Competency |
Evidence |
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. |
As part of my administrative duties at FES I am required to communicate with staff in a variety of ways including email, staff meetings, professional development and one on one meetings with teachers and other staff members. For examples of written communications see Standard 5c and for example of other communication see bus meeting photo in Standard 5d. Link to Standard 5 |
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. |
As part of my duties as an administrator I was tasked with leading the PBIS team. PBIS standards were being implemented, but not faithfully. Working with the team we established some new incentives for students and kicked things off with a school-wide event which required the participation of all of our staff. For an example please see communication with staff after event under Element 3d. Link Standard Three |
Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner. |
As part of the FES administrative team I was responsible for addressing student discipline issues and maintaining parent contact. For an example please see discipline log and teacher email under element 5b. Link to Standard 5 |
Creative Thinking – Engages in and fosters an environment for others to engage in innovative thinking. |
As part of my duties as an FES administrator I was responsible for creating a supervision schedule for our second load bus students. Teachers were not happy with this schedule because it required them to sit with a group of 30 students directly after school. Teachers came up with a better idea which I encouraged them to take to their colleagues during our staff meeting. Teachers implemented the idea and have been much happier with the schedule they created and implemented. Please see original and teacher schedule under Standard 7 Link to Standard 7 |
Customer Focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly. |
As an administrator at FES I create a positive experience for students, parents and staff alike by listening when needed, addressing concerns promptly and providing help or resources when necessary. I encourage students to always do their best and celebrate student and staff accomplishments. Please see evidence of this under Standard 3. Link to Standard 3 |
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. |
As the PBIS Team leader there were many different tasks that had to be addressed which I could not do on my own effectively. I delegated these tasks to ensure that all tasks were completed in a timely manner. For an example please see PBIS meeting notes under element 1d. Link to Standard 1 |
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. |
As part of my duties as an administrator I conduct classroom walkthroughs and observations. I am able to provide feedback to teachers in a non-threatening manner by creating an atmosphere of trust in which the teacher understands that it is not about finding fault, but figuring out the best approach to reaching our students. |
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. |
When addressing student discipline I try to understand the student and the teacher perspective in order to make the best decision. I talk to students so that they understand the reason for the consequence they may receive and I also seek to maintain a good relationship between teacher and student so that student is able to return to his/her classroom without fear of negative response from teacher. |
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. |
As an administrator at FES I stay informed on state and district mandates such as testing procedures, budgeting issues specific to FES, and safety drills. |
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. |
Worked with 5th grade teachers to satisfy the requirement of global awareness under the teacher standards. Teachers established pen pal relationship with Korean students and exchanged letters. Students also worked on currency projects to better understand link between US currency and Korean equivalent. |
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. |
As an FES administrator I resolve discipline issues between students, I address parental and staff concerns. |
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. |
As an FES administrator I am responsible for coordinating with other schools to provide transportation for field trips, creating the exploratory schedule and scheduling the flow of activities for our PBIS celebrations. |
Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality. |
In addressing discipline issues and addressing parent concerns I adhere to the standards in our staff and student/parent handbooks. I follow district guidelines and requirements for confidentiality. |
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. |
As part of tracking my own progress I update and monitor my professional development goals. |
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. |
When addressing student, parent or staff concerns I respond in a timely manner. When teachers request translation help I contact parents and set up meetings if required. |
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 an administrator at FES I take prompt action when decisions are required as in addressing the implementation of our PBIS program. I address conflicts with students, staff and parents in a timely manner. My priority is creating a positive experience for students and I address staff conduct concerns swiftly and decisively. For evidence of this please see element 1d and 3c. Link to Standard 1 Link to Standard 3 |
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. |
As the only bilingual administrator at FES I interact daily with students and parents with Hispanic backgrounds. My command of Spanish helps to establish a rapport with these families which has created an environment of trust. |
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. |
As an FES administrator I attend district meetings to receive updates on district mandates and attend training such as Future Focused Schools to prepare for future educational changes. |
Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction. |
I have attended the Empowered training on technology in the classroom through the Friday Institute which has increased my knowledge of various applications to increase student engagement as well as to increase my own personal productivity. I am able to provide teachers with suggestions on using technology in the classroom to engage their students on a deeper level. I have received training on remediation and intervention programs such as Study Island and Exactpath and I leverage communication tools such as twitter to promote a positive school image. |
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. |
As part of the administrative team I follow a walkthrough and observation schedule as well as facilitate staff meetings and other events. Please see example of schedules under element 4c and planned PBIS and STEM events under element 3b. Link to Standard 3 Link to Standard 4 |
Visionary – Encourages imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students. |
As the administrative leader of the 5th Grade Academy I shared and implemented a vision of student engagement through hands on learning and ownership, which included students tracking their academic data, creating individual vision boards as a motivating tool and creating bios which will help students in developing their writing skills. For evidence of this please see element 1a. and 1b. Link to Standard 1 |