Principal Preassessment - Christian Ledesma

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K-12 Principal
Preassessment Steps and Template & Plan of Action
I. Complete the following information.
Date: ______________________7/6/16___________________ Circle one: Dr. Mrs. Ms. Mr.
Name: __________Christian Alberto Ledesma____________________________
License(s) held: __Elementary teaching license, Bilingual license_________________________________
Years of teaching in your licensure area: ____14 years___________________
Grade levels: ______k-5______________________________
Current position and location: ____Aspiring Principal_______________________
Desired semester and year to complete your licensure program: ____Spring 2017_______
Have you completed a masters degree? Yes__X__ No____
If yes, number of semester credits: ________ College/University: ____Pace___
Have you completed a degree beyond the masters degree? Yes____ No__X_
If yes, degree earned: _________________________ Area of Study: _________________________
Number of semester credits: _____ College/University: ___________________________________
If you do not have a degree beyond your bachelors degree, do you have any credits completed after your
first bachelors degree? If yes, how many? __________ Name of college(s)/university(s) from which you
Department of Educational Policy and Administration

Licensing and Leadership Development for Educational Administrators
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completed those credits:
_________________________________________________________________________________
II. Select the licenses, degrees, and certificates you wish to complete.
Place a check next to all that apply.
Licenses Certificates Degrees

____ Director of Community Ed ____ PK-12 Administration ____ MEd
____ Director of Special Ed. ____ Professional Development ____ EdS
___X_ K-12 Principal ____ Program Evaluation ____ EdD (Work with your
____ Adding K-12 to previous ____ Disability Policy and Services degree advisors to
principal license identify courses
____ School Superintendent required in addition to
those that will apply from
the licensure program.)
____ PhD (Work with your
degree advisor to
identify the courses required
for the Ph.D.)
The Preassessment
The preassessment is not only required for the licensure program at the University of Minnesota but it is also
a requirement in Minnesota rule for the licensing of educational administrators. It is therefore a very
important beginning step in the learners preparation process.
The contents of the preassessment will be used as the foundation other important steps in your preparation.
Some of them are:
The creation of your resume and, more importantly, you vita. These are requirements in EdPA 5386
Portfolio Seminar and, of course, will be essential tools when you begin to apply for a position after
you are licensed.
The components of the preassessment will be used as organizers and summary pages for your
electronic portfolio. When used for that step the title is change to Summary of Evidence by
Competency and the Plan of Action title is then omitted. By the time you present your e-folio all
items in the Plan will have been moved up to another category.
Building confidence in your abilities. Most find the individual product of the preassessment to be
tremendously reaffirming and motivating as the learner steps back, usually for the first time, and takes
a comprehensive assessment of the personal and professional substance he or she had developed thus
far in his or her life and career. Take time to savor that realization.
Sources:
There are multiple sources to gather this information. Some include:
Transcripts
Syllabi
Your current and past planning calendars (these are good items to keep from year to year as they form
a sort of personal/professional diary).
CEU documentation. If you do not have copies then your district office may.
If you are not a saver perhaps a team member keeps some of these documents and will allow you
access to help you remember specific items.
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Your school and district calendars.
Records from your school and district professional development teams.
Tax records (you may have a record of your professional expenses).
Template: The following template is designed to assist you in this process. You may cut and past the
template as you complete your work.
Steps:
1. Print legibly or type your name, semester and year in the boxes provided.
2. Create a footer that includes your name and page numbers.
3. Create a master list of all the courses you have taken that have addressed any of the required
competencies in any way. You may go as far back as your bachelors degree if you desire.
4. List all of the workshops/conferences that you have attended that do not show up on an official
transcript.
5. List either specific titles or bodies of literature that you have studied. They could have been assigned
readings from coursework or literature that you have chosen to read due to personal interest. Listing
the title of bodies of literature is appropriate when you have done an extensive study in a particular
topic such as for a doctoral dissertation. If your topic was data driven decision making you may
simply note that you did doctoral research on that topic. In cases like this it is understood that you
have read perhaps a hundred sources on that topic. Other times a particular title could have been so
important to your development and interests that you list it separately.
6. List all the experiences that you have had that have increased your understanding of administration or
allowed you to directly practice administrative skills. Be specific enough so that the reader can
determine the depth of your skills. For example, if you have served as a member of the Leadership
Team it is not enough to simply state that membership because each school/district may use its
leadership team in different ways with various degrees of authority. If your role was advisory to the
development of the budget state that. However, if your team has the authority to make final decisions
on the budget then that role carries with it a vastly different level of responsibility and authority and
should be identified as such.
Plan of Action
1. Course selection
Use the attached matrix to map your educational program at the University of Minnesota. A
minimum of 60 credits beyond the bachelors degree, including a masters degree, are required for the
School Superintendent, K-12 Principal, and Director of Special Education licenses. A minimum of 20
credits are required for the Director of Community Education license. A Certificate in PK-12
Administration with licensure requires a minimum of 21-22 credits. Depending on the number of
credits and whether or not a masters degree has already been completed upon acceptance into the
program, the learner can earn many certificates, licenses and degrees simultaneously. See the
example on the matrix to identify which courses are required for specific options. Note that many of
the courses can be used for more than one option.
2. Non-credit learning opportunities

