ULead Leadership Competency Model by Mary Hooper

School Leadership Preparation Competency Model Second Printing May 2013

Mary A. Hooper, Ph.D. Project Director Mack H. Bullard, Ph.D. Project Manager Tamra Ogletree, Ph.D. Research Associate Applied Research Team Members J. Daniel Colwell Jacqueline A. Fillingim Michael A. Gray Kathleen S. Hodges Maria Montalvo-Balbed

Acknowledgements This report was made possible by the support of the Gwinnett County Public Schools’ Quality-Plus Leadership Academy in partnership with The Wallace Foundation’s Principal Pipeline Initiative. The authors are grateful to Superintendent Alvin Wilbanks and the Gwinnett County Quality-Plus Leadership Academy Team under the direction of Dr. Glenn Pethel for their commitment to leadership development as well as for their sponsorship of our work. We would also like to thank Lynne Sammon for her gracious and efficient coordination of the ULead Applied Research Team’s activities, Kathy Carter for her feedback and editing of our drafts, and Jeff Marlow of the University of West Georgia Publications and Printing Center for his friendly responsiveness to our project’s needs. © 2013 ULead West Georgia

ULead West Georgia is a research and development initiative based in Carrollton, Georgia at the University of West Georgia. We are a team of leadership faculty, applied researchers, practicing P-12 educators, and support staff who are committed to building capacity for leadership and learning with a focus on improving public schools.

The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders

Table of Contents Foreword

Linton Deck

Core Competencies for Leadership Preparation ............................................................. 1 A Hierarchical Competency Framework................................................................................ 4 The Development and Initial Validation Process .................................................................. 5 The ULead West Georgia School Leadership Preparation Competency Framework ..... 10 Competency 1: Instructional Leadership ..................................................................... 11 Instructional Leadership Standards..................................................................................... 15 Instructional Leadership Performance Indicators .............................................................. 16 Competency 2: Equity and Social Justice .................................................................... 24 Equity and Social Justice Standards .................................................................................... 27 Equity and Social Justice Performance Indicators .............................................................. 28 Competency 3: Culture, Climate, and Community ....................................................... 36 Culture, Climate, and Community Standards...................................................................... 39 Culture, Climate, and Community Performance Indicators ............................................... 40 Competency 4: Leading Change .................................................................................. 47 Leading Change Standards .................................................................................................. 52 Leading Change Performance Indicators ........................................................................... 53 Competency 5: Human Resource Development .......................................................... 58 Human Resource Standards ................................................................................................ 61 Human Resource Performance Indicators ......................................................................... 62 Competency 6: Organizational Management and Governance .................................... 69 Organizational Management and Governance Standards .................................................. 72 Organizational Management and Governance Performance Indicators ........................... 73 References ................................................................................................................. 80 Standards Crosswalk................................................................................................... 91

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The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders

Foreword Learning to Lead Leaders are made, not born. Leadership is not innate. It must be learned, and learning to lead requires practicing two fundamental and essential cognitive processes: attention and reflection. Attention is required to make any other mental events – remembering, thinking, feeling, making decisions – happen. Attention is like energy because no work can be done without it. Memories, thoughts, feelings, and our experience are all shaped by how we invest the psychic energy of attention. So attention is our most important tool for improving the quality of experience. As we invest attention to improve the quality of experience, we learn to be reflective about our experience. Reflection is a cognitive process in which one takes experience from the outside world, as it were, brings it inside one’s mind, turns it over, connects it to other experiences, and filters it through personal values and biases. Out of these mental processes, inferences are developed to apply in actions in the external world in ways different from the action that would have been used had reflection not occurred. Learning by reflection creates, from past and current events, new knowledge and meaning that can guide behavior. Reflection on the substance of the School Leadership Preparation Competency Model (SLPCM) described in this document can create new knowledge and understanding to guide the actions of school leaders as they work to enhance student learning. As cohorts of aspiring leaders participate in activities derived from the content of this SLPCM monograph, the participants will discover by reflection many crucial understandings in regard to leadership. Two examples of these fundamental truths are shown in the following aphorisms annotated by explanatory comments. The first aphorism is a definition of leadership. The second describes a primary requisite of leaders and followers.

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The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders

Aphorism One: Leadership is a mutual influence relationship between leaders and followers that results in collaborative actions to fulfill shared purpose. Influence in the relationship of followers and leaders must not be coercive. Influence is achieved by persuasion, and followers must influence leaders as well as leaders persuading followers. Aphorism Two: Effective leadership happens when there mutual commitment to a clear and explicit statement of purpose. Purpose is the reason for the existence of an organization, and time must be invested by both leaders and followers in defining purpose clearly. Without clarity of purpose, commitment and collaboration are diminished. Leadership is key to the success of any organization, and the framework of the SLPCM includes combinations of skills and dispositions that can clarify purpose, enhance leadership, and increase success in student learning. Linton Deck Chair, Department of Educational Leadership University of West Georgia 2001 - 2007

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The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders

Core Competencies for Leadership Preparation Research suggests that leadership is second only to classroom instruction among all school related factors that contribute to what students learn at school (Leithwood, 2004). Recent changes in policy related to leadership preparation and licensure in many states have served as a catalyst for universities to reframe the focus of leadership preparation and development programs. Of critical importance in reframing leadership preparation is a clear articulation of what leaders need to know and be able to do to positively impact student learning. Clear identification of the core competencies of leadership provides a foundation for linking the preparation of leaders with leadership processes and the resulting effect on desired student outcomes (Stronge, Richard, and Catano, 2008). ULead West Georgia, a research and development initiative at the University of West Georgia has developed a Leadership Preparation Competency Model designed to support and strengthen performance-based leadership preparation systems embedded in graduate degree programs. As an academic partner to one of the six districts participating in the 20112016 Wallace Principal Pipeline Initiative, the University of West Georgia is committed to supporting the development of â&#x20AC;&#x153;principal pipelinesâ&#x20AC;? that produce a large number of highly qualified principals for all current and future K-12 partners. The ULead West Georgia research and development efforts are framed from the perspective of the Human Resource Development (HRD) field. The Academy of Human Resource Development (AHRD, 1999) indicates that as a profession HRD focuses on improving processes and enhancing learning and performance of individuals, organizations, communities and society. The ULead West Georgia view of leadership as a purposeful enterprise of building capacity for learning is consistent with the core purposes of the field of Human Resource ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders Development (HRD). Linking human resource development efforts to organizational strategy is best facilitated through a competency framework that clearly articulates research-based standards which can underpin preparation, hiring, on-the-job support and evaluation of school leaders (Naquin & Holton, 2006). In the context of an educational setting such as a university leadership preparation program, the development of a performance-based competency model that provides a clearly defined framework for expectations is critical. A leadership competency model should serve as the foundation for any organizationâ&#x20AC;&#x2122;s leadership development system. An effective model allows an organization to clearly define what leadership behaviors, knowledge, skills, and abilities are required in order for an organization to be successful both now and in the future. Leadership systems viewed through the lens of HRD address all facets of career development including preparation, selection, assessment, development, performance management, and succession planning. A clearly articulated performance-based leadership preparation competency model can provide a strong foundation for all facets of an effective leadership development system. While the development of a competency model is not a new strategy, there are competing definitions both in the HRD literature and in practice (Hoffman, 1999; Degradis & Mentzas, 2006; Hayes & Obodei, 2011; Langdon &Whiteside, 2004; Teodorescu, 2006). The competing definitions in the literature seem to suggest that what constitutes a competency is dependent on the eye of the beholder (Albanese, Mejican, Mullan, Kokotailo, & Gurppen, 2008; Zemke, 1982). A review of research related to competency based approaches to workforce and leadership development reveals that the term

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The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders competency is used to represent three distinct, yet related concepts: attributes or characteristics of leaders, discrete skills required for success, or a combination of skills and attributes. The first perspective on competencies is based on the work of David McClelland (1973), a Harvard psychologist often credited with first introducing the term “competency” into the field of human resources. McClelland’s ideas about competencies focused on “habits of behavior and underlying motivations” as well as attitudes, attributes, or characteristics that individuals inherently possess such as: initiative, decisiveness, and creativity (Bock & Ruyak, 2007; Klemp, 2008; Steiner & Hassel, 2011). These qualities or traits may also be referred to as dispositions which are defined by the National Council for the Accreditation of Teacher Education (NCATE) as the attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors (NCATE, 2002). The interpretation of competencies as dispositions is reflected in about 8% of the leadership competency models examined by Klemp (2008). The second perspective on competencies focuses on specific, discrete, observable skills and often results in a long list of behavioral expectations derived from a comprehensive task analysis (Spector & de la Teja, 2001). The development of competency models on “detailed, behaviorally specific description of skills” is reflected in about 27% of the models examined by Klemp (Mansfield, 1996). The most pervasive approach to describing leadership competencies reflected in 65% of the models examined by Klemp includes a combination of skills and dispositions. The ULead West Georgia Leadership Preparation Competency Framework is based on this perspective of competencies. The combination of both skills and dispositions is critical ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders for a competency model to effectively frame the preparation and development of school leaders. Competencies as clustered sets of skills and relevant dispositions provide a clear and succinct view of priorities for leadership development systems. A Hierarchical Competency Framework ULead West Georgia has defined a multi-level, hierarchical competency framework as an approach to clarifying expectations for performance-based leadership preparation (see figure 1). The purpose of developing this model was to clarify and prioritize researchbased leadership competencies and standards that have significant impact on improving student learning and achievement. The hierarchal system is useful because it provides a framework for guiding program development, instructional design, and performance assessment while including differentiated performance expectations (Chen & Naquin, 2006; Hayes & Omodei, 2011; McEvoy et al., 2005). The hierarchal competency model created for the ULead West Georgia leadership preparation and development programs has three levels: competencies, standards, and performance indicators (see figure 1). Competencies serve

Figure 1: The ULead Competency Framework includes a hierarchy of standards and performance indicators within each competency.

as the defining categories within the framework. ULead West Georgia

Competency: I

Competency II

defines a competency as a clustered set of knowledge, skills, and dispositions

Standard: A

Standard: B

Standard A

Performance Indicator

that provide a focus for leadership standards and performance indicators.

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The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders Each competency in the ULead Educational Leadership Preparation Competency Model includes a definition along with an accompanying narrative that explains the basic concept of the competency. At the second level of the hierarchy, each competency is further defined with standards that provide clear expectations of skills that a leader must demonstrate in order to be successful. The third level of the competency model features performance indicators that include behavioral descriptors of how exemplary and lower levels of proficiency are demonstrated as well as behavioral descriptors that provide specific examples of the standards in action. In the next phase of development, this level of the ULead Educational Leadership Preparation Competency Model, (the behavioral descriptors describing various levels of performance) will be differentiated by role-specific expectationsâ&#x20AC;&#x201D;elementary, middle school, and high school principal. The Development and Initial Validation Process The process for developing and validating the ULead West Georgia Leadership Competency Model was structured as an iterative cycle of reviewing existing literature, conducting qualitative research, and collecting data using mixed-methods approaches. Multiple iterations of the cycle have been completed to establish initial construct validity, while additional iterations of the cycle are in process at the time this manuscript was submitted. Development of the competency model began in September 2011. ULead faculty conducted an initial review of the literature related to effective leadership with a focus on identifying factors of school leadership that demonstrated the greatest effect on student learning. The literature review was then reviewed by members of the ULead Applied Research Team (ART). The unique capability of each ART member is inherent in their ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders experiences as administrators in specific settings. Each member of the team has performed a variety of functions in their service as local school principals and in high level leadership roles at the district offices of various school systems. ART membersâ&#x20AC;&#x2122; experiences provide unique perspectives that contribute to the overall success of our project. ART members engaged in key activities to support ULead West GA including but not limited to reviewing current research and developing a clearly articulated and prioritized leadership preparation competency model that includes competencies, standards, and performance indicators. After the ART members committed to serve and had the opportunity to review the literature, the ULead West Georgia faculty convened a three-day series of meetings to develop the initial draft of the first two levels of the competency model. The meetings were structured to include a clarification of expectations and definitions of the competency framework to be used prior to beginning the collaborative development of the draft competencies and standards. The ART members carefully reviewed, coded, and analyzed key concepts from selected research articles before beginning a qualitative process to identify themes that described clustered sets of behaviors. Utilizing the constant comparative method of analysis, ART members compared one segment of each research article to segments of the others to determine similarities and differences. The data was then grouped together based on similar dimensions in order to establish patterns within the data. The patterns were arranged in relationships to each other. From this process, six leadership competencies were identified, defined, and further clarified through the articulation of standards.

