21 COMPETENCIES FOR SCHOOL ADMINISTRATORS
COMMUNICATION
The ability to clearly and concisely communicate with staff is essential in achieving school or team goals.
Utilizing E-mail effectively is a 21st-century communication skill necessary for an effective communicator. I used email frequently to communicate with staff throughout the school year. The following exchange is one of many examples of how I communicate with staff and follow up with their individual requests.
Utilizing E-mail effectively is a 21st-century communication skill necessary for an effective communicator. I used email frequently to communicate with staff throughout the school year. The following exchange is one of many examples of how I communicate with staff and follow up with their individual requests.
CHANGE MANAGEMENT
Effectively engages staff and community in the change process in a manner that ensure their support of the change and its successful implementation.
In response to a growing issue, the admin team implemented a reward program that celebrated classes that exhibited good citizenship and mindful application of caring for our school building. This change required teachers to emphasize the expectations of behavior in the cafeteria to their students. I created the platters used to recognize classrooms and was responsible for communicating the list of winners for announcements. It was also important that the responsibility of choosing the classes did not rest on the teachers, instead, Teaching Assistants were the judges as they monitored the Friday duty-free lunch periods.
In response to a growing issue, the admin team implemented a reward program that celebrated classes that exhibited good citizenship and mindful application of caring for our school building. This change required teachers to emphasize the expectations of behavior in the cafeteria to their students. I created the platters used to recognize classrooms and was responsible for communicating the list of winners for announcements. It was also important that the responsibility of choosing the classes did not rest on the teachers, instead, Teaching Assistants were the judges as they monitored the Friday duty-free lunch periods.
CONFLICT MANAGEMENT
Anticipates or seeks to resolve confrontation, disagreements, or complaints in a constructive manner.
One of my big focuses for this school year, as a Principal Resident was to focus on handling conflict with Restorative Practices. I was able to use Restorative Practices, primarily Repairing the Harm, by facilitating conversations between students that prior resulted in conflict between the two students. While discipline may have been one way to "deal" with conflict, allowing students to discuss the cause of the conflict in a safe space allowed students to work out their conflict and restore their relationship. I facilitated over 15 of these peer to peer conversations and two Teacher to Student conversations. Before engaging in the conversations, I gave each party the opportunity to organize their thinking using a worksheet I created. This allowed each person time to calm any emotions, and review what happened in their own terms before engaging in a restorative conversation.
CREATIVE THINKING
Engages and fosters an environment for others to engage in innovative thinking.
Becoming a strong instructional leader requires purposeful observation, therefore, I created a tool to use while conducting teacher evaluations. This is my primary note-taking source. Following an observation, I send a digital copy to the teacher in preparation for our evaluation meeting. I used this tool as a way to engage teachers in a meaningful instructional conversation while also providing specific feedback not normally received. I also include my wonderings on the document that prompted a number of teachers to think bigger about the possibilities of their instruction.
Becoming a strong instructional leader requires purposeful observation, therefore, I created a tool to use while conducting teacher evaluations. This is my primary note-taking source. Following an observation, I send a digital copy to the teacher in preparation for our evaluation meeting. I used this tool as a way to engage teachers in a meaningful instructional conversation while also providing specific feedback not normally received. I also include my wonderings on the document that prompted a number of teachers to think bigger about the possibilities of their instruction.
CUSTOMER FOCUS
Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
Student voice is an important value at Riverwood Elementary, therefore, a suggestion box is located right outside of the Media Center. Students are encouraged to add any concerns, questions, or suggestions on ways the adults can improve the school. I was charged with collecting and sharing the responses with the Admin Team quarterly.
Student voice is an important value at Riverwood Elementary, therefore, a suggestion box is located right outside of the Media Center. Students are encouraged to add any concerns, questions, or suggestions on ways the adults can improve the school. I was charged with collecting and sharing the responses with the Admin Team quarterly.
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.
At Riverwood Elementary, on any given day, almost half of our 930 population of students will walk home after school is dismissed. In order to ensure the safety of the students, it is important that teachers know exactly where they need to be and when. I created this map to help illustrate the expected placement of each teacher. This was a useful tool that organized the smooth transition from school to the neighborhood located behind the school.
At Riverwood Elementary, on any given day, almost half of our 930 population of students will walk home after school is dismissed. In order to ensure the safety of the students, it is important that teachers know exactly where they need to be and when. I created this map to help illustrate the expected placement of each teacher. This was a useful tool that organized the smooth transition from school to the neighborhood located behind the school.
