Administrative Management Plan. for

Transcription

1 THE SCHOOL BOARD OF HIGHLANDS COUNTY Administrative Management Plan for The Department of Human Resources, Recruitment, and Professional Development Revised from the Human Resources Management Development (HRMD) Plan, School Year

2 Leadership Effectiveness, Assessment and Development (L.E.A.D.) Management Plan Table of Contents TAB 1 Prologue-L.E.A.D. Program Introduction... 4 Statement of Commitment... 5 Acknowledgements School Board of Highlands County Program Approval... 6 School Board of Highlands County Mission Statement... 7 TAB 2: Section I Advertisement/Application/Screening/Selection Process... 9 Appendices Selection/Appointment Flow Chart Organizational Chart Administrative Job Descriptions Online Application/Jobs Form/Position Vacancy List HRRPD Webpage Information/Links Screening Tool - Leadership Standards/Assessment Rating Form Succession Management Strategy Sample Annual DROP/Retirement Report Sample Professional Development In-Service Report Sample School Accountability Report/AYP/School Enrollment Sample Administrator Certification/Principal Preparation Reports TAB 3: Section II Preparing New Principals Program (PNP) Table of Contents L.E.A.D. Program Guidelines Aspiring Administrator Training Preparing New Principals Program Program Assessment Information Administrator Training Participant Information Statement of Understanding PNP Protocol PNP Program Timeline PNP Program Forms Principal Leadership Standards/Sample Key Indicators Competency Dimension Indicators (PNP-4/Rating Form) WCG Overview Online Resources Certification recommendation form/pnp Program and Participant Survey Forms New Principal Protégé Program (NPP) Table of Contents Participant Information Program Guidelines Professional Development Training Professional Improvement Plan Program Evaluation WCG Overview/Principal Leadership Standards/Professional Development Mentor Responsibilities Protégé Responsibilities

3 Program Requirements Checklist Program Resources Code of Ethics Evaluation Worksheet Mentoring Log Progress and Accountability Assessment Principal Leadership Standards Inventory (PLSI) Self Appraisal Form Strengths and Developmental Needs Worksheet Individual Leadership Development Plan (ILDP) Principal Leadership Standards Sample Key Indicators Program Completion/Recommendation Form CT125 Statement of Completion and Eligibility Program/Participant Survey Forms Professional Development/Leadership Training for Administrators WCG Online Resources Educational Impact Online Learning Academy Degree Program Information and Certification Requirements Professional Development Plan TAB 4: Section III Administrative Assessment Components Historical Overview Introduction Performance Appraisal Procedures - School Based Administrators Statute and Rule Language Attachments Portfolio (A) Interim Review Form (B) Performance Pay Assessment Guidelines Performance Appraisal Instrument (C) Performance Based Pay Determination Form (D) Professional Improvement Plan (E) Principal Leadership Standards Sample Key Indicators Performance Appraisal Procedures - District Based Administrators Introduction Guidelines/Requirements Attachments Portfolio (A) Interim Review Form (B) Performance Pay Assessment Guidelines Performance Appraisal Instrument (C) Performance Based Pay Determination Form (D) Professional Improvement Plan (E) TAB 5 Educational Leadership Preparation Programs Evaluation Checklist Transitional Program Approval Criteria FORMS PROVIDED THROUGHOUT THIS DOCUMENT ARE SAMPLE FORMS FROM PREVIOUS YEARS; UPDATES AVAILABLE UPON REQUEST. 3

4 PROLOGUE Purpose and Introduction The School Board of Highlands County (SBHC), Superintendent and staff recognize that the selection and development of district and school-based administrators is essential in providing high standards of education to meet the needs of a diverse student population. Aligned with Florida s William Cecil Golden Leadership Development Program, the purpose of the district s Leadership Effectiveness, Assessment and Development (L.E.A.D.) Management Program will be to support the goals of the district focusing on the skills necessary to promote student growth and achievement and effectively facilitate the administrative screening, selection, development, and appraisal process. Program Objectives The L.E.A.D. Management Program will: Utilize an online administrative advertisement, application and screening system for potential district and school-based administrators. Develop ongoing leadership capacity and a succession management plan. Provide relevant, appropriate levels of professional development and training to principals, assistant principals, and aspiring administrators to assist them in becoming high-performing instructional leaders. Provide relevant, appropriate levels of professional development and training to districtbased administrative staff to enhance the level of leadership/managerial skills and competencies required for job success. Provide opportunities for leadership growth and development through on-the-job training, reflective practices, and assigned field experiences to apply program knowledge and demonstrate leadership competencies. Include annual administrative performance appraisals based on established criteria for assessment linking rewards to levels of student achievement, individual performance and goal accomplishment, and successful outcomes of programs, processes, and procedures; conducted by the Superintendent, his/her designee, or assigned supervising administrator. Promote a continuous improvement model for program assessment and revision utilizing mid-year (mid-program) and end-of-year (end-of-program) reviews and surveys to determine satisfaction with program s/participant s level of preparedness: observations, performance appraisals, support team/committee reviews and assessments, collaboration with higher education/educational leadership program consultants, regional consortia leadership professionals, Florida Department of Education specialists, and various community organizations/stakeholders, as well as the candidates overall success in meeting program portfolio requirements may be used to determine success and/or areas of development for program components. Furthermore, in support of the school district s commitment to high standards of education through leadership development, The SBHC, pursuant to F.S. and 6A F.A.C., aligned with the William C. Golden (WCG) Leadership Development Program, will provide certification of school leaders based on the Florida Principal Leadership Standards outlined in the Preparing New Principals (PNP) Section included in this plan. 4

5 Statement of Commitment A. The Superintendent and School Board are committed to the professional leadership development of individuals selected for school-based and district-based administrative positions. B. The Superintendent and School board are committed to the allocation of funds required to support the professional leadership development of aspiring and incumbent administrators. C. Prior to implementation of this plan, the School Board, Superintendent and Administrators will participate in orientation sessions. D. Authority and responsibility to coordinate implementation of the plan has been assigned to the Director of Human Resources, Recruitment & Professional Development. Acknowledgements A committee of administrators prepared the original draft of the Human Resources Management Development (HRMD) Plan in It has been revised a number of times (last revision June 1998) since the original plan was adopted under the direction of the Superintendent and School Board. Authorized by The SBHC, this update of the existing HRMD Plan, being renamed Leadership Effectiveness, Assessment and Development (L.E.A.D.) Management Program is an effort to conform to the recent Florida Department of Education WCG Leadership Program, State Statute and State Board Rule language. The program has been reviewed and revised by the following advisory committee members during the school year under the direction of the Director of Human Resources, Recruitment & Professional Development. Committee Members District Office: Vivianne Waldron Director Human Resources, Recruitment & Professional Development Dr. Rodney Hollinger Deputy Superintendent School District Rebecca Fleck Assistant Superintendent Curriculum and Instruction Rebecca Johnson Coordinator Exceptional Student Services Richard Birt Director Finance Martha Brown Director Food and Nutrition Services Elementary School Representatives: Andrew Lethbridge Principal Kindergarten Learning Center Valerie James Assistant Principal Lake Placid Elem. School Secondary School Representatives: Sandi Whidden Principal Sebring Middle School Toni Stivender Principal Sebring High School Seth Lambert Assistant Principal Avon Park High School 5

6 LEADERSHIP EFFECTIVENESS, ASSESSMENT AND DEVELOPMENT (L.E.A.D.) MANAGEMENT PROGRAM Program Approval This is to certify that The School Board of Highlands County Leadership Effectiveness, Assessment and Development (L.E.A.D.) Management Program has been approved by The School Board in regular session on. (Date) Andy Tuck School Board Chairman Wally Cox Superintendent 6

7 The School Board of Highlands County MISSION STATEMENT The Highlands County Schools, with the cooperative efforts of students, parents and community, will provide educational opportunities that prepare all students to be responsible and productive members of a diverse society. 7

8 Section I APPLICATION ADVERTISEMENT SCREENING SELECTION AND APPOINTMENT PROCESS SUCCESSION MANAGEMENT STRATEGY 8

9 SECTION I ADVERTISEMENT, APPLICATION, SCREENING, SELECTION AND APPOINTMENT PROCESS This portion of the L.E.A.D. Management Program provides a detailed description of the recruitment, application, advertisement, screening, selection and appointment process used to fill vacancies for the position of principal, assistant principal and district-based administrators within the School District of Highlands County. OVERVIEW The selection system for all school-based administrators shall be aligned with the Florida Leadership Standards and WCG Leadership Development Program. Educational degree areas, relevant experience, evidence of demonstrated required leadership competencies, and previous performance appraisals as well as the specific role and responsibilities required of the schoolbased leader will be considered in the selection process for principals and assistant principals. This method may also be applicable to the selection process for identified district-based administrative positions, when deemed appropriate. The selection process shall include multiple decision points based upon predetermined candidate qualifications (see board approved administrative job descriptions section contained in this document) along with completed procedural requirements and shall be administered in a consistent, equitable manner for all candidates (see flowcharts in Appendices A-C). OBJECTIVES The application, screening, selection, and appointment process is designed to meet the following objectives: to identify and recruit potential qualified leadership candidates; to screen and select leaders based upon a consistent, uniform process that assesses education degree area/level, leadership training, previous experience, skills and characteristics linked to job effectiveness and the Florida Leadership Standards; to assure that all qualified applicants are provided equal opportunity in the screening, application, selection, and appointment process for administrators; to provide an orientation to school board members, administrators/aspiring administrators and/or supervisors to the district s administrative application, screening, selection, and appointment process. JOB ANALYSIS When determined necessary based on changes in statute, policy, role or scope of responsibilities, a job analysis, conducted by a certified job analyst, will be completed for the principal and assistant principal positions (recommended every three to five years). As a result of the job analysis, job dimensions will be identified and updated/revised for various administrative positions. FLORIDA LEADERSHIP STANDARDS Job dimensions used for selection of principals and assistant principals are based on the William Cecil Golden (WCG) Professional Development Program for School Leaders and the Florida Principal Leadership Standards, , F.S. The dimensions for selection of principals and assistant principals are divided into three categories: Instructional Leadership, Operational Leadership and Decision-Making Strategies. 9

10 Within the context of the three categories, there are three levels of performance competencies. Level I Designed for Aspiring Assistant Principals, Assistant Principals, and initial certification in the following competency areas: Learning, Accountability and Assessment Managing the Learning Environment Human Resource Development Technology Ethical Leadership Diversity Level II Designed for Aspiring Principals, District Principal Certification Program, and Current Principals to meet Florida Principal Leadership Standards in the following competency areas: Instructional Leadership Decision-Making Strategies School Vision and Culture Building Community and Stakeholder Partnerships Level III Designed for Current Experienced/Accomplished Principals meeting competencies at the High-Performing Principal level by: Establishing goals and strategies aligned with the district s mission and goals and in conjunction with the school-based support team to effectively lead change Developing a learning project around the implementation of a school reform effort with a goal resulting in increased student achievement Serving as mentors to aspiring and beginning principals Training and preparing high-performing principals to deal with challenging growth opportunities in a rapidly changing world CAREER COUNSELING Career counseling is available upon request on an on-going basis through the Human Resources, Recruitment, and Professional Development Department. Career counseling shall provide the framework to encourage mutual discussion and planning for growth through personal and professional development and in preparation for possible future advancement. Counseling may be offered by district staff, experienced principals, or other training career counselors or professionals. EQUAL OPPORTUNITY EMPLOYMENT It is the intent of the School Board to recruit and encourage a diverse representation of qualified applicants for leadership positions throughout the system. Selection procedures include equitable review and consideration of qualified minorities for administrative position vacancies. In addition, efforts will be made to provide professional growth opportunities to enhance success in the selection process. Opportunities may include but are not limited to internships, career assessment and counseling, leadership development training, selection process orientations, and various relevant leadership experiences. 10

11 ADVERTISEMENT, APPLICATION AND SCREENING PROCESS 1. Position Approval: The Superintendent recommends the position. 2. Advertisement of the Vacancy: Administrative vacancies shall be advertised in an effort to recruit a diverse group of qualified applicants. At the Superintendent s recommendation, the Director of Human Resources, Recruitment & Professional Development shall approve the advertisement for the position vacancy, including the basic job description (see Appendix D) for Principal, Assistant Principal, or District-based Administrator and post it through the district s online application system for a period of five (5) to ten (10) working days or longer at the request of the appointing administrator and/or approval of the Superintendent. The vacancy may also be posted to various other websites including other school districts, state organizations/agencies, educational institutions and publications, news media, and other sources, at the Superintendent s discretion. 3. Application Process: To be considered for any posted administrative position vacancy or anticipated administrative position vacancy, an applicant must electronically submit the following information/documentation within the required advertisement timeline: (see Appendix E): A. A current completed electronic administrative application, if not already submitted, to include a comprehensive Leadership Assessment (see Appendix F); may also require the online WCG Prior Learning Inventory (PLI -for Assistant Principal applicants) or Principal Leadership Standards Inventory (PLSI - for Principal applicants) report via attachment to HRRPD. Identified district-level administrative position applicants may also be required to complete one of the Leadership Assessments above. The link to DOE/WCG Professional Development Website is provided in the administrative application instructions. B. A minimum of three (3) professional references from colleagues or supervisors with whom the applicant has worked within the past five (5) years. C. Official copies of college transcripts and/or documentation of administrative certification (where applicable, educational leadership or administrative supervision certification/licensure); position minimum qualifications/requirements are stated on advertisement and job description. D. Other supporting documents may include resume, leadership experiences, professional development records, prior performance appraisals, certificates and recognitions, etc. E. Upon final completion and evaluation of administrative application requirements, applicants must officially apply for posted vacancies via the online application system. F. Applicants who do not meet the advertisement deadline will not be considered for the posted position. It is the responsibility of the applicant to provide official documentation of any and all job application requirements. 11

12 4. First Stage Screening: The Department of HRRPD will screen applications for eligibility. (1) Those who meet the minimum qualifications for the job and (2) those candidates with Status Complete online applications shall be considered in the selection process. Applicants not meeting minimum qualifications shall not be considered for the position. A. Minimum Qualifications for School-Based Administrator Applicants (Appendix D) 1. Minimum Qualifications for an Assistant Principal a. Florida certification (or documentation of eligibility for Florida certification) in administration/supervision, educational leadership or school principal. b. Three years of experience as a classroom teacher. c. Satisfactory clearance of a criminal history records check and drug screening. 2. Minimum Qualifications for a Principal a. Florida certification (or documentation of eligibility for Florida certification) in administration/supervision, educational leadership or school principal. b. Five (5) years experience as a professional educator. c. Two (2) years experience in educational administration. d. Completion verification of a New Principal Preparation Program or documented experience as a Principal in Florida. e. Physical Requirements: To perform essential functions of the job and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing if required. f. Satisfactory clearance of a criminal history records check and drug screening. 3. Interim Assistant Principal or Principal a. Must meet all requirements as stated above for Assistant Principal or Principal or Superintendent may designate an existing administrator as temporary emergency placement until advertisement process is approved and completed. B. Minimum Qualifications for District-Based Administrative Applicants 1. All applicants shall meet the minimum qualifications as required by the board approved job description for the position (see Appendix D). 2. All applicants shall provide documentation of appropriate required experience as stated in the position advertisement. 3. Interim District Based Administrators must meet all requirements as stated in 1 and 2 above or Superintendent may designate a temporary emergency placement until advertisement process is approved and completed. 12

13 5. Second Stage Screening and Selection Process: The Director of HRRPD or designee facilitates this process. A. Assistant Principal Applicants 1. Targeted Selection Interviews (TSI) a. The Director of HRRPD shall coordinate the TSI schedule; responsibilities shall include: (1) Development of job dimensions, as necessary based on Leadership Standards and individual Job Analysis. (2) Selection of (TSI) trained interview teams and orientation; every effort shall be made to incorporate at least one (1) interviewer who does not know the candidates. (3) Notification of applicants of the TSI schedule. (4) Coordination of all activities during the interview dates. (5) Coordination of the integration of TSI interview data. b. All applicants qualifying after first stage screening shall be interviewed. c. The Director of HRRPD shall notify all applicants of their status and provide feedback and counseling to unsuccessful applicants upon request. d. Targeted selection scores will be valid for a period of three years; data gathered in the targeted selection process will be handled in a confidential manner and shall not become a part of the candidate s personnel file. If an applicant is applying for another position and their scores are more than one year old, they may request another interview. 2. Targeted Selection Recommendations a. The TSI team members shall consist of three administrators with targeted selection interviewer certification (training or updated training within the last 5 years). b. Reasonable efforts shall be made to include one or more interviewers who do not know the candidates. c. TSI team will use targeted selection interview guides which contain job related questions to sample the performance of the candidates. d. All candidates will be administered the same questions in the same scheduled amount of time. e. The committee shall receive all accumulated data. f. The committee shall recommend candidates with scores of three or above in all dimensions for final structured interview. 3. Principal Interview Process for Assistant Principals a. Principal will convene a committee of teachers, parents, staff, or other community members to assist in interviewing; District Based Administrators or 13

14 Administrators from other schools may also serve on the committee. b. An orientation to the structured interview process will be provided to the interview committee members c. The Principal and committee will interview the candidates who have successfully completed screening stages one and two. d. Developed in-box activities and interview questions will be aligned with the leadership standards, be job-related and site specific, with opportunity for experienced-based responses; prior leadership experiences, previous performance appraisals and situational scenarios may be used. e. The committee shall list applicants in ranked order using a scoring rubric/guide to measure responses. f. The Principal will recommend candidates names in ranked order to the Superintendent. 4. Final Selection a. The Superintendent will review all interview data accumulated on the recommended applicants. b. The Superintendent may recommend an applicant to the School Board, if he/she believes the applicant s credentials and experience will best fit the needs of the district and the school for which the position is being selected. c. The Superintendent may elect to reject all of the applicants. d. If all the stages of the screening process have been completed once, the Superintendent may initiate an internal transfer, recruit and recommend an appropriate administrator to fill the position or direct the selection process to revert to the initial vacancy/advertisement stage. e. The Director of HRRPD shall provide feedback and counseling to the unsuccessful applicants upon written request from the applicants including recommendations for continued professional growth. B. Principal Applicants 1. Targeted Selection Interviews a. The Director of HRRPD shall coordinate the TSI schedule; responsibilities shall include: (1) Development of job dimensions, as necessary based on Leadership Standards and individual Job Analysis. (2) Conduction of Site Analysis as needed. (3) Selection of TSI interview teams and provide orientation to the targeted selection process. (4) Notification of applicants of the TSI interview dates/times. (5) Coordination of all activities during the TSI dates. (6) Coordination of the integration of interview data. 14

15 b. All applicants qualifying after first stage screening shall be interviewed. c. The Director of HRRPD or designee shall notify all applicants of their status and provide feedback and counseling to the unsuccessful applicants upon request. d. Targeted Selection scores will be valid for a period of three years; data gathered in the targeted selection process will be handled in a confidential manner and shall not become a part of the candidate s personnel file. If an applicant is applying for another position and their scores are more than one year old, they may request another interview. 2. Targeted Selection Recommendations a. The TSI team members shall consist of three administrators with targeted selection interviewer certification (training or updated training within the last 5 years). b. Reasonable efforts shall be made to include one or more interviewers who do not know the candidates. c. The TSI team will use targeted selection interview guides which contain job related questions to sample the performance of the candidates. d. All candidates will be administered the same question in the same scheduled amount of time. e. The committee shall receive all accumulated data. f. The committee shall recommend candidates with scores of three or above in all dimensions for the final structured interview 3. Principal Interview Process: Superintendent s Interview Committee a. The Superintendent or designee may elect to convene an interview committee which may consist of experienced school/district-based administrators, teachers and/or various other district/school-based staff and/or parent/community representatives; otherwise, selection and recommendation will be made as per , F.S. b. An orientation to the structured interview process will be provided to the interview committee members. c. The committee will interview the list of candidates who have successfully completed stage one and two of the screening process. d. Developed in-box activities and interview questions will be aligned with the leadership standards, be job-related and site specific, with opportunity for experienced-based responses; prior leadership experiences, previous performance appraisals and situational scenarios may be used. e. Using a consistent scoring rubric or guide, committee members may be asked to discuss their perceptions of candidates responses along with their ratings and recommendations regarding the finalists. 15

16 4. Final Selection a. The Superintendent will review all interview data accumulated on the recommended applicants. b. The Superintendent may recommend an applicant to the School Board, if he/she believes the applicant s credentials and experience will best fit the needs of the district and the school for which the position is being selected. c. The Superintendent may elect to reject all of the applicants. d. If all the stages of the screening process have been completed once, the Superintendent may initiate an internal transfer, recruit and recommend an appropriate administrator to fill the position or direct the selection process to revert to the initial vacancy/advertisement stage. e. The Director of HRRPD shall provide feedback and counseling to the unsuccessful applicants upon written request from the applicants including recommendations for continued professional growth. C. District-Based Administrative Applicants 1. Targeted Selection Interviews a. May be recommended by department supervisor when relevant and appropriate to determine job performance indicators of leadership experiences; TSI process for other school-based administrators will be followed if recommended as a stage two screening. 2. Committee Interviews a. The administrator/supervisor of the vacant position shall coordinate the scheduling and delivery of these interviews and responsibilities shall include the following: (1) Conduct Job Analysis as needed by an experienced trained analyst and update job dimensions based on results of the Job Analysis where appropriate. (2) Conduct Site Analysis as needed. (3) Select interview committee (may include various district and school-based staff to include experienced administrators, support staff and other business/community stakeholders). (4) Notify applicants of the interview dates/times. (5) Provide orientation for committee members to the structured interview process. (6) Conduct the structured interview (by supervisor and interview committee). (7) Facilitate the developed in-box activities and interview questions; will be job-related and site specific, with opportunity for experienced-based responses regarding prior leadership experiences, review of previous performance appraisals and various situational scenarios. (8) Coordinate the integration of the interview data using a consistent scoring rubric or guide and 16

17 generate discussion regarding applicants responses and job suitability. b. The Supervisor shall send recommendations in ranked order to the Superintendent. 3. Final Selection a. The Superintendent will review all interview data accumulated on the recommended applicants. b. The Superintendent may recommend an applicant to the School Board, if he/she believes the applicant s credentials and experience will best fit the needs of the district and the department for which the position is being advertised and selected. c. The Superintendent may elect to reject all of the applicants. d. If all stages of the screening process have been completed once, the Superintendent may initiate an internal transfer, recruit and recommend an administrator to fill the position or direct the selection process to revert to the initial vacancy/advertisement stage. e. The Supervisor shall provide feedback and counseling to the unsuccessful applicants upon written request from the applicant, including recommendations for continued professional growth. 17

18 Appendices Appendix A Appendix B Appendix C Appendix D Flow Chart Assistant Principal Selection Flow Chart Principal Selection Flow Chart District-Based Administrator Selection Sample Administrative Job Descriptions Appendix E Copy of Online Administrative Application HRRPD Website Links to WCG Online Resources PLI (Prior Learning Inventory) and Principal Leadership Standards (PLSI) Inventory Appendix F Principal Leadership Standards Assessment and Rating Forms (may be used during application or selection process as pre-interview screening tool or assessment of leadership competencies in conjunction with PNP) 18

19 Appendix A THE SCHOOL BOARD OF HIGHLANDS COUNTY SCREENING/SELECTION/APPOINTMENT FLOW CHART ASSISTANT PRINCIPAL (AP) Position Vacancy Advertised Electronic Application Process Completed (with references and PLI) Electronic Application Reviewed (1 st Stage Screening) Exit Applicant Eliminated from Consideration Feedback Provided Targeted Selection Committee Interviews: Completes Data Analysis, and Recommends Candidates who have Completed Stage 1 and Stage 2 (with TSI scores of 3 or above in all dimensions) to the Interview Committee Principal and Committee Interviews Applicants and Ranks Candidates Exit Applicant Eliminated from Consideration Feedback Provided Counseling Provided upon Written Request AP Applicant Pool Superintendent Reviews Information on the Candidate and Sends Recommendation to the School Board Exit Remaining Applicants Appointment to Position 19

20 THE SCHOOL BOARD OF HIGHLANDS COUNTY SCREENING/SELECTION/APPOINTMENT FLOW CHART PRINCIPAL Appendix B Position Vacancy Advertised Electronic Application Process Completed(with references and PLSI) Electronic Application Reviewed for Minimum Qualifications (1 st Stage Screening Exit E Applicant Eliminated from Consideration Feedback Provided Targeted Selection Committee Interviews: Completes Data Analysis, and Recommends Candidates who have Completed Stage 1 and Stage 2 (with TSI scores of 3 or above in all dimensions) to the Superintendent and Interview Committee Exit x Applicant Eliminated from Consideration Feedback Provided Counseling Provided upon Written Request Superintendent and Committee Interviews Applicants and Ranks Candidates Principal Applicant Pool Superintendent Reviews Information on the Candidate and Sends Recommendation to the School Board Appointment to Position Exit Remaining Applicants 20

21 THE SCHOOL BOARD OF HIGHLANDS COUNTY SCREENING/SELECTION/APPOINTMENT FLOW CHART DISTRICT-BASED (DB) ADMINISTRATOR Appendix C Position Vacancy Advertised Electronic Application Process Completed (with references and competencies where required Electronic Application Reviewed (1 st Stage Screening) Exit x Applicant Eliminated from Consideration Feedback Provided Targeted Selection Committee Interviews where requested: Completes Data Analysis, and Recommends Candidates who have Completed Stage 1 and Stage 2 (with TSI scores of 3 or above in all dimensions) to the Interview Committee Exit x Applicant Eliminated from Consideration Feedback Provided Counseling Provided upon Written Request Committee Interviews Applicants and Ranks Candidates DB Admin. Applicant Pool Superintendent Reviews Information on the Candidate and Sends Recommendation to the School Board Appointment to Position Exit Remaining Applicants 21

22 Appendix D JOB DESCRIPTIONS FOR SCHOOL-BASED AND DISTRICT-LEVEL ADMINISTRATORS 22

23 The School Board of Highlands County Organizational Chart ~2007~ SUPERINTENDENT Assistant Superintendent of Curriculum/Instruction Deputy Superintendent Assistant Superintendent of Business Operations Director of Elementary Programs Director of Secondary Programs Director of Student Support Services Director of Management Information Systems Director of Facilities/Maintenance Coordinator of Career and Technical Education Coordinator of Student Services Director of Human Resources, Recruitment, & Professional Development Director of Transportation Coordinator of Exceptional Student Education Director of Food Service Principals* Director of Finance Reports Directly to the Superintendent Coordinator of Purchasing School Board Approved October 2, 2007