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The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders Once the draft competency model and standards were completed, the next step was to begin the process of establishing construct validity. A multi-disciplinary advisory council that included superintendents, principals, district administrators, and representatives from the state agencies was convened to provide feedback on the draft documents. The inclusion of well-respected leaders with established reputations as influential advocates in Georgia such as the executive director of the state school superintendents’ association and leaders from the state’s Board of Regents, Professional Standards Commission and Department of Education was intentional. The broad perspective of professional expertise related to various leadership roles in public schools and universities ensured that the initial competency model was reviewed for practical validity. These current leaders, along with well-known retired educational leaders, engaged in a full day of facilitated conversations following a brief overview of the scope of the project, clarification of expectations and definitions of the competency framework used. The facilitated conversations were structured using the World Café model (Brown & Isaacs, 2005). Video, audio, and written commentary was collected from the participants’ engagement in the World Café process. The qualitative data were analyzed using the constant comparative method. Findings were then used to make adjustments to the ULead Educational Leadership Preparation Competency Model. A graphic depiction of the competency model is included at the end of this section. The remaining sections of this monograph fully describe each of the six competencies along with their corresponding standards and performance indicators. The final step in the initial validation of the ULead West Georgia School Leadership Preparation Competency Model includes a mixed methods study of current ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders principalsâ&#x20AC;&#x2122; perceptions of the relevance of the competencies, standards and performance indicators. The study is designed to gather principals' perceptions about the perceived importance of six leadership competencies and the corresponding standards for each of those competencies and includes both an online survey and a series of structured interviews. The survey includes rating scales and open-ended items to allow principals to comment on the relevance of each competency to their jobs as school principals and to describe specific ways that they practice leadership behaviors related to each standard. The survey is being administered to a broad sample of principals across the state of Georgia (N=439) and includes elementary, middle, and high school principals who lead schools in urban, suburban, and rural regions of Georgia. The Georgia Association of Educational Leaders (GAEL) has provided an e-mail list of principals who are members of the organization. Principals who are graduates of the University of West Georgia performance-based leadership program or who have served as a mentor for students in our program were also invited to respond to the online survey. Structured interviews are set to be conducted with principals of high performing elementary, middle, and high schools in conjunction with the state educational leadership conference. Additionally principals identified as high performing school leaders in our partnering school district will be interviewed. Quantitative responses will be analyzed using SPSS, and qualitative responses will be analyzed by the research team using a constant comparative method with the Computer Assisted Qualitative Data Analysis Software (CAQDAS) NVivo. This comprehensive research project has enabled members of the ULead West Georgia Applied Research Team to explore the factors of leadership preparation that have

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The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders the most significant impact on improving student learning and achievement. Leadership faculty will utilize this model as a foundation for refining and improving the existing performance-based leadership preparation program as well as to inform other aspects of the Principal Pipeline Partnership Project that is funded by the Wallace Foundation.

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The Principal Pipeline Partnership Project (P4) Competencies and Standards The ULead West Georgia School Leadership Preparation Competency Framework (Figure 2) Instructional Leadership Competency

The leader emphasizes, monitors, manages, and facilitates the utilization of research-based instructional strategies aligned to explicit and rigorous curriculum standards as measured by appropriate informal and formal assessments. Equity and Social Justice Competency

The leader intentionally ensures equity across all structures and practices while deliberately making social justice a central part of the school culture. Culture, Climate, and Community Competency

The leader analyzes, builds, and supports an inclusive community of learning by cultivating a culture of respect and collaboration in a safe and caring climate. Leading Change Competency

The leader advocates and ensures continuous school improvement by leading visionary, learning-focused change while engaging all members of the school community in datadriven improvement. Human Resource Management Competency

The leader effectively manages the personnel functions of staffing, professional learning, and evaluation to ensure ethical engagement of all staff in the pursuit of success for all students. Organizational Management and Governance Competency

The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders

Competency 1: Instructional Leadership Instructional Leadership Competency Descriptor: The leader emphasizes, monitors, manages, and facilitates the utilization of research-based instructional strategies aligned to explicit and rigorous curriculum standards as measured by appropriate informal and formal assessments. The principal’s role as instructional leader is non-negotiable in the current context of performance standards and accountability. The driving force behind high performing instructional leaders is a laser-like focus on improving teaching and learning, and student achievement results are the measure by which they are graded. The amount of time, energy, and effort exhibited toward improving student learning, increasing student achievement, and supporting teachers in their work are indicators of success. The belief since the 1980s that the principal determines the effectiveness of the school (Lane & Walberg, 1987) is gaining momentum, but with a major shift—the principal as instructional leader determines the effectiveness of the school. Barth (1990) said it best, “Show me a good school, and I’ll show you a good principal.” In the Leithwood studies it was empirically demonstrated that school leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school (Leithwood, 2010). The guardianship of the intricate process of teaching and learning is best carried out by the principal as instructional leader by communicating connections between curriculum, instruction and assessment. These connections ensure purposeful planning and implementation of required curriculum standards. The principal’s role is to institutionalize the collaborative alignment of these processes to ensure effective teaching. Ediger (2009) refers to working with teachers to develop ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Competency 1: Instructional Leadership learning objectives and scaffolding techniques to ensure understanding of curriculum goals by students and to align learning activities to learning objectives. Standards of learning define what teachers should teach, what students should learn, and what should be assessed. The decades-old question with regard to standards of learning centers on the depth of the teaching and learning. While research supports that the acquisition of new knowledge is highly influenced by previously existing knowledge, it also indicates broad general knowledge followed by specific topics lead to understanding at greater depths (Hirsch, 2001). The implication of this research for instructional leaders is to ensure teachers’ agreement and understanding of the standards, how and what will be assessed, and how many examples, activities, models, or problems are necessary for greater depth of knowledge of the standards. Leithwood’s finding that the principal as instructional leader is second only to the teacher in terms of impact on student achievement becomes even more significant in light of the instructional leader’s responsibility to build the capacity of teachers to pervasively and consistently implement research-based instructional strategies (2010). The Mid-continent Research for Education and Learning (McREL) in Colorado found that effective leadership impacts classroom and teacher practices by ensuring that changes last and flourish. McREL found that without effective leadership these variables will not be addressed coherently. Interaction with teachers is the core of effective instructional leadership. Blasé and Blasé indicate that good instructional leaders must provide support and assistance to teachers in order for them to refine and improve their instructional practices (1998). Southworth

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The Principal Pipeline Partnership Project (P4) Competency 1: Instructional Leadership (2002) adds that instructional leaders need a variety of types of expertise, including classroom observation and data gathering, awareness of teachers’ stages of development, and reflective communication skills for interaction and feedback to be effective. Research suggests that the principal as instructional leader must model a focus on teaching and learning by helping teachers improve their instructional practices and making student achievement the highest priority (King, 2002). Data-driven decision making with regard to instructional practices is fast becoming the norm. The last decade has produced large amounts of data due to the attention placed on test scores, graduation rates, and attendance rates (Celio & Harvey, 2005). Research has shown that using data in instructional decisions can lead to improved student performance (Wayman, 2005; Wayman, Cho, & Johnston, 2007; Wohlstetter, Datnow, & Park, 2008). Principals today must have the skills to lead their staff in gathering, analyzing and interpreting these data, otherwise schools can become data-rich and information-poor. Large amounts of data must be routinely analyzed in order to understand student achievement challenges and potential solutions to those challenges. AASA’s guidebook, Using Data to Improve Schools: What’s Working (2006), encourages educational leaders to lead their staff in using data for making sound decisions. Coupled with having the ability to gather and analyze existing data that may be available, effective principals lead their staff to create routine opportunities to assess their students’ mastery of the standards. In addition, using data to sustain school improvement initiatives and monitor organizational effectiveness has become a required skill for effective principals to possess in order to sustain school improvement and organizational effectiveness. ULead West Georgia: Leadership Preparation Competency Model August 2012

The Principal Pipeline Partnership Project (P4) Competency 1: Instructional Leadership In addition to ensuring instructional effectiveness through the utilization of research-based instructional strategies and data-driven instructional planning, the principal must also focus on articulating and implementing curriculum through formative and summative assessments used to measure student learning and make instructional decisions (Blasé and Blasé, 1998; Heck, 1992; Leithwood, 1994; Southworth, 2002). When used as a teaching tool to support learning through instructional planning, classroom assessment enhances student learning. In studies on assessment, researchers found that gains up to one standard deviation in student test scores can be attributed to effective classroom assessment (Black & William, 2004; Hattie & Timperley, 2007). Principals in the University of Virginia’s School Turn-Around Specialist Program were asked to identify factors that contributed to low student performance. They believe that teachers are less likely to target instructional interventions and provide effective assistance to struggling students when they have a lack of structured time for focused assessment and data analysis. In addition to the impact on student achievement, principals must understand the power of assessment results in determining program and school effectiveness in order to make appropriate program changes and to effectively lead their staff in setting goals, creating a vision, and improving the effectiveness of their school. In this age of educational accountability and high stakes testing, the principal must serve as the instructional leader of the school. This role encompasses ensuring effective teaching of research-based instructional strategies through data-driven instructional planning, the use of fair and equitable assessments aligned with instruction, and the implementation of rigorous standards for learning. Hallinger’s

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The Principal Pipeline Partnership Project (P4) Competency 1: Instructional Leadership (2003, p. 332) description of hands-on principals â&#x20AC;&#x153;hip-deepâ&#x20AC;? in curriculum and instruction and unafraid of working directly with teachers on improving teaching and learning best sums up this standard for principals as effective instructional leaders (Cuban, 1984; Hallinger & Murphy, 1986).

Instructional Leadership The leader emphasizes, monitors, manages, and facilitates the utilization of research-based instructional strategies aligned to explicit, rigorous curriculum standards as measured by appropriate informal and formal assessments. Table I: Instructional Leadership Standards IL 1

Linking Curriculum, Instruction, and Assessment Explicitly communicate the relationship between curriculum, instruction, and assessment to ensure purposeful planning and implementation of required curriculum standards to increase student learning and achievement.

IL 2

Standards for Learning Ensure that instructional staff examine the expected depth of knowledge required for student performances defined by each standard within the curriculum.

IL 3

Effective Teaching Build capacity to ensure that research-based instructional strategies are pervasively and consistently implemented with fidelity.

IL 4

Data-Driven Instruction Lead the instructional staff in collaboratively analyzing, interpreting, and communicating results of assessments to plan for continuous improvement of student learning.

IL 5

Assessment Engage the instructional staff in collaboratively designing and identifying formative and summative assessments that will be used to measure student learning and make instructional decisions.

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The Principal Pipeline Partnership Project (P4) Performance Indicators INSTRUCTIONAL LEADERSHIP COMPETENCY The leader emphasizes, monitors, manages, and facilitates the utilization of research-based instructional strategies aligned to explicit, rigorous curriculum standards as measured by appropriate informal and formal assessments. Standard 1: Linking Curriculum, Instruction, and Assessment Explicitly communicate the relationship between curriculum, instruction, and assessment to ensure purposeful planning and implementation of required curriculum standards to increase student learning and achievement. Levels of Not Yet Emerging Proficient Exemplary Performance The leader minimally The leader independently The leader effectively engages The leader effectively develops the describes the relationship analyzes the relationship the instructional staff in the capacity of teacher leaders to between curriculum, between curriculum, collaborative analysis of the independently lead the instructional assessment and instruction to assessment and instruction to relationship between staff in the ongoing collaborative plan for continuous plan for continuous curriculum, assessment and analysis of the relationship between improvement. improvement for student instruction to plan for curriculum, assessment and instruction achievement. continuous learning for each and to plan for continuous improvement student. of the design and revision of instructional planning. Examples of The leader: the standard  Articulates the relationship between curriculum, assessment and instruction, and designs graphic organizers to clarify the connections in action between and among them.  Works collaboratively with staff to identify and communicate the relationships between curriculum, assessment and instruction.  Designs, revises, and monitors instruction to ensure effective delivery of the required curriculum in response to assessed needs.  Provides support for teachers to identify, articulate, and plan instruction to meet the educational needs of each student.  Uses research-based techniques such as protocols for gathering and analyzing data from multiple sources to use in making instructional decisions related to the curriculum and to provide effective and timely feedback on achievement of the required curriculum standards  Analyzes trends in assessment results and develops plans to address any negative trends in the sequencing of the curriculum and/or the planning for instruction.  Monitors and analyzes teachers’ plans for instruction and assessment utilizing curriculum guides, curriculum maps, pacing charts, and assessment timelines.