In addition to identifying the courses and terms for completion list the workshops, seminars, Layered
Learning Modules, and other non-credited educational opportunities that you will participate in to
develop your knowledge, skills and dispositions in each competency:
3. Literature
List the readings that you plan to complete outside of required readings for each course:
4. Field Experiences

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You will complete authentic field projects throughout your licensure program. Read each of the
projects included in the Letter of Commitment for the license(s) you have selected. The Letter of
Commitment will be provided to you in EdPA 5385 Licensure Seminar. Code each project by the
degree of knowledge and skills you already possess for each project:
1Indicates little or no knowledge or skills in this topic.
2Indicates some knowledge or skills in this topic but could use a mentor to help you
fully understand how to do this skill set.
3Indicates full understanding of this projects skill set you could teach it!
All projects coded either one or two must be listed below as part of your Plan of Action.
List each by license, number, and title of project.
License: _____________________________________
Number Title of Project
What will you seek to learn from your mentor when completing this project? (Two or three sentences of
clarification for yourself and your mentors.)
If you are able to show evidence that you are at least at entry level for a particular
competency then state that for the competency but add what you will be doing to deepen your
understanding of the particular competency area as a life-long learner.
NOTE: To add more rows to each section, click on the row below or above which you wish to insert another
row. Then go to the Table pull down menu, click on Insert, and select either Rows Above or Rows Below.
Preassessment Template
I. Leadership
A. provide purpose and direction for individuals and groups;
B. shape school culture and values;
C. facilitate the development of a shared vision for the school;
D. formulate goals and plan change efforts with staff by setting priorities in the context of
community and district priorities and student and staff needs.
I. Courses on transcripts A B C D E F G
II. Workshops/Seminars/Conferences
III. Readings/Personal Study
IV. Experiences
Literacy Coach X X X X

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ILT X X X X
II. Information Collection

A. gather data a facts from a variety of sources about families, students, parents, staff
members, administrators and community members;
B. seek knowledge about policies, rules, laws, precedents or practices;
C. manage data flow
D. classify and organize information for use in decision making and monitoring information.
IV. Experiences X X X
School Wellness Coordinator
III. Problem Analysis

A. identify the elements of a problem situation by analyzing relevant information, frame
issues, and identify possible causes;
B. seek additional needed information and frame and reframe possible solutions;
C. demonstrate conceptual flexibility;
D. assist others in forming opinions about problems and issues.
IV. Experiences X X X X
Literacy Coach

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IV. Judgment
A. reach logical conclusions by making quality, timely decisions based on the available
information;
B. demonstrate adaptability;
C. give priority to significant issues.
Teacher
Literacy Coach X X X
V. Organizational Oversight
A. plan and schedule work so that resources are used appropriately and goals are met;
B. schedule the flow of activities;
C. establish procedures to regulate activities;
D. monitor projects to meet deadlines.
Literacy Coach

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VI. Implementation Skills
A. put programs into action;
B. facilitate the coordination and collaboration of tasks;
C. establish project checkpoints and monitor progress;
D. provide corrections when actual outcomes start to diverge from intended outcomes or
when new conditions require adaptation.
Director of School Wellness
VII. Delegation of Authority

A. assign projects, tasks, and responsibilities with delegated authority to accomplish them in
a timely and acceptable manner;
B. utilize subordinates effectively;
C. follow up on delegated activities.