24 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Principal MINIMUM QUALIFICATIONS 1. Florida certification in administration, supervision, educational leadership or school principal 2. Five (5) years experience as a professional educator 3. Two (2) years experience in educational administration 4. Completion of a Preparing New Principals Program or documented experience as a Principal in Florida 5. Physical Requirements: To perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 6. Satisfactory clearance of a criminal history records check and drug screening ADDITIONAL DESIRED QUALIFICATIONS: None at this time PRIMARY PERFORMANCE RESPONSIBILITIES: 1. Assists with teacher screening and nominations 2. Conducts teacher conferences 3. Arranges and supervises department chairman meetings 4. Prepares and conducts faculty and staff meetings 5. Prepares for orientation of teacher new to the school 6. Prepares for teacher/public/parent relations 7. Provides individual counseling for teachers 8. Makes and evaluates classroom visits 9. Provides supervision of student discipline 10. Coordinates all assigned duties of all departments of the school 11. Formulates public relations policies affecting the school 12. Works with the district staff in carrying out the district s goals and objectives. 13. Prepares the budget and keeps spending within the budgeted framework 14. Administers and supervises all aspects of the school: instructional, custodial, lunchroom, clerical, maintenance, etc. 15. Makes assignments to teachers and other members of the staff in relation to their general and specific duties 16. Keeps parents informed of events covering their children 17. Sets the tone for a healthy educational environment 18. Keeps staff members advised and informed of policy changes and new 24

25 developments which may affect them 19. Provides for the supervision of total staff 20. Initiates and maintains a system of pupil accounting and attendance 21. Institutes measures for the orientation of pupils 22. Selects and assigns staff personnel 23. Stimulates and provides opportunities for professional growth of staff personnel 24. Organizes professional groups for participation in educational planning and other educational activities 25. Orders materials, supplies, textbooks, equipment, etc. as needed 26. Cooperates with other schools and central administration in the implementation of instructional activities 27. Counsels with teachers, students, and parents on educational matters 28. Recommends staff for PEC and CEC employment as appropriate 29. Prepares and submits to appropriate agency/department all reports and plans required by the district, state and federal offices 30. Supervises the scheduling of all teacher, students and other school personnel 31. Coordinates pre and post school planning 32. Assists in the development and implementation of appropriate in service activities for school personnel 33. Assumes responsibility for developing and implementing effective and appropriate school curricular and extracurricular activities 34. Assumes responsibility for the dissemination and implementation of School Board rules and regulations as they relate to school personnel and operation 35. Establishes and maintains an effective program of articulation and communication with other principals and schools 36. Coordinator of school volunteers ADDITIONAL DUTIES: TERM: Performs other duties as requested by the Superintendent Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process APPRAISAL: PAYGRADE: Performance will be appraised annually in accordance with School Board policies Schedule According to the School Board of Highlands County Administrative Salary 25

26 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Assistant Principal MINIMUM QUALIFICATIONS: 1. Florida certification in administration, supervision, educational leadership or school principal 2. Three (3) years experience as a classroom teacher 3. Satisfactory clearance of a Criminal History Records check and drug screening ADDITIONAL DESIRED QUALIFICATIONS: Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required. PRIMARY PERFORMANCE RESPONSIBILITIES: 1. Assists the principal in the administration of clerical activities and auxiliary services 2. Assists the principal in assessing curriculum needs, planning to meet such needs, assisting in implementing plans and evaluating results of the instructional program at the local level 3. Assists principal in administrative duties (discipline, student supervision, scheduling bus transportation, maintenance, food service, etc.) when necessary 4. Supervises and ensures attendance procedures 5. Contacts and assigns substitute teachers 6. Assesses needs of personnel and provides appropriate staff development 7. Works with teachers to identify needed instructional materials and equipments 8. Assists in the preparation of the school budget 9. Performs formal assessments on annual teachers 10. Checks teacher lesson plans 11. Orders textbook and instructional materials 12. Assists principal in writing School Annual Report and Comprehensive Plan 13. Acts as a designee when principal is off campus 14. Assists in planning summer school 15. Implements performance standards and instructional objectives with teachers and assures that they are met or exceeded 16. Coordinates school level electronic data processing services 17. Responds to faculty personnel problems 18. Assists with scheduling and course selections 19. Makes classroom observations 20. Works with Parent Advisory Committee, School Improvement Team, and Parent Teacher Organization 21. Acts as, or designates, volunteer contact 22. Conducts parent conferences 23. Serves on guidance committee, LEP committee, attends staffing and signs IEP's 26

27 24. Supervises school activities after regular school hours 25. Develops of student handbook 26. Responsible for free and reduced lunch program 27. Acts as contact person for SARB, HRS and courts 28. Assists principal with student activities 29. Assists principal in curriculum planning 30. Serves on committees for new teachers ADDITIONAL DUTIES: TERM: Performs other duties as requested by supervising administrator Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process APPRAISAL: PAYGRADE: Performance will be appraised annually in accordance with School Board policies According to the School Board of Highlands County Administrative Salary Schedule 27

28 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Assistant Superintendent of Curriculum & Instruction MINIMUM QUALIFICATIONS: 1. Master s degree from an accredited educational institution in Administration/Supervision, Educational Leadership, Curriculum and Instruction, or other curricular related area 2. Minimum of eight (8) years experience as a professional educator, including at least five (5) years of administrative experience 3. Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 4. Satisfactory clearance of a criminal history records check and drug screening ADDITIONAL DESIRED QUALIFICATIONS: None at this time PRIMARY PERFORMANCE RESPONSIBILITIES: 1. Directs and supervises the overall activities of planning, developing, coordinating, implementing, and evaluating all district curriculum and instructional support programs for K Plans, implements and evaluates a systemic approach to Pre-K through grade 12 curriculum 3. Initiates the development of programmatic goals and learning objectives on a districtwide basis within the scope of School Board policy, administrative directives, assessed student needs and operational constraints 4. Provides overall leadership and appropriate resources for on-going district-wide curriculum development and review to ensure articulation of standards, objectives, and skills for Pre-K through grade Provides leadership for school improvement initiatives 6. Provides leadership for emerging, innovative and special programs 7. Provides leadership for the development and implementation of a district instructional technology plan 8. Assists in interpreting the programs, philosophy and policies of the district to staff, students and the community 9. Prepares and recommends to the Superintendent the implementation of alternative and optional programs to support the requirements of the district s annual and long-range plans of improvement 10. Prepares, instructs, and presents reports and information to the Superintendent, the School Board, community, and school personnel 11. Establishes necessary procedures for referral and cooperative planning with other agencies 12. Prepares and recommends the implementation of the district s Student Progression Plan 28

29 13. Assists the Superintendent in district-wide planning to link curriculum and learning development and the use of financial and human resources to the district s goals and objectives 14. Maintains a working knowledge of Florida Statutes, Board Policy and applicable rules and regulations 15. Drafts policies and procedures as they relate to areas of responsibility 16. Assists in the development and implementation of the district s master plan for in-service education 17. Assists in the development of educational specifications for new facilities and equipment 18. Provides leadership in planning and acquiring appropriate instructional materials and equipment 19. Assists schools in the Southern Association of Colleges and Schools accreditation process 20. Reviews contracts as they relate to the areas of curriculum/instruction 21. Supervises assigned personnel, conducts annual performance appraisals, and makes recommendations for appropriate employment action 22. Develops, recommends and administers the curriculum and instructional services budget 23. Serves on the Administrative Team at the Superintendent s request 24. Prepares all required reports and maintain all appropriate records 25. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct participates in the district-wide emergency management team ADDITIONAL DUTIES: Performs all other duties as assigned by the supervising administrator TERM: APPRAISAL: Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process Performance will be appraised annually in accordance with School Board policies PAYGRADE: According to the School Board of Highlands County Administrative Salary Schedule 29

30 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Director of Elementary Programs MINIMUM QUALIFICATIONS: 1. Master s degree from an accredited educational institution in Administration/Supervision, Educational Leadership, Curriculum and Instruction, or other curricular related area 2. Minimum of five (5) years experience as a professional educator 3. Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 4. Satisfactory clearance of a criminal history records check and drug screening ADDITIONAL DESIRE QUALIFCATIONS: None at this time PRIMARY PERFORMANCE RESPONSIBILITIES: 1. Leads and coordinates the Plan Do Check Act (PDCA) process 2. Works and assists schools with school improvement initiatives related to the school improvement process and integrating with PDCA 3. Provides assistance to schools related to the Southern Association of Colleges and Schools (SACS) accreditation process and annual reporting requirements 4. Provides assistance in the revision and implementation of the Student Progression Plan 5. Assists in the alignment and mapping of curriculum, writing of curriculum, and developing instructionally-focused calendars 6. Assists in analyzing district and school-based student data and using the data to plan instruction 7. Seeks, evaluates, and recommends new instructional materials that align with the Sunshine State Standards, state, and district priorities 8. Serves as a leader and/or member of district curriculum and textbook committees 9. Coordinates district-level meetings, research, training, and professional study groups in areas related to job duties and responsibilities 10. Coordinates and administers the district s assigned special programs, such as Title I, II, III, V, migrant, ESOL, and preschool/early intervention 11. Initiates and assists with the need and ideas for curriculum and instructional change 12. Coordinates the implementation of effective instructional process and strategies 13. Serves as a resource and support to district staff and other curriculum resource teachers 14. Assists with the coordination of the curricular programs at the school sites 15. Works with other members of the school and district staff on instruction support and student progression teams 16. Provides support to classroom teachers for academically-related student activities 17. Coordinates the development and selection of appropriate assessment instruments in curricular areas to screen, diagnose, and monitor student progress 30

31 18. Assists in coordinating, analyzing data, and interpreting results regarding curriculumrelated assessments with district and school staffs 19. Assists district and school administrators in conducting needs assessments to determine professional needs of school-based staff as it relates to curriculum and instruction 20. Seeks resources to support curriculum-related professional development programs 21. Develops models for teacher training 22. Plans, conducts, and coordinates professional development activities for teachers and others related to curricular issues 23. Demonstrates and models strategies that teachers can use to improve student learning 24. Visits classrooms on a regular basis to provide support for the implementation of district initiatives 25. Encourages and supports teachers in their efforts to implement research-based/effective instructional processes 26. Observes and problem solves with teachers on how to overcome student learning obstacles 27. Keeps abreast of the latest research, federal and state initiatives 28. Researches and makes available professional resources to support instruction 29. Assists in the enforcement of administrative regulations and School Board policy 30. Prepares, interprets and presents reports and information to the Superintendent, School Board, school groups, and/or community groups 31. Drafts policies and procedures as they relate to the areas of responsibility 32. Assists the Superintendent and school principals, as needed in the recruitment and selection of personnel 33. Supervises assigned personnel, conducts required performance appraisals, and makes recommendations for appropriate employment action 34. Establishes and maintains effective and efficient record keeping procedures including student records subject to the requirements of the Family Rights and Privacy Act 35. Manages materials and assigned resources effectively including record keeping and other inventory requirements 36. Communicates effectively, orally and in writing, with other professionals, students, parents, and community 37. Conducts a personal assessment periodically to determine one s own professional development needs related to job position 38. Assists in the review and preparation of area, department, and district budget 39. Serves on the Administrative Team at the Superintendent s request 40. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct participates in the district-wide emergency management team ADDITIONAL DUTIES: Performs all other duties as assigned by the supervising administrator TERM: Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process 31

32 APPRAISAL: Performance will be appraised annually in accordance with School Board policies PAY GRADE: According to the School Board of Highlands County Administrative Salary Schedule 32

33 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Director of Secondary Programs MINIMUM QUALIFICATIONS: 1. Master s degree from an accredited educational institution in Administration/Supervision, Educational Leadership, Curriculum and Instruction, or other curricular related area 2. Minimum of five (5) years experience as a professional educator 3. Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 4. Satisfactory clearance of a criminal history records check and drug screening ADDITIONAL DESIRED JOB QUALIFICATIONS: 1. Evidence of a working knowledge and successful experience in implementing Florida school law and initiatives as it relates to secondary schools 2. Evidence of recent proficiency in leading secondary school change that resulted in documented growth in student achievement both within and beyond the immediate school setting 3. Demonstrated ability to work collaboratively with school center personnel and other administrators PRIMARY PERFORMANCE RESPONSIBILITIES: 1. Plans, leads, directs, and coordinates the planning, implementation, articulation, and evaluation of relevant curriculum and instructional programs and materials for secondary schools that results in increased student achievement 2. Leads and coordinates the Plan Do Check Act (PDCA) process for secondary schools 3. Works with schools on the school improvement process and integrating with PDCA 4. Assists secondary schools with school improvement initiatives and writing of school improvement plans 5. Uses data and needs assessment information, develops a three- to five-year plan to include goals, annual objectives, and strategies for secondary school improvement; revises plan as necessary 6. Assists secondary schools in the review, revision, and implementation of the requirements of the Student Progression Plan as it relates but not limited to secondary scheduling, course offerings, new program scheduling implementation, credits, weight, dual enrollment, etc. 7. Serves as a liaison to colleges and universities to coordinate resources and programs as it relates to the secondary level 8. Provides assistance for secondary schools in the Southern Association of Colleges and Schools (SACS) accreditation process 9. Leads and assists in the alignment and mapping of the curriculum and developing instructional-focused calendars at the secondary level 10. Assists in the analyzing of district and school-based student data and using the data to plan for effective curricular and instructional programs, processes, strategies, and interventions 33

34 11. Serves as a leader and/or member of district curriculum and textbook committees 12. Coordinates district level meetings, research, training, and professional study groups in areas related to job duties and responsibilities 13. Participates in district- and school-level meetings and serves as a resource and support to the district staff and other curriculum resource teachers 14. Assists with the coordination of the curricular programs at the school site 15. Provides support to classroom teachers for instruction and academically-related student activities 16. Coordinates the development and selection of appropriate assessment instruments in curricular areas to screen, diagnose, and monitor student progress in academic areas, especially in the area of reading 17. Assists district and school administrators in conducting needs assessments to determine professional development needs of secondary school-based staff 18. Seeks and secures resources to support professional development programs relative to the secondary level 19. Plans, conducts, and coordinates professional development activities for teachers and others 20. Visits schools and classrooms on a regular basis to provide support for the implementation of district initiatives 21. Keeps abreast of the latest research, federal, and state initiatives, as well as the implementation of the initiatives 22. Assists in the enforcement of administrative regulations and board policy 23. Prepares, interprets, and presents reports and information to the Superintendent, School Board, school groups, and community groups 24. Develops, as necessary, policies and procedures as they relate to the area of responsibility 25. Assists the Superintendent and school principals, as needed, in the recruitment and selection of personnel 26. Supervises assigned personnel, conduct annual performance appraisals and make recommendations for appropriate employment action 27. Establishes and maintains effective and efficient record keeping procedures including student records subject to the requirements of the Family Rights and Privacy Act 28. Manages materials and assigned resources effectively including record keeping and other inventory requirements 29. Communicates effectively, orally and in writing, with other professionals, students, parents and community 30. Assists in the review and preparation of area, department, and district budget, as needed 31. Serves on the Administrative Team at the Superintendent s request 32. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct participates in the district-wide emergency management team ADDITIONAL DUTIES: Performs all other duties as assigned by the supervising administrator TERM: Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process 34

35 APPRAISAL: Performance will be appraised annually in accordance with School Board policies PAY GRADE: According to the School Board of Highlands County Administrative Salary Schedule 35

36 APA Approved /18/2007 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Coordinator of Career & Technical Education MINIMUM QUALIFICATIONS: 1. Certified in one or more areas of vocational education or Florida certification in administration/supervision, educational leadership, school principal 2. Three (3) years experience as a professional educator in a related vocational field 3. Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 4. Satisfactory clearance of a criminal history records check and drug screening ADDITIONAL DESIRED JOB QUALIFICATIONS: None at this time PRIMARY PERFORMANCE RESPONSIBILITIES: 1. Directs and coordinates the planning, implementation evaluation and reporting of relevant vocational education programs 2. Directs and coordinates the development, implementation and ongoing evaluation of district wide vocational education curricula, including required follow-up studies 3. Directs and evaluates vocational education curriculum studies and special projects 4. Directs the development, dissemination and implementation of district wide vocational education curriculum objectives 5. Evaluates vocational education programs and makes recommendations concerning additions or revisions in such programs 6. Manages the projects and grants process and serves as resource person to coordinate related grants for assigned programs 7. Directs and coordinates program planning to involve district and school personnel, community representatives, and students, when appropriate 8. Acts as a liaison between the school community and parents and students directly involved in assigned programs 9. Provides liaison between the district and community college vocational programs and serves on the Regional Coordinating Council and other related advisory committees 10. Serves as liaison between the public schools and the local employment community 11. Serves as a program consultant to school personnel with assistance in the identification of program needs and selection of appropriate materials and equipment 12. Maintains a close working relationship with school personnel to ensure information exchange, coordination of efforts, and general support for the decision-making process 13. Assists in the evaluation, selection and dissemination of textbooks and instructional materials 14. Assists school personnel in initiating and implementing new programs 15. Assists in the development of instructional services activities designed to achieve priority 36

37 goals identified through the district's planning process and to implement the pupil progression plan 16. Works with appropriate personnel in the planning and modification of school facilities 17. Assists principals, as needed, in the recruitment, selection, placement and appraisal of vocational education personnel 18. Assists in the development of administrative policies and guidelines for vocational education programs 19. Supervises assigned personnel, conducts annual performance appraisals and makes recommendations for appropriate employment action 20. Prepares all required reports and maintains all appropriate records 21. Assists in the preparation of the instructional services budget 22. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct participates in the district-wide emergency management team ADDITIONAL DUTIES: Performs all other duties as assigned by the supervising administrator TERM: Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process APPRAISAL: Performance will be appraised annually in accordance with School Board policies PAY GRADE: According to the School Board of Highlands County Administrative Salary Schedule 37

38 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Director of Student Support Services MINIMUM QUALIFICATIONS: 1. Master s degree from an accredited educational institution 2. Certified in Administration/Supervision, Educational Leadership, or School Principal 3. Minimum of five (5) years experience as a professional educator 4. Experience in Exceptional Student Education (ESE) or Student Services fields 5. Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 6. Satisfactory clearance of a criminal history records check and drug screening ADDITIONAL DESIRED QUALIFICATIONS: 1. Knowledge of current trends and research in all areas of Exceptional Student Education and Student Services 2. Knowledge of issues related to Exceptional Student Education curriculum and instructional techniques 3. Knowledge of federal, state, and local rules, regulations, statutes, policies, special programs, and procedures affecting disabled individuals 4. Knowledge of and ability to use student database systems, including but not limited to Full-Time Equivalent (FTE) reports, suspension information and student records 5. Ability to provide consultation and advice to teachers, parents, principals, and district staff on Exceptional Student Education, Student Services, and other assigned areas of responsibility 6. Ability to organize and conduct meetings, and provide conflict resolutions PRIMARY PERFORMANCE RESPONSIBILITITES: 1. Oversees the operation of Exceptional Student Education (ESE), Medicaid, FTE and Student Services departments 2. Assures that all procedures for due process have been afforded the parents and students as it relates to the ESE Programs/Services 3. Coordinates the development, writing and submission of reports, grants, and automated transmissions for ESE 4. Monitors and coordinates the development and implementation of a student services plan to ensure effective and efficient delivery of guidance services, psychological services, social work services and health services 5. Promotes adequate procedures for referral, identification, placement or transfer for exceptional students 6. Serves as administrator for the development of all state and federal grants related to ESE programs, student services and other programs as assigned 7. Plans with principals in providing appropriate programs and related services for exceptional students 38

39 8. Assists in the development and delivery of a coordinated system of student services to meet needs 9. Serves as liaison with the Florida Department of Education in matters related to ESE and Students Services 10. Coordinates and interprets state and district statutes, rules and policies pertaining to ESE and Student Services 11. Serves as a resource person to interpret ESE and Student Services policies/regulations 12. Ensures the provision of in-service training programs for ESE and Student Services programs 13. Assists in projecting FTE and personnel needs for ESE and Student Services programs 14. Develops and monitor budgets of assigned programs 15. Assists in the development of administrative guidelines and policies for programs assigned 16. Prepares or oversees the preparation of all required reports and maintain all appropriate records 17. Serves on the Administrative Team at the Superintendent s request 18. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct participates in the district-wide emergency management team ADDITIONAL DUTIES: Performs all other duties as assigned by the supervising administrator TERM: Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process APPRAISAL: Performance will be appraised annually in accordance with School Board policies PAY GRADE: According to the School Board of Highlands County Administrative Salary Schedule 39

40 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Coordinator of Exceptional Student Education MINIMUM QUALIFICATIONS: 1. Master s degree from an accredited educational institution 2. Certified in one or more areas of Exceptional Student Education, Administration/Supervision, Educational Leadership, or School Principal 3. Minimum of three (3) years experience a professional educator 4. Minimum of three (3) years experience in Exceptional Student Education field 5. Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 6. Satisfactory clearance of a criminal history records check and drug screening ADDITIONAL DESIRED QUALIFICATIONS: 1. Knowledge of current trends and research in all areas of Exceptional Student Education (ESE) 2. Knowledge of federal, state, and local rules, regulations, statutes, policies, special programs, and procedures affecting students with disabilities 3. Knowledge of and ability to use student database systems, including but not limited to Full-Time Equivalent (FTE) reports, Individual Education Plans (IEP), Behavioral Plans, suspension information and student records 4. Ability to provide consultation and advice to teachers, parents, principals, and district staff on assigned areas of responsibility 5. Ability to organize and conduct meetings, and provide conflict resolutions PRIMARY PERFORMANCE RESPONSIBILITITES: 1. Assists in development, implementation and evaluation of district exceptional student programs 2. Implements and monitors suitable procedures for screening and diagnosis of student problems 3. Implements and monitors procedures for placement, transfer and program completion for students in exceptional student programs 4. Implements and monitors the development and utilization of Individual Educational Plans for Exceptional Student Education programs 5. Assists in the evaluation and selection of textbooks and other instructional materials to be recommended for adoption in Exceptional Student Education programs 6. Serves as a program consultant to school personnel with assistance in the identification of program needs and the selection of appropriate materials, supplies, and equipment for programs in Exceptional Student Education 7. Maintains a close working relationship with school personnel to ensure information exchange, coordination of efforts and general support for the decision-making process 40

41 8. Coordinates services of ESE teachers not based at a regular school site 9. Assists in the development of administrative guidelines and policies for exceptional students 10. Assists in the development, implementation, and evaluation of professional development activities 11. Supervises assigned personnel, conducts annual performance appraisals, and makes recommendations for appropriate employment action 12. Prepares all required reports and maintain all appropriate records 13. Develops and monitors budgets of assigned programs 14. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct participates in the district-wide emergency management team ADDITIONAL DUTIES: Performs all other duties as assigned by the supervising administrator TERM: Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process APPRAISAL: Performance will be appraised annually in accordance with School Board policies PAY GRADE: According to the School Board of Highlands County Administrative Salary Schedule 41

42 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Coordinator of Student Services MINIMUM QUALIFICATIONS: 1. Master s degree from an accredited educational institution 2. Certified in one or more areas of Student Services, Administration /Supervision, Educational Leadership, or School Principal 3. Minimum of three (3) years experience as professional educator 4. Minimum of three (3) years experience in Student Services field 5. Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 6. Satisfactory clearance of a criminal history records check and drug screening ADDITIONAL DESIRED QUALIFICATIONS: 1. Knowledge of current trends and research in all areas of student services 2. Knowledge of federal, state, and local rules, regulations, statutes, policies, special programs, and procedures affecting students 3. Knowledge of Response to Intervention theory 4. Knowledge of and ability to use student database systems, including but not limited to Full-Time Equivalent (FTE) reports, suspension information and student records 5. Ability to provide consultation and advice to teachers, parents, principals, and district staff on assigned areas of responsibility 6. Ability to organize and conduct meetings, and provide conflict resolutions PRIMARY PERFORMANCE RESPONSIBILITIES: 1. Assists in development, implementation of district student services 2. Assists school personnel in the development of a coordinated system to deliver student services to meet individual school needs 3. Provides leadership and coordination for planning, development, implementation, evaluation, and reporting of student services grants and projects 4. Serves as liaison to other agencies involved in social services, the judicial system, health services and other public entities 5. Advises and provides in-service to school level guidance personnel as needed 6. Monitors and evaluates the advocacy of students' rights 7. Assists in coordination of work of school social workers, psychologists, school health workers, court liaison and other student services professionals 8. Assists in the development, implementation and evaluation of professional development activities 9. Assists in the development of administrative guidelines and policies for student services 10. Supervises assigned personnel, conducts annual performance appraisals, and makes recommendations for appropriate employment action 11. Prepares all required reports and maintain all appropriate records 12. Develops and monitors budgets of assigned programs 42

43 13. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct participates in the district-wide emergency management team ADDITIONAL DUTIES: Performs all other duties as assigned by the supervising administrator TERM: Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process APPRAISAL: Performance will be appraised annually in accordance with School Board policies PAY GRADE: According to the School Board of Highlands County Administrative Salary Schedule 43

44 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Assistant Superintendent of Business Operations MINIMUM QUALIFICATIONS: 1. Master s degree from an accredited educational institution in a related field plus eight (8) years experience in School Administration, School Finance, School Food Service, School Transportation, or School Facilities 2. Bachelor s degree from an accredited educational institution plus ten (10) years of specialized experience in School Administration, School Finance, School Food Service, School Transportation, School Facilities, or other related fields 3. Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 4. Satisfactory clearance of a criminal history records check and drug screening ADDITIONAL DESIRED QUALIFICATIONS: CPA preferred PRIMARY PERFORMANCE RESPONSIBILITES: 1. Administers the functions of financial services, facilities, food services, and transportation services 2. Prepares the annual school district budget 3. Supervises the Director of Facilities/Maintenance, Director of Transportation, Director of Food and Nutrition Services, and Director of Finance 4. Advises and makes recommendations to the Superintendent on financial/operational matters of the school district 5. Coordinates all maintenance, repairs and construction projects 6. Assists with the planning of educational facilities, including the annual review of school plant and facility needs and the formulation of priorities 7. Drafts policies and procedures as they relate to areas of responsibility 8. Prepares, interprets, and presents reports and information to the Superintendent, School Board, community, and school personnel on business/operations 9. Assists in collective bargaining process 10. Reviews contracts as they relate to the areas of finance and operations 11. Maintains a working knowledge of Florida Statues, Board Policy, and applicable rules and regulations that affect related areas of operations and services 12. Supervises assigned personnel, conducts annual performance appraisals, and makes recommendations for appropriate employment action 13. Prepares all required reports and maintain all appropriate records 14. Inspects various job sites and buildings under construction 15. Serves on the Administrative Team at the Superintendent s request 16. Advises the Superintendent as to legal issues dealing with business/operations 17. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct participates in the district-wide emergency management team 44

