21 Competencies for School Administrators
A competency is a combination of knowledge (factual or experiential) and skills that one needs to effectively implement the practices. The principal may or may not personally possess all of these competencies but must ensure that a team is in a place that not only possesses but also can effectively and efficiently execute them. These 21 competencies are listed in the NC Standards for School Executives to emphasize their importance to make sure they are incorporated into the development of school leaders.
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.
Due to a rash of absences and substitute cancellations we could not provide coverage for 90 minute planning as planned. In order to provide a version of it we had to quickly readjust the plan and then communicate the new plan to the staff. This was done through an email that summarized the changes and included a more detailed word document that had the whole plan spelled out. Additionally on the morning of 90 minute planning, I personally went around to the various classrooms checking if teachers had any questions or concerns with our revisions. We typically have at least a few changes to coverage each week and I make sure to always communicate those changes to the staff in one form or another. |
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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.
During the last few staff meetings we have asked the teachers to identify problem areas. We then asked them to identify the four biggest areas and to provide specific details associated with the problem. From there we asked them to come up with potential solutions they had to address the problems. We reviewed their responses and then evaluated which problems and solutions were feasible and issues that we could potentially act upon for this year and those that could be implemented for next year. At the last staff meeting we went through and explained the changes that are occurring or are planned based upon their suggestions. |
Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
There were two separate major incidents that I had to investigate and coordinate with my Principal involving a teacher and students. In both cases the teacher crossed a line in regards to either putting hands on the student and/or threatening to put hands on the student. I conducted the interviews with the students and the teacher to gather all the facts and come to a resolution. From there my Principal and I discussed the facts and met with the teacher. In both cases we had to refer the teacher to human resources. We also made sure to contact the parents and to remove the students from that classroom on a permanent basis. Due to HR confidentiality I have not posted the notes or documentation of the incident but rather a template provided to us by district personnel for dealing with this type of incident. |
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Creative thinking – Engages in and fosters an environment for others to engage in innovative thinking.
Our fifth grade team was seeking ideas on how to increase the frequency of rewards for positive behaviors. When they were discussing ideas and asking what would be an acceptable reward, one teacher brought up the idea of flexible seating options. As an administrative team we thought that was a good idea and allowed them to implement that any way they would like. One of the teachers thought about it and came up with the idea of a VIP section in his room. The photo shows the area he created for his students that earn VIP. The fifth grade has adopted this practice across the grade level. |
Customer focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
There was a change to drivers on one of our bus routes. The new driver was given the route and for a reason that is still unknown one of the stops that was created for a student in the beginning of the year had been dropped from the list. The parent brought this to our attention on a Friday afternoon. When I saw her email first thing Monday morning, I quickly responded to her and coordinated with our data manager and transportation so that the issue was resolved quickly. My intention was to ensure that the student was able to ride the bus home that day and did not have any further bus issues that would impact his educational experience. |
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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.
One of the roles I have at W.G. Pearson is Title I Coordinator. For the Title I Parent Involvement Nights we delegated the planning and coordination of our Math Night to a teacher that desires more leadership roles within the school and our Science Night to our science support coach. The teacher planned and effectively marketed Math Night so that it was one of our most well attended events in years. There is a lot of interest for our science night that is scheduled to occur in April. Photos from Math Night are provided. |
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.
A teacher informed me of an interaction through class dojo's chat feature that she had with a parent within her classroom. She voiced that she believed the parent to be very rude and she did not understand why, she showed me the conversation. The parent called the school shortly after my conversation with the teacher. I spoke with her over the phone and listened to her concerns and perception of the interaction. From listening to both sides, I determined that this is primarily a case of misunderstanding and that a face to face conversation would rebuild their relationship. I suggested that to the parent and the teacher and both agreed to meet. |
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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.
Throughout the DPLA program we have taken several inventories that have allowed us to become more self aware and to learn how our personalities can be perceived from other personality types. DPS as part of the L2N initiative used one of those inventories and had the teams take them back to their schools in an effort to build trust among PLCs. At Bethesda, we took this inventory and conducted it with all of our PLCs. During a planning period I provided a training on its meaning and then facilitated a discussion among the PLC around their results and how they could improve their team dynamic now that they know more about each other. |
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 routinely review trends in office referrals and minor incidents throughout the school. When reviewing this data we can determine the root cause of student behaviors in the school and make changes accordingly. Some examples are when we determined that specific students would have incidents based on activity, time of day, or during transitions. Interventions were then put in place as a result. Additionally, we were able to determine that specific grades were having a higher number of incidents and then upon more examination we identified a cause and adjusted accordingly. |
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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.
During this year's Winter Olympics our Art Teacher approached me and asked if she could change our large display case in the main hall to inform students about the South Korean culture. I approved her request and thought it was a great idea to help inform our students about a different culture that was hosting a global event. This display case has examples of traditional customs, clothing, food, goods, art, and other items. Students learning about other cultures will help prepare them for a future where cultures and countries are more entwined. |
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.