DIALOGUE/INQUIRY
Is skilled in creating a risk free environment for engaging people in conversations that explore ideas, challenges or bad relationships that are hindering school performance.
As part of my Problem of Practice, I gathered a group of teachers interested in learning restorative practice strategies and together we studied the book, Hacking School Discipline by Nathan Maynard and Brad Weinstein. For every chapter, the teachers used Padlet to record their reflection from the chapter. Using technology as a safe space to reflect and share those reflections allowed the teachers to be thoughtful and authentic. In addition to the Padlet, the group met face to face and discussed their own practices within the classroom. When educators feel like their voice is valued and heard, the investment to the discussion increases, especially when discussing difficult topics such as discipline.
As part of my Problem of Practice, I gathered a group of teachers interested in learning restorative practice strategies and together we studied the book, Hacking School Discipline by Nathan Maynard and Brad Weinstein. For every chapter, the teachers used Padlet to record their reflection from the chapter. Using technology as a safe space to reflect and share those reflections allowed the teachers to be thoughtful and authentic. In addition to the Padlet, the group met face to face and discussed their own practices within the classroom. When educators feel like their voice is valued and heard, the investment to the discussion increases, especially when discussing difficult topics such as discipline.
EMOTIONAL INTELLIGENCE
Is able to manage oneself through self-awareness and self-management and is ale to manage relationships through empathy, social awareness and relationship management.
As part of my practice, I wrote a weekly reflection reflecting on the past week including my strengths and weaknesses. Often I would use the reflection as a venue for closer examination of my relationships, conflicts and wonderings. This habit helped me to view experiences through a different lens than the one in the moment. As a leader, it is important to be reflective as a means for continual growth. Weekly reflections are one way for me to hold myself accountable for my actions and decisions, especially under pressure.
As part of my practice, I wrote a weekly reflection reflecting on the past week including my strengths and weaknesses. Often I would use the reflection as a venue for closer examination of my relationships, conflicts and wonderings. This habit helped me to view experiences through a different lens than the one in the moment. As a leader, it is important to be reflective as a means for continual growth. Weekly reflections are one way for me to hold myself accountable for my actions and decisions, especially under pressure.
ENVIRONMENTAL AWARENESS
Becomes aware and remains informed of external and internal trends, interest and issues with potential impacts on school policies, practices, procedures and positions.
With the recent and sudden closing of schools for the COVID-19 Pandemic, schools have needed to make an immediate change to online learning. The classified Teaching Assistants are experiencing a huge shift in defining their job description. I met with the TAs through Zoom as a PLC. They had many questions about what they were expected to do moving forward. This is the agenda and actions for the first PLC. Questions that the TAs had that could not be answered in the meeting, I followed up with and answered within the document.
With the recent and sudden closing of schools for the COVID-19 Pandemic, schools have needed to make an immediate change to online learning. The classified Teaching Assistants are experiencing a huge shift in defining their job description. I met with the TAs through Zoom as a PLC. They had many questions about what they were expected to do moving forward. This is the agenda and actions for the first PLC. Questions that the TAs had that could not be answered in the meeting, I followed up with and answered within the document.
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.
With the desire to help create young leaders, I designed a Leadership Club for our 4th and 5th-grade students. We meet bi-weekly on Monday mornings for 35 minutes. During that time, I prepare a lesson about leadership. In the first semester, we focused on What qualities do leaders have? Using their responses such as Trust, Communication, Organization, Patience, and Love, I created a lesson for each of those qualities in a leader. Students were able to dig deeper and really understand what those characteristics meant for them. For the second Semester, I looked to the student book "The Leader In Me" and we learned one principle every meeting. Leading a school is not only leading the adults in the building, I believe it is important to grow students into leaders. These are the skills that students will need as they continue their educational journey. It is never to early to grow a leader.
With the desire to help create young leaders, I designed a Leadership Club for our 4th and 5th-grade students. We meet bi-weekly on Monday mornings for 35 minutes. During that time, I prepare a lesson about leadership. In the first semester, we focused on What qualities do leaders have? Using their responses such as Trust, Communication, Organization, Patience, and Love, I created a lesson for each of those qualities in a leader. Students were able to dig deeper and really understand what those characteristics meant for them. For the second Semester, I looked to the student book "The Leader In Me" and we learned one principle every meeting. Leading a school is not only leading the adults in the building, I believe it is important to grow students into leaders. These are the skills that students will need as they continue their educational journey. It is never to early to grow a leader.