45 ADDITIONAL DUTIES: Plans, directs, and supervises the financial affairs and operations of the School District. Directs and coordinates activities to provide the best possible educational services with the available finances, facilities, food services, and transportation resources. Reports directly to the Superintendent of Schools. TERM: Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process APPRASIAL: Performance will be appraised annually in accordance with School Board policies PAYGRADE: According to the School Board of Highlands County Administrative Salary Schedule 45

46 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Director of Facilities & Maintenance MINIMUM QUALIFICATIONS: 1. Bachelor's degree from an accredited educational institution 2. Five (5) years experience in related area 3. Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 4. Satisfactory clearance of a criminal history records check and drug screening ADDITIONAL DESIRED JOB QUALIFICATIONS: None at this time PRIMARY PERFORMANCE RESPONSIBILITIES: 1. Coordinates the district's maintenance program and facilities development 2. Assists in the inspection of school buildings on a regular basis to determine needed maintenance and repairs 3. Develops a long-range preventative maintenance program and prepares short-range schedules for programmed work 4. Develops a system of priorities for non-programmed maintenance work with types of work identified for each priority 5. Reviews requests for maintenance and repair work and establishes priority assignments and scheduling of work 6. Supervises the estimating of cost for maintenance and repair projects in terms of labor, materials and overhead 7. Determines specifications for needed service tools, equipment, materials and supplies; requisitions in accordance with purchasing policies 8. Maintains accurate inventory of all tools, parts and materials stored at district maintenance shop 9. Assigns and directs craftsmen in carrying out their assigned duties 10. Directs the inspection of all maintenance and repair work 11. Assists in the screening and recommending of outside contractors to perform certain maintenance and repair services 12. Assists in the supervision and inspection of improvement and renovation work performed by outside contractors 13. Assists in the supervision and inspection of capital outlay projects not requiring an architect 14. Coordinates and manages the district's safety program 15. Assists in the preparation of the Florida Inventory of School Houses (FISH) Report 16. Assists in the development of administrative guidelines for maintenance 17. Assists in the development of policies for maintenance 18. Supervises maintenance personnel, conducts performance appraisals and makes 46

47 recommendations for appropriate employment action 19. Assists in the development, implementation and evaluation of professional development activities 20. Prepares and maintains all required reports 21. Assists in the preparation and management of the maintenance department budget 22. Serves on the Administrative Team at the Superintendent s request 23. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct participates in the district wide emergency management team ADDITIONAL DUTIES: TERM: Performs all other duties as assigned by the supervising administrator Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process APPRAISAL: PAYGRADE: Performance will be appraised annually in accordance with School Board policies According to the School Board of Highlands County Administrative Salary Schedule 47

48 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Director of Finance MINIMUM QUALIFICATIONS: 1. Bachelor's degree from an accredited educational institution 2. Five (5) years experience in a related area 3. Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 4. Satisfactory clearance of a criminal history records check and drug screening ADDITIONAL DESIRED QUALIFICATIONS: None at this time PERFORMANCE RESPONSIBILITIES: 1. Supervises the payroll, accounts payable, and data operations departments 2. Supervises the preparation of financial statements and reports 3. Supervises accounting for federal programs, food service and scholarship funds 4. Supervises the receipt and deposit of all funds 5. Supervises the reimbursements of all payroll checks and the preparation of information for deduction checks 6. Serves as the Risk Manager for the district 7. Supervises processing of workers' compensation claims, quarterly reports and correspondence 8. Assists in confirmation of the FETP calculation 9. Secures or performs audits of various financial reports and internal account records 10. Performs related tasks and responsibilities 11. Serves on the Administrative Team at the Superintendent s request 12. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct participates in the district-wide emergency management team ADDITIONAL DUTIES: TERM: Performs all other duties as assigned by the supervising administrator Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process 48

49 APPRAISAL: Performance will be appraised annually in accordance with School Board policies PAYGRADE: According to the School Board of Highlands County Administrative Salary Schedule 49

50 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Coordinator of Purchasing MINIMUM QUALIFICATIONS: 1. Bachelor's degree from an accredited educational institution 2. Three (3) years experience in a related area 3. Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 4. Satisfactory clearance of a criminal history records check and drug screening ADDITIONAL DESIRED QUALIFICATIONS: None at this time PERFORMANCE RESONSIBILITIES: 1. Serves as Coordinator of Purchasing for the School Board of Highlands County with responsibility for coordinating and managing purchasing activities throughout the school district; ensuring that the SBHC receives maximum value educationally and financially from supplies, materials, equipment and purchased services 2. Initiates, coordinates and administers purchasing through the competitive bidding or competitive negotiations process when formal sealed bids, proposals or negotiations are required by State Statutes, SBA Rules or School Board Policy 3. Prepares or administers the preparation of all Requests for Bid Proposals (RFBP) or Requests for Proposals (RFP) documents, including specifications, scope of work, ownercontractor agreements, tabulations of proposals received timely, recommendation to Superintendent for contract award, and notice of award to vendors/contractors submitting proposals 4. Offers assistance in the preparation of purchase orders, administers the processing of purchase orders, verifies the accuracy and validity of information entered on purchase orders and approves the subsequent issuance of all purchase orders 5. Provides assistance to all district personnel, including HEC, with purchasing needs such as specifications, valid sources, prices and accounting codes, especially during the planning and budgeting process 6. Administers the warehousing/distribution system through policies and procedures designed to provide a professional well-ordered and efficient receiving, storage and distribution system for supplies, materials and equipment for the School Board of Highlands County 7. Administers property records of all personal property including annual physical inventories of all tangible personal property and vehicles owned by the SBHC; updates property database for new property purchases, labeling of district property and physical inventory results, communicates the results of property inventory with the property custodian including the proper completion or non-completion of paperwork necessary to receive, transfer or dispose of SBHC property 50

51 8. Administers the pick-up, storage and disposal of all SBHC surplus tangible personal property including surplus vehicles 9. Administers policies and procedures designed to provide professional operation of assigned departments 10. Administers district office custodial functions including security and security systems 11. Performs accounting functions for expenditure of capital project funds that include contract administration, posting of entries to project PC spreadsheets, contractor applications for payment, change orders, retainage payable and asset valuation 12. Performs accounting functions, including coding purchase orders, budget amendments and PC spreadsheets for expenditure of capital funds for tangible personal property; provides directors, coordinators, and schools a report of funds expended and any balance remaining 13. Assists with the preparation of annual financial reports relevant to capital projects, tangible personal property and supply inventories 14. Prepares budgets for purchasing, property records, warehouse, print shop, and district office custodial annual operating and capital projects 15. Provides auditor general staff with documentation, records and other information relating to purchasing, property records, warehouse and print shop as deemed necessary for the annual audit of the SBHC financial records 16. Leads in the development of policies, procedures and administrative guidelines related to purchasing, property records, warehouse or print shop 17. Supervises, trains, and develops teamwork atmosphere for all assigned departments; conducts annual staff evaluations and performance appraisals 18. Assists in administering training for school based and district level staff in purchasing, property records and warehouse/distribution procedures as they relate to data systems, data entry, paperwork and record keeping 19. Works with MIS staff to evaluate, maintain, and develop systems and procedures to improve efficiency and quality of services and economy of operations 20. Administers district-wide phone systems including repairs and maintenance 21. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct participates in the district-wide emergency management team ADDITIONAL DUTIES: TERM: Performs all other duties as assigned by the supervising administrator Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process APPRAISAL: PAYGRADE: Performance will be appraised annually in accordance with School Board policies According to the School Board of Highlands County Administrative Salary Schedule 51

52 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Director of Food & Nutrition Services MINIMUM QUALIFICATIONS: 1. Bachelor s degree from an accredited educational institution 2. Five (5) years supervisory, management or administrative experience in school food service, institutional food service or related field 3. Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 4. Satisfactory clearance of a criminal history records and drug screening ADDITIONAL DESIRED QUALIFICATIONS: 1. College course work in nutrition, dietetics, food and consumer science or hotel and restaurant management 2. College course work in accounting, financial management or other business areas 3. Knowledge of nutrition education and standards for school food service programs 4. Ability to prepare specifications for purchases of supplies and equipment 5. Knowledge of purchasing requirements, cooperative purchasing, inventorying and accounting for food and supply purchases 6. Knowledge of the state, federal and local laws and regulations applicable to school food service programs 7. Knowledge of food service facilities, design and equipment, and practices and procedures used in the administration and operation of school food service, including food and safety areas PRIMARY PERFORMANCE RESPONSIBILITES: 1. Plans, develops, direct and evaluates all activities necessary to the operation and improvement of the district school food service programs 2. Recommends policies, procedures and directions consistent with established plans 3. Evaluates compliance with Federal, State and local laws, rules and regulations; direct corrective action when required 4. Develops and implements financial policies and procedures necessary for proper fiscal control and operation of the food service programs 5. Directs the establishment and maintenance of records, collection, recording, and evaluation of data 6. Prepares departmental budget, monitor expenditure of funds and make necessary adjustments to ensure a balanced budget 7. Maintains effective working relationships with the public, district officials, administrators, school-based and school food service personnel 8. Develops and manages budgets 9. Analyzes, plans, organizes and establishes priorities 10. Communicates effectively orally and in writing 52

53 11. Prepares or assists in the preparation of required district, state and federal reports 12. Develops and implements staffing allocations for all food service personnel 13. Assists the Assistant Superintendent of Business Operations in the selection of Food and Nutrition Services personnel 14. Supervises, manages and evaluates Food and Nutrition Services district office staff and school and district wide managers, and makes recommendations for appropriate employment action, when necessary 15. Develops, implements and conducts professional development activities for all food service personnel 16. Consults with and advises the School Board s negotiations team in preparation for negotiations with units and/or issues involving Food and Nutrition Services personnel 17. Develops specifications for purchase of Food and Nutrition Services materials and supplies; assists in the evaluation, procurement and administration of school Food and Nutrition Services purchasing requirements 18. Assists in the management of cooperative purchasing activities, including bid development, evaluation and implementation 19. Develops and recommends specifications for the initial purchase and replacement of school Food and Nutrition Services equipment 20. Determines initial and replacement equipment necessary to meet immediate and longrange needs 21. Coordinates the development of cafeteria kitchen layout and equipment specifications required for new construction with appropriate district personnel and architects 22. Serves as a consultant to school administration in the identification and correction of school Food and Nutrition Services needs and concerns 23. Serves as a resource to the district in the area of nutrition education 24. Coordinates the administration of disaster feeding during times of emergency and participates in the district-wide emergency management team 25. Serves on the Administrative Team at the Superintendent s request 26. Performs all other tasks and responsibilities consistent with the goals and objectives of the position 27. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct participates in the district-wide emergency management team ADDITIONAL DUTIES: TERM: Performs all other duties as assigned by the supervising administrator Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process APPRAISAL: Performance will be appraised annually in accordance with School Board policies PAY GRADE: According to the School Board of Highlands County Administrative Salary Schedule 53

54 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Director of Transportation MINIMUM QUALIFICATIONS: 1. Bachelor's degree from an accredited educational institution 2. Five (5) years experience in a transportation system 3. Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 4. Satisfactory clearance of a criminal history records check and drug screening ADDITIONAL DESIRED QUALIFICATIONS: None at this time PRIMARY PERFORMANCE RESPONSIBILITIES: 1. Develops and administers a district wide transportation program, including program planning, implementation and evaluation to meet all requirements of the daily instructional program and extracurricular activities 2. Supervises the inspection, maintenance and repair of school buses and other vehicles owned by the district 3. Establishes specifications for repair work beyond the capacity of district personnel 4. Supervises the purchase and maintains inventory of parts and supplies 5. Develops, coordinates and administers a bus routing system 6. Considers and recommends special transportation services 7. Confers regularly with principals and district-level administrators on the adequacy of services and safety 8. Investigates requests and complaints relating to transportation and responds or makes recommendations to the school principal or Assistant Superintendent of Business Operations 9. Projects need for replacement or additional buses 10. Maintains records on maintenance and repair of buses and all other appropriate records 11. Prepares Florida Education Finance Program (FEFP) transportation reports and all other necessary reports as assigned 12. Assists in the development of administrative guidelines for transportation 13. Assists in the development of policies for transportation services 14. Supervises assigned personnel, conducts performance appraisals and makes recommendations for appropriate employment action 15. Assists in the development, implementation and evaluation of professional development activities 16. Prepares all required reports and maintains all appropriate records 17. Assists in the preparation and management of the transportation department budget 18. Assists in the development or changes of boundaries for school attendance zones 19. Serves on the Administrative Team at the Superintendent s request 20. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct 54

55 participates in the district-wide emergency management team ADDITIONAL DUTIES: Performs all other duties as assigned by the supervising administrator TERM: Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process APPRAISAL: Performance will be appraised annually in accordance with School Board policies PAY GRADE: According to the School Board of Highlands County Administrative Salary Schedule 55

56 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Deputy Superintendent MINIMUM QUALIFICATIONS: 1. Master s degree and/or certification in School Administration/Supervision, Educational Leadership, School Principal or other related administrative fields 2. Eight (8) years experience in an educational field 3. Five (5) years experience in educational administration 4. Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 5. Satisfactory clearance of a criminal history records check and drug screening ADDITIONAL DESIRED QUALIFICATIONS: 1. Knowledge of school systems management and operations 2. Knowledge of laws and policies governing employee relations 3. Knowledge of issues and procedures pertaining to policy/contract violations, employee disciplinary action and legal proceedings PRIMARY PERFORMANCE RESPONSIBILITIES: 1. Supervises the Director of Human Resources, Recruitment and Professional Development and Director of Management Information Systems 2. Advises the Superintendent concerning policies, procedures, Florida Statutes, and other issues that arise from school operations 3. Develops or assists with the development of policies, procedures and rules for the operation of the school/district operations 4. Advises school and district-based administrators/supervisors concerning issues and incidents related to school operation 5. Assists in responding to requests from state and federal agencies concerning complaints 6. Assists in the investigation of complaints against teachers and administrators 7. Assists and advises the Superintendent and principals concerning student discipline, including expulsion 8. Facilitates and serves on instructional and support negotiations teams/collective bargaining process 9. Acts as the Superintendent's designee when requested 10. Serves as member of Superintendent s Administrative Team 11. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct participates in the district-wide emergency management team ADDITIONAL DUTIES: Other duties as assigned by the Superintendent 56

57 TERM: Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process APPRAISAL: PAYGRADE: Performance will be appraised annually in accordance with School Board policies According to the School Board of Highlands County Administrative Salary Schedule 57

58 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Director of Human Resources, Recruitment & Professional Development MINIMUM QUALIFICATIONS: 1. Master s degree from an accredited institution in Administration/Supervision, Educational Leadership, School Principal, Human Resources Management, or other related fields, plus five (5) years experience in the field of Human Resources Management, or 2. Bachelor s degree from an accredited institution and eight (8) years experience in the field of Human Resources Management 3. Physical requirements to perform essential functions and tasks which may include exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 4. Satisfactory clearance of a criminal history records check and drug screening ADDITIONAL DESIRED JOB QUALIFICATIONS: None at this time PRIMARY PERFORMANCE RESPONSIBILITIES: 1. Directs and coordinates the planning, implementation and evaluation of Human Resources/Professional Development services which are necessary for the efficient and effective operation of the school system 2. Provides overall leadership and oversight of the district s employee relations program 3. Supervises unemployment requirements and issues 4. Facilitates/supervises Jessica Lunsford Act (JLA) implementation and FDLE/Level II fingerprint requirements for all employees of school system 5. Oversees management of employee database-maintaining accuracy of records and integrity of data input 6. Establishes and monitors a system of position control 7. Coordinates the identification and screening of qualified applicants 8. Drafts policies and procedures as they relate to areas of responsibility 9. Prepares, interprets and presents reports and information to the Superintendent, School Board, community, and school personnel concerning Human Resources and Professional Development issues 10. Assists with coordination of the collective bargaining process for instructional and support employees 11. Serves as the district contact for employee relations issues such as grievances, harassment/equity complaints, ADA, unemployment, ESOL, etc 12. Develops/updates and administers the Human Resources Management Development plan 13. Develops appropriate procedure manuals as needed to implement School Board Policy, Florida Statute, and State Board Rule 14. Participates in the management, allocation, and reallocation of personnel to schools and departments 58

59 15. Advises and assists school principals and department supervisors in handling technical personnel problems and issues as relates to employment law & policies 16. Oversees the maintenance of official personnel files and records 17. Coordinates the evaluation process for all personnel 18. Provides leadership and oversight for the development of job descriptions 19. Maintains a working knowledge of Florida Statutes, Board policies, and applicable rules and regulations that affect areas of operation and services 20. Attends various legislative and professional conferences to stay abreast of updates affecting Human Resources, Recruitment & Professional Development 21. Serves as liaison to federal/state/community departments with respect to Human Resources, Recruitment and Professional Development areas 22. Develops/updates and maintains Master In-Service Plan 23. Provides for the coordination of professional development activities with the district s managerial, instructional, operational, and financial systems and services 24. Coordinates the district s activities for professional growth and development to include: Aspiring administrator training, Professional Education Competency program, Preparing New Principals program, New Principal Mentoring Protégé Program, Beginning Educator Support Team (BEST) Program, and Alternative Certification for Teachers (ACT) Training Program 25. Provides a comprehensive program of certification services 26. Reviews contracts as they relate to the areas of responsibilities 27. Develops, recommends and administers assigned department budgets 28. Assists in the process of wage and salary plan development 29. Oversees district employee recruitment efforts 30. Coordinates the district tuition reimbursement programs for non-instructional personnel 31. Supervises assigned personnel, conducts annual performance appraisals, and makes recommendations for appropriate employment action 32. Prepares all required reports and maintain all appropriate records as required 33. Provides training and professional development for substitute teachers 34. Supervises and monitors NCLB law as it relates to highly qualified instructional and noninstructional personnel (certification, Para-Pro testing schedule, reclassification of paras, DOE survey reports, etc.) 35. Supervises placement of interns with supervising teachers and cooperating principals and Paid Internship Program 36. Advises the Superintendent as to legal issues dealing with Human Resources, Recruitment & Professional Development 37. Serves on the Administrative Team as requested by Superintendent 38. Facilitates and maintains records and documents regarding ongoing legal personnel issues and employee discipline 39. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct participates in the district-wide emergency management team ADDITIONAL DUTIES: Performs all other duties as assigned by the supervising administrator 59

60 TERM: Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process. APPRAISAL: Performance will be appraised annually in accordance with School Board policies PAYGRADE: According to the School Board of Highlands County Administrative Salary Schedule 60

61 THE SCHOOL BOARD OF HIGHLANDS COUNTY POSITION TITLE: Director of Management Information Services MINIMUM QUALIFICATIONS: 1. Bachelor s degree from an accredited educational institution 2. Minimum of five (5) years experience in Management Information Systems related area 3. Physical requirements to perform essential functions and tasks which may include exerting up to 25 pounds of force occasionally and/or 10 pounds of force as frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required 4. Satisfactory clearance of a criminal history records check and drug screening ADDITIONAL DESIRED QUALIFICATIONS: 1. Master s degree from an accredited educational institution in area of Management Information Systems preferred 2. Ability to organize and supervise the district s area processing and management information services by: 3. Providing specific information necessary for the efficient operation of the school system 4. Research and development of comprehensive plans for analysis of technology feasibility and implementation PRIMARY PERFORMANCE RESPONSIBILITIES: 1. Coordinates short and long range planning for Management Information Services (MIS) 2. Provides a system of reporting routinely and upon request specified information needs for instructional, administrative, planning, and public relations purposes 3. Plans and manages data processing services that will minimize staff time while maximizing the application of automated student and financial accounting systems through the design, development, and maintenance of a centralized computer system 4. Provides efficacy and secure computer systems and services to meet organizational needs 5. Reports to the Deputy Superintendent on progress in data processing development projects, resource utilization and production performance 6. Supervises lawful procedures for collecting, imaging and destroying public records 7. Coordinates the district e-rate application 8. Coordinates the district technology committee and development of the District technology plan 9. Coordinates the district website 10. Evaluates educational, managerial and administrative operating systems and plans and recommends systems designed to improve the operational efficiency of the school system 11. Administers the student information system 12. Acts as liaison between school district personnel and consultants on the development of management information system within the district 13. Serves as district liaison with local, state, and federal educational and governmental units to improve the compatibility of the school district s information system with corresponding systems of other units 61

62 14. Acts as the forms controller and serves on various committees of data users and providers in order to coordinate the identification of data elements and forms used for all necessary reporting 15. Supervises assigned personnel, conducts annual performance appraisals and makes recommendations for appropriate employment action 16. Prepares all required reports and maintains all appropriate records 17. Assists in the development, implementation, and evaluation of professional development activities for assigned personnel 18. Assists in the preparation of the budget for MIS 19. Oversees the management and maintenance of the district-wide area network 20. Oversees the district disaster recovery plan an annual recovery testing for critical databases 21. Serves on the Administrative Team at the Superintendent s request 22. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct participates in the district-wide emergency management team ADDITIONAL DUTIES: Performs all other duties as assigned by the supervising administrator TERM: Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process APPRAISAL: Performance will be appraised annually in accordance with School Board policies PAY GRADE: According to the School Board of Highlands County Administrative Salary Schedule 62

63 Online Administrative Application Including the Following Attachments: Online Position Vacancy Advertisement and Applicant List HRRPD Webpage Links to WCG Online Resources WCG Overview Prior Learning Inventory Principal Leadership Standards Inventory Leadership Experiences Assessment Tool Succession Management Strategy 63

64 Appendix E ONLINE APPLICATION ADVERTISEMENT/POSITION VACANCY APPLICANT LIST 64

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78 DEPARTMENT OF HUMAN RESOURCES, RECRUITMENT AND PROFESSIONAL DEVELOPMENT WEBPAGE PROFESSIONAL DEVELOPMENT INFORMATION LINKS TO WCG ONLINE RESOURCES WCG OVERVIEW PLI PLSI ILDP 78

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80 Florida School Leaders - Florida Department of Education Home What's New WCG Overview Florida Principal Leadership Standards FOCUS on Student Achievement Statewide Professional Development Online Support Resources Leadership Partners FAQ's Need Help? Contact Us William Cecil Golden Overview The William Cecil Golden School Leadership Development Program Florida's Principal Leadership Standards require high-performing instructional leaders that possess and utilize the competencies and skills necessary to successfully lead the improvement of student achievement in our public schools. The William Cecil Golden School Leadership Development Program was established by the 2006 Florida Legislature to provide a high quality, competency-based, customized, comprehensive and coordinated statewide professional development system for current and emerging school leaders. The program initially called DELTA (Developing Educational Leaders for Tomorrow s Achievers) is aligned with and supports Florida's Principal Leadership Standards, the standards of the National Staff Development Council, the Florida Professional Development Protocol Standards and NCLB requirements for high quality professional development. The William Cecil Golden School Leadership Development Program consists of several distinct components that are integrated with Florida's Continuous Improvement Model that focuses on student achievement. Components of the program address the needs of emerging school leaders engaged in formal educational leadership programs, district principal preparation programs and district professional development programs for current school leaders. Development of the components of the WCG Program is being coordinated by a unique statewide partnership involving educational leadership development providers with proven expertise in this area. Critical Components of the WCG Program include: Training in Instructional Leadership (tools for effective classroom visits, literacy leadership, using data to drive instruction, etc.) Training in Effective Business Practices (training related to high priority education issues, strategies for personnel recruitment and retention, Florida's Continuous Improvement Model, technology, etc.) Parent, Community and Business Outreach Training (parental outreach strategies, leveraging business and community partnerships, communication strategies, etc.) 80

81 Ongoing Mentoring and Coaching (provided by a network of highly qualified, retired school leaders trained to use their knowledge and experience to support the effective implementation of the DELTA program) Online resources and support of all stages of school leadership development for Florida s school leaders The William Cecil Golden School Leadership Development Program provides Florida with the opportunity to develop the highly qualified school leaders needed to effectively lead our schools to higher student achievement. For more information regarding the Program contact: Henry Pollock, Director of Educator Retention Programs, Florida Department of Education at henry.pollock@fldoe.org Copyright 2006 Florida Department of Education 81

82 Florida School Leaders - Florida Department of Education The William Cecil Golden School Leadership Development Program Home What's New WCG Overview Florida Principal Leadership Standards FOCUS on Student Achievement Statewide Professional Development Online Support Resources Leadership Partners FAQ's Need Help? Contact Us Developing Educational Leaders for Tomorrow's Achievers Welcome to the William Cecil Golden School Leadership Development Program. Coordinated through the Florida Department of Education, the program uses a collaborative network of state and national leadership development organizations to support the needs of principals, principal leadership teams, and candidates for principal leadership positions. We provide Florida s current and aspiring school leaders with easy access to all elements of our school leadership development program, including electronic tools and resources to help manage your professional growth in Florida's Principal Leadership Standards. Be sure to regularly explore the "What's New" section listed on the left menu for the latest information on upcoming academies, forums, institutes and additions to our website resources. More information on use of this website is available through the link below. How to use this website The William Cecil Golden School Leadership Development Program was established by the 2006 Florida Legislature. All state approved university and district school leadership development programs are required to incorporate appropriate elements of the William Cecil Golden Program to ensure a statewide 82

83 foundation for leadership development. State Board of Education Rule 6A Approval of School Leadership Programs Register for Full Access USER NAME: PASS WORD: Need help to login or register? The William Cecil Golden School Leadership Development Program was established by the 2006 Florida Legislature. All state approved university and district school leadership development programs are required to incorporate appropriate elements of the William Cecil Golden Program to ensure a statewide foundation for leadership development. State Board of Education Rule 6A Approval of School Leadership Programs Copyright 2006 Florida Department of Education 83

84 Florida School Leaders - Florida Department of Education Home What's New WCG Overview Florida Principal Leadership Standards FOCUS on Student Achievement Statewide Professional Development Online Support Resources Leadership Partners FAQ's Need Help? Contact Us Florida Principal Leadership Standards Florida s school leaders must possess the abilities and skills necessary to perform their designated tasks in a high-performing manner. The school leader, commensurate with job requirements and delegated authority, shall demonstrate competence in the following standards: Instructional Leadership Instructional Leadership High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills. Managing the Learning Environment High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment. Learning, Accountability, and Assessment High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process. Operational Leadership Decision Making Strategies High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement. Technology High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities. 84