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The Principal Pipeline Partnership Project (P4) Performance Indicators INSTRUCTIONAL LEADERSHIP COMPETENCY The leader emphasizes, monitors, manages, and facilitates the utilization of research-based instructional strategies aligned to explicit, rigorous curriculum standards as measured by appropriate informal and formal assessments. Standard 2: Standards for Learning Ensure that instructional staff recognizes, examines, and implements the expected depth of knowledge required for student performances defined by each standard within the curriculum. Levels of Not Yet Emerging Proficient Exemplary Performance The leader rarely analyzes, The leader independently The leader effectively uses The leader effectively develops documents, or monitors the use analyzes, documents, and protocols to engage the capacity of teacher leaders of the expected levels of the monitors the use of the instructional staff in the analysis to independently use protocols depth of knowledge required for expected levels of the depth of of the depth of knowledge to facilitate collaborative student performances. knowledge required for student required for student examination of expected depth performances for some of the performance in all standards. of knowledge evident in student standards. work for all of the standards. The leader consistently monitors instruction to ensure that The leader provides feedback students are engaged in based on evidence of appropriate depth of implementation in the student knowledge. work. Examples of The leader: the standard  Engages the instructional staff in defining the depth of knowledge requirements for all standards. in action  Works collaboratively with instructional staff to identify gaps in implementation of depth of knowledge that should be evident in student performance.  Facilitates the design and/or revision of instruction to ensure the depth of knowledge required for student performance is embedded.  Engages the instructional staff in the ongoing use of data to provide effective and timely feedback to the teachers and to the students on implementation of the use of the expected levels of the depth of knowledge.  Engages faculty in protocols to review student work to determine the level at which it reflects achievement of the expected depth of knowledge in the standards and provides specific feedback to support improvement.

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Standard 3: Effective Teaching Build capacity to ensure that research-based instructional strategies are pervasively and consistently implemented with fidelity. Examples of The leader: the standard  Uses a specific cycle for the implementation of research-based instructional strategies including the introduction of a strategy, practice in action in the classroom, re-teaching, examining student work, reworking strategy, followed by focus walks defining quality of implementation.  Works collaboratively with staff to identify the instructional staff’s needs for specific research-based strategies and to design, revise, and monitor the implementation of a research-based strategy.  Gathers and analyzes data from multiple sources (teacher commentary including oral and written feedback, checklists, rubrics, walk through protocols, peer observation conferences, etc.) to determine the fidelity of implementation.  Discusses and identifies the specific ways to use research-based strategies to differentiate instruction to accommodate student learning profiles, special needs, and cultural backgrounds.  Conducts formative conferences with teachers to review and revise practices.  Collaboratively develops focused walk-throughs with a specific feedback cycle for instructional staff.  Reviews lesson/unit plans to analyze the use of defined research-based learning strategies.  Expects instructional staff to provide detailed feedback to peers regarding the implementation of research-based learning strategies.

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The Principal Pipeline Partnership Project (P4) Performance Indicators INSTRUCTIONAL LEADERSHIP COMPETENCY The leader emphasizes, monitors, manages, and facilitates the utilization of research-based instructional strategies aligned to explicit, rigorous curriculum standards as measured by appropriate informal and formal assessments. Standard 4: Data-Driven Instruction Lead the instructional staff in collaboratively analyzing, interpreting, and communicating results of assessments to plan for continuous improvement of student learning. Examples of The leader: the standard  Accesses data using a variety of resources including data warehouse systems and appropriate queries. in action  Leads collaborative meetings on data and includes analyzing and interpreting disaggregated assessment data (diagnostic, formative, summative, common) and utilizing data protocols to review progress toward performance targets.  Leads collaborative data analysis meetings and produces data displays utilizing quality tools and technology to summarize findings that will be communicated to the appropriate audiences.  Develops and monitors the creation of a school data room as well as expectations for data displays in the classrooms.  Analyzes assessment data to identify student strengths and weaknesses and to match specific students with appropriate and timely interventions.  Provides support for teachers to effectively use common diagnostic and formative assessments to plan and adjust instruction.  Develops a systematic, ongoing process for instructional staff to identify strengths and weaknesses of each student such as classroom profiles to record and monitor student progress.  Expects instructional staff members to closely monitor, evaluate, and revise academic interventions based on formative assessment data including protocols to examine student work and adjusts instruction and interventions based on teacher commentary.  Works collaboratively to develop and monitor progress checks that focus on the achievement of long-and short-range goals and objectives.  Continuously monitors and adjusts flexible grouping for students based on effective diagnostic and formative assessments.  Expects instructional staff members to describe how the collaborative review of student work and performances leads to increased learning for each student.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

ULead West Georgia: Leadership Preparation Competency Model August, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators INSTRUCTIONAL LEADERSHIP COMPETENCY The leader emphasizes, monitors, manages, and facilitates the utilization of research-based instructional strategies aligned to explicit, rigorous curriculum standards as measured by appropriate informal and formal assessments. Standard 5: Assessment Engage the instructional staff in collaboratively designing, refining, and/or improving formative and summative assessments that will be used to measure student learning and make instructional decisions. Examples of The leader: the standard  Uses student achievement data to determine school effectiveness and directs school staff to actively analyze data for improving results. in action  Identifies the key attributes in balanced and authentic assessments and develops a rubric for analyzing assessments.  Expects instructional staff to explain how they reach consensus on desired results and design quality assessments.  Explains why specific protocols and rubrics were used by the instructional staff during the assessment design.  Monitors the development and use of a variety of assessments (i.e. benchmarks, rubrics, performance tasks, and exemplars) that demonstrate meeting and exceeding standards to evaluate student learning and achievement.  Uses appropriate protocols for examining rubrics, assessments, and performance tasks.  Explains the need for and provides examples of culturally responsive assessments, while identifying and removing any inappropriate items in assessments.  Expects instructional staff to clearly communicate criteria for grades to students and parents at the beginning of each unit/lesson using checklists and rubrics when appropriate.  Establishes a culture of assessment and grading whereby grading practices reflect high expectations, and students are expected to revise their work to meet the expectations.  Engages the instructional staff in the discussions regarding effective grading practices,  Defines and implements procedures for all instructional staff to follow when issuing grades to ensure that a student's final grade reflects the most consistent, more recent pattern of student performance in relation to the standards.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders Competency 2: Equity and Social Justice Equity and Social Justice Competency Descriptor: The leader intentionally ensures equity across all structures and practices while deliberately making social justice a central part of the school culture. Leaders must have a clear and compelling sense of purpose for their schools. The ULead West Georgia program is based on the premise and belief that purposeful schools exist to create capacity for learning. The inclusion of Equity and Social Justice as a leadership preparation competency provides a clear indication that addressing inequities in all facets of the school must be a priority for educational leaders. There is a need to intentionally address this competency in the preparation of school leaders. The role of a principal is pivotal in terms of the level of responsiveness that the school demonstrates in addressing inequities; however, ensuring social justice and equity is not easy work (Ryan, 2010). The ability to “enhance the capabilities and life chances” of each student is one of the greatest challenges faced by educational leaders in the current environment of accountability (Larson, 2012, p. 17). While these challenges are acknowledged, the training to effectively address equity and social justice is described as insufficient by many educational leaders when they describe their experiences in traditional leadership preparation programs (Gardiner & Enomoto, 2006). The 2008 Educational Leadership Policy Standards (ISSLLC) adopted by the National Policy Board for Educational Administration does include a limited reference to “promoting the understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources” as a function within a standard (CCSSO, 2007). This function does not explicitly address the challenge for leaders to be fully equipped as leaders

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Competency 2: Equity and Social Justice for equity and social justice. Recent studies have suggested that in schools where issues of social justice and equity are intentionally, consistently and pervasively addressed by the leader, gaps in achievement are reduced significantly (Symonds, 2004). There is no question that school leaders have an immense challenge to engage others in improvement and reform with a focus on closing achievement gaps. This accountability necessitates that school leaders be fully equipped to function as leaders for equity and social justice (Barbara & Krovetz, 2005; Brown, 2010a; Keleher & Johnson, 2001; Larson, 2010; Skrla, Scheurich, Garcia, & Nolly, 2005). Educational equity refers to an educational environment in which individuals can consider options and make choices based on their abilities and talents, not on the basis of stereotypes, biased expectations or discrimination. Equity relates to the actions and resources dedicated to ensure that the achievement gap between advantaged and disadvantaged groups is shrinking, while at the same time improving performance for students in all groups (Ross & Berger, 2009). When linking equity and excellence, leaders ensure that students from varied racial, socioeconomic, linguistic, and cultural backgrounds are all learning at high levels of performance (Brown, 2010b). Systemic equity is frequently referenced and defined by Scott (2001) as the â&#x20AC;&#x153;ways in which systems and individuals habitually operate to ensure that every learner has the greatest opportunity to learn enhanced by the resources and supports necessary to achieve competence, excellence, independence, responsibility, and self-sufficiency for school and for lifeâ&#x20AC;? (p.6). ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Competency 2: Equity and Social Justice Equity, like social justice, can be construed as both a process and a goal (Adams, 1997). Social justice, often used in concert with equity, is a related concept that broadens the moral imperative of school leaders to focus on ensuring freedom for all people, the fair and moral treatment of all people, and efforts to both prevent and remedy inequities (Cooper, 2009; Skrla, Scheurich, Johnson, & Koschoreck, 2001). The increasing diversity of students in public schools presents a need for school leaders to create a clear lens through which faculty, staff, students and stakeholders can examine the reality of inequities. While there are external and historical factors that contribute to the academic and social inequities that are evident in public schools, educational leaders must be equipped to confront the inequities related to race, class, religion, gender, language, ability, sexuality and other differences in order to work toward the outcome of equity (Cooper, 2009). The Equity and Social Justice Competency, along with the corresponding standards, explicitly address the preparation of school leaders who understand the inequities that exist in our society and who are equipped to serve as transformational agents for change (Brown, 2010a). This competency is further delineated with a set of standards and performance indicators that follow.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Competency 2: Equity and Social Justice Equity & Social Justice Competency The leader intentionally ensures equity across all structures and practices while deliberately making social justice a central part of the school culture. Table II: Equity & Social Justice Standards ESJ 1

Engagement and Access Establish instructional programs that ensure engagement of each learner in a rigorous and relevant curriculum.

ESJ 2

Culturally-Relevant Instruction Verify that research-based, culturally-relevant instructional strategies are embedded in the learning environment to ensure equitable learning of performance standards.

ESJ 3

Identifying & Mitigating Inequities Regularly and systematically engage faculty, staff, and stakeholders in courageous dialogue to identify and mitigate inequities through the development and implementation of actionable strategies in all areas of the school community.

ESJ 4

Monitoring for Equity Monitor and ensure that all instructional, extracurricular, and operational systems (i.e. discipline, program placement in gifted/special education, enrollment in advanced and remedial classes, access to technology, resource allocation, personnel selection and assignments) are implemented with equity.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators EQUITY AND SOCIAL JUSTICE COMPETENCY

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

Exemplary The leader builds capacity in others to facilitate regular reviews of instructional programs to ensure that each student has access to and is actively and successfully engaged in a rigorous and relevant curriculum. The leader collaboratively leads the instructional staff in the analysis of multiple forms of data to ensure the curriculum is meeting the needs of each student. The leader involves the instructional staff in the consideration of class demographics when recommending and assigning students to courses and programs to ensure each child has the opportunity to take rigorous courses.

