January Report

Initial Report
Last Modified: 01/29/2016
1. Cohort IV Fellow:
#
Answer
Bar
Response
21
Sylvia Anthony-McGeachy
0%
22
Lyndsay Britt
0%
23
Donnell Cannon
0%
24
Crystal Davis
0%
25
Letitia Fields
0%
26
LaAlice Hopkins
0%
27
Cliff Hudson
0%
28
Caroline Joyce
100%
29
Caroline Linker
0%
30
Jenny O'Meara
0%
31
Keith Parker
0%
32
Vanessa Peak
0%
33
Julie Simpson
0%
34
Billy Strother
0%
35
Julie Thompson
0%
36
Ashley Johnson
0%
2. Your Coach:
#
Answer
Response
Shirley Arrington
0%
Tom Benton
0%
Ken Branch
0%
Carl Harris
0%
Tom Houlihan
0%
Henry Johnson
0%
Mike Ward
100%
11
Bar
3. Select the month. Your monthly report is due on the first Tuesday of the following month.
#
Answer
Bar
Response
August/September 2015
0%
October 2015
0%
November 2015
0%
December 2015
0%
January 2015
100%
February 2015
0%
March 2015
0%
April 2015
0%
Total
4. Summary of Attendance
#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total Number of Days Absent from NELA Class
0.00
0.00
0.00
0.00
Total Number of Days Absent from Internship
0.00
0.00
0.00
0.00
Total Number of Days Absent from NELA Training
0.00
0.00
0.00
0.00
5. Please explain the reason for absences in the three categories above.
Text Response
n/a
6. Meetings with Teachers

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Post Eval/Observation
12.00
12.00
12.00
0.00
Student Discipline
8.00
8.00
8.00
0.00
Curricular
3.00
3.00
3.00
0.00
With Parent
6.00
6.00
6.00
0.00
Other
10.00
10.00
10.00
0.00
7. Building Meetings Attended (Check all that apply)

#
Answer
Bar
Response
PLC
100%
School Improvement
100%
Building Administrative Team
100%
Curricular Meeting
100%
Professional Development
100%
Staff/Faculty Meeting
100%
Maintenance/Safety
0%
Other
0%
8. List all district-level meetings you attended this month.

Text Response
Assistant Principal Meeting at Central Office-2
9. List all of the extra curricular events you attended this month.
Text Response
2 Basketball Tournament-Winter Break; totalling (12/18 4 hours, 12/30 8 hours, 12 hours total) Board of Education Meeting 1/14
10. Parental contacts made this month

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Return Call
1.00
1.00
1.00
0.00
Student Discipline
6.00
6.00
6.00
0.00
Acknowledgement
2.00
2.00
2.00
0.00
Other
9.00
9.00
9.00
0.00
11. Please list any other activities engaged in this month that were not acknowledged above.
Text Response
Prepare 650 locks second time this year: amounting to 40+ hours of work Meeting with new teachers, helping them get ready for first day Proctored exam (3 hours) Biology Power Block: 4.5 hours
12. Classroom Visits

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
1
2
Total Number
4.00
4.00
4.00
0.00
Formal Evaluation
2.00
2.00
2.00
0.00
Observations
1.00
1.00
1.00
0.00
Learning Walks
4.00
4.00
4.00
0.00
13. Describe your learning from the teacher evaluation process

Text Response
I learned how important it is for the administration team to be familiar with software/websites of class to examine the evidence of teachers' instructional effectiveness.
14. Describe your learning from teacher observations and learning walks
Text Response
Less discipline issues when students are engaged with their assignments/activities and teachers are viligant. Students seem to be especially receptive to our two new science teachers, who bring a lot of energy and enthusiasm to the classroom.
15. What is your plan of action with classroom visits next month?
Text Response
I would like to focus on science classes, particularly biology classes within the county to help our two new biology teachers at the district level.
16. Describe any work this month with community agencies.