JUDGEMENT
Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues.
One of our School Improvement Goals is Riverwood Elementary will promote students' self-respect, management of emotions, concern for others, and responsibility by providing professional learning opportunities (instruction, modeling, and support/intervention) for staff. As part of the Professional Development Plan, teachers watched the documentary "Resilience" and were asked to reflect using Flipgrid. I collected data from their feedback and discovered that we have teachers who are leaders in some of the areas that other teachers wanted to learn more about. When I shared the data with the Admin Team, we decided our next step must be to address the needs of the teachers as they requested. We decided to hold an EDCamp type of PD that addresses the topics the teachers wanted to learn more about and provides teacher leaders the opportunity to share their knowledge.
One of our School Improvement Goals is Riverwood Elementary will promote students' self-respect, management of emotions, concern for others, and responsibility by providing professional learning opportunities (instruction, modeling, and support/intervention) for staff. As part of the Professional Development Plan, teachers watched the documentary "Resilience" and were asked to reflect using Flipgrid. I collected data from their feedback and discovered that we have teachers who are leaders in some of the areas that other teachers wanted to learn more about. When I shared the data with the Admin Team, we decided our next step must be to address the needs of the teachers as they requested. We decided to hold an EDCamp type of PD that addresses the topics the teachers wanted to learn more about and provides teacher leaders the opportunity to share their knowledge.
ORGANIZATIONAL ABILITY
Effectively plans and schedules one's own and the work of others so that resources are used appropriately, such scheduling the flow of activities and establishing procedures to monitor projects.
I was asked to organize the school's club process. I was given some examples used in years past, and I recreated each element for this school year, communicated with all teachers, created the student sign up sheet, collected, organized and assigned all students into available clubs, communicated with all the advisors of clubs with a timeline for inviting their club members.
I was asked to organize the school's club process. I was given some examples used in years past, and I recreated each element for this school year, communicated with all teachers, created the student sign up sheet, collected, organized and assigned all students into available clubs, communicated with all the advisors of clubs with a timeline for inviting their club members.
PERSONAL ETHICS AND VALUES
Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect and confidentiality.
During my time as a Principal Resident, I have learned so much by taking action and learning through my decisions both right and wrong. Unfortunately, it is the wrong decisions that leave an indelible print. Decisions made as a leader should not always be the same decisions you would make for yourself. They must be made prudently and with a wider scope outside of your personal comfort. I learned that what I may think is not a big deal, maybe a very big deal to someone else, and although every step and measure was taken to protect someone, it may never be enough. As a leader, I really let this person down, and it was a valuable, memorable lesson.
During my time as a Principal Resident, I have learned so much by taking action and learning through my decisions both right and wrong. Unfortunately, it is the wrong decisions that leave an indelible print. Decisions made as a leader should not always be the same decisions you would make for yourself. They must be made prudently and with a wider scope outside of your personal comfort. I learned that what I may think is not a big deal, maybe a very big deal to someone else, and although every step and measure was taken to protect someone, it may never be enough. As a leader, I really let this person down, and it was a valuable, memorable lesson.
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 responsibility for one's own achievements.
During my principal residency, I have used a daily log to record what areas of school leadership I spend my time working in. After a few months, working with students was taking up most of my daily activity, which is not a terrible outcome, however, I was lacking in many of the other areas. This log was a visual reminder that I needed to seek out the opportunities to learn more in the areas that were low. As a leader, I am not going to spend every day looking at the budget, but knowing who does and what primary role they play in the system of my school is worthy of me knowing. Fixing a pothole is not my personal responsibility, but contacting the district director and reporting the pothole is part of my responsibility as a leader. This log helped me make mindful decisions about the areas I need to grow and improve as a school leader.
During my principal residency, I have used a daily log to record what areas of school leadership I spend my time working in. After a few months, working with students was taking up most of my daily activity, which is not a terrible outcome, however, I was lacking in many of the other areas. This log was a visual reminder that I needed to seek out the opportunities to learn more in the areas that were low. As a leader, I am not going to spend every day looking at the budget, but knowing who does and what primary role they play in the system of my school is worthy of me knowing. Fixing a pothole is not my personal responsibility, but contacting the district director and reporting the pothole is part of my responsibility as a leader. This log helped me make mindful decisions about the areas I need to grow and improve as a school leader.
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.
