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Documente Cultură
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 = 3
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 = 3.48
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 = 1.5
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 = 3
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 = 3.17
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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 = 2.68
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. As I was taking the assessment for the second time I actually felt as if I was doing
worse. It seems that the gap between my strenghts and weaknesses were growing. This
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intersting given I had completed a 10 month internship. I attriubte my lower scores in standards
three, five, and six to my growing understanding of the difficulty to sucessfully reach high levels.
One of my favorite quotes if you are sure of anything you are hopelessly confused, in this case I
am hoping as I've become less confident, it indicates much growth. Also, while my scores went
down in many areas in comparing my pre and post test I did feel very strong, as before, about my
beleifs. I was proud that my resolved and what I belevied to be true about educaiton and
leadership had not drastically shifted upon experience.
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.
In exploring the practicum I was able to work on some of target areas, like connecting
with the community and parents. I truly embraced these opportunities and though still not my
favorite having gained some success has made me truly a believer in their value. Also, the
experiences with the community have absolutely encouraged my efforts to continue to reach out
and build more partnerships.
Next, my strenghts remained my comfort zone through out. Working with teachers and kids is
my passion and has remained so through out. The post test showed consistent confidence and
high makrs in these categories. Likewise my anthology and the majority of my tasks for my hours
was focused around these tasks.
In all, my experience was rewarding and provided ample opportunity to grow, refine and
improve my skills as administrator. As I mentioned after the pre-test I now quesiton even more if I
am capable or fit to serve all the needs of the school and community. Perhaps this humility has
led me closer to becoming the type of leader I want to be. Growth is such a strange process as
the text taught us. Lower scores, wavering confidence and yet I am positive that my
understandding and skills of the responisbilities has grown.
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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