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VIII. Instruction and Learning Environment
A. create a school culture for learning
B. envision and enable instructional and auxiliary programs for the improvement of teaching
and learning;
C. recognize the developmental needs of elementary, secondary and middle level students in
order to design positive learning experiences;
D. accommodate differences in cognition and achievement;
E. mobilize the participation of appropriate people to develop programs and to establish a
positive learning environment.
Teacher

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IX. Curriculum Design
A. understand major curriculum and design models and interpret school district curricula;
B. initiate needs analysis and plan and implement with staff a framework for instruction;
C. align curriculum and outcomes;
D. monitor social and technological developments as these developments affect curriculum,
including youth service programs;
E. solicit input from families, parents, the public, and the business community;
F. adjust curriculum content as needed and conditions change.

Understanding Backward Design X X
IV. Experiences X X X X X
Teacher
Literacy Coach X X X X X
X. Student Guidance and Development

A. understand and accommodate students growth and development;
B. provide for students guidance and auxiliary services;
C. utilize community organizations in responding to family needs;
D. enlist the participation of people to design and conduct programs for connecting school
programs with plans for adult life;
E. plan for a comprehensive program of student activities
IV. Experiences

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XI. Staff Development
A. work with faculty and staff to identify professional needs and to plan, organize and
facilitate programs that improve faculty and staff effectiveness that are consistent with
institutional goals and needs;
B. supervise individuals and groups;
C. provide feedback on staff performance and arrange for remedial assistance;
D. engage faculty and others to plan and participate in recruitment and development
activities;
E. initiate self-development;
F. ensure the provision of training for all general education, special education, and
interagency staff, including administrative, professional, paraprofessional, and support
staff, on skills for collaboration, teaming, consulting, and conflict resolution.
IV. Experiences X X X X X X
Union Steward
Literacy Coach X X X X X X

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XII. Measurement and Evaluation
A. determine what diagnostic information is needed about students, staff, and the school
environment;
B. examine the extent to which outcomes meet defined standards, goals or priorities;
C. draw inferences for program revisions;
D. interpret measurements for evaluations;
E. relate programs to outcomes;
F. develop equivalent measurements of competence and design accountability mechanisms.
Teacher
Literacy Specialist X X X X X X
XIII. Resource Allocation

A. procure, apportion, monitor, account for, and evaluate fiscal and human materials and
time resources to reach outcomes that reflect the needs and goals of the school;
B. plan and develop the budget process with appropriate staff.
IV. Experiences X X
Garden Grant Coordinator X X

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XIV. Motivation
A. develop conditions that enhance the staffs willingness to focus on achieving educational
excellence;
B. plan and encourage participation;
C. facilitate teamwork and provide intellectual stimulation an support innovation;
D. recognize and reword effective performance;
E. provide feedback, coaching, guidance, and needed resources.
IV. Experiences X X
New teacher mentor X X X X
XV. Sensitivity
A. understand the concerns of others;
B. deal tactfully with others;
C. work with others in stressful situations or in conflict;
D. manage conflict and obtain feedback;
E. recognize multicultural differences;
F. advocate for family and child issues and work with families to develop parent
involvement in the education of children.
Union steward
Literacy Coach X X X X X X

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XVI. Oral and Nonverbal Communications
A. make presentations that are clear and easy to understand and clarify and restate questions;
B. respond, review, and summarize information for groups;
C. utilize communication aids;
D. recognize cultural and gender-based norms;
E. adapt to audience and make educational issues clear to parents and the public.
Union Steward X X X
XVII. Written Expression

A. express ideas clearly in writing;
B. write appropriately for different audiences such a students, teachers, and parents;
prepare memoranda, letters, reports, and other job-specific documents
IV. Experiences X X
Teacher
Director of School Wellness X X
Literacy Coach X X

