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Read each knowledge, disposition, or performance statement carefully. Then check the box that
indicates the extent to which the statement represents your practices during the past 10–12
months. In responding to each item:
*Used by permission of the National Policy Board for Educational Administration and the Interstate School
Leaders Licensure Consortium.
Purposes:
To provide school leaders with the opportunity to examine their own school leadership practices with
respect to the knowledge, dispositions, and performances contained within the ISSLC Standards for
School Leaders.
This self-examination should lead to greater familiarity with the standards and provide a starting point to
assist you in identifying potential areas of focus for professional development planning.
Directions:
systems theory
effective communication
To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
2
To what extent do I CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIES
ensuring the following Performance indicators?
3
school vision and goals
Standard 2: A school administrator is an educational leader who promotes the success of all students by
advocating, nurturing, and sustaining a school culture and instructional program conducive to
student learning and staff professional growth.
school cultures
4
To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
5
student, and staff performance
Standard 3: A school administrator is an educational leader who promotes the success of all students by
ensuring management of the organization, operations, and resources for a safe, efficient, and
effective learning environment.
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LITTLE SOME SUFFICIENT EXEMPLARY
(1) (2) (3) (4)
To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
accepting responsibility
7
To what extent do I CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIES
ensuring the following Performance indicators?
8
effective conflict resolution skills are used
Standard 4: A school administrator is an educational leader who promotes the success of all students by
collaborating with families and community members, responding to diverse community interests
and needs, and mobilizing community resources.
community resources
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To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
an informed public
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whose values and opinions may conflict
Standard 5: A school administrator is an educational leader who promotes the success of all students by
acting with integrity, fairness, and in an ethical manner.
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various ethical frameworks and perspectives
on ethics
To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
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demonstrates values, beliefs, and attitudes
that inspire others to higher levels of
performance
Standard 6: A school administrator is an educational leader who promotes the success of all students by
understanding, responding to, and influencing the larger political, social, economic, legal, and
cultural context.
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(1) (2) (3) (4)
To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
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To what extent do I CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIES
ensuring the following Performance indicators?
In the space below, please write your written reflection, indicating areas of needed
emphasis, growth, and improvement (the space will expand as you type):
According to the survey results, it appears an area of strength is Standard 2. My current position I
think lends itself to these higher scores. I am continually providing PD to science teachers and
allowing them time to engage in content. Teachers constantly inform me how important and
meaningful this is to them and is something to keep in mind as a district leader.
According to the survey results, an area of needed emphasis is on Standard 6. Most of the lower
scores are do to the fact that I don't engage and facilitate the activities associated with these
indicators. From this lack of participation, I don't feel like my self-mastery of the indicators is that
high either. During the snapshot of my internship, I participated in few community activities but
didn't know the extent of all activities or how much influence a school district has on the
community or vice versa.
For Standard 3, I need to continue to grow with the district's operations. There are so many
components that go into the operation that I need to continue learning. As a leader in the district,
it's important to know as much as possible to help all constituents within the community. I think it
is also wise to know who can help with these operations and let them be the expert. An
administrator can't be an expert at everything, but should be able to delegate tasks with
confidence to those who have the knowledge and learn from them.
I would like to improve with Standard 1 to learn how to focus and make sure everything the
district does aligns to the vision and is best for the community and students. I can almost see
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myself digging deep with the mission and making sure all members involved know what the
mission is as well. Hopefully, this leads to improved decisions for the community as a whole.
In the space below, generate four self-improvement goals to be undertaken during this
degree program. Each goal is to include the following:
A goal statement and its relationship to one or more of the ISLLC Standards
Anticipated activities that will lead to the accomplishment of the goal
Evidence that will demonstrate attainment of the goal
Targeted date of completion for the goal
1. I will strive to have a better understanding of the political, legal and cultural context of our
regional school system by attending the CABOCES area meetings for administrators. The legal
context of education and the districts is often discussed here.
Completion Date: November 1, 2018
Evidence: Meeting Notes
2. I will engage in opportunities that foster cultural difference within CABOCES and the
community. Both Cattaraugus and Allegany County are not very diverse and it is challenging to
develop an exemplary understanding of Standard 6. In order to experience a more culturally
diverse opportunity, I will engage in partnerships with various community organizations, also
addressing Standard 4.
Completion Date: August 1, 2018
Evidence: Meeting Logs and Dates
3. I will work to increase the level of communication regarding within the CABOCES community
on trends, issues, and potential changes in science curriculum. I will accomplish this by offfering
several workshops for different subgroups of science tecahers, contacting curriculum
coordinators, and visitng teachers in school districts, addressing Standards 2 and 3.
Completion Date: May 5, 2018
Evidence: Flyers and Presentations
4. I will actively participate in the political and policy-making context in the service of NYSSLS by
taking a more active role with STANYS (Science Teachers Association for New York State) and
S/CDN (Staff/Curriculum Development Network), addressing Standard 1 and 6.
Completion Date: June 1, 2018
Evidence: Meeting Notes
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