Lea Principal Self-Assessment PHD Ed7902

EmPLId classid
EmPLId
Principal Self-Assessment
phd/edsleadership in edUCational adMinistration prinCipal selF-assessMent | sChool oF edUCation
Learner Information
Complete your information below electronically by clicking within and/or tabbing to each field.
Salmon
learner last naMe
Sabrina
First naMe
M.
Middle initial
1/4/11
date
PHD - Leadership in Educational Administration

prograM speCialization
1241735/6975
learner id/last FoUr ssn
brinamc@aol.com
eMail address
405-602-5340
phone nUMber
8112 Woodbend Drive

street address
Oklahoma City
City
Oklahoma
state
73135
zip
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. s 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 efaxdocmgmt@capella.edu 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.
Capella University | Capella tower | 225 soUth sixth street, ninth Floor Minneapolis, Mn 55402-3389 | 1.888.Capella (227.3552) | www.Capella.edU
sCh/soe CliniCal/soe selF assessMent
1/13
10-4727
Principal Self Assessment

Directions
Complete 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)
Specialization Outcomes
Specialization Competencies Minnesota Program Requirements for all Administrative Licenses, Subpart 1 and Principal specific requirements, Subpart 3 (Statute 3512.0510) *analyze current theories, models and principles of leadership, organizational development and management, in educational settings. 1a. Competence in leadership 1e. political influence and governance.
Interstate School Leadership Licensure Consortium (ISLLC) Standards
ELCC (Educational Leadership Constituent Council) Standards
Learner SelfAssessment of level of competency
(Qualitative) Narrative for experience and expertise
1. Facilitate the development of a shared vision of learning.
Standard 1 a 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 1 Candidates 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.
3 I have experience facilitating the development and implementation of a shared vision of learning. I gained more knowledge of how school leaders might steward the vision during school reform and transitions. I participated in activities to promote a school vision.
2/13
10-4727

Specialization Competencies Minnesota Program Requirements for all Administrative Licenses, Subpart 1 and Principal specific requirements, Subpart 3 (Statute 3512.0510) *evaluate the role of the educational leader.
During my coursework, experience as an education. and internship I had multiple opportunities to evaluate the role of the educational leader. I am able to facilitate a collaborative decision-making process.
*lead as p12 principal.
I have expanded my experience serving on an educational leadership team and assuming roles and responsibilities of a school leader. I will continue to increase my knowledge of and experience with P-12 leadership.
3/13
10-4727

Specialization Competencies Minnesota Program Requirements for all Administrative Licenses, Subpart 1 and Principal specific requirements, Subpart 3 (Statute 3512.0510) 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 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.
2. promote the success of all persons.
Standard 2 a 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 2 Candidates 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.
My experience began as a special education teacher and special education coordinator. I have identified children who might have disabilities, developed programs, and provided services to improve learning opportunities. I extended my experience by collaborating with special education teachers and promoting learner success from a leadership perspective.
I have provided professional development on special education and related services. I assisted with monitoring services throughout school programs. I monitored compliance with special education guidelines.
4/13
10-4727

Specialization Competencies Minnesota Program Requirements for all Administrative Licenses, Subpart 1 and Principal specific requirements, Subpart 3 (Statute 3512.0510) appraise the quality of a special education program and formulate recommendations for program improvement.
3 I researched and evaluated a special education program. I made recommendations for improvements. I consulted with staff on techniques to improve current practices
lead as p12 principal.
I have increased experiences as a leader in a P-12 educational setting. I will continue to gain more experience in this area.
plan and assess curriculum and instruction for the success of all learners.
I have extensive experience planning and assessing curriculum and instruction for learners with a range of skills and abilities.
5/13
10-4727

Specialization Competencies Minnesota Program Requirements for all Administrative Licenses, Subpart 1 and Principal specific requirements, Subpart 3 (Statute 3512.0510) 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 promote and support best practices in professional development.
3. lead the development of a culture of learning.
Standard 2 a 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 2 Candidates 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.
I have experience promoting the success of all learners. I have increased my knowledge and experience apply best practice strategies with learners from a variety of cultural backgrounds.
I have researched and presented site based professional development as well as a professional learning community to promote and support best practices.
10-4727
6/13

