North Carolina School Executive Leadership Competencies.
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 competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
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 competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrative: I have utilized the communication competency by designing flyers and posting them to our social media for parents. I have also communicated with staff by leading staff meetings, along with creating and distributing the weekly newsletter of school/district updates. I communicate with students daily by using postive behavior narration in the hallways to promote positivity and affirm student choices. I have read The 7 Habits of Highly Effective People, How to Win Friends and Influence People and Start with Why. These titles have built my communication capacity to intentionally craft my words to reflect positive intention in person or or paper.
Artifacts: Standard One Standard Three Standard Five
Artifacts: Standard One Standard Three Standard Five
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.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrative I have utilized the change management competency as I have led professional development for staff on the implementation of our initiative No Nonsense Nurturing. I led the staff in a discussion of our common language for students when entering the classrooms, cafeteria, and bathrooms. I supported staff in this change as I gave time in the PD to discuss ways the staff see they are successfully implementing the new initiative and areas where after our training they feel they need to improve. Precision and Planning are essential to change management as you precisiely name what you want to change and create action plans on how to achieve it.
Artifacts Standard One Standard Four
Artifacts Standard One Standard Four
Conflict Management
Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
This competency is essential in standards: 4 and 5.
Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
This competency is essential in standards: 4 and 5.
Experience Narrative I have utilized conflict management in my student conduct conversations. I utilize our school restorative justice framework and hold restorative circles with students. The restorative circles help to mitigate conflict as each student is give space, and time to express how they experienced the conflict along with how it impacted them. The sharing of perspectives often leads to mediated circumstances where students have clear action steps on how to move forward beyond the conflict and to assure it does not arise again.
Artifacts Standard Five
Creative thinking
Engages in and fosters an environment for others to engage in innovative thinking.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Engages in and fosters an environment for others to engage in innovative thinking.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrative I encourage creative thinking in my coaching conversations with my teachers. I listen intently to the issues they are having and ask them to create ways to reward the desired behavior in order to influence more students. This conversation led to the creative idea of an "iReady Exit Ticket" to increase student accountability and generate conversations about what students are learning at home.
Artifacts Standard Four
Artifacts Standard Four
Customer focus
Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrative I utilized this comptenecy in the creation of the community engagement initiative the Coker Wimberly Community Connection. This initiative connected our community partners to our parents by providing a space to offer educational sessions at varying times of the day. Due to the fact the the majority of our parents work rotatiting shifts, we decided to offer these services at three times of the day. We also recored the sessions on facebook live to give even more access to the information provided.
Artifacts: Problem of Practice
Artifacts: Problem of Practice
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.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
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.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrative During the planning of the Black History Program, I effectively used the delegation competency as I created a list of songs that teachers could choose from for their performance. Teachers then had to select a project lead for their performance who decided on performance details and communicated with the event coordinator (myself). The delgaton of song selction, and performance creation led to teacher buy in during the experience and amazing performance by our scholars.
Artifacts: Standard One
Artifacts: Standard One
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.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
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.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrative I use the dialogue/ inquiry competency as an active member of our school's Positive Behavior Intervention Support team, School Improvement Team and Instructional Leadership Team. In these environments I often pose questions or offer ideas that explore the challeges we face and search for solutions. For example when we were discussing a school wide PBIS implementation I offered the idea to digitally track behavior with class dojo. Creating a system around this resource would allow us to track teachers implementation, allow for students to be able to track their points, it will allow for parent access to behavior tracking and can assist in behavior intervention processess to document behaviors with date and timestamps.
Artifacts: Standard Three
Artifacts: Standard Three
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.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
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.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrative I use emotional intelligence when I conduct crucial conversations with students and adults. I use my E.I to control my own emotions and to sense the emotions of the person I am talking to in order to assure they understand. I have participated in training hosted by the BB&T Leadership Development in Practice where I learned how I process conflict and what my triggers are. I promote self awareness and emotional intelligence in my school by leading restorative circles with students to help them gain insight into their triggers and how their behavior impacts their peers.
Artifacts: Standard Five
Artifacts: Standard Five
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.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Becomes aware and remains informed of external and internal trends, interests and issues with potential impacts on school policies, practices, procedures and positions.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrative I utilize the environmental awareness competency by conducting staff surveys to remain informed of internal trends. I also become informed about external trends and issues by staying abreast on district and state polices by reading district and state memos such as our Curriculum and Instruction newsletter, and the Weelky NC School Legislative updates.
Artifacts: Standard One
Artifacts: Standard One
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.
This competency is essential in standards: 1, 2, 3.
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.
This competency is essential in standards: 1, 2, 3.
Experience Narrative I utilize the global perspective comptency by attending conferences and going on school visits accross the country to gain knowledge on the skills students will need to be successful in this economy.
Artifacts: Standard Four
Artifacts: Standard Four
Judgment
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.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
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.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrative I utilize the judgement competency as I syntesize information to make decisions that will positively impact the school culture and student performance. I have learned how to use a decion making matrix in school improvement team meetings to decide what strategy to use to improve our school. I also utilize my training in Crucial Conversations and Crucial Accountability to effectively plan for conversations that address significant students or staff issues. Last of all I utilize judgement by analyzing and interpreting complext infromation from instructional observations to complete teacher evaluations.
