IV-B-1. Develops and implements culturally Takes pride in having a diverse Develops and implements culturally Leads stakeholders to develop and Policies and insensitive or inappropriate policies, administration, faculty and/or student sensitive policies that acknowledge implement culturally sensitive policies Practices does not support administrators and body, but some policies are not that acknowledge the diverse the diverse backgrounds, identities, staff in building cultural proficiency, culturally sensitive; and/or provides strengths, and challenges of backgrounds, identities, strengths, and/or creates a culture that limited resources for administrators to administrators, students and staff. and challenges of administrators, minimizes the importance of individual support the development of cultural Provides administrators with students and staff. Empowers differences. proficiency. relevant resources to support them administrators with time, resources, in building cultural proficiency and and support to build cultural promotes a culture that affirms proficiency and collaborates with individual differences. community members to create a culture that affirms individual differences. Is able to model this element. Indicator IV-C. Communications: Demonstrates strong interpersonal, written and verbal communication skills. IV-C. Unsatisfactory Needs Improvement Exemplary Proficient Elements IV-C-1. Demonstrates ineffectual May demonstrate adequate Demonstrates strong interpersonal, Demonstrates strong context- and interpersonal, written, or verbal interpersonal, written, and verbal audience-specific interpersonal, written, and verbal communication Skills communication skills at times. communication skills but sometimes skills. written, and verbal communication makes grammatical errors or has skills. Is able to model this element. difficulty expressing ideas to stakeholders. Indicator IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student data, current research, best practices and theory to continuously adapt practice and achieve improved results. Models these behaviors in the administrator’s own practice. IV-D. Unsatisfactory Needs Improvement Exemplary Proficient Elements
IV-B-1. Policies and Practices Develops and implements culturally insensitive or inappropriate policies, does not support administrators and staff in building cultural proficiency, and/or creates a culture that minimizes the importance of individual differences. Takes pride in having a diverse administration, faculty and/or student body, but some policies are not culturally sensitive; and/or provides limited resources for administrators to support the development of cultural proficiency. Develops and implements culturally sensitive policies that acknowledge the diverse backgrounds, identities, strengths, and challenges of administrators, students and staff. Provides administrators with relevant resources to support them in building cultural proficiency and promotes a culture that affirms individual differences. Leads stakeholders to develop and implement culturally sensitive policies that acknowledge the diverse backgrounds, identities, strengths, and challenges of administrators, students and staff. Empowers administrators with time, resources, and support to build cultural proficiency and collaborates with community members to create a culture that affirms individual differences. Is able to model this element. Indicator IV-C. Communications: Demonstrates strong interpersonal, written and verbal communication skills. IV-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary IV-C-1. Skills Demonstrates ineffectual interpersonal, written, or verbal communication skills at times. May demonstrate adequate interpersonal, written, and verbal communication skills but sometimes makes grammatical errors or has difficulty expressing ideas to stakeholders. Demonstrates strong interpersonal, written, and verbal communication skills. Demonstrates strong context- and audience-specific interpersonal, written, and verbal communication skills. Is able to model this element. Indicator IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student data, current research, best practices and theory to continuously adapt practice and achieve improved results. Models these behaviors in the administrator’s own practice. IV-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary
PartIII_AppxA.docx