Specialized Trainings Mentor Executive Experiences to Competencies Artifacts and (How did they Standard 2: Fellow Current Approval Coach Approval relate to each Master the the Experience Documentation Instructional Leadership Self-Rating (Initial Indicating (Initial Indicating Standard will Utilize of Mastery standard for you? Your Support) Your Support) What did you learn?) A. Focus on Learning and Not Teaching, Curriculum, Instruction Demonstrated and assessment: The school executive leads the discussion about Developing standards for curriculum, instruction and assessment based on research Proficient and best practices in order to establish and achieve high Accomplished expectations for students. Distinguished Not Demonstrated B. on Instructional Time: The school executive creates Developing processes and schedules which protect teachers from disruptions of Proficient instructional or preparation time. Accomplished Distinguished Requirements for Practicing Principals: Evidence or documentation to support rating: ____ School Improvement Plan. ____ NC Teacher Working Conditions Survey. ____ Evidence of School Improvement Team. ____ Student achievement and testing data. ____ Statement of school vision, mission, values, beliefs and goals. ____ Evidence of stakeholder involvement in development of vision, mission, valve, belief and statement. ____Evidence of shared decision-making and distributed leadership. ____ 360 Degrees Feedback. Other: ______________________ Gap Analysis: Describe your growth or lack of growth for each sub-standard over time.
Standard 2: Instructional Leadership Fellow Current Self-Rating Experiences to Master the Standard Competencies the Experience will Utilize Artifacts and Documentation of Mastery Mentor Approval (Initial Indicating Your Support) Executive Coach Approval (Initial Indicating Your Support) Specialized Trainings (How did they relate to each standard for you? What did you learn?) A. Focus on Learning and Teaching, Curriculum, Instruction and assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students. Not Demonstrated Developing Proficient Accomplished Distinguished B. on Instructional Time: The school executive creates processes and schedules which protect teachers from disruptions of instructional or preparation time. Not Demonstrated Developing Proficient Accomplished Distinguished Requirements for Practicing Principals: Evidence or documentation to support rating: ____ School Improvement Plan. ____ NC Teacher Working Conditions Survey. ____ Evidence of School Improvement Team. ____ Student achievement and testing data. ____ Statement of school vision, mission, values, beliefs and goals. ____ Evidence of stakeholder involvement in development of vision, mission, valve, belief and statement. ____Evidence of shared decision-making and distributed leadership. ____ 360 Degrees Feedback. Other: ______________________ Gap Analysis: Describe your growth or lack of growth for each sub-standard over time.
Personal-Leadership-Development-Plan-7.17.17.docx