Artifacts: Standard Five
Artifacts: Standard Five
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.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
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.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrative I utilize the organizational ability competency by using the app Wunderlist to add projects and tasks with due date reminders. I support the schoo initiative utilize our staff Google Calendar. I add my graduate school absences to the google calendar so that teachers are aware along with the administration team when I will not be on campus. I have also been trained by Kelly Perin of Little Bites LLC, to effectively manage my time by effectively identifying big rocks to accomplish each day. My professional reading of The 7 Habits of Highly Effective People has been a major organizational influence as I organize task into the "Covey Quadrants" of Urgent and Important, Important not Urgent, Urgent not Important, and Not Important/Urgent. This process of prioritizing allows me to manage my time in a manner so that I can be of maximum service to the school I serve.
Personal Ethics and Values
Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrative I utilize my personal ethics and values everyday as I lead authentically and aim to inspire in each interaction I have. I also build a culture of trust, respect, and confidentiality as I implement the See it, Name it, Do it, coaching framework where I build confidence by supporting teachers through a cycle of success as they express concerns and we work together to develop instructional or management solutions to implement in bite size steps.
Artifacts: Standard Four
Artifacts: Standard Four
Personal Rsponsibility 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
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
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
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrative I utilize the personal responsibility for performance competency by seeking the advice of my executive coach to build upon my strengths and help me become aware of my weaknessess. My executive coach and I communicate weekly through reflections upon the week and meet monthy for coaching conversations where I recieve insight and feedback on how to improve my performance.
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.
This competency is essential in standards: 3, 4, and 5.
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.
This competency is essential in standards: 3, 4, and 5.
Experience Narrative I utilize the responsiveness competency as I communicate with teachers via text, email, or google chat when I am needed in their classroom. As interim assistant principal I responded to bus referrals within the same day of receipt and updated the bus driver, homeroom teacher, student, and parents of consequences in order to inform them that I have followed through with their request in an expedient manner.
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.
This competency is essential in standards: 1, 2, and 5.
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.
This competency is essential in standards: 1, 2, and 5.
Experience Narrative I utilized the results orientation competency the most when I served as Interim Assistant Principal. I had to manage testing, bus discipline, school discipline , and instructional coaching each day. I would meet with my principal each morning to see what Big Rocks she was working on, I would relay mine and we would make a plan to achieve our goals in tandem with being available for any concern that may arise within the day.
Sensitivity
Effectively percieves the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Know what infromation to communicate and to whom. Relates to people of varying cultural, ethic and religious backgrounds.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Effectively percieves the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Know what infromation to communicate and to whom. Relates to people of varying cultural, ethic and religious backgrounds.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrative As a coach I utilize the sensitivity competency when I conduct "See it, Name it, Do it" coaching sessions with teachers. The session framework calls for the specific praise of a previously mastered action step. Also the framework utilizes my sensitivity because when new action steps are given, I model the action for the teacher and then the teacher acts it out before they implement it into their practice. I have also engaged in professional development from the NC Public School Forum on Trauma Sensitivy. I am certified as a Non-Violent Crisis Interventionist as I use the competency of sensitivity and emotional intelligence to de-escalete emotionaly intense situations.
Artifacts: Standard Four
Artifacts: Standard Four
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.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
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.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrative I utilize systems thinking as I attend montly board meetings for ECPS. At these meetings I learn about the relationships to the community each school has along with district partnerships and updates that will advance our schools. I also attend the Blue Ribbon Commission meetings in our district as they are an effort to hear the voices of educators, parents, and students, on how we can create equitable systems that lead to positive outcomes for our scholars district wide. Also as a member of the Opportunity Culture Design team, I was able to help develop a master schedule that supported a departmentalized K-2, with a focus on literacy development.
Artifacts: Standard Two
Technology
Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrative I utilize the technology competency daily as I photograph the happening of the school to be posted to social media or to the school website. I also create playlist of songs and dances for the PBIS celebrations. I have created iMovies to promote our fall festival, and to capture our Black History Program in order to share with stakeholders who could not attend. My use of technology has influenced the school by transitioning from the paper dolphin dollar reward system to the digital Class Dojo behavior tracking system school wide.
Artifacts: Standard One Standard Three Standard Five
Artifacts: Standard One Standard Three Standard Five
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.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings.
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrativeve I utilize the time manageiment competecy by using the ios app Wunderlist. Wunderslist allows me to create to do lists, add projects, and subtasks with due dates and cell phone reminders. I use the wunderlist app, along with google calendar to plan and follow an agenda for the day that consist of instructional learning walks, coaching meetings, servant leadership tasks, and reminders for the day.
Visionary
Encourages imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Encourages imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students
This competency is essential in standards: 1, 2, 3, 4, 5,6 and 7.
Experience Narrative I utilized the viesonary competency as a member of the Opportunity Culture Design team. As a memeber of the design team I worked with its members, and district directors to develop a vision for OC that included multi classroom lead teachers, extended impact teachers, reach associates, and a departmentalized school in grades K-2.
Artifacts: Standard One Standard Three