One of my main responsibilities at RES was to be in charge of the resources for our teachers. As a county, we switched to new ELA curriculums for K-12. With this, came a large delivery of books and additional teacher resources for the program. My first official job at RES was to inventory and distribute these resources to every teacher. In addition, as students enrolled in our school, I was responsible for assuring they were provided the books they needed for success. Many times, this required me to communicate with our district personnel for the resources. In addition, anytime anything instructional was needed I was called upon by my teachers. I believe that teachers are not able to do their job if they don't have the right tools, and so acquiring the resources immediately was a priority of mine. Following up and going to pick up the resources if necessary was also something I believe a leader should do to support their teachers. The following is an example of a teacher realizing that something was missing in her fourth-grade science kit. We were able to get the missing rocks into the student's hands within a couple of days.
One of my main responsibilities at RES was to be in charge of the resources for our teachers. As a county, we switched to new ELA curriculums for K-12. With this, came a large delivery of books and additional teacher resources for the program. My first official job at RES was to inventory and distribute these resources to every teacher. In addition, as students enrolled in our school, I was responsible for assuring they were provided the books they needed for success. Many times, this required me to communicate with our district personnel for the resources. In addition, anytime anything instructional was needed I was called upon by my teachers. I believe that teachers are not able to do their job if they don't have the right tools, and so acquiring the resources immediately was a priority of mine. Following up and going to pick up the resources if necessary was also something I believe a leader should do to support their teachers. The following is an example of a teacher realizing that something was missing in her fourth-grade science kit. We were able to get the missing rocks into the student's hands within a couple of days.
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.
As State leaders closed schools in response to the safety of our students, staff, and their families, school leaders were faced with a sudden response by teachers as to what are our next steps? At RES we were taking action before the shutdown, and organized resources that would help our teachers plan for their new way of teaching and learning. In addition to the teaching resources, I also created a PD hyperdoc that would help our teachers and staff continue learning while at home. Many of our teachers would be required to earn credits, and it was important to share opportunities so they may have access while away from the building. Many of our TAs have taken advantage of the resources and have shared the value of the sources.
As State leaders closed schools in response to the safety of our students, staff, and their families, school leaders were faced with a sudden response by teachers as to what are our next steps? At RES we were taking action before the shutdown, and organized resources that would help our teachers plan for their new way of teaching and learning. In addition to the teaching resources, I also created a PD hyperdoc that would help our teachers and staff continue learning while at home. Many of our teachers would be required to earn credits, and it was important to share opportunities so they may have access while away from the building. Many of our TAs have taken advantage of the resources and have shared the value of the sources.
SENSITIVITY
Effectively perceives the needs and concerns of others; deals 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.
After two weeks of being out of the school, one of the issues with our teachers and TA's that revealed itself is the overwhelming feeling many were having in not just a changed working environment or platform, but also dealing with their own children, and the anxiety of the pandemic. In a few PLC virtual meetings, staff expressed their concern and stress. In our next Admin meeting, I mentioned the concern as part of our discussion. As a team, we brainstormed what we could do for our staff to alleviate their level of stress. We came up with "Fun Fridays", an optional staff Zoom meeting where we would do a fun activity designed to step away from stress and bring joy. Our first Fun Friday was a success as we played "Name That Tune". Every participant had a song ready to play and the rest of us had to type the title exactly into the chatbox. Whoever's was correct first, won a point. This not only brought joy to our teachers, but we modeled how teachers can bring some joy to their students even through technology.
After two weeks of being out of the school, one of the issues with our teachers and TA's that revealed itself is the overwhelming feeling many were having in not just a changed working environment or platform, but also dealing with their own children, and the anxiety of the pandemic. In a few PLC virtual meetings, staff expressed their concern and stress. In our next Admin meeting, I mentioned the concern as part of our discussion. As a team, we brainstormed what we could do for our staff to alleviate their level of stress. We came up with "Fun Fridays", an optional staff Zoom meeting where we would do a fun activity designed to step away from stress and bring joy. Our first Fun Friday was a success as we played "Name That Tune". Every participant had a song ready to play and the rest of us had to type the title exactly into the chatbox. Whoever's was correct first, won a point. This not only brought joy to our teachers, but we modeled how teachers can bring some joy to their students even through technology.
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.
Every school’s financial decision is entwined in district policy for the safety of the district, school, and bookkeeper. The system and procedures on how to handle money are created at the district level and schools are expected to work within the system. One procedure that changed the mid-school year is the mandatory practice of collecting three vender quotes before making any purchase over a given amount. We have used End of Course workbooks in the past for our 3rd-5th grade test preparation. Before being able to order, I needed to seek out two additional quotes from other companies. In this example, the success of our students depended on the teachers having resources ready, which depended on my action of seeking out the quotes to be approved by the district before we could move forward.