85 Human Resource Development High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff paid and volunteer. Ethical Leadership High Performing Leaders act with integrity, fairness, and honesty in an ethical manner. School Leadership Vision High Performing leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community. Community and Stakeholder Partnerships High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources. Diversity High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community. SBE Rule 6B , Approved April 19, 2005 Copyright 2006 Florida Department of Education 85

86 Florida School Leaders - Florida Department of Education Home Return to the Learning Library Learning Library tools. Tools Plan, organize and monitor your development as a school leader with these easy to use Prior Learning Inventory The Prior Learning Inventory (PLI) helps you correlate your prior learning with the 10 leadership standards. Based on your input, the PLI will create a report that shows where your prior learning has prepared you to implement the various standards and may indicate areas of strength as well as professional growth needs. Prior Learning Inventory Principal Leadership Standards Inventory Leadership Resource Locator Individual Leadership Development Plan Leadership Development Progress Log Time Management Analysis A set of resources to help identify time spent in activities and how closely that aligns with how you would like to be using your time as a school leader so you can restructure and focus more on instructional improvement. Time Management Analysis Resources These resources help you use the Tools and Learning Library to maximize your skills as a school leader. The William Cecil Golden Program: The Big Picture This facilitated module will help you to better understand the changing role of school leaders in Florida and how the resources of the William Cecil Golden School Leadership Development Program can provide the foundation for developing and supporting high performing school principals. 86

87 The William Cecil Golden Program: The Big Picture Introduction to the Florida Principal Leadership Standards An understanding of Florida s Principal Leadership Standards and the expectations for each standard are essential for success as a school leader. This module outlines each standard and the key indicators of competency expected of school leaders at each level of their professional growth. Introduction to the Florida Principal Leadership Standards Change Toolkit The IBM Reinventing Education Change Toolkit was created to provide educators with real, actionable tools to support leadership development and change management expertise. Change Toolkit School Improvement Plan This resource provides a direct link to the Florida DOE s School Improvement website to allow you easy access to your school improvement planning documents. School Improvement Plan Florida School Report The Florida School Report provides an online resource for comparing your school s performance with that of schools that have successfully overcome challenges similar to your school (INFORM) and comparing your practices with those that distinguish higher performing schools (INSPIRE). Knowledge gained from these comparisons will then guide you to deliberate, laser-focused action (IMPROVE). Florida School Report 87

88 Promising Practices Locator This online resource helps Florida school leaders share practices making a difference in school quality and supports growth of collegial networks focused on systemic change. Florida educations can post practices than work so that others may, with the search engine, make contact and learn more. Promising Practices Locator Professional Partner Services Professional Partners (retired, high-performing school leaders) provide school leaders with follow-up mentoring, support and assistance for all William Cecil Golden program training modules, academies and activities. Professional Partner Services Learning Library Select a Principal Leadership Standard below to view related resources. Instructional Leadership Managing the Learning Environment Learning, Accountability and Assessment Decision Making Strategies Technology Human Resource Development Ethical Leadership Vision Community and Stakeholder Partnerships Diversity Copyright 2006 Florida Department of Education Florida School Leaders - Florida Department of Education Home What's New WCG Overview Florida Principal Leadership Standards FOCUS on Student Achievement Statewide Professional Development Online Support Resources Leadership Partners FAQ's Need Help? Contact Us Online Support Resources Principal Leadership Standards Inventory The Principal Leadership Standards Inventory provides educational leaders with a selfevaluation process to help inventory their current practices and identify their strengths and weaknesses for each of the Florida Principal Leadership Standards. 88

89 To access Principal Leadership Standards Inventory online in the WCG Resource Library, login at the home page. Copyright 2006 Florida Department of Education 89

90 LEADERSHIP EXPERIENCES ASSESSMENT TOOL (Appendix F is required for all administrative applicants; the document will be scanned and attached to each candidate s online application file for review by the Structured Interview Team.) 90

91 Leadership Experiences Aligned with Principal Leadership Standards Appendix F Directions: Please align one (1) past leadership experience with each of the ten (10) Principal Leadership Standards. Instructional Leadership Instructional Leadership: High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills. Managing the Learning Environment: High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment. 91

92 Learning, Accountability, and Assessment: High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the education process. Operational Leadership Decision Making Strategies: High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement. Technology: High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities. 92

93 Human Resource Development: High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff-paid and volunteer. Ethical Leadership: High Performing Leaders act with integrity, fairness, and honesty in an ethical manner. School Leadership Vision: High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community. 93

94 Community and Stakeholder Partnership: High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources. Diversity: High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school, and the local community. 94

95 Assessment of Principal Leadership Standards This is an assessment form that should be completed by candidates seeking school administrative positions, along with their current and former supervisors. Please use this instrument as a self assessment tool and a tool for your prior supervisors to use in helping the selection team be aware of and/or your support team determine your strengths, adequacies, and developmental needs. It should be remembered that the person doing the rating should realize that no one person is going to be strong in all areas. When completed, there should be one or two strengths, many adequate and efficient ratings and some low ratings to indicate areas for emerging or developing skills. Please place a rating of 1-10 with 1 being the lowest and 10 being the highest in the appropriate blank. INSTRUCTIONAL LEADERSHIP Instructional Leadership High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills Managing the Learning Environment High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment Learning, Accountability, and Assessment High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process OPERATIONAL LEADERSHIP Decision Making Strategies High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement Technology High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement

96 OPERATIONAL LEADERSHIP (Con t) Human Resource Development High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff paid and volunteer Ethical Leadership High Performing Leaders act with integrity, fairness, and honesty in an ethical manner SCHOOL LEADERSHIP Vision High Performing leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community Community and Stakeholder Partnerships High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources Diversity High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community Please indicate your association with the candidate by checking the most appropriate category. Candidate Other Former Supervisor Relationship with candidate Current Supervisor 96

97 Data Collection Charts for Assessment Ratings The charts on page 1 and page 2 are used for collecting individual respondents ratings. Please use a check mark ( ) to transfer information from each assessment to the corresponding rating charts below. Ratings of 8-10 are considered a strength; ratings of 4-7 are considered adequate or efficient; ratings of 1-3 are considered a developmental need or emerging skill. Developmental Need Adequate and Efficient Strength Participant Ratings Instructional Leadership Managing the Learning Environment Learning, Accountability, and Assessment Decision Making Strategies Technology Human Resource Development Ethical Leadership Vision Community and Stakeholder Partnerships Diversity Developmental Need Adequate and Efficient Strength Current Supervisor Ratings Instructional Leadership Managing the Learning Environment Learning, Accountability, and Assessment Decision Making Strategies Technology Human Resource Development Ethical Leadership Vision Community and Stakeholder Partnerships Diversity 97

98 Data Collection Charts for Assessment Ratings Developmental Need Adequate and Efficient Strength Former Supervisor Ratings Instructional Leadership Managing the Learning Environment Learning, Accountability, and Assessment Decision Making Strategies Technology Human Resource Development Ethical Leadership Vision Community and Stakeholder Partnerships Diversity Developmental Need Adequate and Efficient Strength Former Supervisor Ratings Instructional Leadership Managing the Learning Environment Learning, Accountability, and Assessment Decision Making Strategies Technology Human Resource Development Ethical Leadership Vision Community and Stakeholder Partnerships Diversity 98

99 Compilation of Assessment Ratings This form is used to compile the ratings of the participant s self assessment, prior supervisor s assessment, and current supervisor s assessment. Please use a check mark ( ) to transfer information from each assessment to the compilation chart below. You may have up to four (4) check marks in a box depending on the frequency of the rating. Please use a different colored pen when transferring participant ratings to compilation chart. All other ratings from former and current supervisors can be done in the same color, but different than the participant s color. Compilation Instructional Leadership Managing the Learning Environment Learning, Accountability, and Assessment Decision Making Strategies Technology Human Resource Development Ethical Leadership Vision Community and Stakeholder Partnerships Diversity Developmental Need Adequate and Efficient L H L H L H Strength L = Low H = High Level 1 Principal Leadership Standards are identified by bold font. 99

100 Final Compilation of Assessment Ratings Analyze the data compilation on page 3. Most ratings will cluster under the category of a Developmental Need, Adequate and Efficient, or Strength. If not, then the team will need to reach a consensus. Transfer those consensus decisions to the chart below in developing goals for the participant s professional development goals. Final Compilation Principal Leadership Standards Developmental Need Adequate/Efficient Strength Instructional Leadership Managing the Learning Environment Learning, Accountability, and Assessment Decision Making Strategies Technology Human Resource Development Ethical Leadership Vision Community and Stakeholder Partnerships Diversity 100

101 SUCCESSION MANAGEMENT STRATEGY OVERVIEW Sample Attachments: DROP/Retirement Report Administrator s Retirement Survey Response Professional Development Report School Accountability Report Sample AYP Report Student Enrollment Report Educational Leadership Report PNP Participants and Program Completers Aspiring Administrators Leadership Training Participants 101

102 The School Board of Highlands County Leadership Capacity Study and Succession Management Strategy School-Based Administrators The District s L.E.A.D. Management Program stipulates development of ongoing leadership capacity for the purposes of determining a succession management strategy for school-based administrators. The Superintendent or designee and the administrative search committee (Deputy Superintendent, Assistant Superintendents for Curriculum and Instruction and Business Operations, Director of HRRPD, and selected Principals) will annually review and assess the following information: 1. Annually review the DROP/retirement report for administrators to project potential administrative vacancies and predict shortages at various school levels. 2. Annually review all district/school accountability and assessment data to include Professional Development requirements (Survey 5), school grades, AYP and student learning gains, to track administrative performance and correlate to leadership competency levels for leadership program review/assessment, retention purposes, and determination of performance-based pay. 3. Annually review the list of aspiring administrators to provide a gap analysis of future vacancies based on the DROP/retirement report and the number of potential administrators who meet Educational Leadership requirements. Levels of preparedness, criteria-specific grade level expertise, prior and current leadership experiences, participation in professional development opportunities, and preference of available administrative opportunities will be considered. Promotion of continuous improvement will be realized through the compilation and review of data (reports attached). The information will be used to further define and enhance leadership preparation and development in the District and assist the administrative search committee in projecting administrative vacancies from three to five years in advance. The number(s) and leadership potential of aspiring administrators will be assessed to determine a gap analysis for the purposes of forecasting leadership capacity and development of a succession management strategy. Collaboration with higher education partners will be fostered to assist in the review of data regarding educational leadership programs and determining how to best prepare and recruit graduates from those programs for District administrative positions. District-Based Administrators In an effort to maximize on the potential of internal staff interested in and preparing for a career path in management, leadership opportunities may be provided if the candidate meets and/or has demonstrated recognized indicators of readiness for a managerial or supervisory role. Surveys may be conducted to initially identify interested candidates. The following considerations may be used to determine leadership capacity: Pursuit of a degree related to the position area Membership in a professional organization related to the position area Service on organization or community committees that affect or impact position area Participate in professional development opportunities to stay current in field of expertise or position area Volunteer to assist with various responsibilities to enhance job knowledge and skills in position area Request to shadow managers in existing position areas of interest 102

103 ADMINISTRATIVE RETIREMENT REPORT ADMINISTRATORS' TENTATIVE PLANS FOR RETIREMENT FOR 07/08 First Name Last Name Job Title Plans RODNEY HOLLINGER Deputy Superintendent Currently in the DROP REBECCA FLECK Director of Curriculum and Instruction Plans to work 5 to 10 more years MICHAEL AVERYT Director of Business/Operations VIVIANNE WALDRON Coordinator of Human Resources/Staff Development VACANT Coordinator of Student Services ADV 07/5/07 CCCC - CONSTANCE TZOVARRAS Coordinator of Exceptional Student Education LEASED REBECCA JOHNSON Asst. Coordinator of Exceptional Student Education Currently in DROP/Planning for 2 more yrs RE-ADV VACANT Coord of Management Inform. Systems Research and Dev 06/29/07 RICHARD BIRT Coordinator of Finance Not eligible for retirement C. ALLEN PARKER Coordinator of Purchasing Around 6/30/09 (Currently in the DROP) CCCC - JOYCE MCCLELLAND Coordinator of Elementary Programs LEASED KATINA KRAMER Coordinator of Secondary Programs DAVID SOLOMON Coordinator of Transportation None from transportation DAVID BURNHAM Coordinator of Facilities/Maintenance MARTHA BROWN Coordinator of Food Service Not eligible for the next 5 years JOHN ROUSCH Coordinator of Career & Technical Education ANDREW LETHBRIDGE Principal - The Kindergarten Center No plans to retire SANDRA WHIDDEN Principal - Sebring Middle School Not for 3 to 5 years DOUGLAS THOBURN Asst. Principal - Sebring Middle School MAJEL BOWERMAN Principal - Lake Country Elementary JUDY DYER Asst. Principal - Lake Country Elementary CCCC - LEASED CCCC - LEASED Not longer than 5 years DERREL BRYAN Principal - Lake Placid Middle Plans to enter DROP Feb 2/08 for 5 years 103

104 ADMINISTRATORS' TENTATIVE PLANS FOR RETIREMENT FOR 07/08 First Name Last Name Job Title Plans LOTTIE BOWERS Principal - Woodlawn Elementary Not eligible for the next 5 years LAURA WALDON Asst. Principal - Woodlawn Elementary BRENDA LONGSHORE Principal - Park Elementary DEBRA THOMPSON Asst. Principal - Park Elementary RICHARD DEMERI Principal - Cracker Trail Elementary Retiring June 30, 2009 PAGE GREEN Asst. Principal - Cracker Trail Elementary RUBY HANDLEY Principal - Fred Wild Elementary Plans to enter DROP in 1 or 2 years HARVEY WILDER Asst. Principal - Fred Wild Elementary CHRIS DOTY Principal - Hill Gustat Middle School Not retiring anytime soon TED EVANS Asst. Principal - Hill Gustat Middle School PAMELA BURNHAM Principal - Avon Elementary KARIN DOTY Asst. Principal - Avon Elementary Not retiring anytime soon CHARLES JOHNSON Principal - Avon Park Middle School Retiring at the end of school yr RICHARD RUCKER Asst. Principal - Avon Park Middle School Retiring at the end of school yr CAROLE DISLER Principal - Lake Placid Elementary 5 yrs is the earliest date that she can retire VALERIE JAMES Asst. Principal - Lake Placid Elementary TONI STIVENDER Principal - Sebring High School Not retiring within the next 5 years JAMES HOWARD Asst. Principal - Sebring High School DEBORAH WOOD Asst. Principal - Sebring High School TEALY WILLIAMS Asst. Principal - Sebring High School STUART GUTHRIE Principal - Avon Park High SANDRA JOHNSON Asst. Principal - Avon Park High No plans to retire 104

105 ADMINISTRATORS' TENTATIVE PLANS FOR RETIREMENT FOR 07/08 First Name Last Name Job Title Plans RUTH HECKMAN Principal - Lake Placid High DROP until 06/09 MICHAEL HALEY Asst. Principal - Lake Placid High Plans on staying for at least 15 more years DIANE LETHBRIDGE Principal - Sun 'N Lake Elementary Plans to wk a min of 4 more yrs/begin 23rd yr LINDA LAYE Asst. Principal - Sun 'N Lake Elementary Heartland Educational Consortium WILLIAM GIBBS Director Of Heartland Educational Consortium Coordinator of Federal Programs / Regional Asst. Center SHARON CONLEY Title I AMY BRASWELL Coordinator of Professional Development of Music Grant 07/30/07-09/30/07 DEBRA ELLIOTT Coordinator of HEC Projects-Staff Development DROP until 12/11 - at least until the age of

106 Inservice for Administrators SPC 4 FY 5 SCHOOL. 7 Last Name 7 First Name 23 State Job Code 6 PD Comp DEMERI RICHARD DEMERI RICHARD WHIDDEN SANDRA KEEN TRACI FLECK REBECCA LAYE LINDA LAYE LINDA WOOD DEBORAH WALDON LAURA HANDLEY RUBY LONGSHORE BRENDA GUTHRIE STUART BRYAN DERREL THOMPSON DEBRA THOMPSON DEBRA THOMPSON DEBRA LIND DAVID EZELL BELINDA STIVENDER LAURIS HALEY MICHAEL HALEY MICHAEL JOHNSON CHARLES MCCLELLAND JOYCE MCCLELLAND JOYCE REVELS CAROL EVANS TED HOWARD JAMES DISLER CAROLE KLOSTERMANN JUDITH WILLIAMS TEALY WILLIAMS TEALY WILLIAMS TEALY WILDER HARVEY HECKMAN RUTH HECKMAN RUTH BOWERMAN MAJEL DYER JUDY BURNHAM PAMELA BURNHAM PAMELA HEIRING TERESA WALDRON VIVIANNE RUCKER RICHARD WRIGHT TRISHA DOTY CHRISTOPHER DOTY CHRISTOPHER KRAMER KATINA LAMBERT SETH DOTY KARIN DOTY KARIN

107 107

108 108

109 AYP REPORT School Grade & AYP School Name AYP School Grade AVON ELEMENTARY SCHOOL YES A AVON PARK HIGH SCHOOL NO D AVON PARK MIDDLE SCHOOL NO C CRACKER TRAIL ELEMENTARY SCHOOL FRED WILD ELEMENTARY SCHOOL YES NO A C HILL GUSTAT MIDDLE SCHOOL NO B HOPEWELL ACADEMY FOR THE ARTS LAKE COUNTRY ELEMENTARY SCHOOL LAKE PLACID ELEMENTARY SCHOOL NO NO YES D A A LAKE PLACID HIGH SCHOOL NO D LAKE PLACID MIDDLE SCHOOL NO C PARK ELEMENTARY SCHOOL NO C SEBRING HIGH SCHOOL NO CC SEBRING MIDDLE SCHOOL NO A SUN 'N LAKE ELEMENTARY SCHOOL WOODLAWN ELEMENTARY SCHOOL NO NO A A 109

110 SCHOOL \ GRADE THE SCHOOL BOARD OF HIGHLANDS COUNTY 426 School Street - P. O. Box 9300 Sebring, FL ENROLLMENT - May 25, 2007(End of Year) Mig PK/TPB PK KG Total: Avon Elementary School Cracker Trail Elementary Fred Wild Elementary Lake Country Elementary * Lake Placid Elementary Park Elementary School * Sun 'n Lake Elementary Woodlawn Elementary * ELEMENTARY TOTALS: Avon Park Middle School Hill-Gustat Middle School Lake Placid Middle School Sebring Middle School MIDDLE TOTALS: Avon Park High School Lake Placid High School Sebring High School HIGH TOTALS: SUBTOTAL Youth Care Hopewell Academy Homebound GRAND TOTALS: ### Migrant PK and Teen Parent Babies are included in the totals 110

111 EDUCATIONAL LEADERSHIP CERTIFICATION SCHOOL YEAR Last Name First Name Location Name Primary Assignment Cert Type Cert Rank Endorsement Code Description Expiration Date CERT # Continuous Service Hire Date Employment Date Current Position ALBRITTON LINDA APM 51069A RG F ED LEADERSHIP 6/30/ /10/1998 8/10/1998 ALLEN JACKIE APM 51069A RG F ED LEADERSHIP 6/30/ /9/1999 8/9/1999 BLACKMAN MELISSA ESE 51090A RG F ED LEADERSHIP 6/30/ /16/1994 1/26/2000 BRYAN DERREL LPM 73002B RG F ED LEADERSHIP 6/30/ /3/2004 5/3/2004 BURNETT JULIA LPM 73009C RG F ED LEADERSHIP 6/30/ /21/1992 7/30/2007 BURNHAM PAMELA AES 73001B RG F ED LEADERSHIP 6/30/ /21/1989 7/1/2001 DANIELS MARIE AES 51068A RG F ED LEADERSHIP 6/30/ /3/1983 8/7/2000 DISLER CAROLE LPE 73001B RG F ED LEADERSHIP 6/30/ /18/1986 7/1/2003 DOTY CHRISTOPHER HGM 73002B RG F ED LEADERSHIP 6/30/ /17/1993 7/2/2007 DOTY KARIN AES 73008C RG F ED LEADERSHIP 6/30/ /25/1995 3/1/2006 DWYER CYNTHIA APM 51069A RG F ED LEADERSHIP 6/30/ /1/2005 8/1/2005 ESHELMAN ILENE SHS 51070A RG F ED LEADERSHIP 6/30/ /15/1988 8/15/1988 EVANS TED HGM 73009C RG F ED LEADERSHIP 6/30/ /18/1987 7/22/2002 GOODWIN DONN SNL 51068A T3YR F ED LEADERSHIP 6/30/ /13/2007 8/13/2007 GREEN PAGE CTE 73008C RG F ED LEADERSHIP 6/30/ /4/2003 7/30/2007 HALEY MICHAEL LPH 73010C RG F ED LEADERSHIP 6/30/ /24/2006 7/24/2006 INAGAWA JEANNIE SNL 51068A RG F ED LEADERSHIP 6/30/ /13/2007 8/13/2007 JAMES VALERIE LPE 73008C RG F ED LEADERSHIP 6/30/ /1/2005 9/18/2007 JOHNSON REBECCA ESE 63040C RG F ED LEADERSHIP 6/30/ /23/ /6/1999 JOHNSON SANDRA APH 73010C RG F ED LEADERSHIP 6/30/ /1/2005 7/30/2007 LAMBERT SETH APH 73010C RG F ED LEADERSHIP 6/30/ /26/2006 5/26/2006 LANIER PAMELA AES 51068A RG F ED LEADERSHIP 6/30/ /19/2007 9/19/2007 LEE PATRICIA LPH 51070A RG F ED LEADERSHIP 6/30/ /25/1981 8/5/2002 LITTLE RICK SECURITY 79023X RG F ED LEADERSHIP 6/30/ /7/2000 8/7/2000 MILLER JENNIFER LPH 51070A RG F ED LEADERSHIP 6/30/ /6/2001 8/6/2001 NUGENT JUDY WES 51068A RG F ED LEADERSHIP 6/30/ /22/1977 8/17/1993 POOL THEODORE AES 51068A RG F ED LEADERSHIP 6/30/ /21/1989 8/21/1989 PORTIS PATRICIA HGM 51069A RG F ED LEADERSHIP 6/30/ /21/1989 8/21/1989 RHOADES MARGARET SMS 51069A RG F ED LEADERSHIP 6/30/ /4/2003 8/4/2003 ROBERTS PATRICIA AES 51068A RG F ED LEADERSHIP 6/30/ /27/ /27/1992 SAUNDERS TAMI LPM 51069A RG F ED LEADERSHIP 6/30/ /7/2006 8/7/2006 SCHOMMER DAWN HGM 51069A RG F ED LEADERSHIP 6/30/ /23/1976 8/7/2000 SLICKER LINDA HGM 51069A RG F ED LEADERSHIP 6/30/ /14/1995 8/14/1995 SOHN MELISSA LPH 51070A RG F ED LEADERSHIP 6/30/ /20/1995 8/14/1995 STIVENDER LAURIS SHS 73003B RG F ED LEADERSHIP 6/30/ /6/1971 7/1/2003 SUMMERS ANDREA LPE 51068A RG F ED LEADERSHIP 6/30/ /6/2001 8/6/2001 THOBURN DOUGLAS SMS 73009C RG F ED LEADERSHIP 6/30/ /25/2007 6/25/2007 THOMPSON DEBRA PES 73008C RG F ED LEADERSHIP 6/30/ /16/1994 7/30/2007 VAN HORN LAURA HR/PD 51090A RG F ED LEADERSHIP 6/30/ /7/ /7/1985 VARADY JOHN LPE 51068A RG F ED LEADERSHIP 6/30/ /9/1999 8/9/1999 VEITH MARY FWE 51068A RG F ED LEADERSHIP 6/30/ /12/1996 8/12/1996 VELEY LINDA LCE 51068A RG F ED LEADERSHIP 6/30/ /15/ /15/1986 WEBB HALLIE SHS 51070A RG F ED LEADERSHIP 6/30/ /6/2001 8/6/2001 WEST SHAWN SMS 51069A RG F ED LEADERSHIP 6/30/ /10/1998 8/10/1998 WHIDDEN SHERRI AES 51068A RG F ED LEADERSHIP 6/30/ /19/1985 8/19/1985 WILDER HARVEY FWE 73008C RG F ED LEADERSHIP 6/30/ /15/1988 7/23/2001 WILSON ALENCIA APM 51069A RG F ED LEADERSHIP 6/30/ /24/1982 8/24/

112 PNP Program Completers Name Program Dates Completion Date Hired Following School Year Selected For Principal Position Year Selected Lottie Kaye Bowers 9/19/2000 4/5/2002 4/5/2002 Yes Yes 1/2/2004 Lauris Stivender 9/18/2000 5/15/2002 5/17/2002 Yes Yes 7/1/2002 Carol Revels 8/24/2001 4/7/2003 4/7/2003 Yes No N/A Harvey Wilder 8/31/2001 4/29/2003 4/29/2003 Yes No N/A James Howard 8/27/2001 5/12/2003 5/12/2003 Yes No N/A Stuart Guthrie 8/27/2001 5/14/2003 5/14/2003 Yes Yes 5/1/2006 Deborah Wood - 12/17/ /17/2004 Yes No N/A Linda Laye 8/20/2003 4/26/2005 4/26/2005 Yes No N/A Christopher Doty 8/19/2003 5/20/2005 5/20/2005 Yes Yes 7/2/2007 Brenda Longshore 8/26/2003 6/7/2005 6/4/2005 Yes Yes 7/2/2007 Laura Waldon 1/28/ /16/ /16/2005 Yes No N/A Andrew Lethbridge 8/8/2004 5/30/2006 5/30/2006 Yes Yes 7/2/2007 Katina Kramer 12/8/2004 6/15/2006 6/15/2006 Yes No N/A Tealy Williams 8/1/2005 3/12/2007 3/12/2007 Yes No N/A Ted Evans 8/22/2002 4/16/2007 4/16/2007 Yes No N/A Karin Doty 3/15/ /6/ /6/2007 Yes No N/A 112

113 Current PNP Participants Revised Oct Name School Program Dates Comp. Date Date Andrew Lethbridge CTES Aug Aug May 30., 2006 Katina Kramer LPMS Dec Dec June 15, 2006 Tealy Williams SHS Aug Aug March, 2007 Ted Evans HGMS Aug Aug, 2006? April 16, 2007 Karin Doty AES Mar Mar Nov. 6, 2007 Seth Lambert APHS Aug Aug Valerie James LPES Aug Aug Michael Haley LPHS Aug Aug April 15, 2008 Julia Burnett LPMS Aug Aug Page Green CTES Aug Aug Debra Thompson PES Aug Aug Sandra Johnson APHS Aug Aug Doug Thoburn SMS New A.P. (not PNP participant) Carey Conner LPE Aug Aug Carla Ball MEM Aug Aug Melissa Blackman WES Aug Aug Margie Rhoades HGMS Aug Aug Jackie Allen SMS Aug Aug