Text Response
I received an award for meeting our goal of collecting $1400 for United Way with 100% participation at THS.
17. Discipline Office Referrals by Grade (A=Pre-K, or 6, or 9, depending on your school)

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total
41.00
41.00
41.00
0.00
32.00
32.00
32.00
0.00
3.00
3.00
3.00
0.00
3.00
3.00
3.00
0.00
3.00
3.00
3.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
Min Value
Max Value
Average Value
Standard Deviation
Responses
18. Discipline Office Referrals by Gender

#
Answer
Total
41.00
41.00
41.00
0.00
Male
30.00
30.00
30.00
0.00
Female
11.00
11.00
11.00
0.00
19. Discipline Office Referrals by Race

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total
41.00
41.00
41.00
0.00
White
1.00
1.00
1.00
0.00
Black/African American
38.00
38.00
38.00
0.00
Hispanic
2.00
2.00
2.00
0.00
Native American
0.00
0.00
0.00
0.00
Other
1.00
1.00
1.00
0.00
20. Discipline Suspensions (in and out of school) by Grade (A=Pre-K, or 6, or 9, depending on your school)
#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total
99.00
99.00
99.00
0.00
32.00
32.00
32.00
0.00
3.00
3.00
3.00
0.00
3.00
3.00
3.00
0.00
3.00
3.00
3.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
21. Discipline Suspensions (in and out of school) by Gender

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total
100.00
100.00
100.00
0.00
Male
72.00
72.00
72.00
0.00
Female
28.00
28.00
28.00
0.00
22. Discipline Suspensions (in and out of school) by Race

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total
100.00
100.00
100.00
0.00
White
4.00
4.00
4.00
0.00
Black
91.00
91.00
91.00
0.00
Hispanic
4.00
4.00
4.00
0.00
Native American
0.00
0.00
0.00
0.00
Other
1.00
1.00
1.00
0.00
23. Describe any major incidents in regard to student discipline here

Text Response
2 fights; mostly insubordination/disrespect for discipline Skipping class and excessive tardies were more abundant than the other offenses combined
24. Describe your work this month with the School Improvement Team.
Text Response
For the DLP # 3 assignment, I gave 4 teachers and my principal a Cultural Leadership survey and wrote reflections. The agenda for this month's SIT was solely focused on testing and deciding on a theme for Global Fest. My principal called the SIT members into his office and empowered
them to make a scheduling decision about the second day of makeup exams after the snow day. They decided to work on a 2-hour delay to administer makeup exams before students report to 2nd semester teachers.
25. Attendance by Grade

#
Answer
Total
Min Value
Max Value
Average Value
Standard Deviation
Responses
150.00
150.00
150.00
0.00
69.00
69.00
69.00
0.00
41.00
41.00
41.00
0.00
45.00
45.00
45.00
0.00
41.00
41.00
41.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
26. Attendance by Type

#
Answer
Total
Excused
Unexcused
Min Value
Max Value
Average Value
Standard Deviation
Responses
150.00
150.00
150.00
0.00
85.00
85.00
85.00
0.00
111.00
111.00
111.00
0.00
27. Attendance by Gender

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total
150.00
150.00
150.00
0.00
Male
99.00
99.00
99.00
0.00
Female
97.00
97.00
97.00
0.00
28. Attendance by Race

#
Answer
Min Value
Max Value
Average Value
Standard Deviation
Responses
Total
111.00
111.00
111.00
0.00
White
37.00
37.00
37.00
0.00
Black
133.00
133.00
133.00
0.00
Hispanic
24.00
24.00
24.00
0.00
Native American
0.00
0.00
0.00
0.00
Other
2.00
2.00
2.00
0.00
29. Describe any other issues with attendance (e.g., extended illness, truancy) this month.
Text Response
6 long-term suspensions-HOPE Alternative Program
30. Did you have experiences with this standard?

Yes
No
Total
Responses
1A. School Vision, Mission, and Strategic Goals: The schools identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the
school community.
1B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students.
1C.School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students.
1D. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
Bad
OK
Great
Total
Responses
Question
31. Rate your experience

#
Question
1A. School Vision, Mission, and Strategic Goals: The schools identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of
the school community.
32. Description (incl. any artifacts created)

Default - 1A. School Vision, Mission, and Strategic Goals: The schools identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school
community.
Description
DLP Assignment 3
Default - 1B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved achievement for all students.
Description
DLP Assignment 3
Default - 1C.School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals and changes necessary for improved achievement for all students.
Description
DLP Assignment 3
Default - 1D. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision making throughout the school.
Description
SIT members decided on makeup schedule; delegated locks to 12 students and TA
33. Type of Experience

Observed
Engaged
Led
Total
Responses
1A. School Vision, Mission, and Strategic Goals: The schools identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in
the life of the school community.
Question

Yes
No
Total
Responses
2A. 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.
2B. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.
Question
1
2

Bad
OK
Great
Total
Responses
2A. 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.
Question
1
2

Default - 2A. 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.
Artifacts
Revised county pacing guide and created biology order of biology topics guide; created agenda for district curriculum meeting; changed pre CFA testing dates for district
Default - 2B. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.
Artifacts
PLC Calendar for January

Observed
Engaged
Led
Total
Responses
2A. 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.
Question
1
2

#
Question
Yes
No
Total Responses
3A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the schools culture.
3B. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.
3D. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the schools identity, culture and performance.

