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Self Assessment Tool for Aspiring Catholic Leaders-David McMullan

Setting Directions
Classroom Aspiring Leaders School Indicators System/Community
Indicators in the Classroom Indicators

-provide an -use data to identify -As member of -Collaborated with


environment for students who S.I.T. Team helped neighbouring school in
learning that require more develop S.L.I.P. sharing S.L.l.P. goals
encourages pupils assistance to excel goals
to be problem in their learning
solvers, decision -share what I am
makers, learning about
lifelong learners and primary program
contributing with colleagues
members of a
changing society
with a Catholic
vision.
-use Daily Six model
to meet diverse
needs in the
classroom

Building Relationships and Developing People


Classroom Aspiring Leaders School Indicators System/Community
Indicators in the Classroom Indicators

-learn with and from -Learning about -supports and -supported system
colleagues and conferencing and initiates school events as Athletic
others in the mediation circles events and representative as
community of -sharing facilitates official at Track and
learners information with extracurricular Field and Cross
-pursues and colleagues at staff activities while Country meets
effectively shares meetings encouraging -Site facilitator of
knowledge about servant Soccer tournaments
current thinking, leadership (Cross -mentored C.Y.W.
trends and practices country skiing trip, candidates in school
in education with intramural junior placement.
colleagues soccer)
-works cooperatively -support staff
with colleagues to asT.E.C.T.
solve pupil, representative
classroom, and -as member of
school concerns Liturgical committee
-participates as an support faith
effective team development
member and shares
expertise with
others by acting as
mentor
-participates
effectively on
committees by
organizing
school-based
activities, (e.g.
Walk-a-thon,, cross
country skiing)
-share learning
acquired through
participation on
system-wide with
colleagues
-serves as a
resource to
colleagues, e.g., in
the effective use of
technology

Developing the Organization to Support Desired Practices


Classroom Aspiring Leaders School Indicators System/Community
Indicators in the Classroom Indicators

-engage others I deepened my -as teacher member -as part of 21C


effectively through understanding of of CSPC create a innovators Participated
shared problem collaborative school environment in Catholic learning
solving and conflict cultures in the in which parents are networks with other
resolution classroom through welcomed, schools in the system
-cooperate and work strategies I learned respected and and shared
readily with the in my masters valued as partners appropriately with
schools support program in their childrens colleagues
team -I have shared some learning
-set up partnership of those practices -as teacher in
with local agencies with colleagues at charge help
to develop school and system maintain a safe and
resources to wide healthy environment
enhance pupil -created timetable to
achievement facilitate single
(neighbouring grade math period
community centre) -as member of
-L.S.A.C. committee
collaborated to
develop a school
model
-helped develop
grant proposal for
Indigo and outdoor
education ski trip
-facilitate
communication with
school and system
community through
management of
school website and
twitter account

Improving the Instructional Program


Classroom Aspiring Leaders School Indicators System/Community
Indicators in the Classroom Indicators

-use data to -I am exploring a -as member of S.I.T. -support community


establish student variety of team collaborate learning opportunities
and class learning assessment tools with staff during the (e.g.,field trips,
profiles for use in my process of data cultural
-understands classroom interpretation events)
socio-economic and -I am sharing -assist with -participated in 21C
culturalfactors that resources with accommodations of Innovators workshops
may impact colleagues students during -spoken at educational
learning -implemented daily E.Q.A.O testing conference in Japan on
-utilize a variety of 5 language program -facilitate workshops using technology to
assessment +1, coding for teachers in use enhance resources.
strategies: of Google
Assessment Classroom and
for/as/of learning Google Suite
-incorporate 21st
century content,
global perspectives ,
learning skills
resources and
technologies

Securing Accountability
Classroom Aspiring Leaders School Indicators System/Community
Indicators in the Classroom Indicators

-maximize student -I have deepened -as part of S.I.T. -accept constructive


engagement by my learning for team utilize data to feedback from district
establishing supporting all measure and report review
effective classroom learners by taking divisional and -graded E.Q.A.O. tests
management an AQ course in school improvement
practices special education plans
-identify and -I share what I have -as report card
provides support for learned by administrator help
at-risk learners collaborating with teachers prepare
-engage in ongoing the special Growing Success
communication with education teacher Report Card
parents in regards and S.B.L.T. team -part of S.B.L.T. I
to student progress helped provide
support for at-risk
learners
-maintained school
website and Twitter
account to help
communicate with
parents and the
community.

Personal Leadership Resources


Cognitive Resources Social Resources Psychological Resources

Problem-solving expertise Perceive emotions Optimism


-I spend time analyzing the -I am able to recognize my -I am usually able to see
nature of a problem, before own emotional responses many ways around a
seeking a solution and how those emotional problem
-I remain calm and confident responses influence my -I see the positive elements
during the problem-solving actions. of most situations
process. -I am able to recognize the
emotions of others

Knowledge about School Manage emotions Self-efficacy


and Classroom -I am able to understand my -I feel confident analyzing
Conditions own emotional responses long-term problems to find
-I am aware of my students and reflect on the potential solutions for my classroom
emotions from their consequences of those -I have confidence in my
behaviour responses ability to achieve the goals I
-I am aware of my -I am usually able to calm set in my job
colleagues emotions from my school colleagues when -I will persist in a task
their behaviour they are feeling agitated regardless of the obstacles
-I understand the influence
of family conditions on
student learning and
implement policies to
improve parental
involvement

Systems Thinking Act in emotionally Resiliency


-I am able to understand the appropriate ways -I usually take stressful
dense, complex connections -I am able to control my own things at work in stride
among different elements of emotions -when things are uncertain
the organization -I am able to control my for me at work, I usually
temper and handle expect the best
difficulties rationally
-My school colleagues can
usually rely on me to help
calm the down when they
get upset

Proactivity
-I am able effectively
manage change under
complex circumstances
- I demonstrate initiative and
perseverance in bringing
about meaningful change

Next Level of Learning

Classroom Aspiring Leaders School System/ Community


in the Classroom

-continue to develop -develop online -develop online -Community involvement


knowledge of grade media literacy media literacy by applying for
3 mathematics course within class course for school by Scarborough East York
program division Reading Association
-continue to improve -take resolution Executive
grade 3 language conference and
program (daily 5) mediation circles
workshop
-develop skills to
communicate
visions and goals
-develop skills to
build staff members
sense of internal
accountability
-take PQP2
Next Steps for Leadership Development: As you consider each domain described in the
self-assessment tool, ask yourself to what extent you demonstrate each leadership practice.
Select the most suitable response

Setting Directions
Building a shared vision Evident

Identifying specific, shared short-term goals Evident

Creating high expectations Evident

Communicating the vision and goals Somewhat evident

Building Relationships and Developing People Providing

support and demonstrating consideration for individual staff members Evident

Stimulating growth in the professional capacities of staff Evident

Modelling the schools values and practices Evident

Building trusting relationships with and among staff, students and parents Evident

Establishing productive working relationships with teacher federation representatives Evident

Developing the Organization to Support Desired Practices

Building collaborative cultures and distributing leadership Evident

Structuring the organization to facilitate collaboration Evident

Building productive relationships with families and the community Evident

Connecting the school to the wider environment Evident

Maintaining a safe and healthy environment Evident

Allocating resources in support of the schools vision and goals Evident


Improving the Instructional Program

Staffing the instructional program Not at all evident

Providing instructional support Evident

Monitoring progress in student learning and school improvement Evident

Buffering staff from distractions to their work Evident

Securing Accountability
Building staff members sense of internal accountability Somewhat evident
Meeting the demands for external accountability Evident

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