While completing the self-assessment and reviewing previous responses, I
found that I still included competency 1 as an area of strength. Working as an administrator for the past
three years and an educator for twelve years, I feel acting with integrity, fairness,
and in an ethical manner to promote the success of all students is not only a
strength, but an area that I strive to lead students and staff as an example.
Without integrity, no educator can hold the respect of stakeholders The respect
of stakeholders is vital to the success of any educator or administrator.
For competency 2, I have established strengths as supporting a district
culture that promotes learning, facilitating the development and implementation
of shared vision, and facilitating the development, use, and allocation of
available resources. I also feel that I
am strong in recognizing and celebrating the contributions of staff and
community members, maintaining awareness of emerging issues, and have gained
strength this year in promoting awareness and appreciation of diversity. In
looking at areas that I feel competent, I have found that I have still listed
implementing strategies for involving all stakeholders, using formal and
informal techniques to assess school climate, and instituting procedures for
monitoring accomplishment of district goals. I did not list any areas for
improvement as I moved encouraging and modeling innovative thinking and viewing
problems as opportunities to a competent area. In the past year, I feel that I
have worked on these areas listed as competent and needing improvement as this
has been a year of change as we are trying to pass a bond and have a Chapter 41
election in May. I have worked with more stakeholders and had to learn to view
problems as opportunities many times in recent months.
Regarding competency 3, I have not listed any areas as needing
improvement. I did change three indicators to competent from the first
self-assessment; these include developing and implementing a public relations
program, gathering input from stakeholders, and communicating and working
effectively with diverse groups. In the past year, I have worked in this area,
but I will not call this area a strength until I know the results of the bond
and Chapter 41 elections. The outcome of the elections may sway may confidence
in this area. I moved several competent areas to strengths; I feel capable of
teaching others about articulate communication, gaining an accurate view of the
perceptions of others, using conflict management skills, articulating the
school’s vision, using proactive communication, and using effective writing,
speaking, and active listening skills.
As I reviewed my responses to competency 4 from the first assessment, I
found that I had no areas listed for improvement. I did not list any this
second time, but I changed some competent to strengths. I feel confident in
analyzing and responding ot factors affecting students and education,
communicating and working effectively with board members, using legal
guidelines to protect rights of students and staff, and preparing and recommend
district polices to improve student learning. The areas listed as competent
only were providing leadership in defining superintendent-board roles as I have
not had enough experience with this. I attend every board meeting and work with
the board, but I am not in a position as a principal to establish the role that
a superintendent does with regards to the school board. In accessing and
working with local, state, and national political systems to elicit input on
critical educational issues, I still need work to establish strength.
Competency 5 holds several strengths as I feel that I can facilitate
effective curricular decision making, implement planning procedures to develop
curricula, implement curriculum design and delivery systems, as well as use
assessment to measure student learning. I work as a principal with these
concepts on a daily basis along with evaluating curricula, facilitating the
integration of technology and effective communication, and ensuring staff
members have a working knowledge of accountability systems. These are included
in my current job description. However, I feel only competent in developing
collaborative processes for assessing and facilitating effective coordination
of creative thinking. I have a tendency to analyze and then seek input, rather
than seeking collaboration.
Strengths for competency 6 include facilitating the implementation of
sound, research based techniques, the ongoing study of current best practices,
and establishing a comprehensive program for student assessment for
accountability along with applying knowledge of special programs. I also
analyze organizational factors for teaching and learning. Areas of competency
are applying knowledge of motivational theories to all stakeholders,
implementing services and programs to address all needs, and using change
processes to improve adult learning. I still feel I need to improve
responsiveness to diversity as I do not have much experience with diversity.
For competency 7, I listed strength in improving teaching and learning
by professional development, implementing a comprehensive professional
development plan, working collaboratively to evaluate professional growth
programs, and delivering effective presentations. I feel only competent in
facilitating the application of adult learning principles, implementing
strategies to enhance the skill of all staff members, developing staff
evaluation models, and assessing organizational health. In the past, I felt confident
in diagnosing the health and school climate, but bond election can change
perceptions quickly. I have learned to be a more active listener, but I have
been surprised by some staff member comments regarding the school in recent
days.
In reviewing competency 8, I listed strengths in all areas except
managing my own time, implementing information systems to enhance efficiency,
and using revenue forecasting to address budgetary needs. My own time
management skills are lacking as I have a tendency to take on too many
responsibilities. Revenue forecasting should be a strength for me as I worked
as an accountant for many years, but our rapid ascent (or descent) to Chapter
41 has caused some doubt for me and my forecasting skills.
Competency 9 addresses the principles of leadership and management to
the district’s physical plant and support systems to ensure a safe and
effective learning environment. I listed each of these as a strength; my duties
as a principal require me to have the skills and to use them throughout the
year. Without emergency planning, I could not have managed this school year.
Our district has encountered two emergency situations this year, and both
times, I have been the only administrator on campus. My knowledge of our
planning and procedures were vital at these times.
Strengths for competency 10 are using appropriate problem solving
techniques, encouraging positive change, and analyzing political influences to
benefit the educational organization. I find that I feel only competent in
delegating effectively, implementing processes for gathering data, and using
collaborative decision making. In other competencies, I have stated that I take
on too much and do not delegate well. This is a skill that I must develop and
must work more collaboratively.