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XVIII. Philosophical and Cultural Values
A. act with an understanding of the role of education in a democratic society in accordance
with accepted ethical standards;
B. recognize philosophical influences in education;
C. reflect and understanding of American culture including current social and economic
issues related to education.
Teacher
Literacy Coach X X X

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XIX. Legal and Regulatory Applications
A. act in accordance with federal and state constitutional provisions, statutory law, and
regulatory applications governing education;
B. work within local rules, procedures, and directives;
C. recognize standards of care involving civil and criminal liability for negligence,
harassment, and intentional torts;
D. administer contracts and financial accounts;
E. understand state and federal laws governing:
1. special education;
2. alternative instructional designs;
3. curriculum and behavior modifications;
4. assessment accommodations;
5. parent involvement;
6. labor relations and collective bargaining.
IV. Experiences X X
Teacher
Union Steward X X X

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XX. Policy and Political Influences
A. understand schools as political systems;
B. identify relationships between public policy and education;
C. recognize policy issues;
D. examine and affect policies individually and through professional and public groups;
E. relate policy initiatives to the welfare of students and families;
F. address ethical issues.
XXI. Media and Public Relations

A. develop perceptions about school issues;
B. interact with internal and external publics;
C. understand and respond to the new media;
D. initiate and report new through appropriate channels;
E. manage school reputations by promoting a positive image;
F. enlist public participation and support;
G. recognize and provide for various markets.
IV. Experiences X X X X X
Media Relations Coordinator PS 244

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Principal Preassessment - Christian Ledesma

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Advisors Use Only

Advisors Signature of Date

Build a Resume of Expertise That Empowers You to Become a

I. Complete the following information.

Date: ______________________7/6/16___________________ Circle one: Dr. Mrs. Ms. Mr.

Name: __________Christian Alberto Ledesma____________________________

License(s) held: __Elementary teaching license, Bilingual license_________________________________

Years of teaching in your licensure area: ____14 years___________________

Grade levels: ______k-5______________________________

Current position and location: ____Aspiring Principal_______________________

Have you completed a masters degree? Yes__X__ No____

If yes, number of semester credits: ________ College/University: ____Pace___

If yes, degree earned: _________________________ Area of Study: _________________________

Number of semester credits: _____ College/University: ___________________________________

Department of Educational Policy and Administration

Licenses Certificates Degrees

2. Non-credit learning opportunities

Department of Educational Policy and Administration

Number Title of Project

III. Readings/Personal Study

Department of Educational Policy and Administration

II. Information Collection

III. Readings/Personal Study

III. Problem Analysis

III. Readings/Personal Study

Department of Educational Policy and Administration

III. Readings/Personal Study

III. Readings/Personal Study

Department of Educational Policy and Administration

III. Readings/Personal Study

VII. Delegation of Authority

III. Readings/Personal Study

Department of Educational Policy and Administration

III. Readings/Personal Study

Department of Educational Policy and Administration

III. Readings/Personal Study

X. Student Guidance and Development

III. Readings/Personal Study

Department of Educational Policy and Administration

III. Readings/Personal Study

Department of Educational Policy and Administration

III. Readings/Personal Study

XIII. Resource Allocation

III. Readings/Personal Study

Department of Educational Policy and Administration

III. Readings/Personal Study

III. Readings/Personal Study

Department of Educational Policy and Administration

III. Readings/Personal Study

XVII. Written Expression

III. Readings/Personal Study

Department of Educational Policy and Administration

III. Readings/Personal Study

Department of Educational Policy and Administration

III. Readings/Personal Study

Department of Educational Policy and Administration

III. Readings/Personal Study

XXI. Media and Public Relations

III. Readings/Personal Study

Department of Educational Policy and Administration

Das könnte Ihnen auch gefallen

Date: ____7/6/16_ Circle one: Dr. Mrs. Ms. Mr.

Name: Christian Alberto Ledesma__________________

License(s) held: Elementary teaching license, Bilingual license_______________________________

Years of teaching in your licensure area: 14 years_______________

Grade levels: k-5________________________

Current position and location: Aspiring Principal___________________

Have you completed a masters degree? YesX No____

If yes, number of semester credits: ______ College/University: Pace_

If yes, degree earned: _ Area of Study: _

Number of semester credits: _ College/University: _______________________________