Specialization Competencies Minnesota Program Requirements for all Administrative Licenses, Subpart 1 and Principal specific requirements, Subpart 3 (Statute 3512.0510) evaluate teacher performance.
I have expanded my experience with providing performance based feedback to educators. I will continue to conduct teacher performance evaluations.
My experience as a P-12 leader has increased. I will continue to seek leadership responsibilities.
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
I had a variety of experiences planning curriculum and instruction to help all learners be successful.
As an educator, I have managed effective learning environments at a variety of grade levels. My experience increased as an administrative intern.
Standard 3 a 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 3 Candidates 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.
7/13
10-4727

Specialization Competencies Minnesota Program Requirements for all Administrative Licenses, Subpart 1 and Principal specific requirements, Subpart 3 (Statute 3512.0510) 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.
I have had experience determining and evaluating funding sources and applying this information to a school's vision, mission, and goals in several educational settings. I am able to assess how state legislation and the courts influence educational 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.
I have experience evaluating the use of public resources and funding in educational settings.
I am able to compare best practices for allocating and managing school district budgets.
I am collaborated with local agencies and I am able to evaluate how partnerships with businesses and other organizations can contribute to improving education.
8/13
10-4727

Specialization Competencies Minnesota Program Requirements for all Administrative Licenses, Subpart 1 and Principal specific requirements, Subpart 3 (Statute 3512.0510) examine the per-pupil expenditures, state of facilities, and financial health of a local district. interpret how the law affect p12 operations.
I have examined per-pupil expenditures, facility conditions, and the financial status of multiple school districts.
I have experience examining how laws influence P-12 operations.
identify legal issues in p12 education and resolve potential or actual disputes. Use supervisory, evaluation and discipline techniques appropriate to a p12 education setting. interpret and reconcile the differences among the historic, legal and social factors that influence and regulate p12 education. Manage a p12 school effectively for the 21st century.
I have identified and resolved some potential disputes.
I have used discipline techniques that were appropriate in a P-12 education setting. I will continue to increase and improve my supervisory skills.
I have interpreted and reconciled differences among historic, legal, and social factors that are prevalent in P-12 education.
I have increased my experience with managing a P-12 school. I will continue to strengthen this area of performance.
9/13
10-4727

Specialization Competencies Minnesota Program Requirements for all Administrative Licenses, Subpart 1 and Principal specific requirements, Subpart 3 (Statute 3512.0510) Facilitate group processes. 1g. Community relations 1F. Communication 1a. Competence in leadership 1e. political influence and governance
5. effectively collaborate with multiple stakeholders
Standard 4 a 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 4 Candidates 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.
I have experience collaborating with students, parents, school, staff, and community members to gather resources that meet the needs of diverse learners.
Utilize communication skills effectively in appropriate settings for specific purposes.
I adjust my communication style and strategy for a specific audience or purpose.
Collaborate with the greater community for the benefit of p12 students.
I have extensive experience collaborating with community members to discuss educational benefits.
10/13
10-4727

Specialization Competencies Minnesota Program Requirements for all Administrative Licenses, Subpart 1 and Principal specific requirements, Subpart 3 (Statute 3512.0510) reflect on values and improve personal practices. 1K. demonstrate values and ethics of leadership. 1l. demonstrate Judgment and problem analysis.
6. lead the field of education in an ethical manner.
Standard 5 a school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.
Standard 5 Candidates 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.
I continuously reflect on my performance and plan strategies for improvement.
act ethically and legally.
I consistently conduct myself in an ethical and legal manner.
I have increased my experience as a P-12 leader. I will continue to gain more leadership experience.
11/13
10-4727