The Principal Pipeline Partnership Project (P4) Performance Indicators EQUITY AND SOCIAL JUSTICE COMPETENCY

The leader intentionally ensures equity across all structures and practices while deliberately making social justice a central part of the school culture. Standard 1: Engagement and Access Establish instructional programs that ensure engagement of each learner in a rigorous and relevant curriculum. Examples of The leader: the standard  Communicates the expectation that all students can achieve at high levels of learning. in action  Gathers and analyzes multiple forms of data to ensure rigorous and relevant instructional programs are available to meet the needs of each subgroup of learners.  Is committed to developing a culture of learning within the school environment that ensures grade level state standards are accessible to all students and that instruction is matched to the level of the learner while maintaining the expectation that each student meet the grade level standards.  Prepares faculty to continuously monitor progress data of students to ensure each is actively and successfully engaged in the learning.  Guides teachers to make adjustments as needed through differentiation and specialized instruction for all populations of students.  Provides training and support for teachers to ensure each understands how to actively engage learners in a rigorous and relevant curriculum.  Monitors instructional practices to ensure each student is actively engaged in the instruction.  Provides teachers with timely feedback on their instructional practices.  Engages parents in providing support for their children’s learning.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators EQUITY AND SOCIAL JUSTICE COMPETENCY

The leader intentionally ensures equity across all structures and practices while deliberately making social justice a central part of the school culture. Standard 2: Culturally-Relevant Instruction Ensure research-based, culturally-relevant instructional strategies are embedded in the learning environment to ensure equitable learning of performance standards. Levels of Not Yet Emerging Proficient Exemplary Performance The leader provides The leader communicates The leader regularly communicates The leader has developed teacher teachers with limited an expectation that the importance of using culturallyleaders who work with colleagues on information, direction or culturally-relevant research- relevant instructional strategies so a regular basis to examine both clear expectations on the based instructional that each student has equitable multiple forms of student data and use of culturally-relevant strategies will be evident in opportunities to achieve grade level student work and collaboratively research-based all lessons. performance standards and beyond. plan culturally-relevant, instructional strategies. differentiated lessons. The leader provides limited The leader provides instructional guidance, training, and staff with the training, materials and The leader regularly participates with support to ensure the support to integrate research-based the teacher-led teams as they inclusion of culturallyinstructional strategies into culturally monitor student progress to inform relevant instruction. relevant units and lessons. instruction and make appropriate revisions to curricular units and The leader engages instructional lessons on an on-going basis. The teams as a community of learners leader consistently reinforces the who periodically observe one expectation that each student another for the purpose of achieves at grade level proficiency or monitoring efficacy of best practices. beyond.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators EQUITY AND SOCIAL JUSTICE COMPETENCY

The leader intentionally ensures equity across all structures and practices while deliberately making social justice a central part of the school culture. Standard 2: Culturally-Relevant Instruction Ensure research-based, culturally-relevant instructional strategies are embedded in the learning environment to ensure equitable learning of performance standards. Examples of The leader: the standard  Communicates the expectation that research-based, culturally-relevant instructional strategies will be consistently implemented in in action each unit and lesson.  Analyzes curriculum for rigor and relevance to ensure that it is reflective of the diversity of students’ experiences, backgrounds and cultures.  Provides teachers with training on research-based, culturally-relevant instructional strategies so that students can transfer and apply content to new learning.  Guides teachers to match instruction to the level of the learner while maintaining the expectation that each student will meet the grade level standards.  Communicates to instructional staff the importance of providing students with adequate time and support to meet or exceed the grade level standards.  Monitors instruction to ensure that culturally-relevant instructional strategies are being used on a consistent basis.  Provides teachers with timely feedback on the effectiveness of their instructional strategies.  Works with teachers in monitoring student progress to analyze causes for each student who is not achieving grade level proficiency.  Provides students with opportunities to catch up if they are falling behind grade level expectations through a variety of programs and strategies.  Provides teachers with a variety of resources to ensure all students have the means to meet the standards.  Communicates that the success of each student is the primary focus.  Builds time and resources into the schedule and budget to ensure that each student achieves success in meeting or exceeding grade level standards.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators EQUITY AND SOCIAL JUSTICE COMPETENCY

The leader intentionally ensures equity across all structures and practices while deliberately making social justice a central part of the school culture. Standard 3: Identifying and Mitigating Inequities Regularly and systematically engages faculty, staff, and stakeholders in courageous dialogue to identify and mitigate inequities through the development and implementation of actionable strategies in all areas of the school community. Levels of Not Yet Emerging Proficient Exemplary Performance The leader does not recognize The leader engages a core The leader actively engages all The leader builds capacity and or address inequities existing group of faculty, staff and faculty and staff members in develops commitment among in the school environment. stakeholders to explore equity courageous conversations about faculty, staff, students, and issues. equity including race, ethnicity stakeholders to both discuss and The leader examines limited and other aspects of diversity. take action to ensure systemic sets of data. The leader has begun to equity across all structures and facilitate the process of The leader engages faculty and practices. analyzing student data and staff in examining disparities possible causes for the including but not limited to: The leader engages all disparities among student student achievement, scheduling stakeholders in examining groups. practices, discipline data, parent disparities and developing action involvement, engagement in plans to ensure equity. extra-curricular activities, and personnel assignments. The leader ensures that teacher leaders build on whole school The leader ensures that student efforts by engaging others in and program data have been refining and improving action disaggregated, root causes of plans to ensure an equitable disparities among diverse groups environment within grade levels have been identified, and the and departments. faculty has developed an action plan to ensure an equitable school environment. ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators EQUITY AND SOCIAL JUSTICE COMPETENCY

The leader intentionally ensures equity across all structures and practices while deliberately making social justice a central part of the school culture. Standard 3: Identifying and Mitigating Inequities Regularly and systematically engages faculty, staff, and stakeholders in courageous dialogue to identify and mitigate inequities through the development and implementation of actionable strategies in all areas of the school community. Examples of The leader: the standard  Communicates models and reinforces a vision for equity, non-discrimination, and anti-racism in the school environment. in action  Hires and retains a diversified faculty and staff who are committed to a culture of social justice and representative of the ethnic background of the student population.  Involves staff in identifying and removing the barriers that hinder students’ opportunities to learn at their highest level.  Sets up structures to involve teachers in dialogue regarding the characteristics of an equitable school environment; root causes for achievement gaps among diverse groups of students; and the identification of inequitable practices.  Establishes a protocol for leading courageous conversations and ensures that the protocol is used in the facilitation of discussions related to equity issues while building unity among the faculty.  Leads the staff in the examination of individual and institutional culture as it relates to equity, non-discrimination, and anti-racism.  Establishes a professional learning community in which the adults regularly meet to develop the knowledge and skills necessary to improve student achievement among all groups of students.  Creates a safe and risk-free environment to identify inequitable practices.  Examines policies and practices for inconsistencies.  Leads faculty in the development of characteristics of equitable and inequitable learning environments, then examines the school regarding which actions or institutional practices move a specific population of students further from or closer to educational opportunities.  Leads faculty in understanding how everyday actions can unintentionally harm children and takes action to challenge systems of inequality.  Ensures parents and other community members feel welcome in the school regardless of their personal educational attainment, English language skills, racial background, economic status, dress or perception of schools from their own personal experiences.  Builds partnerships with parents, guardians and other community stakeholders so that they feel ownership of the school and share in the common mission of ensuring the success of each student.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators EQUITY AND SOCIAL JUSTICE COMPETENCY

The leader intentionally ensures equity across all structures and practices while deliberately making social justice a central part of the school culture. Standard 4: Monitoring for Equity Monitor and ensure that all instructional, extracurricular, and operational systems are implemented with equity. Examples include discipline; program placement in gifted/special education, advanced and remedial classes; technology; resource allocation; personnel; etc. Levels of Not Yet Emerging Proficient Exemplary Performance The leader’s attention to The leader has begun the The leader emphasizes the moral The leader involves all members of inequitable practices in the process of identifying and imperative of creating and the school community in learning community and analyzing each system in the maintaining a ‘socially just’ consistently monitoring all systems disparity between diverse school environment for equity learning community and leads to ensure they are equitable and groups is limited. and has begun to collect and faculty and staff in creating a ‘socially just.’ Data on all disaggregate data on each culture that is fair and equitable. structures and systems is gathered system. and studied regularly, and The leader involves faculty and revisions in practices are made to The leader has not created a staff in gathering, disaggregating, ensure equity across the school vision for social justice in the analyzing and sharing multiple community. Progress is tracked on school culture. forms of student and program data each area identified in need of to determine strengths and areas improvement, and goals and that are in need of improvement. action items are updated in the The leader works with faculty and school improvement plan on a staff to incorporate areas in need regular basis. of improvement into the school improvement plan. The leader involves all members of the school community in constantly monitoring the gaps between diverse groups and collaboratively works with staff to eliminate the gaps.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators EQUITY AND SOCIAL JUSTICE COMPETENCY

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders Competency 3: Culture, Climate, and Community Culture, Climate, and Community Competency Descriptor: The leader analyzes, builds, and supports an inclusive community of learning by cultivating a culture of respect and collaboration in a safe and caring climate.

Building, analyzing and supporting an inclusive learning community while emphasizing the importance of understanding and shaping the schoolâ&#x20AC;&#x2122;s culture and climate is an essential function of the principal. The evolving definition of professional learning communities indicates that they involve the leaders, faculty, and staff of a school in collaboratively sharing and reflecting on their practices in order to learn and grow (Mitchell & Sackney, 2000; Toole & Louis, 2002) and operate as a collective entity (King & Newmann, 2001). Hord (1997) summarizes the concept as an entity that continuously seeks, shares and acts on collective learning to enhance effectiveness resulting in increased student learning. School culture can be elusive, but it is a critical component of effective schools that must be attended to by the principal. School culture is a system of basic assumptions, norms and values along with artifacts which are shared by school personnel and influence how they function (Maslowski, 2006; Schein, 2004). Strong positive cultures are places with a shared sense of what is important, a shared ethos of caring and concern, and a shared commitment to helping students learn (Peterson & Deal, 1998). School culture influences school effectiveness, school improvement and openness to change; it reflects how things are done, deeply embedded beliefs, and unwritten rules that guide behavior. Climate, as an element of culture, is mercurial, telling, and easier to measure than culture. Culture is based on beliefs that are shared

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Competency 3: Culture, Climate, and Community organization-wide, while climate is based on what an individual senses in and about the organizational environment (Reichers & Schneider, 1990). A positive school climate promotes teacher resiliency and retention which can directly improve organizational and student success (Cohen, McCabe, Michelli, & Pickeral, in press; Patterson, Woods, Cook, & Render, 2007; Zins, Weissberg, Wang, & Walberg, 2004). Research shows a direct correlation between positive school climate and increased student achievement (Brookover, et al.,1977; Brookover, 1978; Brookover & Lezotte, 1979; Edmonds, 1979; Freiberg, 1999; Good & Weinstein, 1986; Gottfredson & Gottfredson, 1989; Griffith, 1995; Madaus, Airasian, & Kellaghan, 1980; Rutter, 1983; Rutter, et al., 1979; Shipman, 1981). Analyzing the existing culture of the school and local community by engaging members in meaningful personal reflection and dialogue to identify individual and collective core values and beliefs that affect learning is a critical component of school leadership that helps determine whether improvement is possible (Deal & Peterson, 1999). A collaborative school culture is an effective context for student and teacher learning and involves studying the culture by collecting data, assessing the collaborative nature of the school, and creating structures and opportunities for collaboration followed by modeling and rewarding desired behaviors (Gruenert, 2000). According to Schein (1985) there are three classification levels of school culture: artifacts and practices, values and beliefs, and basic assumptions. At the core of a schoolâ&#x20AC;&#x2122;s culture are basic assumptions, values, norms, and artifacts which are shared and on which practices are based.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Competency 3: Culture, Climate, and Community Establishing, analyzing, and supporting communities of learning that support collaborative and inclusive involvement of all members of the school and local communities is an important role of the principal. McLaughlin and Talbert (2001) found that principals promote or impede learning communities by the way they carry out organizational management functions, relate to teachers and students, and support or inhibit social interaction in the faculty. Promoting teacher professional development is the most influential of all educational leadership behaviors (Cosner & Peterson, 2003). Developing strategies to ensure mutual accountability for supporting and maintaining a safe and caring climate that promotes mental and physical well-being is an important leadership function for principals. Stolp (1994) found the modeling of values and beliefs that are important to the organization by principals, teachers and staff results in the most effective change in school culture. In addition, Stolp (1994) found that the actions of the principal are interpreted by others as what is important; therefore, a principal who acts with care and concern is more likely to develop a school culture with similar values (Stolp, 1994). Effective leaders collaboratively establish and reinforce norms and staff conduct that engender collegiality and professionalism by modeling trust, respect, and ethical considerations in all interactions. The role of leadership in establishing and/or sustaining a culture committed to learning is apparent in the literature. All of the primary culture embedding mechanisms defined by Edgar Schein (1992) relate to the behaviors of leadership. The most powerful mechanism for cultivating a commitment to organizational learning is the explicit and intentional modeling of

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Competency 3: Culture, Climate, and Community behaviors that demonstrate commitment to learning by leaders at all levels of the system (Bolman & Deal, 1997; Evans, 1996; Kouzes & Posner, 1995; Schein, 1992; Wilson, McCauley & Kelly-Radford, 1998). School leaders are highly influential in shaping school culture and exert their influence by assessing the culture, uncovering and articulating core values, and working to create a positive context (Peterson & Deal, 1998). The standards and performance indicators that follow further define and clarify this competency.

Culture, Climate, and Community Competency The leader analyzes, builds, and supports an inclusive community of learning by cultivating a culture of respect and collaboration in a safe and caring climate. Table III: Culture, Climate, and Community Standards CCC 1

Core Values and Beliefs Analyze the existing culture of the school and local community by engaging members in meaningful personal reflection and dialogue to identify individual and collective core values and beliefs that affect learning.