114 Aspiring Administrator Leadership Training Interested Participants 4/25/2007 Name School Ed Leadership FELE WCG Degree Complete Training Linda Albritton Avon Park Middle yes yes no Jackie Allen Avon Park Middle yes yes yes Melissa Blackman ESE yes yes yes Ilene Eshelman Sebring High yes yes yes Jeannie Inagawa Sun N Lake Elementary yes yes no Sandra Johnson Avon Park High yes yes yes Hired as AP School Year (moved to PNP list) Pam Lanier Avon Elementary yes yes no Ted Pool Avon Elementary yes yes yes Patricia Portis Hill-Gustat Middle yes yes no Margie Rhoades Sebring Middle yes yes yes Tami Saunders Lake Placid Middle yes yes no Linda Slicker Hill-Gustat Middle yes yes yes Debra Thompson Park Elementary yes yes yes Hired as AP School Year (moved to PNP list) John Varady Lake Placid Elementary yes yes no Betsy Veith Fred Wild Elementary yes yes yes Hallie Webb Sebring High yes yes yes Shawn West Sebring Middle yes yes no Sheri Whidden Avon Elementary yes yes yes Alencia Wilson Avon Park Middle yes yes yes 114

115 Section II Leadership Development For School-Based and District-Level Administrators: Aspiring Administrators Preparing New Principals (PNP) Program New Principal Protégé (NPP) Program Management Training Opportunities

116 The School Board of Highlands County PREPARING NEW PRINCIPALS PROGRAM (PNP) Department of Human Resources, Recruitment, and Professional Development Revised August 2010

117 TABLE OF CONTENTS I II III IV V VI VII LEAD Program Overview Developing Teacher Leaders Aspiring Administrator Training PNP Program Goals Responsibilities Planning meetings Portfolio Program evaluation Administrator Training PNP Introduction & Instructions Participant Information Form Welcome Letter PNP Protocol PNP Timeline PNP Program Forms, Required Documents and Due Dates PNP-1 Strengths and Developmental Needs Worksheet PNP-2 Participant Self-Appraisal Form PNP-3 Individual Leadership Development Plan Support Team Review Form PNP-4 (Form located in Section V) PNP-5 Support Meeting Schedule Form PNP-6 Support Team Observation Log PNP-7 (Form located in Section VII) PLI-Professional Learning Inventory Instructions and Report ILDP-Individual Leadership Development Plan Leadership Standards Documentation Logs for Leadership Standards Principal Leadership Standards: Sample Key Indicators for Entry Level Principals Program Assessments PNP Leadership Standards Assessment Matrix PNP-4 Principal Leadership Standards Competency Rating Form Leadership Development Resources Florida School Principal Certification Recommendation Form PNP-7 Florida School Principal Certification Recommendation Form VIII Program and Participant Survey Forms 117

118 SECTION I LEAD PROGRAM OVERVIEW 118

119 LEADERSHIP EFFECTIVENESS, ASSESSMENT, AND DEVELOPMENT PROGRAM (LEAD) Introduction The School Board of Highlands County Leadership Effectiveness, Assessment and Development (L.E.A.D.) Management Program includes developing Teacher Leaders and Aspiring Administrators, Preparing New Principals, and training existing administrators to become effective high-performing leaders of learning based upon the Department of Education s William C. Golden (WCG) School Leadership Development Program s Leadership Standards. The Director of Human Resources, Recruitment and Professional Development (HRRPD) and/or his/her designee will be responsible for the direction and facilitation of the Program. The Leadership Development Program is designed to: 1. Meet the requirements of the State of Florida WCG School Leadership Development Program and Principal Leadership Standards; 2. Direct focus on student growth and achievement; 3. Facilitate continuous improvement of the individual and organization; 4. Align with roles, responsibilities and expectations of the organization; 5. Maintain a consistent, on-going program that is relevant to the goals and career path of the individual; 6. Provide orientation and support to new administrative staff as well as existing administrators. The Director of HRRPD shall assess projected administrative needs and prepare an annual report of potential administrative vacancies anticipated for the next three to five years. The district s planning process shall consider the impact these personnel changes will have on district programs and reflect adjustments as necessary. The report will be submitted to the Superintendent for review and/or discussion and the Superintendent will update the School Board Members. I. DEVELOPING TEACHER LEADERS School-based and district-based administrators will identify teachers who are potential leaders and will assist in directing those individuals in leadership roles and experiences that may lead to other key leadership positions. Such experiences may include teacher-leader team positions, district curriculum team positions, various committee assignments, mentoring responsibilities, supervision of interns or substitute administrative days. Teachers selected for quasi-administrative positions such as school and district resource teachers and teacher-leader teams should have made at least an initial commitment to becoming aspiring administrators. Such commitment may include enrollment in Educational Leadership college courses or participation in various training for Aspiring Administrators. 119

120 The Director of HRRPD shall periodically survey school administrators and teachers for interest in leadership development and provide information/direction about Educational Leadership Programs. Additional input from collaboration with higher education leadership program consultants, regional consortia specialists, and/or participation on leadership development committees will be used to enhance program function and continuous improvement for aspiring administrators. II. ASPIRING ADMINISTRATOR TRAINING Those persons who are currently designated as Level I, with certification in Educational Leadership or Administration and Supervision, but who are currently not in the position of assistant principal, may be selected to participate in various Aspiring Administrators training. Training may be provided by the state, district, regional consortia, higher ed partners, or outside agencies/consultants that specialize in leadership development. Selection criteria may include recommendations from supervising administrators, evidence of participation in various leadership roles at the school or district level, and/or previous performance appraisals. Due to limited capacity at various leadership development opportunities, priority consideration will be given to those individuals who have made a commitment to pursue an administrative career path in the district. The length of program participation will depend on the developmental leadership needs of the individual. Successful completion will occur when the candidate fulfills his/her goals as reflected in a Professional Development Plan (may access/utilize the ILDP on the WCG website) or enters the Preparing New Principals (PNP) Program as a new Assistant Principal. The Aspiring Administrators training will consist of the following components: 1. Participants will engage in a variety of personal and professional assessments to determine strengths and developmental needs with regard to leadership development. Prior Learning/Leadership style inventories may be used as well as self-review of experiences in various administrative job functions and environments (WCG/PLI, Educational Impact s 360 degree assessment). 2. Participants will create Professional Development Plans (WCG ILDP) to develop learning goals and provide direction for professional growth. 3. Participants will identify mentors who will agree to assist in providing leadership development opportunities, support and feedback. 4. Participants will engage in a variety of leadership development opportunities such as state and district scheduled professional conferences, seminars covering leadership philosophy and administrative roles/job functions, workshops, shadowing, on-the-job experiences, school-based Teacher-Leader Team positions, district curriculum committees, Professional Educator Competency (PEC)Program Peer-Teacher/Alternative Certification Training for Teachers (ACT) Program Mentor-Teacher, School Advisory Council membership, and attendance at School Board meetings. 5. Participants will maintain a portfolio of materials and information from professional conferences and leadership development opportunities, reflective practices and additional evidence regarding leadership development training or application; Professional Development/Individual Leadership Development 120

121 (ILDP) Plans developed in collaboration with experienced, administrative mentors, will be reviewed periodically to reflect feedback regarding professional growth areas. III. PREPARING NEW PRINCIPALS PROGRAM Successful completion of the Preparing New Principals (PNP) program will lead to Level II Principal Certification. The time it will take to achieve Level II certification is dependent upon a comprehensive experience directly related to the participant s role and responsibilities in accordance with the following eligibility status: 1. Interns: One full year (10 months, of which 180 days release time is minimum) 2. Intern Assistant Principal: One full year (10 months, of which 91 days release time is the minimum) 3. Assistant Principal: All individuals selected to become an assistant principal who do not have Level II Principal Certification will participate in a comprehensive PNP program for two or more years 4. Interim Principal: Assigned one full year (10 months minimum) when deemed necessary by the Superintendent with approval by the School Board 5. District Level Administrator: Two or more years (91 days release time is the minimum) PNP PROGRAM GOALS The Preparing New Principals Program has four major goals as stated below: 1. To assist each participant in identifying his/her strengths and developmental needs in relationship to leadership roles and responsibilities. 2. To provide for professional growth experiences and support in the participant's areas of developmental needs in order to satisfy all competencies relevant to the WCG Leadership Standards. 3. To provide the participant with support, assistance, and counsel/feedback from experienced, high-performing, accomplished administrators. 4. To collect the information necessary to make an informed decision regarding the Florida School Principal certification and future administrative positions. PNP PROGRAM ADMISSION The entry process into the Preparing New Principals Program is as follows: 1. Meet all minimum position requirements for administrative application. 2. Become an assistant principal through the district s selection process. 3. Discuss the PNP program expectations and requirements (the supervising principal/supervisor and the potential participant). 4. Write a letter (potential participant) to the Superintendent indicating readiness to participate in the PNP program and send a copy to the principal/supervisor. 5. Approval of program participation (by Superintendent) and letter forwarded to Director of HRRPD. 6. Forward PNP portfolio (by Director of HRRPD) to the Supervising Principal. PNP PROGRAM CONTENT The content for the PNP Program consists of six sets of scheduled activities: (1) orientation, (2) diagnostic assessments, (3) on-the-job experience, (4) completion of required program components, (5) support team meetings, and (6) ongoing 121

122 relevant training and professional development. Orientation Prior to beginning their roles in the PNP program, all participants and all members of the support teams will receive an orientation regarding the PNP Program guidelines, expectations and requirements. Diagnostic Assessment PNP participants will participate in assessment activities to determine the relative strengths and areas of developmental need of the individuals, as related to the State s WCG School Leadership Development Program. Each participant will complete a Self-Appraisal (PNP-2) and an online Prior Learning Inventory (PLI) which focuses on the participant s previous leadership experiences. These assessment instruments will primarily focus on the participant s current level of leadership competencies as well as functions and responsibilities of the principal position. During the second year of the program, developing Principals will have the opportunity to participate in a 360 degree assessment exercise with online modules designed to further enhance and develop Principal leadership skills. Participants may also complete personality and/or technical knowledge assessments upon request. Results from these assessment activities may be considered in determining the special training needs of each participant. On-The-Job Experience Each participant will participate in a comprehensive experience as deemed appropriate to the assessed skill level and be provided an opportunity to further develop the essential leadership skills necessary to transition from an early career/entry level administrator to becoming an effective, high-performing schoolbased administrator. These skills will be demonstrated in a full-time, on-the-job, school-based environment. Program Components Participants will complete an online ILDP based on the PLI, self-assessment, and support team s assessments. Prior administrative performance appraisals may be used where appropriate. Evidence of reflective practices and successful on-the-job experience should be used to document satisfaction of leadership competencies. The Principal Leadership Standards Rating Form and assignments will be used to further define mastery of Leadership Standards. Support Team Meetings In addition to the guidance provided by the immediate supervisor, the participant will also benefit from having a support team. Each participant's support team meets at least three times per year to discuss experiences and progress. At these meetings the participant shares critical incidents and/or events experienced on the job and benefits from the feedback and counsel provided by the experienced administrators on the support team. At each meeting there is a review of progress, suggestions for developmental activities or opportunities, and an updating of the Individual Leadership Development Plan and PNP Portfolio. 122

123 Program Extension The PNP Program may be extended for an additional year beyond the initial twoyear program requirement (based on extenuating circumstances). If this is the case, the supervising Principal, Support Team, and Director of HRRPD will collectively determine that it will be an advantage to the participant to further strengthen his/her leadership potential and level of performance. The Superintendent will make the final decision to extend the program participation if extenuating circumstances exist to warrant approval of the requested extension. Upon program extension approval, a revised leadership development plan will be created by the existing support team or a newly appointed support team. Additional assessments may be required to determine an appropriate individual leadership development plan. PNP Training Participants will receive training throughout their PNP experience. This training is geared to the WCG School Leadership Development Program and the functions, role and responsibilities of the principal position in Highlands County, highlighting student growth and achievement. Focus will be given to entry level leadership standards and an effort will be made to individualize, to the degree possible, the training for each participant, based upon assessments/inventories, ILDP, observations, and special developmental needs. Opportunities may include training in three basic areas: 1. Classroom-Based Training will be provided by a variety of resources, agencies, professional organizations, and higher education partners or affiliates. These seminars, academies, workshops, and online modules will provide research-based knowledge to make candidates aware of WCG Leadership Competencies at entry level standards to include Managing the Learning Environment, Learning, Accountability, and Assessment, Technology, Human Resource Development, and Ethical Leadership, and Diversity. Additional leadership standards at the next level may also include Instructional Leadership, Decision-making Strategies, School Vision/Culture, and Communication and Stakeholder Partnerships. The WCG online training program modules (ASAP) will be emphasized. 2. Job Specific Training will be provided to fully inform the candidate of the policies and practices essential to functioning as a school principal. These may consist of district shadowing experiences, various district orientations and training sessions, and conferences/seminars/workshops covering such critical topics as: a. School Finance/Budget/Allocations b. Curriculum c. Facilities and Transportation d. Personnel Practices and Employment Law e. ESOL for Administrators f. Labor Relations g. Student Services h. Vocational and Career Education i. Federal and State Programs; legislation governing public school organizations j. Management Information Services k. Exceptional Student Education l. Professional Development and Professional Development Protocol Review; National State Board Standards m. Overview of System Organization, Policies, and Procedures 123

124 n. Scheduling o. Parental/Community Involvement 3. School Site Training/Field Experiences shall provide the PNP candidate with relevant on-the-job learning experiences. These experiences shall take place primarily at one site but may include visits to other schools sites within the district. These experiences will be guided by the Supervising Principal and may include shadowing of other high-performing principals and/or assignment of projects applicable to the leadership standards learning process. The Supervising Principal is responsible for assigning the field experiences and providing the PNP candidate with opportunities to learn and grow through various means/methods on a continuous basis. The candidate will periodically update the supervising Principal regarding selected field experiences and status of learning opportunities reflected by level of leadership development. The PNP candidate may participate in the following learning-teaching roles under the direction of the Supervising Principal to document the WCG Leadership Development Standards. a. Observation and Demonstration An individual observes an activity or an individual without taking part in the activity. For example, the PNP candidate observes the Supervising Principal or the Supervising Principal observes the PNP candidate or the PNP candidate observes others, providing ongoing feedback. b. Delegated Assignment The Supervising Principal delegates a problem, task or responsibility for the PNP candidate to handle with minimal guidance, providing ongoing feedback. c. Supervised Assignment The Supervising Principal assigns the PNP candidate a specific task and provides training and supervision, offering ongoing feedback. d. Cooperative Assignment The Supervising Principal and PNP candidate work as peers in a collegial relationship in a specific situation. e. Structured Study The PNP candidate completes a structured training module or other professional development activity which is reviewed by the Supervising Principal and discussed collaboratively. f. Informal Study The PNP candidate completes a self-study program resulting from a diagnosis by the Supervising Principal and/or self-diagnosis. g. Discussion and Reflection The Supervising Principal and PNP candidate discuss topics of professional/personal interest surrounding the field experience such as 1) practical tips or techniques or 2) orientation or briefing on a task, event, or situation. SUPPORT TEAM Each PNP participant will have a support team consisting of the following individuals: 1. The Supervising Principal, 2. A former experienced principal or supervisor with at least three years of school-based administrative experience and 124

125 3. Another experienced professional (principal or district-level administrator), preferably one who holds a valid Florida School Principal Certification. Support team members will be recommended by the Supervising Principal to the Superintendent. Should the participant not have a former principal available, the Supervising Principal will recommend an appropriate substitute who meets the qualifications for experience and success in the field. RESPONSIBILITIES OF THE SUPERINTENDENT The Superintendent will have the following responsibilities in the Preparing New Principals Program: 1. Forward participant s readiness letter to Director of HRRPD; 2. Approve the candidate s support team members recommended by the Supervising Principal; 3. Address any issues which arise during program implementation; 4. Review completed portfolios and discuss candidate s status, accomplishments, and/or performance deficiencies with Director of HRRPD; 5. Assess status, where appropriate, with Supervising Principal, Support Team Members and Director of HRRPD to determine successful completion; a oneyear extension of the program may be granted under special circumstances; 6. Make the final Florida School Principal Certification recommendation decision. RESPONSIBILITIES OF HRRPD The Director of HRRPD will have the following responsibilities in the Preparing New Principals Program: 1. Coordinate/facilitate PNP Program guidelines/implementation; 2. Plan/deliver the program orientation session; 3. Participate in the support team training; 4. Provide portfolio materials; 5. Notify candidates of participation in professional development activities, trainings, workshops, conferences and academies relevant to program requirements and job responsibilities; 6. Conduct mid-program review and assessment; 7. Review completed program portfolio for satisfaction of program requirements and sign-off if approved; 8. Return incomplete program portfolios to participants for further review with Supervising Principal and Support Team Members; provide remediation, corrections and/or additional documentation where necessary; 9. Forward portfolio to Superintendent for final review and approval for recommendation of Florida School Principal Certification; 10. Survey participants, principals and support team for end-of-program assessment and possible revision. RESPONSIBILITIES OF THE SUPERVISING PRINCIPAL The Supervising Principal will have the following responsibilities in the Preparing New Principals Program: 1. Recommend the other administrators for the support team, in consultation with the Superintendent; 2. Submit the letter to the Superintendent naming the team being recommended; 125

126 3. Participate in the program orientation and training for support team members; 4. Schedule and conduct the planning meeting for the participant; 5. Complete, in consultation with other support team members, the Strengths and Developmental Needs Worksheet (PNP-1) on the participant and assist participant with Individual Leadership Development Plan (ILDP); 6. Facilitate, update, and maintain the PNP Portfolio timeline and requirements; 7. Maintain a Support Team Observation Log (PNP-6); 8. Schedule and conduct the review team meetings; 9. Provide support and assistance to the participant as needed; 10. Complete each of the required ongoing evaluations of the participant; 11. Schedule and conduct the year-end performance review of the participant; 12. Sign and submit the completed portfolio to the Director of HRRPD for review and approval to forward to the Superintendent for final recommendation of Principal Certification; 13. Complete program assessment survey and return to Director of HRRPD. The supervising principal will receive supplemental compensation based on the current salary schedule at the time that the portfolio is completed and forwarded to the Director of HRRPD. RESPONSIBILITIES OF THE SUPPORT TEAM MEMBERS The following are responsibilities of the support team members with regard to the Preparing New Principals Program: 1. Participate in the program orientation and training provided for support team members; 2. Participate in the planning meeting; 3. Provide support, feedback and assistance to the participant, as needed; 4. Complete Strengths and Developmental Needs Worksheet Form (PNP-1) in consultation with Supervising Principal and assist participant with Individual Leadership Development Plan (ILDP); 5. Maintain a Support Team Observation Log (PNP-6); 6. Complete and return program survey/assessment forms; 7. Attend all review meetings; 8. Contribute to the ongoing evaluation of the participant; 9. Verify successful completion of program (final sign-off) RESPONSIBILITIES OF THE PNP PARTICIPANT The following are responsibilities of the participant with regard to the Preparing New Principals Program: 1. Read and sign PNP Program Letter/Statement of Understanding regarding program requirements; 2. Discuss the PNP program expectations and requirements with the supervising principal and submit program participation request letter to Superintendent and Director of HRRPD indicating readiness to begin the program; 3. Participate in the orientation provided for all PNP participants; 4. Attend and participate in the planning meeting; 5. Complete Participant Self Appraisal (PNP 2) and Prior Learning Inventory (online via WCG website); participant may have completed inventory 126

127 previously during application process as required component of online administrative application; 6. Initiate work on ILDP collaboratively with Supervising Principal and Support Team; provide feedback regarding program needs/concerns and field experiences/learning opportunities; 7. Maintain a log of activities/accomplishments using the Principal Leadership Competency Rating Form (PNP-4) and other formats as chosen by the participant and approved by the Supervising Principal; 8. Attend and participate in all review meetings; 9. Participate in the individualized training opportunities identified by the Supervising Principal and support team and/or recommended by the Director of HRRPD; 10. Complete all additional required assignments to demonstrate Principal Leadership Standards competencies and to meet program requirements; 11. Attend and participate in the year-end performance review; 12. Successfully demonstrate mastery of each of the WCG Leadership Standards including Satisfactory or above ratings on performance appraisals; 13. Achieve significant progress toward accomplishing all individual goals; 14. Complete program assessment survey and return to Director of HRRPD. PROGRAM ORIENTATION A L.E.A.D. Management Program orientation, to include the PNP Program, will be provided to the School Board and all administrative staff. Prior to beginning their roles in the Preparing New Principals Program, all participants and all members of the support teams will participate in an orientation regarding the Preparing New Principals Program. The orientation will focus on the rationale and procedures for the program as well as program expectations/requirements, and will orient all participants regarding their respective roles in the program. The orientation program will be designed and delivered by the Director of HRRPD with input from experienced Principals and other appropriate stakeholders. SUPPORT TEAM TRAINING One of the responsibilities of support team members will be to participate in training topics identified for support team members. The contents of this training program will be determined by the Director of HRRPD and supervising Administrators. The training content may include such topics as Managing Performance, Interaction Management, Conflict Resolution, and Coaching and Feedback Skills. Such training may be provided by the district or by outside consultants (regional consortia, DOE educational partners, higher ed/community business partners). PREPARING FOR THE PLANNING MEETING The following steps will occur prior to the initial planning meeting of the PNP participant and support team. 1. Within the first ten workdays following appointment as a participant, the Supervising Principal will identify the support team members. 2. Within the first twenty workdays following appointment, the Supervising Principal will notify the participant and support team members of the time and place for the planning meeting. 3. Prior to the planning meeting the Supervising Principal will collect the data 127

128 necessary to complete a diagnostic profile on the participant. The supervising principal will tap as many of the following data sources as are available: a. assessment results; b. personality inventory results; c. previous performance appraisal results; d. interview with the participant s previous supervisor; e. technical knowledge assessment results; f. Targeted Selection Interview results; g. interview with the participant; h. personal knowledge of participant s previous assignments and work style. 4. Prior to the planning meeting, the supervising principal will convene a meeting of the entire support team. The supervising principal will share with the team all of the diagnostic information available on the participant, and the team will collaborate on the completion of the Strengths and Developmental Needs Worksheet (PNP-1). 5. Prior to the planning meeting, the supervising principal will ask the participant to complete a self-appraisal of strengths and developmental needs, using the PNP Participant Self-Appraisal Form (PNP-2) and the online Prior Learning Inventory (PLI). The participant will bring the completed selfappraisal form and learning inventory report to the planning meeting. CONDUCTING THE PLANNING MEETING Within the first thirty workdays following appointment as an intern, each participant will meet with his/her support team for an initial planning meeting. The following activities will occur during the initial planning meeting. 1. The participant will be asked to share the results of his/her self-appraisal and Prior Learning Inventory (PLI). Previous performance appraisals may also be considered. 2. The participant and support team members will review the Strengths and Developmental Needs Worksheet (PNP-1) and PLI. The support team members and the participant will discuss past experiences; the lack of experience in a given leadership competency area may indicate a developmental need. For instance, if the participant has not had experience with developing budgets, this would indicate a developmental need which the Individual Leadership Development Plan (ILDP) would need to address. 3. The support team will identify three to six goals related to the participant s developmental needs. 4. The support team and participant will identify the specific training/leadership development experiences which will be provided. This information will be recorded on the ILDP. 5. The support team will review with the participant the Principal Leadership Competency Rating Form (PNP-4) in conjunction with the Leadership Standards for Entry Level/Early Career Principal based on the WCG School Leadership Development Program. The purpose of this activity is to assure that the participant is aware of his/her specific performance expectations as they align with the competency level of leadership program standards. The support team will review with the participant the criteria that will be applied in reaching a decision regarding Florida School Principal Certification. To be eligible for certification, the participant must: 128

129 a. receive a satisfactory rating or above on each of the leadership standards (performance appraisal and program requirements); b. demonstrate significant progress on all of the individual goals (ILDP); c. complete all activities and assignments that demonstrate competency in each of the leadership standards; d. receive Supervising Principal and Support Team sign-off ; e. receive program portfolio approval by the Director of HRRPD; f. receive final approval and recommendation for Principal Certification by the Superintendent. 6. The support team members will discuss and agree upon what observations each team member will make and how those observations will contribute to decisions regarding whether mastery of the leadership standards have been demonstrated. 7. The participant and support team members will agree upon a meeting schedule. This meeting schedule will vary based on the participant s past experiences and identified developmental needs. However, as a minimum, the participant and the support team will be scheduled to meet three times per year. 8. The participant and support team will complete a PNP Support Meeting Schedule Form (PNP-5). 9. Upon completion of the planning meeting, the following materials will be placed in the PNP Portfolio: a. a copy of the completed Strengths and Developmental Needs Worksheet (PNP-1) and the PLI report; b. a copy of the Meeting Schedule Form (PNP-5); c. a copy of the Individual Leadership Development Plan (ILDP); d. a copy of the Principal Leadership Competency Rating Form (PNP-4). SUPPORT TEAM ACTIVITIES Each support team member will have the responsibility of conducting observations of those skills which he/she was assigned during the planning meeting. The observations will occur in accordance with the schedule agreed upon at the planning meeting. It is anticipated that each team member will complete at least one observation per semester; however, the Supervising Principal should observe the participant often throughout the year. The support team member should conduct the observations in an informal manner, and in the spirit of providing assistance to the intern/pnp Participant. The team member should remember that his/her role is primarily one of support and feedback, not formal evaluation. The results of each observation should be recorded in the Support Team Observation Log (PNP-6) by the support staff member. Entries in the log should include the date of the observation, the observation setting, the competency or goal being observed, and a brief summary of what was observed. A copy of each support team member's log will be included in the portfolio at the subsequent support team meeting. 129