#
Question
Bad
OK
Great
Total Responses
3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.

Default - 3A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the schools culture.
Artifacts
Default - 3B. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
Artifacts
DLP Assignment 3: Cultural Leadership
Default - 3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.
Artifacts
Default - 3D. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the schools identity, culture and performance.
Artifacts
SIT members created Makeup Day 2 of exams schedule after snow day

#
Question
Observed
Engaged
Led
Total Responses
3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the
school.

#
Question
Yes
No
Total Responses
4A. Professional Development/ Learning Communities: The school executive ensures that the school is a professional learning community.
4B. Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.
4C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus student achievement.

#
Question
Bad
OK
Great
Total Responses

Default - 4A. Professional Development/ Learning Communities: The school executive ensures that the school is a professional learning community.
Artifacts
PLC calendar for Spring semester; admin assigned to each PLC to attend meetings; developed agenda for district PLC
Default - 4B. Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.
Artifacts
mentoring new biology teacher; checking on both new teachers daily; meeting with 4 disruptive students for new chemistry/e.s. teacher
Default - 4C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus student achievement.
Artifacts
9 PDPs; 2 formal observations; 1 walkthrough of directed Action Plan teacher

#
Question
Observed
Engaged
Led
Total Responses
1
2
Yes
No
Total Responses

#
Question
5A. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement.
5B. Conflict management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can be on improved student achievement.
5C. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.
5D. School Expectation for Student and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.

#
Question
Bad
OK
Great
Total Responses

Default - 5A. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement.
Artifacts
Principal shared Parts 1 and 2 of THS budget
Default - 5B. Conflict management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can be on improved student achievement.
Artifacts
used on a daily basis, see weekly log
Default - 5C. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.
Artifacts
Principal sent out "2nd Semester Tidbits"
Default - 5D. School Expectation for Student and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.
Artifacts
established new lock procedures for school; discipline-see weekly logs

#
Question
Observed
Engaged
Led
Total Responses

#
Question
Yes
No
Total Responses
1
2
6A. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership for the school
6B. Federal, State and District mandates: The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.

#
Question
Bad
OK
Great
Total Responses

Default - 6A. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership for the school
Artifacts
Called 5 parents of EC students for parent discussion panel. Posted agenda.
Default - 6B. Federal, State and District mandates: The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.
Artifacts
Meeting with HR Director on Super Evaluations legislation

#
Question
Observed
Engaged
Led
Total Responses

#
Question
7A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the schools identity, culture and performance.
Yes
No
Total Responses

#
Question
Bad
OK
Great
Total Responses

Default - 7A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the schools identity, culture and performance.
Artifacts
weekly logs

#
Question
Observed
Engaged
Led
Total Responses

#
Question
8A. School Executive Academic Achievement Leadership: The school executive will contribute to the academic success of students. The work of the school executive will result in acceptable, measurable progress for students based on established
performance expectations using appropriate data to demonstrate growth.
Yes
No
Total
Responses

#
Question
8A. School Executive Academic Achievement Leadership: The school executive will contribute to the academic success of students. The work of the school executive will result in acceptable, measurable progress for students based on established
performance expectations using appropriate data to demonstrate growth.
Bad
OK
Great
Total
Responses

Default - 8A. School Executive Academic Achievement Leadership: The school executive will contribute to the academic success of students. The work of the school executive will result in acceptable, measurable progress for students based on established performance
expectations using appropriate data to demonstrate growth.
Artifacts
Biology Power Block logged times

#
Question
8A. School Executive Academic Achievement Leadership: The school executive will contribute to the academic success of students. The work of the school executive will result in acceptable, measurable progress for students based on
established performance expectations using appropriate data to demonstrate growth.
Observed
Engaged
Led
Total
Responses
62. Rate yourself on the NC School Executive Competencies

