4. Write the average scores of each Domain and each Strand on the INDIVIDUAL SCHOOL HEAD NCBSSH-TDNA SUMMARY RESULTS TEMPLATE attached at the end of the Tool. 5. Graph each average score on the Template using a colored pencil or Crayola. Interpretation of Scores and Reporting Cluster Results 1. The following scale ranges with corresponding qualitative equivalents are used to interpret each average score per domain or per strand. Score Range Qualitative Label Descriptor 1.00 1.49 Urgent Need for Training The SH identifies competencies in this – Not doing this yet (UNT) range as priority needs for professional development. 1.50 2.49 Strong Need for Training – Doing a little of this and need (SNT) to learn more 2.50 3.49 Need Enhancement The SH identifies competencies in this – Doing it but need to improve Training (NET) as secondary needs for professional development. 3.50 Can Support Training The SH identifies competencies in this –4.00 Doing it well and can lead (CST) range as strong qualities/abilities that others do the same may enable him/her to help in the professional development of colleagues. 2. School Heads should be given a copy of their own profile. Based on the results, School Heads can recognize their need for professional development in various domains and strands of competencies expected of them to demonstrate as effective school leaders. 3. When the School Heads have accomplished the NCBSSH-TDNA, cluster results should be made using the template (hard copy and an e-version) provided to facilitate this process (See Attachment 5). There are three parts of the template namely: Part I Cluster SH Identification; – Part II NCBSSH-TDNA Cluster Summary Sheet; and – Part III - Summary of School Heads who need training and development 4. The following are the steps for manually organizing the cluster results: Part I. Assign each of the School within a specific cluster an identifying code number such as: SH1, SH2, SH3, until the last SH. These are entered in the first column of the template. Enter the names of SHs corresponding to the code number identified. Write the school’s name beside the name of each of the SHs. Part II.
4. Write the average scores of each Domain and each Strand on the INDIVIDUAL SCHOOL HEAD NCBSSH-TDNA SUMMARY RESULTS TEMPLATE attached at the end of the Tool. 5. Graph each average score on the Template using a colored pencil or Crayola. Interpretation of Scores and Reporting Cluster Results 1. The following scale ranges with corresponding qualitative equivalents are used to interpret each average score per domain or per strand. Score Range Qualitative Label Descriptor 1.00 – 1.49 Not doing this yet Urgent Need for Training (UNT) The SH identifies competencies in this range as priority needs for professional development. 1.50 – 2.49 Doing a little of this and need to learn more Strong Need for Training (SNT) 2.50 – 3.49 Doing it but need to improve Need Enhancement Training (NET) The SH identifies competencies in this as secondary needs for professional development. 3.50 –4.00 Doing it well and can lead others do the same Can Support Training (CST) The SH identifies competencies in this range as strong qualities/abilities that may enable him/her to help in the professional development of colleagues. 2. School Heads should be given a copy of their own profile. Based on the results, School Heads can recognize their need for professional development in various domains and strands of competencies expected of them to demonstrate as effective school leaders. 3. When the School Heads have accomplished the NCBSSH-TDNA, cluster results should be made using the template (hard copy and an e-version) provided to facilitate this process (See Attachment 5). There are three parts of the template namely: Part I – Cluster SH Identification; Part II – NCBSSH-TDNA Cluster Summary Sheet; and Part III - Summary of School Heads who need training and development 4. The following are the steps for manually organizing the cluster results: Part I. Assign each of the School within a specific cluster an identifying code number such as: SH1, SH2, SH3, until the last SH. These are entered in the first column of the template. Enter the names of SHs corresponding to the code number identified. Write the school’s name beside the name of each of the SHs. Part II.
NCBSSH-TDNA%20Guide%20and%20Tools%20December2012.docx