CCC 2

Inclusive Learning Communities Establish, analyze, and sustain communities of learning that support collaborative and inclusive involvement of all members of the school and local communities.

CCC 3

Caring Climate Develop strategies to ensure mutual accountability for supporting and maintaining a safe and caring climate that promotes mental and physical well-being.

CCC 4

Community Norms Collaboratively establish and reinforce norms and staff conduct that engender collegiality and professionalism by modeling trust, respect, and ethical considerations in all interactions.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators CULTURE, CLIMATE, AND COMMUNITY COMPETENCY The leader analyzes, builds, and supports an inclusive community of learning by cultivating a culture of respect and collaboration in a safe and caring climate. Standard 1: Core Values and Beliefs Analyze the existing culture of the school and local community by engaging members in meaningful personal reflection and dialogue to identify individual and collective core values and beliefs that affect learning. Levels of Not Yet Emerging Proficient Exemplary Performance The leader does not use The leader selects and uses The leader selects or develops The leader consistently uses a appropriate protocols, appropriate protocols, and uses appropriate protocols variety of appropriate instruments, or processes to instruments, and processes to and/or instruments to engage instruments to analyze core examine core values and beliefs examine core values and beliefs faculty, staff, students, and values and beliefs of the school of the school and local of the school. stakeholders in reflective dialog and local community. community. related to core values and The leaderâ&#x20AC;&#x2122;s analysis of the beliefs of the school and local The leader coaches others to results is limited. community. assess the culture of teams, analyze results, and develop Results are analyzed and action plans that collectively reviewed in the comprehensively address the context of developing action results of a cultural analysis. plans to strengthen support for student learning. The leader collaborates with all stakeholders to strengthen and The leader collaborates with all support the school culture. stakeholders to develop and implement action plans that address aspects of school culture that create barriers for learning and engagement.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators CULTURE, CLIMATE, AND COMMUNITY COMPETENCY The leader analyzes, builds, and supports an inclusive community of learning by cultivating a culture of respect and collaboration in a safe and caring climate. Standard 2: Inclusive Learning Communities Establish, analyze, and support communities of learning that support collaborative and inclusive involvement of all members of the school and local communities. Levels of Not Yet Emerging Proficient Exemplary Performance The leader has not fully grasped The leader establishes learning The leader effectively The leader develops the the essential concepts related communities and is beginning to establishes and leads learning capacity of teacher leaders to to building, analyzing, and provide time for collaboration communities that fully engage build, analyze, support, and supporting learning with some attention given to faculty, staff, parents, and other sustain a culture conducive to communities. structures and processes stakeholders in collaborative collaborative and inclusive necessary to build learning efforts to seek, share, and use learning communities both The inclusion of learning communities. learning related to support within the school and in the communities beyond faculty student success. larger community. members is limited. The leader systematically Monitoring of learning analyzes the extent to which communities is not fully each learning community established in alignment to reflects the characteristics, research-based indicators of structures, and conditions of fully effective learning fully effective learning communities. communities as a means of identifying training and development needs.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators CULTURE, CLIMATE, AND COMMUNITY COMPETENCY The leader analyzes, builds, and supports an inclusive community of learning by cultivating a culture of respect and collaboration in a safe and caring climate. Standard 3: Caring Climate Develop strategies to ensure mutual accountability for supporting and maintaining a safe and caring climate that promotes mental and physical wellbeing. Levels of Not Yet Emerging Proficient Exemplary Performance The leader rarely addresses The leader has begun to The leader reinforces The leader builds capacity in factors related to supporting develop processes and expectations of mutual respect, others to recognize and and maintaining a safe and structures to support a safe and accountability, and support by reinforce behaviors that are caring climate. caring climate for students, publically recognizing conducive to a safe and caring staff, faculty, and stakeholders. contributions individuals make climate. to others and by privately providing constructive feedback The leader encourages faculty to any member of the school and staff to create opportunities community that exhibits for members of the school behaviors inconsistent with the community to engage in shared values of an inclusive activities that promote mental and supportive learning and physical well-being. community. The leader is actively involved with faculty and staff in the creation of opportunities for members of the school community to engage in activities that promote mental and physical well-being.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators CULTURE, CLIMATE, AND COMMUNITY COMPETENCY The leader analyzes, builds, and supports an inclusive community of learning by cultivating a culture of respect and collaboration in a safe and caring climate. Standard 4: Community Norms Collaboratively establish and reinforce norms and staff conduct that engender collegiality and professionalism by modeling trust, respect, and ethical considerations in all interactions. Levels of Not Yet Emerging Proficient Exemplary Performance The leader does not The leader establishes norms The leader models and The leader builds capacity of demonstrate a full but they are used in a limited reinforces expectations that teacher leaders, administrative understanding of how norms manner and seldom reviewed. norms are established, colleagues, staff, students and contribute to collegiality and reviewed and adhered to in all stakeholders to facilitate the professionalism. The leader occasionally meetings and interactions establishment and review of reinforces expectations that between members of the norms that go beyond “meeting The leader rarely models or norms be adhered to in learning community. etiquette” to include specific reinforces expectations that meetings. mutual expectations for norms be established. The leader monitors meetings engaging in high levels of to ensure that established discourse with respect for all. norms go beyond “meeting etiquette” to include specific mutual expectations for engaging in collaborative work with respect for all. Examples of The leader: the standard  Facilitates the development of norms to ensure that expectations for collaboration are clear. in action  Ensures that other leaders establish norms that effectively shape interactions between members of learning communities.  Regularly reviews norms established to reinforce expectations of collaboration and professionalism.  Assesses the effectiveness of norms to ensure that they are supporting collaboration and mutual accountability.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders Competency 4: Leading Change Leading Change Competency Descriptor: The leader advocates and ensures continuous school improvement by leading visionary, learning-focused change while engaging all members of the school community in data-driven improvement. Leading change has become one of the most important functions of a principal, and at the core of change is the need for school improvement and increased student achievement. Principals are expected to improve the overall effectiveness of the school, lead teachers to meet the needs of each student, and raise the level of achievement for all students all within the context of greater and more complex challenges. Perhaps the greatest challenge is that principals must become effective change agents while performing all of their other roles. The expectation today is that schools must be redesigned, not just administered (DarlingHammond, et al., 2003); thus, leading change is a necessary, complex competency that includes creating a shared vision, promoting change through effective coalitions, nurturing the school and the people in it throughout the change process, and engaging in data-driven decision making to ensure a safe, efficient, and effective learning environment. Developing, articulating, and collaborating with others to create a compelling vision of high expectations is essential in leading change. While principals engage in many critical processes, one of the most commonly identified expectations is that they must create a shared vision (Rouche, Baker, & Rose, 1989). A shared vision comes from the coalition of individual needs, values, beliefs, and purposes and gives meaning and direction to schools and the people in them. Shared visions shape behavior in schools; they energize and give value to the work that must be done; ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Competency 4: Leading Change and they provide a compelling reason for change. Shared visions change the culture of a school. When the people who must alter their behavior are supported in making these changes by the organization’s culture, systems and structures, it improves the likelihood of the change implementation success (O’Conner & Fiol, 2006). While principals must be prepared to lead the development of a shared vision that maximizes the learning for every child, they must also build collaborative support for this vision by forming effective coalitions that help to influence policy development. Advocacy for the school’s vision in public, private, professional and governmental arenas creates a broad base of support and acceptance of the vision. In order to build collaborative support for their vision, principals must have a global view of the political, social, economic, legal, and cultural context in which they operate (McREL, 2006). Collaborating with and responding to families and the community help build partnerships and mobilize resources. Effective communication about the vision and what schools can be, responsiveness to needs of families and the community, and awareness of the context in which they operate help principals be effective in building the collaborative support needed to change the very nature and culture of the school. In fulfilling the role of instructional leader and change agent, principals must ensure organization wellness and resiliency while promoting personal productivity. Resilience is “an ability to recover from or adjust easily to misfortune or change” (Merriam-Webster.com, 2012). Providing various health and wellness programs ensures opportunities for stakeholders to engage in healthy practices that promote resilience. This is critical because the complexities of any systemic school

ULead West Georgia: Leadership Preparation Competency Model August, 2012

The Principal Pipeline Partnership Project (P4) Competency 4: Leading Change improvement initiative create a need for all stakeholders to be able to adapt and cope with the intensity of change (Patterson, Woods, Cook, and Render, 2007). Building capacity for leading change in others is another critical component of the leading change competency. Principals must provide actionable feedback to support others through the process of change, build capacity for leadership at all levels, and enable others to experiment and take risks. Actionable feedback includes providing substantive and timely feedback to teachers about their performance and instructional practices which improves instruction and, thereby, increases student achievement (Togneri & Anderson, 2003). Building capacity for leadership in others ensures a stable culture and infrastructure that focuses on and is driven by a vision of school improvement and high expectations for all students. Without distributed leadership in a school, teachers do not feel empowered to try new instructional strategies, engage in collaborative inquiry to search for root causes of problems, or deprivatize their practices for fear of reprisal. In addition, building leadership capacity in teachers as instructional leaders not only enhances improvement efforts, but also frees the principal to carry out other functions necessary for school improvement and management (Togneri & Anderson, 2003). Leading others to improve schools and increase student achievement for all students requires demanding physical and mental effort that over time can exhaust even the most dedicated stakeholder. To ensure that personal productivity is at its highest, principals must promote personal growth and healthy habits as part of the culture and a way of life. Providing various health and wellness programs ensures opportunities for stakeholders to engage in ULead West Georgia: Leadership Preparation Competency Model August, 2012

The Principal Pipeline Partnership Project (P4) Competency 4: Leading Change healthy practices that promote sound mental and physical well-being as well as a commitment to life-long personal wellness. Data-driven change management is essential in leading change that results in a broad acceptance of the vision of high expectations for all students. Thus, guiding and supporting the facilitation of data analysis, disaggregation, and collaborative inquiry to identify root causes are essential skill sets for principals. Making changes in curriculum, implementing new programs, planning collaboratively for instruction and assessment, assigning staff and students, allocating resources based on need, and a myriad of other decisions that must be made on a day to day basis without relying on data to inform these decisions is indefensible. Research indicates that building collaborative cultures, committing to the belief that all students can learn, and using data systematically to improve instruction impact instructional practices and, thus, student achievement. Principals and their staff have a variety of data from multiple sources available to help make these decisions. Schools that use data to make decisions about policies, programs, and individual students are driven by their focus on continuous improvement (McREL, 1995-2006). Effective principals are adept at data-driven change management and guide their staff in using data to focus on areas in need of improvement, individual student needs, and the allocation of resources. In addition, they use results to mobilize action and communicate with stakeholders. Principals must advocate and ensure continuous school improvement and increased student achievement by leading schools through visionary, learningfocused change that engages all members of the school community in data-driven

ULead West Georgia: Leadership Preparation Competency Model August, 2012

The Principal Pipeline Partnership Project (P4) Competency 4: Leading Change improvement. By engaging all stakeholders in creating and advocating a vision of change for school improvement, principals can mobilize not only their staff to improve their practices, but also the broader community to provide acceptance and support of the vision of high expectations for all students. By ensuring organizational wellness and personal productivity, principals remove barriers that impede living the vision. Providing feedback that informs instructional practice, building capacity for leadership in others, and creating a climate that encourages experimentation and risk taking to improve instructional practices empowers all stakeholders to live the vision. Promoting personal growth and healthy habits provides stakeholders the opportunity not only to improve schools, but also to grow personally as well as professionally by expanding the vision of high expectations to include stakeholders.

ULead West Georgia: Leadership Preparation Competency Model August, 2012

The Principal Pipeline Partnership Project (P4) Competency 4: Leading Change Leading Change Competency The leader advocates and ensures continuous school improvement by leading visionary, learning-focused change while engaging all members of the school community in data-driven improvement. Table IV: Leading Change Standards

LC 1

Vision Develop, articulate, and enlist others in a vision of high expectations for each member of the school community.

LC 2

Advocacy Promote acceptance of change by forming effective coalitions that provide opportunities to influence policy development.

LC 3

Data-Driven Change Management Guide and support the facilitation of data analysis, disaggregation, and collaborative inquiry to ensure the identification of root causes that can be addressed through systematic continuous improvement.

LC 4

Organizational and Personal Productivity Ensure organizational wellness and resiliency by providing actionable feedback to support others through the process of change, building capacity for leadership at all levels, enabling others to experiment and take risks, while promoting healthy habits as a way of life.