As part of our finance class we were provided with the budget, SIP, and achievement data on a real middle school. From evaluating all that data we had to make decisions on how to spend the budget. We had to analyze and research programs that we would want to purchase to impact the school's achievement, culture, and staffing. We had to weigh the areas that we saw as the greatest concern and make sure we addressed them while staying within the budget. In addition to this project we were also taught a decision making model and applied it to a scenario. |
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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.
As part of our 90 minute planning initiative I update the coverage schedule each week and make adjustments according to the personnel that we have in the building. During the 90 minute planning blocks students spend half the time in specials/electives and the remaining time with a substitute or staff member who implement a lesson left by the teacher. This has become an organizational challenge each week due to teacher absences, unfilled substitute positions, and ensuring that students are also under adult supervision during transitions. |
Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
My leadership style is that of a servant leader, as a result I am always looking to support the stakeholders of the school in any manner necessary no matter how large or small. By doing this I have been able to lead by example and demonstrate my personal values and ethics. Several teachers and students have been extremely grateful for the little things I have done to assist them and have acknowledged that through thank you cards or affirmation notes. |
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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.
As a part of our SIG grant we are required to provide a 90 minute planning period to teachers each week. I was part of the planning team that created the plan to implement this initiative. It has had some bumps along the way that we have noticed and as leader of the team that created the plan I have been making adjustments to the plan each week. Recently we prepared a survey to send out to the staff to get some additional information on 90 minute planning. Specifically we asked about their perceptions on its benefits and how they would improve its structure. |
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 I started at W.G. Pearson we utilized the traditional paper based behavior write-up system. This had the potential to result in lengthy delays in administrative responses to behavior issues. I proposed giving the staff access to the teachers section of educators handbook and we piloted it with several classrooms. Teachers have found it quicker to inform and track behavior concerns and when administrators issue a consequence they get immediate notice of the action. We are now in the process of planning a whole school transition to this online based system. A copy of the training presented to the teachers is provided. |
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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.
Every Friday morning I come in and have to make quick decisions on how 90 minute planning is going to operate for that day. I review our absences, substitute vacancies, and the original plan. After gathering the information I promptly review my options and adjust the coverage personnel or the schedule. For example I may have to pull instructional assistants to cover classes and then place a support coach on the coverage schedule. On some weeks I adjust the schedule so that one or two grades get moved to the following Monday. On one occasion I had to make the decision to cancel the 90 minute planning schedule and go to our standard day schedule, since we had more absences then could be filled with substitutes and instructional assistants, even with splitting and absorbing some classes on a few grade levels. |
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.
I was called to the main office to talk with a parent that was requesting an administrator immediately. When I got to the office she was clearly upset and making a scene in the office with the teacher that was the root of her anger. At that time I knew the middle of the office was not a good place for the conversation, nor was having the teacher present. I requested the parent and child come into my office and discuss the issue. Her daughter was accusing the teacher of digging her nails (turned out to be false) into her arm after forcefully grabbing her arm. I was able to deescalate the parent and get the child's account of the incident. I then conducted an investigation. The teacher is a beginning teacher and was upset about the incident and extremely stressed. After taking her account I was able to ease her stress as we discussed the issue. I completed the investigation to include witness accounts and a review of the cameras. I communicated all necessary information to the principal and we moved forward from there in a manner that was satisfactory for each party involved. |
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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.
As an administrator and a member of the SIT team we had to create a plan to address the targeted indicators as evaluated by the SIG grant reviewers. During our SIT team and leadership team meetings we consistently review the action items and evaluate how we are addressing them within the plan. To include the adding and/or revising systems within the school to adequately meet the requirement of the indicator. We analyze the different initiatives occurring within the school and determine which indicators they are addressing. We make sure to focus on initiatives that will bring the largest returns to student achievement as well as on the indicator advancements that we need to comply with the grant. |
Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
W.G. Pearson has several instructional walkthrough and feedback forms/checklists currently being utilized. These forms were all on paper and required several copies to be made for the teacher and for administrative record keeping. I proposed making them electronic and converted them to google forms. The google form uses an application that automatically emails the teacher with feedback after it is completed. Google also tracks the data and allows for us to view graphs that show trends of where our school has strengths and areas to grow from these walkthroughs. |
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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.
One of the SIP goals for Bethesda included an increase in parental involvement. One avenue of completing this was the All Pro Dad Breakfast. I took over and ran this monthly event while I was in my residency. The event took place in the cafeteria and had historically always started at 8:30. Lunch started for the school at 10:00am. So in order to have time to clean up and be ready for lunch, we had to make sure to have a detailed agenda and adhere to the allotted times on the agenda. I made sure that each event was run efficiently, specifically that it started on time and ended on time so that we did not interfere with lunch. |
Visionary – Encourages imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students.
As part of the SIG grant we were required to prepare a video similar to a movie trailer to grab viewers interest around the efforts our staff is taking to improve the school. Our team created a video that included some of our focal points for the vision we have to improve our school for all stakeholders. |
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