130 CONDUCTING PNP MEETINGS PNP meetings will occur at least three times a year. During each of the meetings, the following activities will occur: 1. The support team members will meet without the participant present to discuss information related to his/her performance. At these meetings the support team members also will discuss the participant s performance relative to the competencies listed on the Principal Leadership Competency Rating Form (PNP-4). Any area(s) where the participant has demonstrated competence will be rated as meets expectations by the Supervising Principal. Also to be noted are areas where the participant has either: (1) not demonstrated satisfactory performance and/or (2) demonstrated unprofessional, inappropriate, and/or unacceptable behavior. One purpose of these meetings will be to provide an opportunity for each support staff member to share with other support staff members the results from the observations he/she conducted since the planning meeting or previous PNP meeting. Based upon these observations, the support staff members will plan their strategy for providing feedback to the participant. 2. The participant will meet with the support team members and this segment of the meeting will begin with the participant sharing information relative to his/her self-assessment of progress and prior learning inventory. The participant will: (1) share areas of accomplishment, (2) identify specific leadership standards which he/she feels have been demonstrated, and (3) identify any areas where he/she is experiencing difficulty or requests further development. 3. The Supervising Principal will share with the participant the support team members' perceptions concerning the same three areas (listed in #2 above) where the participant conducted his/her self-assessment and completed the learning inventory. 4. The support team and participant will update the ILDP. Updating will entail: (a) indicating any observed progress relative to a developmental need, (b) identifying new training/development experiences relative to a previously identified developmental need, and/or identifying new developmental needs. The Supervising Principal may also use Performance Appraisal results to modify the Leadership Development Plan. 5. Additional activities and assignments will be discussed and implemented where further development is indicated. The Leadership Competency Rating Form and competency indicators will provide the opportunity to enhance required Leadership Standards to meet program requirements. 6. The support team and intern/pnp Participant will verify the date for the next PNP meeting. 7. By the end of each PNP meeting, the following notations or entries will be made in the PNP Portfolio: a. the ILDP will have been updated; b. Support Team Observation Logs (PNP-6) will have been added; c. supportive evidence of performance competency may have been added by either the participant or support team members. 130

131 PNP PORTFOLIO Each participant will have a PNP Portfolio. The portfolio will be originated during the planning meeting and will be updated at each PNP meeting. The Supervising Principal will have responsibility for facilitating, updating and maintaining the program portfolio requirements. The portfolio will consist of a notebook or file into which the following materials will be placed: 1. a copy of the documents used in the planning meeting (PNP-1, PNP-3, PNP-4, and PNP-5); 2. assessment/inventory forms and information 3. Individual Leadership Development Plan (ILDP) 4. copies of all Support Team Observation Logs (PNP-6); 5. any required materials, products, or evidence which exemplify the participant's performance (other documentation may be at the discretion of the Supervising Principal, participant or support team members); 6. a copy of the composite Principal Leadership Competency Rating Form (PNP- 4); 7. a copy of the Florida School Principal Certification Recommendation Form (PNP-7). END OF PNP PROGRAM PARTICIPANT EVALUATION The following procedures will be used to conduct the evaluation of the PNP Program for each participant. 1. The Supervising Principal will finalize rating the leadership standards and competencies as meets expectations / does not meet expectations from the completed Principal Leadership Competency Rating Form (PNP-4) provided by the participant; does not meet expectations ratings will be given opportunities for correction and or further development throughout the program and prior to final program evaluation; various leadership development training sources (WCG online modules/asap, Educational Impact, higher education collaborative training partnerships, leadership academies, professional conferences, district-driven professional development requirements, etc.) will be used to assess and assist the participant in meeting required leadership program competencies and/or individual program extension remediation plans. 2. The Supervising Principal will schedule a final summary PNP review meeting; participants will include only the Supervising Principal and the PNP participant. 3. The Supervising Principal will share with the participant during the final summary PNP meeting the rating results from the Principal Leadership Competency Rating Form (PNP-4) as well as results of previous additional opportunities for development, where appropriate. 4. The Supervising Principal will give the participant an opportunity to discuss their program success or needs and present information or documentation that reflects a different level of performance should the participant not agree with any of the ratings. 5. The participant will have an opportunity to include a statement to accompany the form if he/she so desires. 6. The Supervising Principal will complete the Florida School Principal Certification Recommendation Form (PNP-7); support team members will be asked for input into the final approval process indicated by their 131

132 signatures. 7. The supervising principal will insert in the PNP Portfolio the completed copy of the Principal Leadership Competency Rating Form (PNP-4) and the Florida School Principal Certification Recommendation Form (PNP-7). 8. The completed portfolio will be forwarded to the Director of HRRPD for review of program components and subsequently to the Superintendent for approval. 9. The Superintendent will make the final decision regarding recommendation for Level II Florida School Principal Certification. 10. If the PNP participant is not recommended for certification (due to extenuating circumstances determined by Supervising Principal, Director of HRRPD and Superintendent) the Superintendent may allow the participant one additional year to complete the program's requirements, either with the same support team or a new team. PNP PROGRAM ASSESSMENT Participant and program survey/assessment forms (pg at the end of PNP Program Section) will be completed by the PNP participant/a.p., the first-year Principal after completing the program, and the supervising New Principal Mentor (pg at the end of New Principal Protégé Program Section). The compilation of results of participant and program surveys/assessments will be used to plan, strengthen and further define program components and leadership development opportunities. When appropriate, a committee comprised of various program stakeholders may be convened to review program data and make necessary revisions for the purpose of continuous improvement. IV. ADMINISTRATOR TRAINING New demands for school leaders and the changing face of school leadership require specialized knowledge and skills of Principals. The ongoing process of producing effective school leaders who demonstrate standards that affect school change and impact student achievement involves leadership development at three administrative levels: Entry Level/Early Career Assistant Principals and Principals, Experienced Assistant Principals and Principals, and Career/Accomplished or High- Performing Principals. In accordance with the Department of Education s William Cecil Golden Leadership Development Program and The School Board of Highlands County L.E.A.D. Management Program, leadership development opportunities appropriate to individuals experiences and developmental needs will be provided for all levels of administrators. Results from Performance Appraisals, School Improvement Plans, and Individual Leadership Development Plans will also be used to identify districtwide leadership professional development training needs. Periodic interest surveys and needs assessments for professional training topics will be conducted to assist in the Human Resources, Recruitment, and Professional Development Department s (HRRPD) Comprehensive Planning Process for professional development offerings. 132

133 Training for administrators will focus on providing high standards for school leaders and support for Principals as instructional leaders. Beginning with Level I Entry- Level Administrators through Level III Career/High Performing Principals, emphasis on developing and mastering leadership standards will include the following areas: Level I: Entry-level Assistant Principals and Early Career/New Principals Learning, Accountability and Assessment Managing the Learning Environment Human Resource Development Technology Ethical Leadership Diversity Level II: Current/Experienced Assistant Principals and Principals Instructional Leadership Decision-Making Strategies School Vision and Culture Building Community and Stakeholder Partnerships Level III: Current Experienced/Career, Accomplished, or High-Performing Principals: Establish goals and strategies in conjunction with school/district support team to lead change Develop a learning project around the implementation of a school reform effort with a goal resulting in increased student achievement Serve as mentors to aspiring and beginning principals Train and prepare high-performing principals to deal with challenging growth opportunities. ADMINISTRATOR RECERTIFICATION All school-level and certain district-level administrators are expected to hold and maintain a valid five-year professional educator s certificate reflecting the appropriate administrative coverage. District inservice workshops and ongoing professional development training, conferences, and courses may be used to accumulate the required 120 inservice points to renew the administrator s Florida Educator Certificate. Professional Development components aligned with the WCG Leadership Development Program and the L.E.A.D. Management Plan s emphasis on development of school leaders are listed and described in the district s Master Inservice Plan. The Professional Development Management System (My-Points.org) is used to notify, register, and record activities that result in the assignment of inservice points for certificate renewal. This section of the LEAD Management Program was revised by the Department of Human Resources, Recruitment and Professional Development from the latest version (1998) of the Human Resources Management Development Plan (HRMD) and the Florida William C. Golden School Leadership Development Program. The revised program was reviewed, evaluated and edited by a district and school-based administrative review team with final approval by the Superintendent and the School Board. May,

134 SECTION II PROGRAM INTRODUCTION AND INSTRUCTIONS 134

135 SCHOOL BOARD OF HIGHLANDS COUNTY Preparing New Principals Program (PNP) Participant Information Biographical Information PNP Participant Name Title School School Year Beginning date of PNP Program Completion date of PNP Program Support Team Members Supervising Principal Support Team Member Support Team Member Please send a copy of this completed form to Sandy Smith in the Office of Professional Development 135

136 PREPARING NEW PRINCIPALS PROGRAM WELCOME LETTER & STATEMENT OF UNDERSTANDING Welcome PNP Program Participant! The Preparing New Principals Program (PNP) is a two-year leadership development training program focused on developing high performing leaders of learning. It is designed to meet leadership standards and statutory requirements of the State of Florida William Cecil Golden Leadership Program and provide orientation, support and assistance to new administrative employees. The program will be ongoing and aligned with specific job responsibilities and organizational expectations that impact student growth and achievement as well as provide and promote professional career goals and continuous improvement of the individual, program and organization. The timeline that it takes to achieve Level II Certification is dependent upon the participant s comprehensive experience directly related to his/her specific job responsibilities and the individual s ability to meet the leadership competencies outlined in the program requirements. Options are available to request an extension of the training program should extreme extenuating circumstances exist that prohibit successful completion within the two-year time period. Recommendations for successful program completion are made by the Supervising Principal with input from Support Team Members and the Director of Human Resources, Recruitment and Professional Development. Subsequently, successful completion of the PNP Program will lead to the Superintendent s recommendation of Level II Principal Certification. Reappointment in an Assistant Principal position for the following school year immediately after completion of the PNP Program is contingent upon the following: Satisfactory or higher performance appraisals during the PNP Program Successful completion of program/portfolio requirements documenting leadership competency in all program areas Recommendation by Principal, Support Team, and Director of HRRPD Superintendent s approval and recommendation for Level II Principal Certification Failure to successfully complete the leadership training program will result in a recommendation for withdrawal from the program and will affect the participant s eligibility for reappointment as an Assistant Principal in the district. The PNP Program was developed and structured to help ensure that the program participant receives the necessary assistance to be successful. Therefore, it is the school district s desire and intent to fully support your administrative experience and provide you with the tools and resources you need to demonstrate and enhance your leadership skills. We welcome your participation in the Principal training program and invite you to contact us if you have any questions and/or concerns. Sincerely, Wally Cox Superintendent Vivianne Waldron Director of Human Resources, Recruitment and Professional Development My signature below signifies that I have read and understand the conditions/requirements of the PNP Training Program described above. PNP Participants signature cc: Personnel file Date 136

137 Preparing New Principals (PNP) Protocol The following checklist is offered to assist all program constituents through the PNP Program process: Checklist Participant writes a letter to the Superintendent indicating intent to participate in the district PNP Program (cc: Human Resources/Professional Development Coordinator) Participant signs Statement of Understanding Principal recommends other administrators for Support Team Members (with the superintendent s approval) Principal submits Support Team names in writing to the Superintendent HRRPD Director schedules/conducts orientation meeting for PNP participant (Participant, Principal and HRRPD Director must attend) Participant completes Participant Information Form Principal (and HRRPD Director if needed) provides orientation/training for PNP participant and Support Team Members Principal schedules/conducts planning meetings for PNP participant and Support Team Participant completes Self-Appraisal (PNP-2) and on-line Prior Learning Inventory (PLI) Participant works with Support Team to complete Strengths and Developmental Needs Worksheet (PNP-1) Participant begins on-line ILDP with input from Support Team based on PLI and other assessments Principal maintains/updates and oversees the PNP Portfolio with participant and Support Team Members Participant and Support Team maintain the Support Team Observation Log PNP-6 Principal schedules and conducts Support Team meetings Participant works on completing various program requirements: WCG Leadership Standards via online modules, district professional development offerings, leadership academies, professional conferences via regional consortia, higher education institutions, and DOE/professional partners; Leadership Standards Competency Dimensions in areas of Developmental Needs (PNP-4), reflective practices, field experiences and other evidence of meeting competency standards directly related to administrative responsibilities Principal and Support Team complete observations and evaluations as required HRRPD Director surveys participants, Principal and Support Team for mid-program review in standards assessment 137

138 PNP PROTOCOL Page 2 Participant completes 360 degree assessment in second year of program participation to determine strengths and/or further development in identified areas of leadership competency (when required) Supervising Principal reviews Competency Dimensions and verifies successful program completion by signing the Principal Leadership Standards Competency Rating Form (PNP-4) Principal conducts end of program review/assessment Principal and participant complete ALL requirements for PNP Portfolio; Principal signs Florida School Principal Certification Recommendation Form and forward to Sandy Smith in the Office of Professional Development for the HRRPD Director s review, approval and signature; PNP recommendation is submitted to Superintendent Guidelines The guidelines and sequence of required activities are clearly outlined in the PNP Portfolio itself; may also refer to PNP Program Matrix for program components timeline. Support Team Members Will consist of the Supervising Principal and two others a former experienced principal AND another professional/administrator who may be an experienced principal or district-level administrator who (preferably) holds Principal Certification and/or has previous successful school Principal experience. Professional Development Opportunities As part of the PNP Program, the District encourages and funds specific professional development training opportunities for the PNP Participants to attend. Participants will be notified when opportunities arise. Included (however not limited to) each year are: FPMS Training The Assistant Principals Conference DOE & Professional Partners William Cecil Golden Leadership Development Academies, Conferences or Workshops SACS Review Training Targeted Selection Interview Training ESOL for Administrators HEC Leadership Conference Model Schools Conference Facilitative Leadership Classroom Walk-Through Training 138

139 Year One PNP PROGRAM TIMELINE FOR LEADERSHIP DEVELOPMENT Program Components: Two-Year Timeline Program Entry Program Entry to Mid-Year (First Days in Program) (After 60 Days in Program) PNP Intent Letter to Superintendent Sign Statement of Understanding Principal Recommends Support Team Superintendent Approves Support Team Program Orientation for Participant, Supervising Administrator and Support Team Members Complete Participant Information Form Support Team/Participant Planning Meeting Complete Self-Assessment (PNP2) Complete Prior Learning Inventory (PLI) Support Team Complete Strengths/Needs Worksheet (PNP1) Begin Online ILDP/Develop Goals with Support Team Assign Field Experiences Begin PNP Portfolio Documentation Begin Observations *Begin Program Leadership Development Training Requirements (Focus on WCG Entry Level Standards: Online Modules, District In-Service, Higher Ed Collaborative Workshops/Regional Consortia, Leadership Academies, etc.) Begin Work on Principal Leadership Standards and Competency Indicators for Identified Developmental Areas Assess Goals/Continue Work on ILDP Continue Support Team Meetings-Feedback and Revision to ILDP Continue Assigned Field Experiences Continue Observations and Maintain Support Team Observation Log Required District Professional Development Continue PNP Portfolio Documentation Mid-Year Participant/Program Review Meeting 139 Mid-Year to End-of-Year *Continue Leadership Development Training Requirements Continue PNP Portfolio Documentation Continue District Program Professional Development Activities Continue Field Experiences Continue Support Team Meetings Continue Observations/Support Team Log Assess Goals/Revise ILDP Where Needed Continue Work on Principal Leadership Standards and Competency Indicators for Identified Developmental Areas Mid-Program Leadership Standards Competency Indicators Evaluation Support Team Review Form End of First Year Participant and Program Review Meeting Administrative Performance Appraisal *WCG Leadership Standards: Managing the Learning Environment, Learning, Accountability, and Assessment, Technology, Human Resource Development, Ethical Leadership and Diversity District Professional Development: FPMS Training, SACS Review Training, Assistant Principal s Conference, HEC Leadership Conference, Performance Appraisal Orientation, Facilitative Leadership Training, Classroom Walk-Through Training Beginning of Year Two Beginning to Mid-Year Mid-Year to End of Year Year Two 360 Degree Assessment (Ed Impact/ASAP) Determine Second-Year Growth/Needs Areas Assess Goals/Revise ILDP Where Needed Continue Work on Principal Leadership Standards and Competency Indicators for Identified Developmental Areas *Continue Leadership Development Training Requirements Continue PNP Portfolio Documentation Continue District Program Professional Development Activities Continue Field Experiences Continue Support Team Meetings Support Team Continue Observations/Support Team Log *Continue Leadership Development Training Requirements Continue Work on Principal Leadership Standards and Competency Indicators for Identified Developmental Areas Continue PNP Portfolio Documentation Continue District Program Professional Development Activities Continue Field Experiences Continue Support Team Meetings Support Team Continue Observations and Support Team Log Mid-Year Participant/Program Review *Continue Leadership Development Training Requirements Continue Work on Principal Leadership Standards and Competency Indicators for Identified Developmental Areas Continue District Program Professional Development Activities Continue Field Experiences Complete All Requirements for PNP Program Portfolio Final Assessment Rating of Competency Indicators/Completion Verification Support Team Completes All Observations Final Support Team Meeting/Forms Conduct End of Program Review Complete Program Survey Supervising Administrator Submits Program Completion/Recommendation Form to HRRPD Director for Review Superintendent Recommends for Level II Principal Certification PNP Program Completer Applies for School Principal Certification Administrative Performance Appraisal *WCG Leadership Standards: Managing the Learning Environment, Learning, Accountability, and Assessment, Technology, Human Resource Development, Ethical Leadership and Diversity; Optional Year Two Instructional Leadership, Decision-Making Strategies, Vision, Community and Stakeholder Partnerships District Professional Development: Mentoring New Teachers, Targeted Selection Training, ESOL for Administrators, Leadership Academies, Model Schools Conference, HEC Leadership Conference

140 SECTION III PROGRAM FORMS REQUIRED DOCUMENTS AND DUE DATES 140

141 PNP Program Portfolio Forms and Timeline for Completion FORM DESCRIPTION DUE DATE PNP-1 Strengths and Developmental Needs Worksheet The Supervising Principal and Support Team Members collaboratively determine the participant s Strengths and Developmental Needs based upon responses on the Prior Learning Inventory (PLI) and Participant Self-Appraisal Form (PNP-2). PNP-2 Participant Self-Appraisal Form The participant completes this form based upon self-reflective practices and his/her responses regarding leadership experiences and competencies listed on the Prior Learning Inventory (PLI) (if not completed during the application phase, the PLI is required to be completed during the beginning of the participant s experience in the PNP Program) Sept. 1 Aug. 25 PLI ILDP Prior Learning Inventory Completes the online DOE/WCG Prior Learning Inventory; a report is generated for the participant to use to develop his/her ILDP and leadership goals in collaboration with the Support Team Individual Leadership Development Plan This is an ongoing reflective process which will be updated though-out the two-year program; the participant will initially develop the ILDP based on the PNP-1, PNP-2, and PLI Aug. 15 Sept. 15 PNP-3 ILDP Goal Review Form The participant and Support Team Members will complete one Form for each goal listed on the Individual Leadership Development Plan (ILDP)(based on PNP-1, PNP-2, and PLI: areas of leadership development); goals should also align with SIP. Successful completion of program requires documentation of collaborative identification of 3-6 goals PNP-4 Principal Leadership Standards Competency Dimension/Indicators Rating Form Located in Section V, this document will be used to further define mastery of leadership competency based upon the participant s Self-Appraisal Form, Prior Learning Inventory, observations, field experiences, and identification of develop-mental needs on the PNP-1. The Support Team and participant will collaboratively select assignments covering the standards in the identified areas of need; participant will provide evidence of Meeting leadership competencies in each of the standards Sept. 30 Ongoing - to be completed by the end of the program 141

142 Use the PNP Leadership Standards Documentation Log to List activities and place supporting documents (evidence and products) behind each corresponding log PNP-5 PNP Support Meeting Schedule Form To be completed by Supervising Principal or Support Team Member at each meeting. Program requires at least 3 meetings per year. PNP-6 PNP Support Team Observation Log To be completed by Support Team Member for each observation made. Team Members will conduct observations at least once per semester. Supervising Principal observations should be regular and ongoing. Complete at each meeting Complete after each observation PNP-7 Florida School Principal Certification Recommendation Form Located in Section VII, this form will be completed by the Supervising Principal and participant s support team; upon submission of PNP Portfolio recommendation form to the Director of HRRPD, the Superintendent s final approval is required for recommendation of Florida School Principal Certification. Complete after 2 nd year in the program Note: The William Cecil Golden and Educational Impact online training resources are available for use throughout the two-year program. Modules in selected leadership standards may be recommended by the Supervising Principal and Support Team. Additional training in the leadership standards may include professional development training provided by the district, DOE educational partners or higher education institutes, i.e., Leadership Academies, Assistant Principal Conferences, etc. Training should be completed by the participant and documentation provided in the PNP Portfolio prior to successful completion of the program. Documentation will be placed behind the corresponding leadership standard in Section IV. 142

143 PREPARING NEW PRINCIPALS PROGRAM MIS /08 PNP - 1 STRENGTHS AND DEVELOPMENTAL NEEDS WORKSHEET Participant: Date: Support Team Member Completing Form: Note: Mark ( ) a skill area only if the participant has a significant strength or significant developmental need in the area. FLORIDA PRINCIPAL LEADERSHIP STANDARDS Strength Instructional Leadership Need 1. Instructional Leadership 2. Managing the Learning Environment 3. Learning, Accountability, and Assessment Operational Leadership 4. Decision Making Strategies 5. Technology 6. Human Resource Development 7. Ethical Leadership School Leadership 8. Vision 9. Community and Stakeholder Partnerships 10. Diversity FUNCTIONS 1. Curriculum 2. Personnel 3. Student Services (Includes Discipline) 4. Student Activities 5. Transportation 6. Finance/Budget 7. Facilities 8. Community Relations OTHER AREAS 1. School Law 2. School Board Policy 3. Records/Reports

144 PREPARING NEW PRINCIPALS PROGRAM MIS /08 PNP - 2 PARTICIPANT SELF-APPRAISAL FORM Participant: Date: Note: Mark ( ) in the appropriate column for each skill area where you feel you have either significant strength or significant developmental need. FLORIDA PRINCIPAL LEADERSHIP STANDARDS Strength Instructional Leadership Need 1. Instructional Leadership 2. Managing the Learning Environment 3. Learning, Accountability, and Assessment Operational Leadership 4. Decision Making Strategies 5. Technology 6. Human Resource Development 7. Ethical Leadership School Leadership 8. Vision 9. Community and Stakeholder Partnerships 10. Diversity FUNCTIONS 1. Curriculum 2. Personnel 3. Student Services (Includes Discipline) 4. Student Activities 5. Transportation 6. Finance/Budget 7. Facilities 8. Community Relations OTHER AREAS 1. School Law 2. School Board Policy 3. Records/Reports

145 PREPARING NEW PRINCIPALS PROGRAM MIS /10 PNP - 3 Individual Leadership Development Plan Support Team Review Form Participant: Date: Directions: The participant and Support Team Members will complete one form for each goal listed on the Individual Leadership Development Plan (ILDP); program requires successful documentation of 3 6 goals based on identified developmental needs. *EVIDENCE OF SUCCESSFUL COMPLETION FOR EACH GOAL SHOULD BE PLACED BEHIND THE PNP-3 FORM FOR THE CORRESPONDING GOAL. Goal: Applicable Leadership Competency Area: *Recommended Leadership Development Experiences and/or Activities: Review Goal, Provide Comments on Goal Status, and Date/Initial: Goal Review Status Comments: Date: Initials Goal Review Status Comments: Date: Initials Goal Review Status Comments: Date: Initials Upon Completion of Goal: Signatures: Supervising Principal Support Team Support Team PNP Participant Date 145

146 PREPARING NEW PRINCIPALS PROGRAM MIS /08 PNP-5 PNP Support Meeting Schedule Form To be completed by Supervising Principal or Support Team Member at each meeting. Program requires at least 3 meetings per year. Participant: Support Team Members: (1) (2) (3) SUPPORT MEETING DATE TEAM MEMBER INITIALS Planning Meeting (Page 7 & 10) (Program Overview) PNP Meeting PNP Meeting PNP Meeting PNP Meeting PNP Meeting PNP Meeting End of Program Evaluation Meeting 146

147 MIS /08 PNP - 6 PREPARING NEW PRINCIPALS PROGRAM PNP Support Team Observation Log Directions: To be completed by Support Team Member for each observation made. Team Members will conduct observations at least once per semester. Supervising Principal observations should be regular and ongoing. Participant: Team Member: Activity Observed: Competencies Observed: Competencies Met: Competencies Not Met: Comments by Observer: Signature of Observer Date 147

148 Prior Learning Inventory (PLI) The Prior Learning Inventory (PLI) helps you correlate your prior learning with the 10 Leadership Standards contained in the Florida State Board of Education Rule (6B-5.012). Educators seeking leadership roles and to improve their performance in such roles may benefit from use of the PLI. Based on your input, the PLI will create reports that show where your prior learning has prepared you to implement the various standards. Areas you leave incomplete will indicate possible professional growth needs. The PLI is useful as a self-assessment tool to guide your professional growth. It will help guide your reflective study of the Leadership Standards and is a useful addition to application packets for those seeking positions as school leaders. The Reports Once you enter your prior learning into the PLI it presents the information in two reports: the Learning Summary Report and the Detailed Report. The Learning Summary Report lists the Leadership Standards, skill sets, and Relative Leadership Strengths in which you have experience. The Future Learning Issues area of the report summarizes the Leadership Standards and skills sets in which you may wish to pursue further professional growth. The Detailed Report lists all of the specific professional growth experience you have entered into your PLI for each of the Leadership Standards. Upon completion of this program you may print out PDF versions of your reports or, if you choose, you may save the reports to your computer and the PDFs to a Florida School district. School district personnel offices may benefit from information that presents your prior learning in the context of the state Leadership Standards. As your professional growth continues, you may return to the PLI and update your information at any time. Ethical Leadership One of the 10 Leadership Standards focuses on ethical behavior. One aspect of ethical behavior is honest input into the PLI. It is not a replacement for your resume but a special supplement to it. With honest and accurate input, the PLI will help you and your school district review how your prior learning relates to the Leadership Standards. Directions To access the PLI log on to the following website: Create a user name and password Click on Prior Learning Inventory on the left side and follow the directions to complete the PLI. After completion, print out the report You can also access this information via the District Website (HRRPD Web Page - Professional Development under links 2005 Developed by the Council for Educational Change for the Florida Department of Education's DELTA School Leadership Development Program 148

149 Individual Leadership Development Plan ILDP The Individual Leadership Development Plan (ILDP) is an electronic tool to assist in organizing, planning and monitoring your professional development as a school leader. The tool allows you to incorporate your school s student data, school improvement goals and your personal leadership development plan into one electronic document. Place a printed copy of your ILDP behind this tab. Directions: Website: Type in user name and choose password LOGIN Under TOOLS on the left, click on Individual Leadership Development Plan To access your Plan Click where it says - Click here Click e-annual Professional Development Plan button Step 1) Step 2) Select school district Select school Next Select name from list Don t see you name? Click on Don t see your name? Create an account (read directions carefully) 149

