The School Executive competencies are not so obvious in the practices. They can be applied to multiple practices and are absolutely essential for all school executives to possess to ensure their success. These competencies are listed here to emphasize their importance and to make sure they are incorporated into the development of school executives.
Communication – Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed to achieve school or team 21st century objective.
After visiting teacher's classrooms, I would send a short email with feedback about what was seen. Most teachers were appreciative of the feedback. I would also visit classrooms to have conversations with teachers about various aspects of school.
Change Management – Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation.
When I began at Southern Nash High School, there was no official walkthrough form being used at the school. As an administrative team, we discussed walkthroughs and I was tasked with creating a form that would be easy to complete and that we could record information that would provide teachers with timely feedback after each visit. We conducted an average of 7-10 walkthroughs each week. The walkthroughs lasted approximately 10-15 minutes. At the conclusion of each walkthrough, I would email the feedback to teachers and offer suggestions if needed. Most teachers were very receptive to the feedback and invited me back to visit. For those teachers who were not as receptive, I would try to have a conversation with them about their walkthrough as a means of sharing how these were to help and not to be used as an evaluative tool.
Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
I met with several students this year to be the mediator of issues they had with one another. I let each person give their side of the story and I offered a resolution.
Creative Thinking – Engages in and fosters an environment for others to engage in innovative thinking.
To better meet the needs of the students in our school we updated our daily schedules. It took some thinking and collaborating to make sure the needs of the students would be met with the new changes.
Customer Focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
I received emails from students who had not completed online courses and needed to receive their grades. I encouraged them to finish and they emailed me when they were done.
Delegation – Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school.
When I needed a task completed, the media coordinator was very helpful. She was always readily available to make sure what I needed was done. The secretary was also an integral part of helping me complete tasks for homeroom lessons.
Dialogue/Inquiry – Is skilled in creating a risk free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance.
It is important to have conversations with teachers, parents, and community members to keep the best interest of the school and students in the forefront. We always need to make sure we are doing what is best for students.
Emotional Intelligence – Is able to manage oneself through self-awareness and self-management and is able to manage relationships through empathy, social awareness and relationship management. This competency is critical to building strong, transparent, trusting relationships throughout the school community.
I always made sure my door was open for students to come and talk about anything they needed help with or any issues they were experiencing. I had several students to come in and share things with me. I was able to help them in their various situations. As a result of these conversations, I was able to develop special relationships with them.
Environmental Awareness – Becomes aware and remains informed of external and internal trends, interests and issues with potential impacts on school policies, practices, procedures and positions.
After the shooting in Parkland, Florida the administration team, planned a "walkout" that would include all students. This also gave us an opportunity to practice an evacuation in case of an emergency. While at the designated area, the SCA President gave a short speech and a moment of silence was observed.
Global Perspective – Understands the competitive nature of the new global economy and is clear about the knowledge and skills students will need to be successful in this economy.
In January 2018, I traveled to Singapore to attend the International Congress for School Effectiveness and Improvement (ICSEI) Conference. While in SIngapore, I was able to visit several schools and view how their educational system worked. During the trip I was able to speak with other educators and administrators from other countries and share what is being done in our school district.
Judgment – Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting complex information.
When there was an incident at school, I would investigate and gather information that represented the sides of each person involved. This helped to conclude what further actions needed to take place concerning the incidents.
Organizational Ability – Effectively plans and schedules one’s own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and establishing procedures to monitor projects.
To make sure that I stayed on top of all the activities that were happening, for school and work, I kept an in depth calendar of events and times. I would reference the calendar each day before leaving the building or each morning before the day began.
Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
While in my residency, I was able to have candid conversations with students. While with students, I could express that they should always do the right thing and help them plan for any upcoming situations that may occur in the future. I made sure that students were able to be open and honest about what they were experiencing and that they could trust me enough to open up to me.
Personal Responsibility for Performance – Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility for one’s own achievements.
I submitted a weekly log of activities I participated in and was able to reflect on what I learned that week and what I could improve upon. I received feedback from my coach and executive director each week.
Responsiveness – Does not leave issues, inquiries or requirements for information go unattended. Creates a clearly delineated structure for responding to requests/situations in an expedient manner.
There are always a lot of things that need to be handled and quickly. If a teacher called or emailed about a student or situation, I always made sure to go as soon as I had a chance. If it was an emergency, I stopped everything I was doing and I got there.
Results Orientation – Effectively assumes responsibility. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against long-term goals.
As a member of the interview team, I co-facilitated the interview process and conducted reference checks for candidates applying for positions at the school. We interviewed for the following positions: ESL Teacher Assistant, CTE Nursing Fundamentals Teacher, and an Exceptional Children's Teacher Assistant position. As a result of my participation on this team, I suggested that in future interviews, we should ask more character questions and have the applicant create and present a short mock lesson for the interview team.
Sensitivity – Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knowing what information to communicate and to whom. Relating to people of varying ethnic, cultural, and religious backgrounds.
After the shooting in Parkland, Florida we had a few incidents of students not feeling safe and reporting things that were said by other students. I met with these students to ensure then that policies and procedures are in place to keep them safe while at school.
Systems Thinking – Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that understanding to advancing the achievement of the school or team.
The administrative team developed a relationship with the local children's home in our area. I had direct contact with the academic liaison to help provide support and opportunities for our students who were there and we worked together to best meet their academic needs.
Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
I was tasked with creating homeroom lessons weekly to be taught by teachers. I created Google presentations that included the information. Below is an example of a homeroom lesson that was created.
Time Management – Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings.
I made a schedule and a to-do list that allowed me to stay on top of things that needed to be accomplished. I would stay after school twice a week to complete tasks, create lessons, complete evaluations, etc.
Visionary – Encourages imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students.
The principal and staff at Southern Nash High School have established a clear mission and vision for the school. The mission and vision are posted on the school website for parents, staff, students, and community to be aware of what direction the school is going in. With the mission and vision articulated so clearly by the building leader everyone is cognizant of the beliefs and it spills over into the school culture and climate.