly impact my teachers at LHS and thus my involvement would ensure their thoughts and concerns were represented at all times. |
19. Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction |
At staff meetings and PLC meetings I would utilize technology to introduce it our staff. I used quizlet live, video, flipgrip, and digtital break out at various events. My goal was to both engage staff and introduce them to exciting tech that could be used in their classroom. Numerous conversation developed from teacher curiousness around the new (to them) apps and tech, |
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. |
My role as an AP could be hectic with unexpected issues, trauma, and phone calls. Each day I had an extremely detailed routine to ensure I was staying informed and on top of all expectations. Within the first hour of each day I returned all phone messages, addressed high priority emails, entered bus information, and observed at least 3 classrooms. This first hour helped to begin each day in a very productive manner. |
21. Visionary – Encourages imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students. |
Bus Tour Team- I created a team of creative and visionary teachers to prepare and plan out 2018-2019 bus tour. This event will give teachers an opportunity experience what our bus students do everyday and provide a real look at where our students live. This will be followed by a presentation detailing that high expectations should always be blended with understanding to help our students reach maximum potential. |