ULead West Georgia: Leadership Preparation Competency Model August, 2012

Examples of the standard in action

Exemplary The leader engages stakeholders in ongoing collaborative development and/or revision of vision, mission, values, and beliefs that will guide and inform continuous improvement. The leader communicates, models, and develops capacity in various school curricular/instructional teams or stakeholder organizations to develop and articulate shared visions that align with vision, mission, values, and beliefs of the school.

The leader:  Engages entire staff in protocols to collaboratively develop the vision, mission, values and beliefs.  Provides external stakeholders opportunities to engage in development of vision, mission, values, and beliefs.  Uses a wide variety of modalities to regularly communicate and model shared vision, mission, values, and beliefs to students, staff and external stakeholders.  Holds self and staff accountable for practicing the mission, values, and beliefs.  Consistently and intentionally communicates the shared vision, mission, values and beliefs in various meetings and with various internal and external audiences throughout the school year.  Facilitates the collaborative development and/or revision of vision, mission, values and beliefs.  Makes organizational decisions consistent with vision, mission, values, and beliefs.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators LEADING CHANGE COMPETENCY The leader advocates and ensures continuous school improvement by leading visionary, learning-focused change while engaging all members of the school community in data-driven improvement. Standard 2: Advocacy Promote acceptance of change by forming effective coalitions that provide opportunities to influence policy development. Levels of Not Yet Emerging Proficient Exemplary Performance The leader rarely engages and The leader occasionally utilizes The leader frequently and The leader builds the capacity communicates the school’s strategies that engage effectively utilizes strategies to of various internal and external shared vision, mission, values stakeholders in the change engage stakeholders in the stakeholder groups to and beliefs with various process (i.e. community, faithchange process (i.e. community, effectively engage others in the community, faith-based and based and professional faith-based, and professional change process for the purpose professional organizations as organizations, local and state organizations, local and state of garnering support and well as local and state level level political leaders) for the level political leaders) for the maximize student learning, political leaders. purpose of garnering support purpose of garnering support achievement and continuous and resources to maximize and resources to sustain and school improvement. student learning, achievement maximize student learning, and continuous school achievement and continuous improvement. school improvement. Examples of The leader: the standard  Attends various local and state meetings of community, civic and professional organizations to establish and maintain partnerships in action in support of the school vision, mission, and goals.  Publically presents the shared vision, mission, values and beliefs in various formal and informal stakeholder group meetings.  Develops and distributes priorities for the advocacy of local and state decisions that will support student success.  Provides talking points, charts, graphs, etc. to various stakeholder groups to garner support and resources for promoting the agenda of the school.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators LEADING CHANGE COMPETENCY The leader advocates and ensures continuous school improvement by leading visionary, learning-focused change while engaging all members of the school community in data-driven improvement. Standard 3: Data-Driven Change Management Guide and support the facilitation of data analysis, disaggregation, and collaborative inquiry to ensure the identification of root causes that can be addressed through systematic continuous improvement. Levels of Not Yet Emerging Proficient Exemplary Performance The leader has begun to The leader collects and The leader engages faculty in the The leader builds the capacity of collect and analyze a analyzes a limited set of data ongoing collection, analysis and use teacher leaders to collect, analyze limited set of data. for the purpose of school of multiple sources of data for the and use multiple sources of data improvement planning. purpose of establishing goals and for the purpose of establishing determining strategies for grade level and classroom goals. continuous school improvement. The leader ensures that teacher The leader regularly uses data to leaders are using data to monitor monitor progress toward goals and progress toward goals and to to provide direction for refining the provide direction for refining the implementation of strategies for implementation of strategies for improvement. improvement. Examples of The leader: the standard  Provides multiple sources of disaggregated data for diagnostic, formative, and summative analysis. in action  Produces effective data presentations to engage a variety of audiences in understanding data-based priorities and the rationale for data-based decisions.  Consistently leads and/or participates in the process of root cause analysis of multiple sources of data to address barriers that contribute to achievement gaps.  Explains how multiple sources of data are used to evaluate instructional and operational decisions.  Coaches others in the use of data for root-cause analysis of problems, to identify areas of need, and to guide the allocation of resources.  Uses assessment data and observation data to monitor progress.  Uses a variety of data to consistently monitor progress.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators LEADING CHANGE COMPETENCY The leader advocates and ensures continuous school improvement by leading visionary, learning-focused change while engaging all members of the school community in data-driven improvement. Standard 4: Organizational and Personal Productivity Ensure organizational wellness and resiliency by providing actionable feedback to support others through the process of change, building capacity for leadership at all levels, enabling others to experiment and take risks, while promoting healthy habits as a way of life. Levels of Not Yet Emerging Proficient Exemplary Performance The leader does not The leader promotes personal The leader models and develops The leader extends support and acknowledge or create an wellness and faculty creativity processes to engage faculty and engages stakeholder groups in environment that supports and autonomy using agreed staff in discussions and provide personal growth opportunities personal growth, personal upon strategies targeted at feedback and support of their and life-long personal wellness wellness or faculty creativity maximizing student learning personal growth efforts. programs. and autonomy. and continuous school improvement. The leader provides various The leader engages stakeholder health related programs groups in developing designed to encourage and community based strategies to support life-long personal support the schoolâ&#x20AC;&#x2122;s vision, wellness. mission, and beliefs aimed to maximize student learning and The leader develops processes continuous school that support faculty creativity improvement. and autonomy to maximize student learning and continuous school improvement.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders Competency 5: Human Resource Management Human Resource Management Competency Descriptor: The leader effectively manages the personnel functions of staffing, professional learning, and evaluation to ensure ethical engagement of all staff in the pursuit of success for all students. Researchers agree that the most important decision a principal makes is who to hire (Bolz, 2009; Natter & Kuder, 1983; Peterson, 2002; Place & Drake, 1994; Rothman 2004). Another key function is the ability to engage in practices that develop people through the leader’s knowledge of teaching and learning and the leader’s attention, development and utilization of the employees’ capabilities (Goleman, Boyatzis & McKee, 2002). Other essential functions of resource management include modeling and reinforcing ethical standards and legal mandates and enhancing performance through formative and summative evaluations. The importance of the staffing function is supported by Linda DarlingHammond (2003) who adds the caveat of hiring high performing teachers as one of the single most important functions that a principal performs. Research demonstrates that having effective teachers who know their content and utilize instructional strategies has a direct effect on student achievement (Carey, 2004; Darling-Hammond, 2003). Research also indicates that in addition to hiring, how principals assign and provide growth opportunities for teachers has major ramifications regarding teacher quality (Donaldson, 2011). Once hired, the continual influence of school leaders on their staff through induction and retention programs impacts student learning (Leithwood, Louis, Anderson, & Wahlstrom, 2004; Hallinger, 2005). Because of the large number of teachers leaving the profession in

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Competency 5: Human Resource Management the first three years, the principal must give full attention to retaining and developing the teachersâ&#x20AC;&#x2122; full potential (Watkins, 2005). Transformational leadership theory emphasizes collaboration with other stakeholders, particularly the role of the principal in inspiring and motivating the staff, developing a commitment to a common vision, building the staffâ&#x20AC;&#x2122;s capacity to work collaboratively, and shaping the organizational culture (Bass, 1985; Burns, 1978). Principals, therefore, must make it a priority to retain effective teachers and nurture an environment where teachers teach and set high standards for student achievement (Watkins, 2005). Modeling ethical standards and following legal mandates when performing personnel functions are not only moral expectations for principals, but also provide protection for the health, safety, and welfare of students and educators. Ethics refers to well-founded standards of right and wrong that prescribe what humans ought to do, usually in terms of rights, obligations, benefits to society, fairness, or specific virtues (Velasquez, Andre, Shanks, & Meyer revised, 2010). The code of ethics for educators defines the professional behavior of educators and serves as a guide to ethical conduct generally accepted by the education profession due to the fact that they are supported by consistent and well-founded reasons. In addition, educators are required to legally comply and abide by federal, state, and local laws and statutes. Failure to comply with these mandates can result in disciplinary action including denial of certification. Failure to commit to the virtues generally accepted as part of the ethical code of educators impacts the institutions one helps shape as well as oneâ&#x20AC;&#x2122;s own moral code of right and wrong, justice, fairness, and honesty. ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Competency 5: Human Resource Management Principals have the responsibility of helping their teachers grow through many multiple challenges and situations to create relevant environments in which teacher learning can happen (Finser, 1994). One strategy for ensuring that excellent teaching occurs in their school is to provide professional learning opportunities for teachers. When a principal employs practices that facilitate teacher learning, teachers thrive as they are challenged to grow, leading to high quality teaching that contributes to optimal student learning and achievement (Huberman, 1998; Barth, 1990; Glickman, 1990; Fullan & Hargreaves, 1992; Handy, 1994, 1996; Hargreaves, 1994; Kegan, 1994; Danielson 1996; Leithwood & Jantz, 1999; BlasĂŠ & BlasĂŠ, 2001; Darling-Hammond, 2003; Drago-Severson, 1994, 1996, 2002, 2004a; Fullan, 2003, 2005; Hord & Cowan, 1999; Hargreaves & Fink, 2003; Killion, 2000). Without question, empirical research indicates that the quality of the teacherâ&#x20AC;&#x2122;s teaching ability has a major impact on student achievement (Mendro, 1998; Nye, B., Konstantopoulos, S., & Hedges, L.V., 2004; Rivkin, & Hanushek, 2001; Wright, Horn, & Sanders, 1997). When quality teaching is present, student learning and achievement is positively impacted (Stronge, 2008); thus, when it is not present, student achievement is negatively affected. Principals are responsible for ensuring the teachers on their staff are evaluated with the purpose of professional growth and student achievement accountability (Duke, 1997; Howard & McColsky, 2001). The evaluation process allows the principal to clarify expectations, but it also helps the teacher to reflect upon their practices for the purposes of personal and school improvement (Strong, 1991). The teacher evaluation process should contain multiple sources of data from both formative and summative evaluations including

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Competency 5: Human Resource Management observations, performance artifacts, conversations, student work samples, and student achievement data to increase the validity of the evaluation process and because teaching is very complex. Effective teaching not only requires teachers to master their content and have effective instructional strategies, but it also requires the teacher to effectively manage the learning environment while translating their knowledge into student learning (Stronge, 2008). Thus, if students are to continue to achieve and the school is to continually improve, comprehensive teacher evaluation systems must be in place and principals must be able to use both formative and summative data gained from the evaluation processes to help teachers grow and ensure the performance results of students (Stronge, 2008). Human Resource Management Competency The leader effectively manages the personnel functions of staffing, professional learning, and evaluation to ensure ethical engagement of all staff in the pursuit of success for all students. Table V: Human Resource Management Standards HR 1

Staffing Recruit, select, and hire â&#x20AC;&#x153;highly qualifiedâ&#x20AC;? and fully effective personnel.

HR 2

Professional Learning Provide opportunities for staff members that foster professional growth and development.

HR 3

Evaluation Enhance staff performance through effective use of personnel evaluation processes.