150 Section IV Leadership Standards Documentation Logs Principal Leadership Standards: Sample Key Indicators 150

151 Leadership Standards Documentation Log The PNP Log should be used to document activities for each of the competency indicators under the three areas of leadership standards: Instructional Leadership Operational Leadership School Leadership For each activity listed, please provide the evidence, artifacts or products to document successful completion of the competencies. The documentation should be placed behind the corresponding TAB for that particular standard s log. 151

152 PNP Leadership Standards Documentation Log Name: Program Dates: INSTRUCTIONAL leadership Date Task/Activity Description Competency Indicator 152

153 PNP Leadership Standards Documentation Log Name: Program Dates: INSTRUCTIONAL leadership Date Task/Activity Description Competency Indicator 153

154 PNP Leadership Standards Documentation Log Name: Program Dates: OPERATIONAL leadership Date Task/Activity Description Competency Indicator 154

155 PNP Leadership Standards Documentation Log Name: Program Dates: OPERATIONAL leadership Date Task/Activity Description Competency Indicator 155

156 PNP Leadership Standards Documentation Log Name: Program Dates: SCHOOL leadership Date Task/Activity Description Competency Indicator 156

157 PNP Leadership Standards Documentation Log Name: Program Dates: SCHOOL leadership Date Task/Activity Description Competency Indicator 157

158 Principal Leadership Standards Sample Key Indicators For The Entry Level Principal 158

159 Florida Department of Education Principal Leadership Standards Entry Level Principal Vision High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community. Sample Key Indicators at the Entry Level: Can describe how to develop and implement a shared vision and strategic plan for the school Works with staff, students and families to achieve the school s vision Can describe how instructional objectives, curricular goals and the shared vision relate to each other Allows time for the achievement of goals Identifies needs that will be targeted in the shared vision and strategic plan Communicates the school s vision, mission and priorities to the community Understands the basic concepts of the change process Is aware that external influences have impact upon the school Establishes plans to accomplish goals Relates the vision, mission and goals to students Understands the effect of having a community of learners working together Articulates and reinforces the vision in written and spoken communications Instructional Leadership High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills. Sample Key Indicators at the Entry Level Sets annual learning gains, school improvement goals and other targets for instructional improvement Uses data as a component of planning for instructional improvement Includes provisions in the instructional program for students with special needs Engages staff in ongoing study of current best practices Reads research, applied theory and informed practice related to the curriculum Works to create high expectations and standards among the staff, teachers and community members Relates content and instruction to the achievement of established standards by students Provides instructional leadership Is aware of research on instructional effectiveness and will use it as needed Demonstrates knowledge of student performance evaluation Has identified skills necessary for the planning and implementation of improvements of student learning Assesses the curriculum needs in a particular setting Works to relate state standards, the needs of the students, the community and the goals of the school Understands the effect that a positive school culture has on student learning Recognizes differences in the staff s desire and willingness to focus energy on achieving educational excellence Identifies teaching and learning needs among the staff and teachers Communicates the instructional program to the community, the staff and district personnel Models professionalism, collaboration and continuous learning Understands and recognizes the benefits for students in: balanced reading instruction curriculum integration active teaching and learning strategies standards-based instructional programs the use of technology for instructional purposes aligning classroom assessments to standards Managing the Learning Environment High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment. Sample Key Indicators at the Entry Level: Administers policies that provide a safe school environment 159

160 Has a plan for the accomplishment of strategic goals Manages the daily operations of the school Is aware of the various fiscal and non-fiscal resources for the school including business and community resources Manages the school to promote and encourage student learning Uses financial resources and capital goods and services to support school priorities Uses an efficient budget planning process Uses school resources to achieve curricular and instructional goals Understands techniques and organizational skills useful in leading and managing a complex and diverse organization Plans and schedules one s own and others work so that priorities and goals can be met Conforms to legal and ethical standards in the management of the learning environment Community and Stakeholder Partnerships High Performing Leaders collaborate with families, business, and community members; respond to diverse community interests and needs; work effectively within the larger organization; and mobilize community resources. Sample Key Indicators at the Entry Level: Understands how student and family conditions affect learning Identifies opinion leaders in the community and their relationships to the school Communicates the school s vision, mission and priorities to the community Understands the effect that school image caused by impressions created by the students and staff and its use in promoting the school Uses shared leadership and decision-making model in the operation of the school Identifies resources of families, business and community members that could support the school Understands the benefits of having and using a variety of partnerships, coalitions and network Establishes relationships within and external to the school Actively engages the community to promote student and school success Relies on agencies to connect students to the health, human and social services they need to stay focused on learning Provides opportunities to involve family and community in a broad range of school activities Decision Making Strategies High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement. Sample Key Indicators at the Entry Level: Establishes goals and targets Is developing a set of problem solving techniques and decision making skills Understands that events and problems can have a variety of explanations Can explain and defend decisions made Uses data to inform decisions Uses others to assist in the accomplishment of organization goals Supports student learning when making curricular and instructional decisions Has a problem-solving model to use when confronted with unsettled questions or undesirable situations Conforms to appropriate legal standards Makes decisions in a timely fashion using the best available information Provides opportunities to involve family and community in a broad range of school activities Diversity High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community. Sample Key Indicators at the Entry Level: Has skills necessary for interactive and interpersonal situations Understands how multicultural awareness, gender sensitivity and racial and ethnic appreciation affect an educational organization Is able to interact with the various cultural, ethnic, racial and special interest groups in the community Is aware of how the teaching staff provides for the diverse perspectives appropriate to the student population and school community Provides opportunities to involve the school community in a broad range of school activities Interacts effectively with diverse individuals and groups Conforms to legal and ethical standards related to diversity Is perceptive and tactful in dealing with diverse populations Recognizes when crisis communications are necessary and is building a repertoire of skills to deal with them 160

161 Arranges for students and families whose home language is not English to engage in school activities and communication through oral and written translations Defuses contentious situations Has a plan for the hiring and retention of a diverse staff Has a plan to develop ways to improve relations with various cultural, ethnic, racial and special interest groups in the community Technology High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities. Sample Key Indicators at the Entry Level: Is aware of the technology, telecommunications and information systems and their uses to enrich curriculum, instruction and assessment Plans for technology integration for the school community Works with tech-savvy staff to plan for increased technology usage Models the use of technology as a tool in support of both educational and community activities Develops an effective teacher professional development plan to increase technology usage Has assessed and analyzed the extent to which technology has been integrated throughout the teaching and learning environment Within the available resources, increases access to educational technologies within and beyond the school Has a plan for the provision of support to increase the use of technology already in the school/classrooms Uses technology to support the educational efforts of staff and teachers Learning, Accountability, and Assessment High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process. Sample Key Indicators at the Entry Level: Uses data to assess and monitor school improvement Uses multiple sources of data to inform decisions and improvement processes Monitors and assesses student progress Monitors and assesses the progress of activities Demonstrates an understanding of the methods and principles of program evaluation Develops and demonstrates skills in evaluating instructional strategies and materials Understands how to use diagnostic tools to assess, identify and apply instructional improvement Works with staff to identify strategies for improving student achievement appropriate to the school population Human Resource Development High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff paid and volunteer. Sample Key Indicators at the Entry Level: Uses multiple data sources in working with teachers to plan for individual professional development Utilizes a variety of supervisory skills to improve teaching and learning Understands adult learning strategies useful for assisting staff in professional development Demonstrates an understanding of the methods and principles of personnel evaluation Operates within the provisions of each contract as well as established enforcement and grievance procedures Sets high expectations and standards for the performance of all teachers and staff Empowers others to achieve personal, professional and organizational goals Connects professional growth plans and professional development to individual teacher and school learning goals Understands the processes necessary for use in the hiring and retention of high quality teachers Sets expectations that will ensure that all students are engaged in active learning Provides opportunities for teachers to think, plan and work together Pursues improvement of his/her own professional development 161

162 Ethical Leadership High Performing Leaders act with integrity, fairness, and honesty in an ethical manner. Sample Key Indicators The Leader at Every Level1: Manifests a professional code of ethics and values Makes decisions based on the legal, moral and ethical implications of policy options and political strategies Creates, models and implements a set of values for the school Develops well-reasoned educational beliefs based upon an understanding of teaching and learning Understands ethical and legal concerns educators face when using technology throughout the teaching and learning environment Develops a personal code of ethics embracing diversity, integrity and the dignity of all people Acts in accordance with federal and state constitutional provisions, statutory standards and regulatory applications Demonstrates ability to make decisions within an ethical context 1 Sample Key Indicators for Ethical Leadership is the same at all three levels. Ethical Leadership Standards are identical for all educational leaders. 162

163 Principal Leadership Standards Sample Key Indicators For The Experienced Principal Level 163

164 Florida Department of Education Principal Leadership Standards The Experienced Principal Vision Experienced leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community. Sample Key Indicators The Experienced Principal: Develops and implements a shared vision and strategic plan for the school Develops and implements a shared vision that places student and faculty learning at the center Motivates staff, students and families to achieve the school s vision Aligns instructional objectives and curricular goals with the shared vision Allows time for the achievement of goals Works with faculty to identify instructional and curricular needs Interacts with the community concerning the school s vision, mission and priorities Uses the basic concepts of the change process Responds to external influences that impact upon the school Working with staff and others, establishes plans to accomplish goals Relates the vision, mission, and goals to the instructional needs of students Works to create a community of learners among the staff, students and faculty Articulates and reinforces the vision in written and spoken communications Has a personal professional development plan for his/her own continuous improvement related to vision and vision development Instructional Leadership Experienced Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills. Sample Key Indicators The Experienced Principal: Plans for the achievement of annual learning gains, school improvement goals, and other targets Uses more than one source of data to plan and assess instructional improvement Includes provisions in the instructional program for students with special needs Engages staff in ongoing study of current best practices Describes where research, applied theory, and informed practice were used in making curricular decisions Has high expectations and standards for the academic and social development of students Demands content and instruction that ensures student achievement of established standards Provides instructional leadership with consideration for the community, its makeup and its diversity Has knowledge of research on instructional effectiveness Coaches staff and teachers on the evaluation of student performance Develops skills necessary for the planning and implementation of improvement of student learning Identifies the curriculum needs for different student populations Develops curriculum aligned to state standards Builds a positive school culture for learning Understands and promotes conditions that enhance the staff s desire and willingness to focus energy on achieving educational excellence Insures that teachers get the help they need to improve teaching and learning Communicates the instructional program to the community, the staff, and district personnel Models professionalism, collaboration and continuous learning related to instructional leadership Understands, recognizes and supports: o balanced reading instruction o curriculum integration o active teaching and learning strategies o standards-based instructional programs o the use of technology for instructional purposes o aligning classroom assessments to standards 164

165 Managing the Learning Environment Experienced Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment. Sample Key Indicators The Experienced Principal: Develops and administers policies that provide a safe school environment Applies operational plans and processes to accomplish strategic goals Attends to student learning goals in the daily operation of the school Identifies and analyzes the major sources of fiscal and non-fiscal resources for the school including business and community resources Is building a culture of learning at the school Manages financial and material assets and capital goods and services in order to allocate resources according to school priorities Uses an efficient budget planning process that involves staff and community Demonstrates ability to identify and organize resources to achieve curricular and instructional goals. Is developing techniques and organizational skills necessary to lead/manage a complex and diverse organization Plans and schedules one s own and others work so that resources are used appropriately in meeting priorities and goals Conforms to legal and ethical standards in the management of the learning environment Has a personal professional development plan for his/her own continuous improvement related to managing the learning environment Community and Stakeholder Partnerships Experienced Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources. Sample Key Indicators The Experienced Principal: Addresses student and family conditions affecting learning Identifies major opinion leaders in the community and their relationships to school goals and programs Communicates the school s vision, mission and priorities to the community Demonstrates concern for the image of the school via impressions created by the students and staff, and serves as primary spokesperson in the community. Shares leadership and decision-making with others Seeks resources of families, business, and community members in support of the school s goals Develops partnerships, coalitions, and networks Uses relationships within and external to the school to support the school Actively engages the community to share responsibility for student and school success Involves staff in connecting students to the health, human and social services they need to stay focused on learning Involves family and community in appropriate policy implementation, program planning, and assessment efforts Has a personal professional development plan for his/her own continuous improvement related to community and stakeholder partnerships Decision Making Strategies Experienced Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement. Sample Key Indicators The Experienced Principal: Uses goals and targets to manage activities Uses a variety of problem solving techniques and decision making skills to resolve problems Provides more than one explanation for events and problems Displays confidence in his/her own behavior Uses more than one source of data to inform decisions Understands moral and ethical implications of policy options and political strategies Recognizes situations that require forcefulness and self-confidence in making decisions Delegates tasks clearly and appropriately to accomplish organization goals Focuses upon student learning as a driving force for curriculum, instruction, and institutional decision-making Analyzes unsettled questions or undesirable situations before jumping to conclusions 165

166 Conforms to appropriate legal standards Has a process for gathering information to use when making decisions Involves family and community in appropriate policy implementation, program planning, and assessment efforts Has a personal professional development plan for his/her own continuous improvement related to decisionmaking strategies and their use Diversity Experienced Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community. Sample Key Indicators The Experienced Principal: Selects from a variety of interpersonal skills in any given situation Recognizes and responds to multicultural, gender, racial, and ethnic needs in the organization Communicates with various cultural, ethnic, racial, and special interest groups in the community Monitors the delivery of instructional content that provides for the diverse perspectives appropriate to the situation Involves school community in appropriate policy implementation, program planning, and assessment efforts Interacts effectively with diverse individuals and groups Conforms to legal and ethical standards related to diversity Perceives the needs and concerns of others and is able to deal tactfully with them Handles crisis communications in both oral and written form Arranges for students and families whose home language is not English to engage in school activities and communication through oral and written translations Hires, develops, and retains a diverse staff Represents the school and the educational establishment in relations with various cultural, ethnic, racial, and special interest groups in the community Has a personal professional development plan for his/her own continuous improvement related to diversity Technology Experienced Leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities. Sample Key Indicators The Experienced Principal: Implements a plan for the use of technology, telecommunications and information systems to enrich curriculum instruction, and assessment Develops a plan for technology integration for the school community Discovers practical approaches for developing and implementing successful technology planning Models the use of technology as a tool in support of both educational and community activities Develops an effective teacher professional development plan to increase technology usage to support curriculum-based integration practices Promotes the effective integration of technology throughout the teaching and learning environment Increases access to educational technologies for the school Provides support for teachers to increase the use of technology already in the school/classrooms Uses technology to support the analysis and use of student assessment data Has a personal professional development plan for his/her own continuous improvement related to technology Learning, Accountability, and Assessment Experienced Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process. Sample Key Indicators The Experienced Principal: Creates a school leadership team which is comfortable using data Uses multiple sources of data to manage the accountability process Assesses student progress using a variety of techniques and information Monitors and assesses instructional programs, activities, and materials Uses the methods and principles of program evaluation in the school improvement process Develops and demonstrate skills in evaluating instructional strategies and materials Uses diagnostic tools to assess, identify, and apply instructional improvement 166

167 Identifies successful schools with similar demographics to use as a source for ideas for improving student achievement Has a personal professional development plan for his/her own continuous improvement related to learning, accountability, and assessment Human Resource Development Experienced Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff paid and volunteer. Sample Key Indicators The Experienced Principal: Works collaboratively with teachers to plan for individual professional development Utilizes a variety of supervisory models to improve teaching and learning Applies adult learning strategies to professional development Uses the methods and principles of personnel evaluation Operates within the provisions of each contract as well as established enforcement and grievance procedures Sets high expectations and standards for the performance of all teachers and staff Empowers the staff Manages a program of continuous professional development tied to student learning and other school goals Hires and retains high-quality teachers Works with staff so they have the skills to ensure that all students are engaged in active learning Provides opportunities for teachers to think, plan, and work together Pursues improvement of his/her own professional development Has a personal professional development plan for his/her own continuous improvement related to human resource development Ethical Leadership Experienced Leaders act with integrity, fairness, and honesty in an ethical manner. Sample Key Indicators The Leader at Every Level 1: Manifests a professional code of ethics and values Makes decisions based on the legal, moral and ethical implications of policy options and political strategies Creates, models and implements a set of values for the school Develops well-reasoned educational beliefs based upon an understanding of teaching and learning Understands ethical and legal concerns educators face when using technology throughout the teaching and learning environment Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people Acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory applications Demonstrates ability to make decisions within an ethical context 1 Sample Key Indicators for Ethical Leadership are the same at all three levels. Ethical Leadership Standards are identical for all educational leaders 167

168 Principal Leadership Standards Sample Key Indicators For The High Performing Principal 168

169 Florida Department of Education Principal Leadership Standards High Performing Leader Vision High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community. Sample Key Indicators The High Performing Leader: Facilitates the development and implementation of a shared vision and strategic plan for the school Facilitates the development and implementation of a shared vision that places student and faculty learning at the center Creates conditions that motivate staff, students and families to achieve the school s vision Aligns instructional objectives and curricular goals with the shared vision Allows time for the achievement of goals As part of the planning process, works with faculty and other stakeholders to identify needs Interacts with the community concerning the school s vision, mission and priorities Embraces and uses the basic concepts of the change process Develops and implements a plan to shape/use the external influences that impact upon the school Using a collaborative process, establishes plans to accomplish goals Relates the vision, mission, and goals to the welfare and learning needs of the students Develops a community of learners centered on student learning Articulates and reinforces the vision in written and spoken communications Has a personal professional development plan for his/her own continuous improvement related to vision and vision development Instructional Leadership High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills. Sample Key Indicators The High Performing Leader: Works with staff, teachers, parents and students to achieve annual learning gains, school improvement goals, and other targets Uses multiple sources of data, some of which are self-generated, to plan and assess instructional improvement Includes provisions in the instructional program for students with special needs Engages staff in ongoing study of current best practices Bases curricular decisions on search, applied theory, and informed practice Collaboratively determines high expectations and standards for the academic and social development of all students Aligns content and instruction that ensures student achievement of established standards Provides instructional leadership with consideration for the community s values, goals, social needs and changing conditions Uses knowledge of research on instructional effectiveness to inform decision Uses student performance evaluation to improve instruction Uses skills necessary for the planning and implementation of improvement of student learning Assesses the varying curriculum needs at the school Develops curriculum aligned to state standards based upon the needs of the students, the community and the goals of the school Has created and manages a positive school culture for learning Creates conditions that enhance the staff s desire and willingness to focus energy on achieving educational excellence Coaches to improve teaching and learning Communicates the instructional program to the community, the staff, and district personnel Models professionalism, collaboration and continuous learning related to instructional leadership Understands, recognizes and provides resources and motivation for o balanced reading instruction o curriculum integration o active teaching and learning strategies 169

170 o o o standards-based instructional programs the use of technology for instructional purposes aligning classroom assessments to standards Managing the Learning Environment High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment. Sample Key Indicators The High Performing Leader Develops and administers policies that provide a safe school environment Establishes and implements operational plans and processes to accomplish strategic goals Ties the daily operations of the school to school and student learning goals Identifies, analyzes, and works to improve the major sources of fiscal and non-fiscal resources for the school including business and community resources Develops and sustains the culture of learning at the school Acquires and manages financial and material assets and capital goods and services, allocating resources according to school priorities Develops an efficient budget planning process that is driven by school priorities and involves staff and community Identifies and organizes resources to achieve curricular and instructional goals Demonstrates techniques and organizational skills necessary to lead/manage a complex and diverse organization Plans and schedules one s own and others work so that resources are used appropriately, and short- and long-term priorities and goals are met Conforms to legal and ethical standards in the management of the learning environment Has a personal professional development plan for his/her own continuous improvement related to managing the learning environment Community and Stakeholder Partnerships High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources. Sample Key Indicators The High Performing Leader Enables staff and teachers to address student and family conditions affecting learning Uses major opinion leaders in the community to support and promote school goals and programs Communicates the school s vision, mission and priorities to the community Manages and markets the image of the school via impressions created by the students and staff Shares leadership and decision-making with others in the community and within the school Mobilizes the resources of families, business, and community members in support of the school s goals Develops and sustains family-school-community-higher education partnerships, coalitions, and networks Nurtures relationships within and external to the school Actively engages the community to create shared responsibility for student and school success Has created a process that enables the school to connect students to the health, human and social services they need to stay focused on learning Continuously builds family and community involvement in appropriate policy implementation, program planning, and assessment Has a personal professional development plan for his/her own continuous improvement related to community and stakeholder partnerships Decision Making Strategies High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement Sample Key Indicators The High Performing Leader: Defines success based upon results Frames, analyzes, and resolves problems using appropriate problem solving techniques and decision making skills Routinely views events and problems from multiple perspectives Leads and decides from a position of confidence Uses multiple sources of data to inform decisions 170

171 Considers moral and ethical implications of policy options and political strategies when making decisions Exhibits forcefulness and self-confidence in making decisions, when appropriate Delegates authority and responsibility clearly and appropriately to accomplish organization goals Promotes student learning as the driving force for curriculum, instruction, and institutional decision-making Becomes aware of an unsettled question or undesirable situation, breaks it into parts, and examines those parts before proceeding to problem solving Conforms to appropriate legal standards Evaluates the quality of information being used when making decisions Continuously builds family and community involvement in appropriate policy implementation, program planning, and assessment Has a personal professional development plan for his/her own continuous improvement related to decision-making strategies and their use Diversity - High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community. Sample Key Indicators The High Performing Leader Uses interpersonal skills appropriate to the situation Promotes multicultural awareness, gender sensitivity, and racial and ethnic appreciation in all aspects of the educational organization Communicates effectively with various cultural, ethnic, racial, and special interest groups in the community Works with the staff to develop instructional content that provides for the diverse perspectives appropriate to the situation Continuously builds school community involvement in appropriate policy implementation, program planning, and assessment Manages situations and interacts effectively with diverse individuals and groups Conforms to legal and ethical standards related to diversity Anticipates the needs and concerns of others and is proactive in dealing with them Handles crisis communications and conflict management effectively Arranges for students and families whose home language is not English to engage in school activities and communication through oral and written translations Hires, develops, and retains a diverse staff Serves as a role model in relations with various cultural, ethnic, racial, and special interest groups in the community Has a personal professional development plan for his/her own continuous improvement related to diversity Technology High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities. Sample Key Indicators The High Performing Leader Manages the staff and teachers in their use of the technology, telecommunications and information systems to enrich curriculum instruction, and assessment Creates and communicates a clear vision of technology integration for the school community Plans for the increased development and implementation of technology Models the use of technology as a tool in support of both educational and community activities. Develops an effective professional development plan for individual teachers and the entire school for technology usage to support curriculum-based integration practices Implements innovative strategies for promoting the effective integration of technology throughout the teaching and learning environment Obtains whatever resources are necessary to increase access to educational technologies for the school Provides educational and technical support to increase the use of technology already in the school/classroom Uses technology for student assessment and the evaluation of the impact of technological and instructional initiatives Has a personal professional development plan for his/her own continuous improvement related to technology Learning, Accountability, and Assessment High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all 171

172 participants engaged in the educational process. Sample Key Indicators The High Performing Leader Creates a school culture that is comfortable using data Uses multiple sources of data to manage the accountability and instructional improvement process Assesses student progress using a variety of appropriate techniques and informational sources Monitors and assesses instructional programs, activities, and materials Uses the methods and principles of program evaluation in the school improvement process Develops and demonstrate skills in evaluating instructional strategies and materials Trains the staff in the use of diagnostic tools to assess, identify, and apply instructional improvement Utilizes successful schools with similar demographics to identify strategies for improving student achievement Has a personal professional development plan for his/her own continuous improvement related to learning, accountability and assessment Human Resource Development High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff paid and volunteer Sample Key Indicators The High Performing Leader Works collaboratively with teachers to plan for individual professional development Uses supervisory models appropriate to individual staff members to improve teaching and learning Applies adult learning strategies to professional development Uses the methods and principles of personnel evaluation Operates within the provisions of each contract as well as established enforcement and grievance procedures Sets high expectations and standards for the performance of all teachers and staff Empowers the staff Creates a staff culture of continuous professional development tied to student learning and other school goals Hires and retains high-quality teachers and holds them responsible for student learning Works with staff so they have the skills to ensure that all students are engaged in active learning Provides opportunities for teachers to think, plan, and work together Pursues improvement of his/her own professional development Has a personal professional development plan for his/her own continuous improvement related to human resource development Ethical Leadership High Performing Leaders act with integrity, fairness, and honesty in an ethical manner. Sample Key Indicators The Leader at Every Level 2: Manifests a professional code of ethics and values Makes decisions based on the legal, moral and ethical implications of policy options and political strategies Creates, models and implements a set of values for the school Develops well-reasoned educational beliefs based upon an understanding of teaching and learning Understands ethical and legal concerns educators face when using technology throughout the teaching and learning environment Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people Acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory applications Demonstrates ability to make decisions within an ethical context 1 Sample Key Indicators for Ethical Leadership are the same at all three levels. Ethical Leadership Standards are identical for all educational leaders 172

173 SECTION V PROGRAM ASSESSMENTS Leadership Standards Assessment Matrix COMPLETED PNP-4 Principal Leadership Standards Competency Rating Form 173

174 PREPARING NEW PRINCIPALS PROGRAM Leadership Standards Assessment Matrix PNP Participant s Name School Date Rate the following standards based on the PNP participant s level of performance observed through Assigned Field Experiences, Feedback and Reflection an/or Transfer/Application of Professional Development Training in the Leadership Standards; use KEY below chart to indicate method of assessment. For standards areas rated Does Not Meet during the first year of participation, recommendations for remediation are required using the Interim Review Form provided in the Performance Appraisal Document for School-Based Administrators. Recommendations that are not met within the expected program timeline must be reflected on the final Program Recommendation and Completion Form and if an extension is requested and approved, a Professional Improvement Plan must also be attached. STANDARD Instructional Leadership HIGH PERFORMING MEETS/EXCEEDS EXPECTATIONS DOES NOT MEET EXPECTATIONS RECOMMENDATIONS FOR REMEDIATION MET YES/NO NOTES Instructional Leadership Managing the Learning Environment Learning, Accountability, and Assessment Operational Leadership Decision Making Strategies Technology Human Resources Development Ethical Leadership School Leadership Vision Community and Stakeholder Partnerships Diversity KEY: OFE-Observations/Field Experiences IFR-Interview/Feedback/Reflection PDA-Professional Development Application/Evidence PNP Participant s Signature Date Supervising Principal s Signature Date 174

