21 COMPETENCIES FOR SCHOOL ADMINISTRATORS
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. This traffic light survey was sent out to staff from myself or by another administrator as a means of maintaining fluid communication between staff and administration on issues that affected the climate and culture of our building.
Creative thinking – Engages in and fosters an
environment for others to engage in innovative thinking. I designed a PLC Instructional road map for my school
to establish a more stable PLC Culture. This required a high degree of creative and critical thinking. This was done with the hopes of increasing our schools performance grade and being more intentional about our instruction. |
Conflict Management – Anticipates or seeks
to resolve confrontations, disagreements, or complaints in a constructive manner. The other two administrators and I serve lunch duty every day.
Whenever I am not present for whatever reason, I will send an email to our staff to notify them and to let them know to be very vigilant as we try to manage any potential conflicts from happening. 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. I created this agenda for Parent Academy that I created for our school to further engage teacher/parent interactions and relationships. It was also developed to strengthen relationships between all stakeholders. Another focus was to create a safe place for parent/teacher conferencing and interactions.
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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.
I formed a lot a great relationships with teachers. This email is to a teacher who needed my support in dealing with an angry parent. She basically requested my presence because of my calm demeanor and people skills. I wanted to accomplish two things: I certainly wanted to support her as one of my teachers, but I also wanted to provide the parent and the student with the supports that they needed as well.
Customer focus – Understands the students as
customers of the work of schooling and the servant nature of leadership and acts accordingly. During my residency, I did at least two learning walks every week. This allowed me to take a glimpse into a lot of classrooms and make general observations. I always shared this feedback with my teachers and offered a post conversation. This led to safe conversations about instruction, student classroom behavior and positive goal setting that revolved around improving instruction and overall school performance.
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Personal Ethics and Values-Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
In working with a full staff, there has been several times where my office has been a haven for students and staff. There has been numerous occasions where staff has spoke with me and trusted me with confidential hardships and or issues that they were facing and dealing with.
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. I sent this newsletter to students every week for the purpose of building and maintaining relationships while working towards a student centered and student first culture. It was also sent to encourage them on their individual journeys. Our students come from a wide range of backgrounds and I believe they all can achieve their own level of success.
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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.
I had the opportunity to teach a global tourism lesson in collaboration with a CTE Teacher. The goal and expected outcome was to offer a global perspective to the students through their curriculum. I was able to share multiple personal experiences abroad in other countries.
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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.
One of my tasks was to maintain an observation schedule for teachers this year. This was very important as we were expected to meet district deadlines and observation expectations. I purposely designed it in a way that each teacher would be observed at least once by each administrator to get a diverse lens of observation.
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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.
I was encouraged to attend ECPS board
meetings. These meetings kept me updated with internal, external, and state rulings and policy as the impacted practices and my professional position. |
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 used a scheduling template that allowed me to keep a minature snapshot of all the things that needed to happen weekly and on a daily basis. As these task were completed, they were timestamped and cleared off of the list. This was extremely helpful.
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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.
In leading the Attendance Committee, it was my job to sometimes make the hard decision of what kids we needed to drop or intervene in as they struggled with attendance and academics. I worked closely with counselors and the school social worker to deal with these emerging issues.
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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.
At Tarboro High School, there was a large percentage of our male population that were dealing with social and emotional issues. I started a program that meets every Wednesday to help young men from diverse backgrounds deal with sensitive issues centered around their holistic needs and overall well-being. This program is offered to any male who chooses to attend during all lunches.
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Technology-Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
As the instructional lead in the building, I self produced instructional videos that were sent to staff bi-weekly as part of our school-wide instructional system. These videos were often sent to the teachers on Sunday, and also uploaded to my YouTube Channel so that teachers would have unlimited access.
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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.
Each week I was required to keep a daily log and a weekly log as part of my residency requirements. I was very proactive in completing my logs daily and weekly. The data that was reciprocated back to me to allowed me to see how much time I was spending in every area of my residency. This was very helpful as I planned and laid out my week.
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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.
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Judgement- 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.
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Once a year, each school in the district is required to make a school presentation for the district at a Board of Education Meeting. The presentations were expected to be aligned with District expectations as well as highlight school based initiatives for the school year. I worked alongside the other two administrators at Tarboro High School to complete our school presentation.
Visionary-Encourages imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students.
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I worked dilligently in helping to create the master schedule for the 2019-2020 school year, it required high quality decision making and intentional planning to make sure that our course offering and who was teaching each class was the best that we had to offer our kids. We also had to be super intentional about planning periods as they have a direct impact on PLCs, lunches, and over school functioning.
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.
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I was very instrumental in the re-branding of our school
in terms of our new mission statement and vision statement. I worked with the other administrators and School Improvement Team to successfully complete this task. |
Two times per week, I had a vital role in orchestrating PLCs for multiple departments. To make sure that our meetings were effective I created a template that would drive our meet time.
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This email was sent to a hand full of staff empowering
them to collaboratively work together again in leading our
PBIS Program in hopes of building their capacity individually
and collectively. In addition to this email, staff members met
regularly and led the meetings and created the agendas.
them to collaboratively work together again in leading our
PBIS Program in hopes of building their capacity individually
and collectively. In addition to this email, staff members met
regularly and led the meetings and created the agendas.