Principal Self-Assessment - Weebly

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Capella University | Capella tower | 225 soUth sixth street, ninth FloorMinneapolis, Mn 55402-3389 | 1.888.Capella (227.3552) | www.Capella.edU sCh/soe CliniCal/soe selF assessMent

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Principal Self-Assessmentphd/eds—leadership in edUCational adMinistration prinCipal selF-assessMent | sChool oF edUCation

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prograM speCialization learner id/last FoUr ssn

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Upon entering the leadership in educational administration program, every learner has to assess their competencies multiple times throughout the program listed below. you will complete this assessment during First Course, prior to ed7901, internship in educational administration i, and at the conclusion of ed7902, internship in educational administration ii and your 320/hour internship. as you complete this self-assessment, be sure to review the state and national standards to which each outcome and competency are aligned. links to the appropriate state and national standards are embedded at the top of the appropriate column, indicated by underlined red text.

Submission please indicate which submission of your three required self-assessments this document will be by clicking in the corresponding box below. First Course submission pre-Clinical practice post-Clinical practice

Submission Instructions*1. if this is the pre-Clinical practice submission, this document must be submitted with your clinical practice application by emailing to [email protected] or

faxing to 1.888.227.8492.

2. if this is your First Course or post-Clinical practice submission, submit this self-assessment within your courseroom as an assignment.

* reminder: all three versions of the self-assessment are required artifacts in your e-portfolio.

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Learner InformationComplete your information below electronically by clicking within and/or tabbing to each field.

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Principal Self Assessmentphd/eds—leadership in edUCational adMinistration prinCipal selF-assessMent | sChool oF edUCation

Specialization Outcomes

Specialization Competencies Minnesota Program Requirements for all Administrative Licenses, Subpart 1 and Principal specific requirements, Subpart 3 (Statute 3512.0510)

Interstate School Leadership Licensure Consortium (ISLLC) Standards

ELCC (Educational Leadership Constituent Council) Standards

Learner Self-Assessment of level of competency

(Qualitative) Narrative for experience and expertise

0 1 2 3

1. Facilitate the development of a shared vision of learning.

*analyze current theories, models and principles of leadership, organizational development and management, in educational settings.

1a. Competence in leadership 1e. political influence and governance.

Standard 1a school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation,implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Standard 1Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.

DirectionsComplete this document electronically (click within and/or tab to each field) for each of the specialization competencies, (second column) rate yourself by typing an “x” in the appropriate box. include a brief narrative explanation in the space provided.

3 = distinguished (learner demonstrates extensive experience and expertise)2 = proficient (learner demonstrates some experience and average expertise)1 = basic (learner demonstrates limited experience and expertise)0 = non-performance (learner demonstrates zero experience or expertise)

https://www.revisor.leg.state.mn.us/rules/?id=3512.0510

http://www.ccsso.org/content/pdfs/isllcstd.pdf

http://www.npbea.org/ELCC/ELCCStandards _5-02.pdf

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*evaluate the role of the educational leader.

*lead as p–12 principal.




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2. promote the success of all persons.

identify children with potential disabilities and illustrate how to create individualized education programs to meet disability law requirements.

1h. Curriculum planning and development for the success of all learners

1i. instructional management for the success of all learners

3.a. instructional leadership

3.b. Monitor student learning

3.C. early childhood through grade 12 leadership

Standard 2a 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.

Standard 2Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

assess the administrator's role in ensuring that special education, related services, and early intervention are integrated and operationalized throughout the general education school program.




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appraise the quality of a special education program and formulate recommendations for program improvement.

lead as p–12 principal.

plan and assess curriculum and instruction for the success of all learners.




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3. lead the development of a culture of learning.

Use best practices when supervising instruction.

1h. Curriculum planning and development for the success of all learners

1i. instructional management for the success of all learners

subpart 3.a. instructional leadership

subpart 3.b. Monitor student learning

subpart 3.C. early childhood through grade 12 leadership

Standard 2a 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.

Standard 2Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

promote and support best practices in professional development.




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0 1 2 3

evaluate teacher performance.


plan and assess curriculum and instruction for the success of all learners.

4. Manage effective learning environments.

Manage educational organizations for the 21st century.

1b. organizational Management

1d. policy and law

1J. human resource management

1l. Judgment and problem analysis

1M. safety and security

Standard 3a 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.

Standard 3Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.




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identify and evaluate best practices in obtaining education funding resources and apply them to a school or school district's vision, mission, and goals.

assess how state legislation and the role of the courts affect education funding.

evaluate a school or district's plan for assuring that public resources and funds are used appropriately and wisely.

Compare current best practices in securing and allocating resources for the development and management of school district budgets.

evaluate how innovative partnerships with area businesses, institutions of higher education, or community groups might enhance a district's financial stability and improve the quality of education.




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examine the per-pupil expenditures, state of facilities, and financial health of a local district.

interpret how the law affect p–12 operations.

identify legal issues in p–12 education and resolve potential or actual disputes.

Use supervisory, evaluation and discipline techniques appropriate to a p–12 education setting.

interpret and reconcile the differences among the historic, legal and social factors that influence and regulate p–12 education.

Manage a p–12 school effectively for the 21st century.




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5. effectively collaborate with multiple stakeholders

Facilitate group processes. 1g. Community relations

1F. Communication

1a. Competence in leadership

1e. political influence and governance

Standard 4a 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.

Standard 4Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.

Utilize communication skills effectively in appropriate settings for specific purposes.

Collaborate with the greater community for the benefit of p–12 students.




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6. lead the field of education in an ethical manner.

reflect on values and improve personal practices.

1K. demonstrate values and ethics of leadership.

1l. demonstrate Judgment and problem analysis.

Standard 5a school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

Standard 5Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.

act ethically and legally.





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7. advance the field of education through influence.

review educational policies from the federal, state, and local levels.

1a. demonstrate Competence in leadership 1e. demonstrate political influence and governance

Standard 6a 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.

Standard 6Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Compare how various educational policies influence educational leaders.

examine how all educational policies are value-laden.




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discuss the educational-policy process.

examine the historical context of school reform and policy making.

Collaborate with the greater community for the benefit of p–12 students.





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Principal Self-Assessment - Weebly