Specialization Competencies Minnesota Program Requirements for all Administrative Licenses, Subpart 1 and Principal specific requirements, Subpart 3 (Statute 3512.0510) review educational policies from the federal, state, and local levels. 1a. demonstrate Competence in leadership 1e. demonstrate political influence and governance
7. advance the field of education through influence.
Standard 6 a 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 6 Candidates 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.
I review policies and procedures to make informed decisions in P-12 education settings. I established relationships with members of the community to influence the larger context.
Compare how various educational policies influence educational leaders.
I have compared the influence of educational policies on school leaders.
examine how all educational policies are value-laden.
I have examined the rationale for educational policies.
12/13
10-4727

Specialization Competencies Minnesota Program Requirements for all Administrative Licenses, Subpart 1 and Principal specific requirements, Subpart 3 (Statute 3512.0510) discuss the educationalpolicy process.
I have extensively discussed the process to establish educational policies.
examine the historical context of school reform and policy making.
I have examined and evaluated how historical events shape current educational reform and policies.
Collaborate with the greater community for the benefit of p12 students.
I have some experience collaborating with community members to benefit students.
I have increased my P-12 leadership experience.
13/13
10-4727

Lea Principal Self-Assessment PHD Ed7902

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EmPLId classid

PHD - Leadership in Educational Administration

8112 Woodbend Drive

sCh/soe CliniCal/soe selF assessMent

Principal Self Assessment

Interstate School Leadership Licensure Consortium (ISLLC) Standards

ELCC (Educational Leadership Constituent Council) Standards

Learner SelfAssessment of level of competency

(Qualitative) Narrative for experience and expertise

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

sCh/soe CliniCal/soe selF assessMent

Principal Self Assessment

Interstate School Leadership Licensure Consortium (ISLLC) Standards

ELCC (Educational Leadership Constituent Council) Standards

Learner SelfAssessment of level of competency

(Qualitative) Narrative for experience and expertise

*lead as p12 principal.

sCh/soe CliniCal/soe selF assessMent

Principal Self Assessment

Interstate School Leadership Licensure Consortium (ISLLC) Standards

ELCC (Educational Leadership Constituent Council) Standards

Learner SelfAssessment of level of competency

(Qualitative) Narrative for experience and expertise

2. promote the success of all persons.

sCh/soe CliniCal/soe selF assessMent

Principal Self Assessment

Interstate School Leadership Licensure Consortium (ISLLC) Standards

ELCC (Educational Leadership Constituent Council) Standards

Learner SelfAssessment of level of competency

(Qualitative) Narrative for experience and expertise

lead as p12 principal.

sCh/soe CliniCal/soe selF assessMent

Principal Self Assessment

Interstate School Leadership Licensure Consortium (ISLLC) Standards

ELCC (Educational Leadership Constituent Council) Standards

Learner SelfAssessment of level of competency

(Qualitative) Narrative for experience and expertise

3. lead the development of a culture of learning.

sCh/soe CliniCal/soe selF assessMent

Principal Self Assessment

Interstate School Leadership Licensure Consortium (ISLLC) Standards

ELCC (Educational Leadership Constituent Council) Standards

Learner SelfAssessment of level of competency

(Qualitative) Narrative for experience and expertise

lead as p12 principal.

sCh/soe CliniCal/soe selF assessMent

Principal Self Assessment

Interstate School Leadership Licensure Consortium (ISLLC) Standards

ELCC (Educational Leadership Constituent Council) Standards

Learner SelfAssessment of level of competency

(Qualitative) Narrative for experience and expertise

sCh/soe CliniCal/soe selF assessMent

Principal Self Assessment

Interstate School Leadership Licensure Consortium (ISLLC) Standards

ELCC (Educational Leadership Constituent Council) Standards

Learner SelfAssessment of level of competency

(Qualitative) Narrative for experience and expertise

I have experience examining how laws influence P-12 operations.

I have identified and resolved some potential disputes.

sCh/soe CliniCal/soe selF assessMent

Principal Self Assessment

Interstate School Leadership Licensure Consortium (ISLLC) Standards