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Directions:
1.
2.
Check the box under the rating that applies. Be sure to check only one response/number for
each item.
3.
After completion, go back and add the ratings under each standard (1 through 6). To do so,
add the scores within each standard, and divide by the total number of items within each
standard. Fill in the average rating in the space provided at the end of each standard.
4.
5.
In the space provided at the end of this self-assessment, generate four self-improvement
goals to be undertaken during this degree program. Each goal is to include the following:
A goal statement and its relationship to one or more of the ISLLC Standards
Anticipated activities that will lead to the accomplishment of the goal
Evidence that will demonstrate attainment of the goal
Targeted date of completion for the goal
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.
To what extent do I have a CURRENT PERSONAL MASTERY of the following Knowledge
indicators?
LITTLE
(1)
systems theory
effective communication
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
LITTLE
(1)
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
Average = 2.8
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.
To what extent do I have a CURRENT PERSONAL MASTERY of the following Knowledge
indicators?
LITTLE
(1)
school cultures
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
LITTLE
(1)
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
Average = 3.2
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.
To what extent do I have a CURRENT PERSONAL MASTERY of the following Knowledge
indicators?
LITTLE
(1)
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
LITTLE
(1)
accepting responsibility
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
Average = 2.8
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.
To what extent do I have a CURRENT PERSONAL MASTERY of the following Knowledge
indicators?
LITTLE
(1)
community resources
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
LITTLE
(1)
an informed public
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
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Average = 2.5
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.
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SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
LITTLE
(1)
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
LITTLE
(1)
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
Average = 3.7
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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.
To what extent do I have a CURRENT PERSONAL MASTERY of the following Knowledge
indicators?
LITTLE
(1)
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
LITTLE
(1)
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
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actively participating in the political and policymaking context in the service of education
SOME
(2)
SUFFICIENT
(3)
EXEMPLARY
(4)
Average = 3
In the space below, please write your written reflection, indicating areas of needed
emphasis, growth, and improvement (the space will expand as you type):
I found the self-assessment to be both humbling and encouraging. My weakest points of
each standard were far and away the mastery of content and knowledge, especially regarding
budgets and systemic approaches, even managerial systems and implementation. During these
portions of the self-assessment, I actually became pretty overwhelmed, even questioning and
beginning to believe that I was not at all ready for a role in administration, perhaps this is true
anyway. However, and comfortingly so, I felt strongly and confident during the sections of
questions that asked me about what I believe to be true, valuable and important about leadership
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and education. I believe that these components are actually my strengths, and line up with my
leadership philosophy of values-based leadership.
The fact that both my strengths and areas of improvement were highlighted through-out
the survey left me feeling secure in the validity of the tool and allowed me to set up some clear
and applicable goals. I chose to work on 2 areas of improvement and also 2 strengths, as I
believe its important to work for progress in areas where you have room for growth but also not
neglect or stray away from who you are and what you do well.
My goals pertaining towards areas of improvement are focused around developing
strategies and confidence in working with the community and stake holders, furthering my
understanding of managerial responsibilities and methods to effectively handle these tasks.
These two areas are my highest concerns and regarding my competency as a school
administrator.
Next, the goals focusing on areas I believe to my strengths include, working with
teachers and students to develop effective programing and also utilizing this experience to refine
and define what kind of leader and platform I will want to highlight my administration on. This is
far and away the most exciting piece for me.
In all, I greatly am looking forward to the experiences, projects, conversations and
moments I am going to have throughout this internship. I believe this will be an exciting year full
of brave new moments and tons of learning and I cant wait to really start getting my hands dirty
in some of the roles, responsibilities, and duties of administration.
In the space below, generate four self-improvement goals to be undertaken during this
degree program. Each goal is to include the following:
A goal statement and its relationship to one or more of the ISLLC Standards
Anticipated activities that will lead to the accomplishment of the goal
Evidence that will demonstrate attainment of the goal
Targeted date of completion for the goal
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