Every school’s financial decision is entwined in district policy for the safety of the district, school, and bookkeeper. The system and procedures on how to handle money are created at the district level and schools are expected to work within the system. One procedure that changed the mid-school year is the mandatory practice of collecting three vender quotes before making any purchase over a given amount. We have used End of Course workbooks in the past for our 3rd-5th grade test preparation. Before being able to order, I needed to seek out two additional quotes from other companies. In this example, the success of our students depended on the teachers having resources ready, which depended on my action of seeking out the quotes to be approved by the district before we could move forward.
TECHNOLOGY
Effectively utilizes the latest technology to continuously improve the management of the school and enhance student instruction.
In preparing for the eventual home-based teaching our teachers would be transitioning to, many were unsure about how to go about that change. I created a document that included a variety of digital platforms a teacher could choose, some basic programs that enhance student participation and some websites that are offering neat digital opportunities for students to support their learning.
In preparing for the eventual home-based teaching our teachers would be transitioning to, many were unsure about how to go about that change. I created a document that included a variety of digital platforms a teacher could choose, some basic programs that enhance student participation and some websites that are offering neat digital opportunities for students to support their learning.
TIME MANAGEMENT
Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results.
Meetings, walkthroughs, observations, student discipline, and parent concerns generally take up an entire day for a school leader and without intentional time management, many of the tasks that need to be attended to are left undone or for late into the evening. Like everything else, a leader must learn to intentionally plan and prioritize. One thing I have learned from my Principal Mentor is to prioritize what needs her attention and manages her day using the structure of non-negotiables, immediate, and necessary needs. She keeps a paper schedule and uses it set appointments and deadlines. This year, I tried to use both digital and paper. I need to have my schedule within my view to refer to, but I also use my digital calendar to keep track of what I have daily and at what times. I have found, that my schedule is often challenged with the fires that need putting out in the moment. I have also learned that managing all the worlds (student, Intern, mom, and wife) can be a real challenge, but as a leader prioritizing and keeping a list of what needs attention is critical to your success.
Meetings, walkthroughs, observations, student discipline, and parent concerns generally take up an entire day for a school leader and without intentional time management, many of the tasks that need to be attended to are left undone or for late into the evening. Like everything else, a leader must learn to intentionally plan and prioritize. One thing I have learned from my Principal Mentor is to prioritize what needs her attention and manages her day using the structure of non-negotiables, immediate, and necessary needs. She keeps a paper schedule and uses it set appointments and deadlines. This year, I tried to use both digital and paper. I need to have my schedule within my view to refer to, but I also use my digital calendar to keep track of what I have daily and at what times. I have found, that my schedule is often challenged with the fires that need putting out in the moment. I have also learned that managing all the worlds (student, Intern, mom, and wife) can be a real challenge, but as a leader prioritizing and keeping a list of what needs attention is critical to your success.
VISIONARY
Encourages Imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all students.
School should be a safe place for all students and adults, but sometimes, it isn't. I have learned that people both adults and students just want to be heard and be treated well, especially in those times that are challenging. Learning to recognize those moments in others and train our response to be active instead of reactive is a tough behavior to train. My first step in creating this safe space was to invite teachers who were interested in learning more about the chance to do so. To the whole staff, I presented an opportunity for teachers to join my Sweet Tea and Restorative Practices group as part of my Problem of Practice project. Increasing the awareness of teacher response while decreasing the perceptive danger a student or teacher may feel while in the classroom was my goal. I had nine teachers interested, but that was a start. I hoped that those nine could be the change-makers after the study and help teach the strategies for de-escalation to other teachers, in turn contributing to a safe place for all.
School should be a safe place for all students and adults, but sometimes, it isn't. I have learned that people both adults and students just want to be heard and be treated well, especially in those times that are challenging. Learning to recognize those moments in others and train our response to be active instead of reactive is a tough behavior to train. My first step in creating this safe space was to invite teachers who were interested in learning more about the chance to do so. To the whole staff, I presented an opportunity for teachers to join my Sweet Tea and Restorative Practices group as part of my Problem of Practice project. Increasing the awareness of teacher response while decreasing the perceptive danger a student or teacher may feel while in the classroom was my goal. I had nine teachers interested, but that was a start. I hoped that those nine could be the change-makers after the study and help teach the strategies for de-escalation to other teachers, in turn contributing to a safe place for all.