Emerging
Developing
Proficient
Accomplished
Not
Evidence/Not
Demonstrated
Total
Responses
Mean
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.
2.00
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.
2.00
Conflict Management Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
2.00
Creative Thinking Engages in and fosters an environment for others to engage in innovative thinking.
3.00
Customer Focus Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
3.00
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.
2.00
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.
2.00
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.
2.00
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.
3.00
10 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.
2.00
Judgment Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and
11
interpreting complex information.
2.00
Organizational Ability Effectively plans and schedules ones own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and
12
establishing procedures to monitor projects.
3.00
13 Personal Ethics and Values Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
3.00
Personal Responsibility for Performance Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively
14
seeks and effectively applies feedback from others; takes full responsibility for ones own achievements.
3.00
Responsiveness Does not leave issues, inquiries or requirements for information go unattended. Creates a clearly delineated structure for responding to requests/situations in an
15
expedient manner.
2.00
Question
16
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.
3.00
17
Sensitivity Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knows what information to communicate
and to whom. Relates to people of varying ethnic, cultural, and religious backgrounds.
2.00
18
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.
2.00
19 Technology Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
3.00
20 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.
3.00
21 Visionary Encourages imagining by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students.
2.00
63. Choose two of the competencies above that you have gained proficiency in this month-- provide a detailed account.
Text Response
Customer focus: THS students are our customers, and their success and happiness is crucial to the school's success. I prevented a student from dropping out of school and worked with her teachers, the admin team, guidance, her mother and her to develop a do-able plan of action with a
short, mid, and long-term goal, so she can graduate by the end of Summer Session in june. She is doing an extra assignment in her CTE class to earn the points necessary to pass Microsoft Word, and she is re-taking English IV in summer school, so she will not have to do the senior project
again since she earned an 85% on her senior portfolio. She went from exasperated to joyful. She said, "Ms. Joyce, you should have been here last year. I can do this!" Time Management: I think I know my limits and am much better at managing my time to get the most important tasks done.
64. Choose two of the competencies above that you still need to work on-- provide a detailed plan of action for each.
Text Response
Judgment: While I feel I gave a good radar, I feel that I need clearer judgment in difficult micropolitical situations. I will try my judgment in different environments this coming month and see if it is just the climate of the school or me. Global Perspective: This is an area that I have not worked on
yet, so I will focus more on it, especially on February 17, VIF day.
65. State area(s) of needed improvement your coach identified this month. Include your plan of action to address the area(s).
Text Response
Standards 6 and 7. I have been getting a lot of micropolitical experience lately, but I need to figure out how to document it for the Weebly, since it is so "political." As for external development, I will be hosting an EC parent discussion panel on February 2nd, and I have reached out to many
personnel and parents within the community to organize this event.
66. State area(s) of needed improvement your principal mentor identified this month. Include your plan of action to address the area(s).
Text Response
Standard 5 Managerial: Budget-my principal is sharing the budget process with me for local and state funds.
67. Please list any concerns you have this month:

Text Response
I have shared my concerns with my mentor and Dr. Fusarelli.

January Report

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January Report

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Initial Report

Last Modified: 01/29/2016

Total Number of Days Absent from NELA Class

Total Number of Days Absent from Internship

Total Number of Days Absent from NELA Training

6. Meetings with Teachers

7. Building Meetings Attended (Check all that apply)

Building Administrative Team

8. List all district-level meetings you attended this month.

10. Parental contacts made this month

12. Classroom Visits

13. Describe your learning from the teacher evaluation process

16. Describe any work this month with community agencies.

17. Discipline Office Referrals by Grade (A=Pre-K, or 6, or 9, depending on your school)

18. Discipline Office Referrals by Gender

19. Discipline Office Referrals by Race

21. Discipline Suspensions (in and out of school) by Gender

22. Discipline Suspensions (in and out of school) by Race

23. Describe any major incidents in regard to student discipline here

25. Attendance by Grade

26. Attendance by Type

27. Attendance by Gender

28. Attendance by Race

30. Did you have experiences with this standard?

31. Rate your experience

32. Description (incl. any artifacts created)

33. Type of Experience

34. Did you have experiences with this standard?

35. Rate your experience

36. Description (incl. any artifacts created)

37. Type of Experience

38. Did you have experiences with this standard?

39. Rate your experience

40. Description (incl. any artifacts created)

41. Type of Experience

42. Did you have experiences with this standard?

43. Rate your experience

44. Description (incl. any artifacts created)

45. Type of Experience

46. Did you have experiences with this standard?

47. Rate your experience

48. Description (incl. any artifacts created)

49. Type of Experience

50. Did you have experiences with this standard?

51. Rate your experience

52. Description (incl. any artifacts created)

53. Type of Experience

54. Did you have experiences with this standard?

55. Rate your experience

56. Description (incl. any artifacts created)

57. Type of Experience

58. Did you have experiences with this standard?

59. Rate your experience

60. Description (incl. any artifacts created)

61. Type of Experience

62. Rate yourself on the NC School Executive Competencies

67. Please list any concerns you have this month:

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