HR 4

Ethics Model and reinforce ethical standards and legal mandates.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators HUMAN RESOURCE MANAGEMENT COMPETENCY The leader effectively manages the personnel functions of staffing, professional learning, and evaluation to ensure ethical engagement of all staff in the pursuit of success for all students . Standard 1: Staffing Recruit, select, and hire â&#x20AC;&#x153;highly qualifiedâ&#x20AC;? and fully effective personnel. Levels of Not Yet Emerging Proficient Exemplary Performance The leader utilizes inconsistent The leader considers the unique The leader consistently The leader engages other criteria in selection of school needs of the school in the considers the unique needs of faculty and staff in the based personnel selection, hiring, and the school and utilizes school development of protocols to assignment of personnel; Most assessment data, district select and hire personnel based The leader lacks applicant new staff is effective and highly criteria, and local, state and upon identified school needs screening skills and is not qualified. federal laws in the development and local, state, and federal proactive in recruiting staff and of employment interview laws. planning for vacancies. The leader demonstrates limited protocols and assignment skill in applicant screening and decisions for all new personnel. The leader, faculty and staff interviewing. efficiently utilize interview The leader demonstrates the protocols that lead to effective The leader responds to use of interview protocols and assignment decisions. vacancies as they occur. assignment decisions for all staff; All staff members are The leader anticipates and plans highly qualified. for future vacancies. The leader anticipates and plans for future vacancies.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators HUMAN RESOURCE MANAGEMENT COMPETENCY The leader effectively manages the personnel functions of staffing, professional learning, and evaluation to ensure ethical engagement of all staff in the pursuit of success for all students . Standard 2: Professional Learning Provide opportunities for staff members that foster professional growth and development. Levels of Not Yet Emerging Proficient Exemplary Performance The leader has not engaged The leader has begun to engage The leader consistently engages The leader engages staff in staff in job- embedded staff in job-embedded staff in job-embedded selecting and/or designing job professional learning aligned to professional learning aligned to professional learning that aligns embedded professional learning school and district school and district with school and district that aligns with school and improvement goals. improvement goals. improvement goals and district improvement goals and supports student achievement. supports student achievement. The leader has not developed The leader has begun to or implemented structures that construct and implement The leader has developed and The leader coaches others in support adult learning and structures that support adult implemented structures that leading job-embedded collaboration. learning and collaboration. effectively support adult professional learning. learning and collaboration. The leader has not evaluated The leader has begun to The leader engages others in the implementation or impact evaluate the implementation The leader regularly evaluates the regular evaluation of the of professional learning. and impact of professional the implementation and impact implementation and impact of learning utilizing staff feedback. of professional learning based professional learning. upon changes in staff practices and student learning using a The leader coaches others in variety of data sources. developing and implementing structures that support adult learning and collaboration.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators HUMAN RESOURCE MANAGEMENT COMPETENCY The leader effectively manages the personnel functions of staffing, professional learning, and evaluation to ensure ethical engagement of all staff in the pursuit of success for all students . Standard 3: Evaluation Enhance staff performance through effective use of personnel evaluation processes. Levels of Not Yet Emerging Proficient Exemplary Performance The leader does not enhance The leader inconsistently The leader consistently The leader mentors other leaders in staff performance through ensures that personnel ensures that personnel the use of effective personnel the effective use of the evaluation processes are used evaluation processes are used evaluation processes to assess staff personnel evaluation process. effectively for staff effectively for staff performance. performance. performance. The leader provides limited The leader builds capacity in others to feedback that is neither The leader provides some The leader provides timely, provide timely and constructive formal timely nor constructive. feedback, however the constructive feedback which and informal feedback that supports feedback is not consistent, includes documentation of specific areas in need of improvement. timely or focused on specific areas in need of improved student learning. improvement. The leader regularly provides formative and summative feedback The leader regularly provides which enables improved performance formative and summative and results in increased student feedback, focused on learning. improving student learning.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

Examples of the standard in action

The leader builds capacity of others to facilitate dialog and reflection about ethical behavior that goes beyond compliance with the code of ethics and legal mandates.

The leader:  Engages faculty, staff, and stakeholders in dialog related to the code of ethics and ethical decision making.  Uses a variety of modalities to inform staff regarding local, state, and federal policies and guidelines.  Ensures knowledge and compliance of policies and rules by monitoring fidelity in a variety of ways.  Models ethical behavior by implementing and following local, state, and federal policies and rules.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders Competency 6: Organizational Management and Governance Organizational Management and Governance Competency Descriptor: The leader utilizes distributed leadership practices to effectively manage and monitor operations and resources to support student learning and organizational efficiency.

School principals have a responsibility to effectively manage school operations while continuing to prioritize student learning and school improvement. Most principals acknowledge that up to 50% of their time is devoted to managerial tasks including transportation, safety issues, building and grounds maintenance, personnel issues, budgets, supplies, public relations, and student nutrition services (Charlotte Advocates for Education, 2004; Institute for Leadership, 2000). Research indicates that neglecting organizational management can adversely affect teaching and learning (Lashway, 2001). Therefore, organizational and operational management responsibilities such as ensuring a safe environment, monitoring student discipline, maintaining the physical environment, and managing the budget are important factors in the development and preparation of school leaders. (Murphy, 1994; Whitaker, 1998). Allocating fiscal resources is a key component of the principalâ&#x20AC;&#x2122;s organizational management responsibilities (Stronge, 2008, Marzano et al., 2005). The Interstate Leaders Licensure Consortium (ISLLC) defines financial management responsibilities for school administrators as promoting the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment (Council of Chief State School Officers, 2002, p 16). Due to the shrinking of federal, state, and local fiscal resources, the

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Competency 6: Organizational Management and Governance careful management of resources remains a primary responsibility for school leaders. In the midst of challenging budget-related decisions, principals are expected to provide greater levels of service with fewer resources (Ginsberg, 2011). Working collaboratively to develop and efficiently execute a budget that aligns resources with data-driven student achievement and school improvement needs is critical. Research suggests that operational management most frequently involves efficiently and effectively maintaining an orderly environment by developing and implementing routines and procedures that make the organization run smoothly. This form of organizational stability is often considered a hallmark of good management. A principal who is a good manager is able to ensure that the school runs smoothly which creates an orderly environment in which learning can take place. Without such an environment, the school can have an unsettling feeling and be on the verge of disruption (Scholastic Administrator, February 2007). Principals are expected to ensure that their schools have a safe and orderly environment where students and staff can learn and work (Cotton, 2003). In Creating Safe Schools for Children, Duke (2002) defines a safe school as a place where students and staff are not only physically and psychologically safe, but also believe themselves to be safe. Effective management of student behavior is another key expectation of school leadership. Providing and reinforcing clear structures, rules, and procedures for staff and students is a primary responsibility of the school leader (Marzano, 2005). The principal must collaborate with other staff to focus on developing, instructing, monitoring and enforcing rituals, routines, and progressive

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Competency 6: Organizational Management and Governance consequences within the school environment while rewarding positive student behavior on an ongoing basis. Maintaining a physical environment that is safe and compliant with national and state codes, and using space and equipment efficiently and effectively while creating a warm and welcoming learning climate are essential elements in organizational management for effective leaders. Shoop (2002) indicated that it is the principalâ&#x20AC;&#x2122;s duty to see that reasonable efforts are made to guarantee a school free from harm for students and teachers. This premise includes managing the schoolâ&#x20AC;&#x2122;s physical facilities as well as material and financial resources to ensure the maintenance of a safe and productive learning environment. Furthermore, principals must also ensure the building is clean and free from barriers that create a safety hazard or block the ease of movement within the building or classrooms. Efficient use of space to maximize learning is a key component of maintaining the physical environment. In addition to being safe and having space well utilized, ensuring that the school is welcoming and inviting to students, staff, parents and the community is important (Stronge, Richard, Catono, 2008). Principals must effectively manage and monitor operations and resources in their schools in order to ensure organizational efficiency and increased student achievement. With the increasing focus on student achievement, principals find themselves trying to balance being an instructional leader with the successful management of the routine, day-to-day tasks that are required to successfully operate a school environment. Very often this juggling act is the result of the principalâ&#x20AC;&#x2122;s efforts to meet the demands of both internal and external stakeholders ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Competency 6: Organizational Management and Governance (Stronge, Richard, Catono, 2008). Principals must have student achievement and school improvement as the overriding goal with organizational and operational management as a primary factor in achieving that goal.

Organizational Management and Governance Competency The leader utilizes distributed leadership practices to effectively manage and monitor operations and resources to support student learning and organizational efficiency. Table VI: Organizational Management and Governance Standards

OMG 1

Fiscal Resources Work collaboratively to develop and efficiently execute a budget that aligns resources with data-driven student achievement and school improvement needs.

OMG 2

Safe, Effective Operations and Physical Environment Coordinate daily operations and maintenance of the facility to ensure that the school is managed in a safe, effective, and efficient manner.

OMG 3

Student Discipline Monitor and support a school-wide discipline plan that includes a discipline vision, school rules, instructional behavior supports, positive behavioral reinforcements, progressive consequences, data analysis, and professional learning for the staff.

OMG 4

Shared Governance Establish, implement, and facilitate distributed leadership practices to support an operational management structure that fosters creativity, innovation, pride, ownership, and merit among all stakeholders.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators ORGANIZATIONAL MANAGEMENT AND GOVERNANCE COMPETENCY

The leader utilizes distributed leadership practices to effectively manage and monitor operations and resources to support student learning and organizational efficiency. Standard 1: Fiscal Resources Work collaboratively to develop and efficiently execute a budget that aligns resources with data-driven student achievement and school improvement needs. Levels of Not Yet Emerging Proficient Exemplary Performance The leader displays limited The leader is inconsistent in The leader engages others in the The leader engages others in the depth of knowledge of the performing the duties development of a budget that development of a budget that budget process as it relates associated with the planning adheres to local, state, and federal adheres to local, state, and federal to supporting teacher and and developing of the budget guidelines and is congruent with guidelines and is congruent with student performance. and allocation of the school’s the district’s mission and goals and the district’s mission and goals and resources. fully supportive of the school’s fully supportive of the school’s The leader works continuous improvement plan. continuous improvement plan independently in planning The leader receives a minimal and developing the amount of input from the The leader has a well-developed The leader anticipates future needs school’s budget. various stakeholders when approach for continuous and and maximizes the coordinated use developing and planning the systematic monitoring and of all funding resources. budget. adjusting of the budget. The leader seeks input from faculty and staff when making budget adjustments and communicates the rationale for those adjustments to all stakeholders. Examples of The leader: the standard  Promotes the involvement of staff members in developing short and long term budgets that align resources with data-based in action instructional priorities and school/district goals.  Collaborates with staff and district level administrators to develop and implement fiscal policies that ensure the equitable and adequate distribution of all available resources that promote the success of all students and staff.  Monitors the implementation of the budget to insure that teacher and student performance is maximized.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators ORGANIZATIONAL MANAGEMENT AND GOVERNANCE COMPETENCY

The leader utilizes distributed leadership practices to effectively manage and monitor operations and resources to student learning and organizational efficiency.

Standard 2: Safe and Effective Operations and Physical Environment Coordinate daily operations and maintenance of the facility to ensure that the school is managed in a safe, effective, and efficient manner and in compliance with state and local codes and regulations and is appealing and welcoming to students, staff, parents, and community. Levels of Not Yet Emerging Proficient Exemplary Performance The leader does not operate, The leader recognizes the The leader ensures a safe The leader is highly effective in manage, and utilize the building importance of the physical learning environment by maintaining and operating the and other physical resources to environment to the coordinating and integrating facility in such a way that enhance the instructional instructional program but does operational procedures and teaching and learning are program. not operate and manage it in maintenance of the facility. optimized and safety is such a way as to optimize its ensured. The leader does not make use. The leader implements safety, security, maintenance, appropriate monitoring and effective use of space The leader is aware of the procedures aimed at within the facility a priority. importance of maintaining a maximizing the safety and The leader is highly efficient at safe and well-maintained effectiveness of the building. establishing and coordinating facility, but does not always do processes and procedures that so. The leader has enlisted the maximize the safety and cooperation of all stakeholders, efficiency of the facility. especially staff and students, in maintaining a safe and clean facility.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators ORGANIZATIONAL MANAGEMENT AND GOVERNANCE COMPETENCY

The leader utilizes distributed leadership practices to effectively manage and monitor operations and resources to support student learning and organizational efficiency. Standard 2: Safe and Effective Operations and Physical Environment Coordinate daily operations and maintenance of the facility to ensure that the school is managed in a safe, effective, and efficient manner and in compliance with state and local codes and regulations and is appealing and welcoming to students, staff, parents, and community. Examples of the standard in action

The leader:  Organizes the learning and working environment in such a way that adequate supervision is a priority and always provided.  Adheres to all requirements in regards to fire drills, inclement weather drills, and crisis management situations and operates and manages all other aspects of the facility in accordance with state, district, and local rules and regulations.  Uses data accumulated from conducting various safe school drills to refine and make more efficient their procedures.  Develops supervisory and duty schedules that maximize the safety of the environment while minimizing negative effects on the instructional program.  Maintains compliance with state and local codes and regulations  Ensures that the facility is appealing and welcoming to students, staff, parents, and community.  Provides appropriate security protocols for equipment, records, and all occupants of the building.  Skillfully operates and manages the facility and makes it a key component of the instructional program.  Monitors various school processes and proactively collaborates with school staff and stakeholders to improve the effectiveness of current processes in order to maximize time and resources for learning.  Coordinates and manages the use of all space to insure its most effective use for teacher and student performance.  Identifies potential problems with the facility and deals with them in a timely, consistent, and effective manner.  Provides a physical facility that is clean and well-maintained and free of hazards and other potential problems.  Monitors and provides supervision efficiently for the physical plant and all related activities through an appropriately prioritized process.  Establishes and enforces rules and policies to ensure a safe, secure, efficient, and orderly facility and grounds.  Schedules co-curricular, extra-curricular, and community events so as not to interfere with the instructional program.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators ORGANIZATIONAL MANAGEMENT AND GOVERNANCE COMPETENCY

The leader utilizes distributed leadership practices to effectively manage and monitor operations and resources to student learning and organizational efficiency.

Standard 3: Student Discipline Monitor and support a school-wide discipline plan that includes a discipline vision, school rules, instructional behavior supports, positive behavioral reinforcements, progressive consequences, data analysis, and professional learning for the staff. Levels of Not Yet Emerging Proficient Exemplary Performance The leader allows barriers to The leader is aware of the best The leader provides a climate of The leader constantly reviews student and teacher success by practices that foster a positive positive behavior by all programs and processes not developing and sustaining a behavior climate but is collaboratively developing a associated with student positive behavior climate. inconsistent in developing and vision and plan for behavior behavior and makes providing them. management which promotes improvements as needed to the success of all stakeholders. provide a rich learning The leader allows minimal environment. amount of input from faculty The leader fosters collaboration and staff in developing in developing a distinction The leader engages students in discipline plans and procedures, between punishment and promoting positive behavior as and seldom uses discipline data discipline in order to maximize an effective strategy for good analysis for school improvement the effectiveness of the discipline. purposes. behavior management plan. The leader builds capacity of The leader establishes a others to utilize disciplinemechanism for tracking all related data and information for components of discipline data the purpose of increasing and utilizes the information for student achievement. the purpose of increasing student achievement.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators ORGANIZATIONAL MANAGEMENT AND GOVERNANCE COMPETENCY

The leader utilizes distributed leadership practices to effectively manage and monitor operations and resources to support student learning and organizational efficiency.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators ORGANIZATIONAL MANAGEMENT AND GOVERNANCE COMPETENCY

The leader utilizes distributed leadership practices to effectively manage and monitor operations and resources to student learning and organizational efficiency. Standard 4: Shared Governance Establish, implement, and facilitate an operational management structure that fosters creativity, innovation, pride, ownership, and merit among all stakeholders via distributive leadership practices. Levels of Not Yet Emerging Proficient Exemplary Performance The leader demonstrates The leader possesses an The leader collaboratively The leader fully involves all limited knowledge and understanding of distributive establishes and implements a faculty and staff in the decision understanding of shared leadership practices and has process for involving all making processes of all aspects governance practices. established some team stakeholders in the operational of operational management. structures. management of the school. The leaderâ&#x20AC;&#x2122;s leadership style is directive and authoritative. The leader provides limited The leader recognizes and The leader creates a culture of opportunity for shared decision- supports the achievements of interdependence among faculty making. all teachers and staff and and staff members whereby all continually seeks to provide are active participants in the them with opportunities for process of leadership. increased responsibility.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) Performance Indicators ORGANIZATIONAL MANAGEMENT AND GOVERNANCE COMPETENCY

The leader utilizes distributed leadership practices to effectively manage and monitor operations and resources to support student learning and organizational efficiency. Standard 4: Shared Governance Establish, implement, and facilitate an operational management structure that fosters creativity, innovation, pride, ownership, and merit among all stakeholders via distributive leadership practices. Examples of The leader: the standard  Develops and implements teams to improve school processes and performances. in action  Shares management decisions and delegates duties and responsibilities as applicable, resulting in a smoothly operating workplace.  Models facilitative rather than directive leadership at appropriate times and situations.  Provides opportunities for teachers and other stakeholders to have input into the work of various improvement teams.  Works in a collegial and collaborative manner with other leaders, school personnel, and other stakeholders to promote and support the vision, mission, and goals of the school and district.  Establishes specific protocols for shared decision making that enable authentic democratic decision making related to key operational processes  Ensures that teams operate as part of the infrastructure of a professional learning community to improve learning for students and adults.  Establishes clearly defined mechanisms and structures for continuous feedback from all stakeholders and uses feedback for continuous improvement.  Identifies and analyzes conflicts among various individuals and groups; implements effective strategies for preventing and/or mitigating conflict.

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders

References Note: References are still being reviewed and updated.

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The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders Wright, S. P. Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57-67. Zemke, R. (1982). Job competencies: Can they help you define better training? Training, (19)5, 28-31. Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.

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The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders School Leadership Preparation Competency Model Crosswalks The ULead Competency Model has been analyzed in the context of three sets of standards: The 2008 Interstate School Leaders Licensure Consortium (ISLLC) Educational Leadership Policy Standards, the VAL-ED learning-centered leadership conceptual framework, and the 2012 Georgia Leader Keys Evaluation System Performance Standards. The tables that follow illustrate the crosswalks between these three sets of standards. Instructional Leadership Competency ULead STANDARD IL-1 Linking Curriculum, Instruction, and Assessment Explicitly communicate the relationship between curriculum, instruction, and assessment to ensure purposeful planning and implementation of required curriculum standards to increase student learning and achievement. IL-2 Standards for Learning Ensure that instructional staff examines the expected depth of knowledge required for student performances defined by each standard within the curriculum. IL-3 Effective Teaching Build capacity to ensure that research-based instructional strategies are pervasively and consistently implemented with fidelity. IL-4 Data-Driven Instruction Lead the instructional staff in collaboratively analyzing, interpreting, and communicating results of assessments to plan for continuous improvement of student learning. IL-5 Assessment Engage the instructional staff in collaboratively designing and identifying formative and summative assessments that will be used to measure student learning and make instructional decisions.

ISLLC 2008 Standard/Function 2.B

Val-ED Core Components & Processes Rigorous Curriculum

GA Leader Keys 8.2

Communicating, Advocating

2.B

High Standards for Student Learning

1.1

Planning, Implementing 2.D 2.F

Quality Instruction

1.7

Implementing 1.B, 1.E 2.I 4.A

Systemic Performance Accountability

1.2, 1.3 3.6, 3.7

Monitoring 2.E 5.A

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

Quality Instruction

3.8

Monitoring

The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders ULead Crosswalks (continued) Equity and Social Justice Competency ISLLC 2008 Standard/Function

ULead STANDARD ESJ-1 Engagement and Access Establish instructional programs that ensure engagement of each learner in a rigorous and relevant curriculum. ESJ-2 Culturally-Relevant Instruction Verify that research-based, culturally-relevant instructional strategies are embedded in the learning environment to ensure equitable learning of performance standards. ESJ-3 Identifying and Mitigating Inequities Regularly and systematically engage faculty, staff, and stakeholders in courageous dialogue to identify and mitigate inequities through the development and implementation of actionable strategies in all areas of the school community. ESJ-4 Monitoring for Equity Monitor and ensure that all instructional, extracurricular, and operational systems (i.e. discipline, program placement in gifted/special education, enrollment in advanced and remedial classes, access to technology, resource allocation, personnel selection and assignments) are implemented with equity.

Val-ED Core Components & Processes Rigorous Curriculum

GA Leader Keys 1.4, 1.7

Planning, Advocating 2.H 4.B

5.B 5.C 5.D 5.E

High Standards, Quality Instruction

1.5 2.1

Implementing, Supporting, Advocating Culture of Learning, Connections to External Communities

3.5, 3.6

Supporting, Advocating 5.A

Systemic Performance Accountability

1.8

Supporting, Advocating, Monitoring

Culture, Climate, and Community Competency ULead STANDARD

ISLLC 2008 Standard/Function

CCC-1 Core Values and Beliefs Analyze the existing culture of the school and local community by engaging members in meaningful personal reflection and dialogue to identify individual and collective core values and beliefs that affect learning. CCC-2 Inclusive Learning Communities Establish, analyze, and support communities of learning that support collaborative and inclusive involvement of all members of the school and local communities. CCC-3 Caring Climate Develop strategies to ensure mutual accountability for supporting and maintaining a safe and caring climate that promotes mental and physical well-being.

1.A 4.B

CCC-4 Community Norms Collaboratively establish and reinforce norms and staff conduct that engender collegiality and professionalism by modeling trust, respect, and ethical considerations in all interactions.

2.F 5.B

4.C 4.D

3.C

Val-ED Core Components & Processes Culture of Learning, Connections to External Communities Planning, Implementing, Supporting, Monitoring Culture of Learning Planning, Implementing, Supporting, Advocating, Monitoring Culture of Learning, Connections to External Communities Planning, Implementing, Supporting, Advocating, Monitoring Culture of Learning

GA Leader Keys 2.1 3.4 8.7

2.1, 2.6 3.4 8.1, 8.3

2.2, 2.6 8.6

2.1, 2.4 7.1, 7.4, 7.7

Planning, Implementing, Supporting, Advocating, Communicating

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders ULead Crosswalks (continued) Leading Change Competency ULead STANDARD LC-1 Vision Develop, articulate, and enlist others in a vision of high expectations for each member of the school community.

ISLLC 2008 Standard/Function 1.A 6.C

LC-2 Advocacy Promote acceptance of change by forming effective coalitions that provide opportunities to influence policy development.

6.A 6.B

LC-3 Data-Driven Change Management Guide and support the facilitation of data analysis, disaggregation, and collaborative inquiry to ensure the identification of root causes that can be addressed through systematic continuous improvement.

1.B 1.C 1.D 1.E

LC-4 Organizational and Personal Productivity Ensure organizational wellness and resiliency by providing actionable feedback to support others through the process of change, building capacity for leadership at all levels, enabling others to experiment and take risks, while promoting healthy habits as a way of life.

3.C 3.D

Val-ED Core Components & Processes

GA Leader Keys

High Standards for Learning, Culture of Learning

1.1 2.3 3.1

Planning, Advocating, Communicating, Monitoring Connections to External Communities

3.3, 3.10 7.6

Planning, Supporting, Advocating, Communicating Systemic Performance Accountability

3.5, 3.6, 3.7, 3.8, 3.9

Planning, Supporting, Advocating, Communicating, Monitoring Culture of Learning

5.8 6.3

Planning, Implementing, Supporting, Advocating, Communicating, Monitoring

Human Resource Management Competency ULead STANDARD

ISLLC 2008 Standard/Function

Val-ED Core Components & Processes

HR-1 Staffing Recruit, select, and hire â&#x20AC;&#x153;highly qualifiedâ&#x20AC;? and fully effective personnel.

3.B

Culture of Learning

HR-2 Professional Learning Provide opportunities for staff members that foster professional growth and development.

3.E

Planning, Implementing, , Monitoring Culture of Learning

HR-3 Evaluation Enhance staff performance through effective use of personnel evaluation processes.

3.B 3.E

HR-4 Ethics Model and reinforce ethical standards and legal mandates.

5.B 5.D

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

Planning, Implementing, Supporting, Monitoring Systemic Performance Accountability Planning, Implementing, Supporting, Monitoring Culture of Learning

GA Leader Keys 5.1, 5.2

5.3, 5.4, 5.5 7.8, 7.9, 7.10

5.5 6.1, 6.2, 6.3, 6.4

5.4 7.2

Implementing, Advocating, Communicating, Monitoring

The Principal Pipeline Partnership Project (P4) A Competency Model for Preparing School Leaders ULead Crosswalks (continued) Organizational Management and Governance ULead STANDARD

ISLLC 2008 Standard/Function

OMG-1 Fiscal Resources Work collaboratively to develop and efficiently execute a budget that aligns resources with data-driven student achievement and school improvement needs.

3.B

OMG-2 Safe and Effective Operations and Physical Environment Coordinate daily operations and maintenance of the facility to ensure that the school is managed in a safe, effective, and efficient manner and in compliance with state and local codes and regulations and is appealing and welcoming to students, staff, parents, and community. OMG-3 Student Discipline Monitor and support a school-wide discipline plan that includes a discipline vision, school rules, instructional behavior supports, positive behavioral reinforcements, progressive consequences, data analysis, and professional learning for the staff. OMG-4 Shared Governance Establish, implement, and facilitate an operational management structure that fosters creativity, innovation, pride, ownership, and merit among all stakeholders via distributive leadership practices.

2.G 3.A 3.E

Val-ED Core Components & Processes Systemic Performance Accountability Planning, Implementing, Supporting, Advocating, Communicating, Monitoring Culture of Learning Planning, Implementing, Supporting, Advocating, Communicating, Monitoring

3.C

Culture of Learning

GA Leader Keys 4.5, 4.6, 4.7, 4.8

1.6 2.4 4.1, 4.2, 4.3, 4.4, 4.5, 4.9

2.2, 2.3, 2.5, 2.6, 2.7, 2.8

Planning, Implementing, Supporting, Advocating, Communicating, Monitoring 3.D

Culture of Learning Planning, Implementing, Supporting, Advocating, Communicating,

2.1, 2.2 3.1, 3.2 4.9

ULead West Georgia: Leadership Preparation Competency Model May 23, 2012

THE UNIVERSITY OF WEST GEORGIA Department of Leadership & Instruction 1601 Maple Street, Carrollton, Georgia 30118 • Phone: 678.839.5130 • Fax: 678.839.6195 leaders@westga.edu • www.westga.edu