175 PREPARING NEW PRINCIPALS PROGRAM Principal Leadership Standards Competency Dimension/Indicators Rating Form 1 of 10 pages MIS /10 PNP - 4 Participant: Reviewer: Directions: Preparing new administrators to become high performing leaders is an ongoing process. A variety of field experiences and training opportunities should be provided to each program participant. Continual observation(s) and feedback by the Supervising Principal and Support Team is critical to the process of enhancing skills and strengthening developmental areas. This document is intended to further define mastery of the required leadership competencies. Areas identified as developing are based on the participant s self-appraisal, PLI report, and collaborative recommendations and field experience observations of the Supervising Principal and Support Team. The participant and Support Team will select assignments covering the leadership standards in the identified areas of developmental need. The Supervising Principal and Support team will use the PNP-4 Rating Form to determine competency in each of the three categories of leadership standards: Instructional Leadership, Operational Leadership, and School Leadership. If the individual dimension ratings within the standards categories do not meet expectations, additional remedial training will be required as evidence of mastery prior to successful completion of the program. The participant will complete assignments and/or provide products/evidence to document competency within each standard by using the PNP Leadership Standards Documentation Log. Support documentation should be placed behind each of the corresponding logs for that leadership standard. Instructional Leadership I. Knowledge of instructional leadership standard as related to curriculum development and continuous school improvement process. Meets Expectations Does Not Meet Reviewer Initials 1. Given a scenario, assess the curriculum and school-wide professional development needs of an instructional program. 2. Given a set of school data, identify appropriate objectives and strategies for developing, implementing, assessing, and revising a school improvement plan. 175

176 3. Given a school data set, determine an appropriate instructional improvement strategy. 4. Identify functions and implications of various curriculum designs. 5. Given grade level data on reading, identify strategies to align curriculum, instruction, and assessment. II. Knowledge of instructional leadership standard as related to research-based best practices Meets Expectations Does Not Meet Reviewer Initials 1. Given school-based student assessment data on reading performance, identify research-based reading instruction to improve student achievement. 2. Given school-based student assessment data on reading performance, identify instructional strategies to facilitate students phonemic awareness, phonics, fluency, vocabulary, and reading comprehension throughout the content areas. 3. Given a scenario, which may include data, identify programs or initiatives that are researchbased to integrate reading, writing, and mathematics across all subject areas to increase student achievement. 4. Given a description of recurring problems in student performance in a content area, select strategies for engaging teachers in ongoing study of current best practices. 5. Identify scientifically based research applications to effective teaching and learning methods. 6. Identify practices in teacher planning, instructional organization, and classroom management that enhance student learning and achievement. 7. Identify instructional delivery methods that enhance student learning and achievement. III. Knowledge of instructional leadership standard as related to school culture Meets Expectations Does Not Meet Reviewer Initials 1. Given data from a school climate survey, identify appropriate strategies for improving student learning. 2. Given data from a school climate survey, identify factors contributing to morale and performance. IV. Knowledge of instructional leadership standard as related to instructional design, teaching and learning Meets Expectations Does Not Meet Reviewer Initials 1. Given taxonomy of learning, identify instructional objectives to facilitate varying levels of learning. 176

177 2. Identify age-appropriate learning strategies based on principles of human growth and development. 3. Identify practices for evaluating the appropriateness of instructional strategies. 4. Identify practices for evaluating the appropriateness of instructional materials. V. Knowledge of instructional leadership standard as related to instructional program for students with special needs Meets Expectations Does Not Meet Reviewer Initials 1. Given student special needs characteristics in a specific classroom and walk-through observation notes, identify an appropriate instructional adaptation/modification to provide for students with special needs in that classroom. 2. Given an IEP, determine whether or not provisions made are adequate to meet student needs. VI. Knowledge of instructional leadership standard as related to federal and state law in education and schooling Meets Expectations Does Not Meet Reviewer Initials 1. Given a scenario, identify the state requirements for students to participate in interscholastic or extracurricular student activities. 2. Given a scenario, identify employee and student rights and responsibilities under federal statutes. VII. Knowledge of managing the learning environment standard as related to tort and contract liability in the operation of Florida public schools Meets Expectations Does Not Meet Reviewer Initials 1. Given a scenario, identifying legal standards of negligent tort liability applicable to school employees and districts. 2. Given a scenario, identify legal standards of intentional tort liability applicable to school employees and districts. 3. Given a scenario, identify legal standards that are applicable to site administrators in negotiating contracts for goods and services. VIII. Knowledge of managing the learning environment standard as related to funding of Florida Schools Meets Expectations Does Not Meet Reviewer Initials 1. Given an FTE report, identify, interpret, and apply each formula factor used in computing the Florida Education Finance Program allocation. 2. Given a school budget, identify funding categories available to a school beyond the Florida Education Finance Program allocation. 177

178 3. Given a school budget, identify or apply the processes of planning, developing, implementing, and evaluating a budget. VIX. Knowledge of managing the learning environment standard as related to financial accounting and auditing Meets Expectations Does Not Meet Reviewer Initials 1. Given an FTE audit report (i.e., State, district, or school), identify categories that are out of compliance with Florida Statures (e.g., Attendance records, teacher certification, vocational time cards, ESE and ESOL student records). 2. Given a school internal funds audit report, identify violations of the Stare Board of Education policies and procedures for the administration and accounting of internal funds (e.g., fund raisers, purchases, monthly financial reports, bonding of the treasurer). X. Knowledge of managing the learning environment standard as related to facilities management Meets Expectations Does Not Meet Reviewer Initials 1. Given a State request for a school room utilization update, identify the requirements of the Florida Inventory of School Houses as specified in Florida Statures (e.g., space requirements for ESE, vocational courses, class size reduction). 2. Given a school building s security plan, determine compliance with Florida Statutes and State Board of Education rules. XI. Knowledge of managing the learning environment standard as related to student services Meets Expectations Does Not Meet Reviewer Initials 1. Given a school guidance report, determine compliance with Florida Statutes. 2. Given a faculty handbook, identify the duties of school administrators governing student discipline and school safety per Florida Statures (e.g., zero tolerance, discipline of exceptional students, emergency management plan, Student Code of Conduct). 3. Given a parent request to administer medication, identify the guidelines in Florida Statures regulating the administration of prescribed medications to students by public school employees. XII. Knowledge of managing the learning environment standard as related to student and parental rights Meets Expectations Does Not Meet Reviewer Initials 1. Given the student/parent handbook, determine compliance with Florida Statutes governing parents rights and responsibilities and/or student s rights and privacy to access student educational records (e.g. deny, release, challenge content, FERPA). 178

179 2. Given a scenario, identify standards and procedures applicable to United States Citizenship and Immigration Services and student attending public schools. XIII. Knowledge of managing the learning environment standard as related to federal law for education and schooling Meets Expectations Does Not Meet Reviewer Initials 1. Given a scenario, identify exceptional education entitlements, equal access for students and staff with disabilities, and related rights under federal statutes. XIV. Knowledge of learning, accountability and assessment standard as related to state law for education and schooling Meets Expectations Does Not Meet Reviewer Initials 1. Given a scenario, identify legal standards and procedures applicable to school accountability legislation. 2. Given a scenario, identify the standards and procedures applicable to the Meta Consent Decree. XV. Knowledge of learning, accountability and assessment standard as related to measurement of effective student performance Meets Expectations Does Not Meet Reviewer Initials 1. Given data (e.g., national, state, district, school, classroom, individual student), analyze student achievement. 2. Given a scenario, determine aspects of adequate progress of the lowest 25% in reading and mathematics at the school level. 3. Given school data sets with differing accountability designations compare and contrast multiple measures of data to analyze school needs. 4. Given school data, analyze or develop a plan to address statewide requirements for student assessment (e.g. FCAT science, reading, math, writing) 5. Given school data, analyze or develop a plan to address national requirements for student assessment (e.g. NCLB science, reading, math, writing). XVI. Knowledge of learning, accountability and assessment standard as related to assessment instruments and their applications Meets Expectations Does Not Meet Reviewer Initials 1. Given a scenario, identify the appropriate type of formal assessment instrument (e.g., norm referenced, criterion referenced) to determine student strengths and needs. 2. Given a scenario, identify the appropriate informal assessment instrument (e.g., observations, checklists, inventories, interviews) to determine student strengths and needs. 179

180 XVII. Knowledge of learning, accountability and assessment standard as related to diagnostic tools to assess, identify, and apply instructional improvement Meets Expectations Does Not Meet Reviewer Initials 1. Given a data set of reading test results for ESE or ESOL students, identify diagnostic tools appropriate for assessing student learning needs. 2. Given a data set of reading rest results for ESE or ESOL students, identify appropriate instructional strategies to improve student performance in reading. Operational Leadership I. Knowledge of technology standard in the use of technology for teaching and learning Meets Expectations Does Not Meet Reviewer Initials 1. Given a technology plan, identify hardware, software, and related technologies appropriate to design and delivery of instruction. 2. Given a technology plan to integrate technology to improve student performance in a subject area identify appropriate technology applications to address student performance needs. II. Knowledge of technology standard related to school operations Meets Expectations Does Not Meet Reviewer Initials 1. Given a school technology plan, assess compliance with State technology goals (e.g., copyright law, Internet usage, digital learning environment, instructional leadership, Florida s Digital Educators, access to technology, infrastructure, support). 2. Given a scenario, select computer hardware and software appropriate to school operations. 3. Given a scenario, identify components of a technology infrastructure related to school and student safety. 4. Given a scenario, select Web-based communication applications. 5. Given a scenario, select presentation software applications. III. Knowledge of human resource development standard as related to recruitment, selection, induction, and retention of staff Meets Expectations Does Not Meet Reviewer Initials 1. Given policies for teacher recruitment, selection, induction, professional development, and retention, determine compliance with Florida Statutes and No Child Left Behind legislation. 180

181 2. Given an out-of-field teacher report, identify various methods for acquiring Florida Teacher Certification (e.g., highly qualified teachers, critical shortage, special needs). 3. Given a sample of an interview, identify violations of Federal and State laws that protect an applicant from job discrimination (e.g., AIDS, civil rights, Americans with Disability Act). IV. Knowledge of human resource development standard as related to performance assessment procedures Meets Expectations Does Not Meet Reviewer Initials 1. Given an instructional assessment instrument, determine compliance with Florida Statutes and State Board regulations for employee evaluation (i.e., management of students, maintenance of discipline, knowledge of subject matter, pay for performance, use of technology, criteria for continuous improvement). 2. Given an unsatisfactory performance evaluation, identify the Florida statutory requirements to facilitate employee growth (i.e., the performance improvement plan, notification of deficiencies, conference for the record). 3. Given an individual professional development plan, determine compliance with Florida Statutes governing the School Community Professional Development Act (i.e., requirement to establish and maintain an Individual Professional Development Plan for each teacher). V. Knowledge of human resource development standard as related to managing personnel records Meets Expectations Does Not Meet Reviewer Initials 1. Given a sample of content from an employer s personnel file, determine compliance with Florida Statutes governing personnel files. 2. Given public information requests, determine compliance with Florida Statutes governing access to personnel files and records (e.g., medical records, complaints related to investigation, payroll deduction records, social security numbers). VI. Knowledge of human resource development standard as related to processes and procedures for discipline, dismissal, and non-renewal of school employees Meets Expectations Does Not Meet Reviewer Initials 1. Given a recommendation to terminate an employee s contract, identify the school site administrator s responsibilities regarding termination as required in Florida Statutes (e.g., union contract, professional service contract, annual contract, continuing contract). 2. Given case studies with accompanying documentation, identify and apply the Standard of Just Cause for any adverse employment decision as required by Florida Statutes (e.g., dismissal, suspension, demotion, reinstatement). 181

182 VII. Knowledge of human resource development standard as related to collective bargaining agreements Meets Expectations Does Not Meet Reviewer Initials 1. Given a collective bargaining agreement, identify the role of the administrator in managing the contract per Florida Statures (e.g., grievances, school policies, enforcement, and punitive actions related to all classifications of school personnel). VIII. Knowledge of human resource development standard as related to data analysis Meets Expectations Does Not Meet Reviewer Initials 1. Given school or classroom data, analyze teacher performance over time. IX. Knowledge of human resource development standard as related to state law for education and schooling Meets Expectations Does Not Meet Reviewer Initials 1. Given a scenario, identify standards and procedures applicable to State certification, selection, evaluation, discipline, and reappointment of school district employees. X. Knowledge of ethical leadership standard as related to ethical conduct Meets Expectations Does Not Meet Reviewer Initials 1. Given the Code of Ethics of the Education Profession in Florida, identify violations of ethical conduct as stated in Florida Statutes (e.g., conviction of a crime involving moral turpitude, gross insubordination, misconduct in office, neglect of obligations to students, public, school personnel). XI. Knowledge of ethical leadership standard as related to federal and state law for education and schooling Meets Expectations Does Not Meet Reviewer Initials 1. Given a scenario, identify judicially recognized rights and responsibilities guaranteed under the Constitution (e.g., 1 st, 4 th, 14 th amendments). 2. Given a scenario, identify the statutory powers and duties of the Florida Board of Education, Commissioner of Education, local school boards, superintendents, and principals. 3. Given a situation, identify standards and procedures of State administrative law, public disclosure, record keeping, and child welfare. XII. Knowledge of decision-making strategies standard as related to federal and/or state law for education and schooling Meets Expectations Does Not Meet Reviewer Initials 1. Given a scenario, identify standards and procedures applicable to federal and/or state statutory provisions for accomplished practices, student progression, compulsory school attendance, 182

183 sexual harassment, charter schools, alternative schools, safe schools, curricula, and facilities. XIII. Knowledge of decision-making strategies standard as related to change Meets Expectations Does Not Meet Reviewer Initials 1. Apply current concepts of leadership (e.g., systems theory, change theory, situational leadership, visionary leadership, transformational leadership, learning organizations). 2. Select examples of organizational conditions or leadership actions that create positive attitudes toward change. XIV. Knowledge of decision-making strategies standard as related to data analysis Meets Expectations Does Not Meet Reviewer Initials 1. Given school data, perform procedural measures for school grade calculation. 2. Given an Instructional Leadership Plan-of-Action, identify criteria for learning gains of varying subgroups using disaggregated data. School Leadership I. Knowledge of community and stakeholder partnerships standard as related to community relations Meets Expectations Does Not Meet Reviewer Initials 1. Select strategies to promote community cooperation and partnerships. II. Knowledge of community and stakeholder partnerships standard as related to assessment instruments and their applications Meets Expectations Does Not Meet Reviewer Initials 1. Given an audience, interpret standardized test results (e.g., percentiles, stanines, raw scores, scale scores). III. Knowledge of community and stakeholder partnerships standard as related to state law for education and schooling Meets Expectations Does Not Meet Reviewer Initials 1. Given a situation, identify reporting procedures of the Florida Department of Law Enforcement smissing Children Program. 2. Given a scenario, interpret School Advisory Committee (SAC) requirements as identified in State statutes. IV. Knowledge of community and stakeholder partnerships standard as related to student services Meets Expectations Does Not Meet Reviewer Initials 183

184 1. Given case studies of students with disabilities, identify the accommodations and services required per Florida Statutes (e.g., Florida Diagnostic and Learning Resource Centers, ADA facilities, interagency support services). V. Knowledge of community and stakeholder partnerships standard as related to student and parental rights and responsibilities Meets Expectations Does Not Meet Reviewer Initials 1. Given the student/parent handbook, identify rights and responsibilities of students, parents, and guardians per Florida Statutes (i.e. notification, due process hearings, student academic progress, school choice preference, health examinations/immunizations, student academic improvement plan, truancy procedures, instructional materials). VI. Knowledge of diversity standard as related to federal and state law for education and schooling and organizational communication Meets Expectations Does Not Meet Reviewer Initials 1. Given a scenario, apply legal interpretations of the purpose and intent of federal statutes related to equal access and the prohibition of all forms of discrimination in public schools. 2. Given a scenario, identify effective, research-based communication strategies. VII. Knowledge of vision standard that works to relate state standards, the needs of the students, the community, and the goals of the school Meets Expectations Does Not Meet Reviewer Initials 1. Identify effective strategies for communicating relevant information about state standards, student needs, community needs, and the goals of the school to appropriate stakeholders. 2. Identify effective strategies for communicating relevant information about the instructional program to the community, staff, and district personnel. 3. Identify practices and implications of effective communication and interpersonal relationships. VIII. Knowledge of vision standard as related to data analysis Meets Expectations Does Not Meet Reviewer Initials 1. Given school data, develop and organize a school action-plan that includes methods and approaches to communicate the need for the plan to teachers, students, and the community. IX. Effective Writing and Data Analysis for a School-based Application Meets Expectations Does Not Meet Reviewer Initials 1. Given a scenario including data, analyze, interpret, and evaluate data for a specific target audience. 184

185 SECTION VI LEADERSHIP DEVELOPMENT RESOURCES 185

186 William Cecil Golden Overview and Website Resources Educational Impact Information and Directions The William Cecil Golden School Leadership Development Program Overview Florida's Principal Leadership Standards require high-performing instructional leaders that possess and utilize the competencies and skills necessary to successfully lead the improvement of student achievement in our public schools. The William Cecil Golden School Leadership Development Program was established by the 2006 Florida Legislature to provide a high quality, competency-based, customized, comprehensive and coordinated statewide professional development system for current and emerging school leaders. The program initially called DELTA (Developing Educational Leaders for Tomorrow s Achievers) is aligned with and supports Florida's Principal Leadership Standards, the standards of the National Staff Development Council, the Florida Professional Development Protocol Standards and NCLB requirements for high quality professional development. The William Cecil Golden School Leadership Development Program consists of several distinct components that are integrated with Florida's Continuous Improvement Model that focuses on student achievement. Components of the program address the needs of emerging school leaders engaged in formal educational leadership programs, district principal preparation programs and district professional development programs for current school leaders. Development of the components of the WCG Program is being coordinated by a unique statewide partnership involving educational leadership development providers with proven expertise in this area. Critical Components of the WCG Program include: Training in Instructional Leadership (tools for effective classroom visits, literacy leadership, using data to drive instruction, etc.) Training in Effective Business Practices (training related to high priority education issues, strategies for personnel recruitment and retention, Florida's Continuous Improvement Model, technology, etc.) Parent, Community and Business Outreach Training (parental outreach strategies, leveraging business and community partnerships, communication strategies, etc.) Ongoing Mentoring and Coaching (provided by a network of highly qualified, retired school leaders trained to use their knowledge and experience to support the effective implementation of the DELTA program) Online resources and support of all stages of school leadership development for Florida s school leaders The William Cecil Golden School Leadership Development Program provides Florida with the opportunity to develop the highly qualified school leaders needed to effectively lead our schools to higher student achievement. For more information regarding the Program contact: Henry Pollock, Director of Educator Retention Programs, Florida Department of Education at henry.pollock@fldoe.org 186

187 Copyright 2006 Florida Department of Education Florida School Leaders - Florida Department of Education Approval Resources Educational Leadership and School Principal certification program approval resources All of the following links will open in new windows. Principal Leadership Standards State Statute William Cecil Golden School Leadership Development Program State Board of Education Rules: 6A Florida Principal Leadership Standards 6A Approval of School Leadership Programs 6A Florida School Leaders Certification 6A Specialization Requirements for Educational Leadership Certification 6A School Principal Certification Department of Education: Memo: Adoption of Rule 6A-5.081, Approval of School Leadership Programs Memo: Changes In Certification Rules Attachment: Changes In Certification Rules Workpaper: Standards for Approval of School Principal Preparation Programs Workpaper: Criteria for Transitional Approval of School Principal Preparation Programs Workpaper: Matrix for Educational Leadership Components Workpaper: Matrix for School Principal Professional Development Components Workpaper: Matrix for ASAP Educational Leadership Modules Workpaper: Rubric for Evaluation/Transitional Approval of School Principal Preparation Programs (revised format 3/17/08) Workpaper: Checklist for Evaluation/Transitional Approval of School Principal Preparation Programs (revised format 3/17/08) Workpaper: Rubric for Evaluation of Educational Leadership Preparation Programs (revised format 3/17/08) Workpaper: Checklist for Evaluation of Educational Leadership Preparation Programs (revised format 3/17/08) Copyright 2006 Florida Department of Education 187

188 Online Resources Aligning Classroom Assessment with High Stakes Testing A free CEC micro-module on high h stakes testing. Arts in Education 7-12 A free CEC online module providing research, background, and practical strategies for using the fine and performing arts in innovative ways at the secondary school level to motivate and enhance student learning. Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and Diversity (Learning Styles, Culture) Arts in Education K-6 A free CEC online module promoting a heightened awareness of the importance of the fine and the performing arts for teaching reading. Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and Diversity (Learning Styles, Culture) Building Instructional Leadership Teams: The Mission of the Principal as Instructional Leader A free CEC micro-module module on instructional leadership teams and how the principal is the instructional leader of the school. Classroom Walk-Through The NEFEC created Classroom Walk-Through Online Support Tool is an important supplementary warehouse of expert commentary, practice walk-throughs and assistance for developing reflective prompts. Classroom Walk-Through for Florida K-3 Reading The NEFEC created Classroom Walk-Through for Florida K-3 Reading Online Resource Tool provides a quick reference for principals who would like to see examples of the reading indicators depicted in a classroom setting. Creating a Learning Community This ASAP module provides practical strategies to assist school leaders in creating a learning community that will shape a school's shared vision, facilitate committees, and establish a climate that supports a collegial and caring environment that enhances student achievement. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. Creating Parent Partnerships A free CEC online module for principals and assistant principals on methods to promote effective parent involvement. 188

189 Data Analysis for Instructional Leaders NEFEC created online data analysis and interpretation course for educational leaders. Data Analysis: A Comprehensive Overview of the Process A web-based resource developed by PAEC that provides an overview of the process that should be used in data analysis based on the latest strategic leadership research. Decision Making Methods This module provides strategies and practice for effective and decisive decision making in a variety of everyday and crisis situation, as well as an understanding of the role of decision making in school leadership. FCIM Online Support Tool This NEFEC created online tool provides a diverse set of resources for instructional leaders who are either in the process of implementing the Continuous Improvement Model or are seeking to raise their own awareness of the steps in this powerful school reform process. High Quality Teaching and Learning in the Science Classroom: What the Administrator Needs to Know A web-based based resource developed by PAEC that provides both a video interview and video vignettes of classroom activity demonstrating high yield strategies for science instruction. Improving Literacy Instruction in Middle and High Schools Created by the Florida Center for Reading Research at FSU, this guide on the improvement of literacy is written for principals of both middle and high schools and is based on scientific research on reading and reading instruction and on studies of successful schools and interviews with successful principals. Improving Practice in Literacy (7-12) This ASAP module addresses reading in the content areas and the concept of reading instruction at the secondary level. Leaders will learn to recognize and promote effective literary instruction at the secondary level. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. Improving Practice in Literacy (K-6) This ASAP module provides an introduction to the fundamental components of literacy - reading, writing, speaking, and listening - and will help leaders to recognize and promote effective literacy instruction at the elementary level. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. Improving Practice in Mathematics This ASAP module introduces leaders (even those without a mathematical background) to best practices in mathematics education. The content t assists leaders in recognizing appropriate instruction and relevant terminology for discussions relating to mathematics education. Module includes pre and post assessments that 189

190 become part of your individual Leadership Development Plan. New Math Standards: What Every Principal Needs to Know A PAEC on-line resource that provides instructional leaders with information ion about the proposed revisions to the mathematics standards for Florida grades K 12 and offers a guide for preparing students, teachers and parents for curriculum changes. Parent Partnerships This ASAP module highlights ways to guide parent involvement rather than simply let it happen. It provides background, insights, strategies, and materials for effectively using parent skills to support and enhance student learning. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. Peer Coaching A CEC on-line course that guides administrators on how to initiate a peer coaching program within their school. Principal as Instructional Leader in Math: A Facilitator s Toolkit A web-based based resource developed by PAEC to provide principals with materials to work with math faculty members when introducing the Math Classroom Walk-Through monitoring process and to show its connection to the FOCUS on Student Achievement: FCIM. Principal as Instructional Leader in Science: A Facilitator's Toolkit A web-based resource developed by PAEC to provide principals with materials to work with science faculty members when introducing the Science Classroom Walkthrough as a model and to show the connection to the FOCUS on Student Achievement: FCIM. Principal Portal Training Module A free CEC online tutorial module on how to access online resources through the Principal Portal website. Principal's Role in Improving Reading and Literacy This free CEC online module provides principals with a basic understanding of the complex nature of learning to read along with practical advice on leading reading reform in the school. Reading to Inquire and Learn in Math: An Administrator s Guide to Teaching Reading in the Math Content Area A web-based based resource developed by PAEC that assists the principal in understanding nding how math content is organized and represented and presents information that will support the need to emphasize reading in the math content area. 190

191 Reading to Inquire and Learn in Science: An Administrator s Guide to Content Area Reading What to Expect in the Science Classroom A web-based based resource developed by PAEC that will assist the principal in understanding how science content is organized and represented and presents information that will support the need to emphasize reading in the science content area. Student Achievement Data: The Basics A free CEC online module that defines and clarifies various types of student achievement data and introduces ways to gather and organize data effectively. Supporting K-3 Literacy Leadership A web-based based resource developed by PAEC that provides principals with explanations about the five components of reading and what a K-3 principal needs to know about strategic leadership tools necessary to guide effective K-3 reading instruction. Supporting Teachers through Coaching, Mentoring and Support A free CEC online module that provides practical strategies for developing and sustaining a climate of coaching and mentoring within the school. Teaching All Students to Read in Elementary School Created by the Florida Center for Reading Research at FSU, this guide on reading instruction in your school can help you identify the most critical changes that must be made. It describes the types of instruction and leadership activities necessary to help all children become e proficient readers in elementary school and is based on scientific research on reading and reading instruction, as well as on studies of successful schools and interviews with successful principals. Teaching and Learning in the Math Classroom: What the Administrator Needs to Know This web-based based resource developed by PAEC provides both a video interview and video vignettes of classroom activity demonstrating high yield strategies for math instruction. Team Building This ASAP module provides information and describes the skills needed for teaming to make a difference at the school site. Effective school teams make a difference for students and teachers in a variety of ways, but before colleagues can function effectively as a team, everyone involved must learn how to be a member of a team. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. Technology in Educational Administration A free CEC micro-module module on technology in educational administration. What Every Teacher Should Know and Do This ASAP module focuses on the vital importance of teachers' organizational skills and of being organized, 191

192 preparation and its importance, as well as what to expect of students, school, and district politics during the first weeks of the school year. The module includes practical suggestions for prioritizing tasks and getting organized. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. Copyright 2006 Florida Department of Education 192

193 SECTION VII Florida School Principal Certification Recommendation Form 193

194 PREPARING NEW PRINCIPALS PROGRAM MIS /08 PNP-7 FLORIDA SCHOOL PRINCIPAL CERTIFICATION RECOMMENDATION FORM Participant Name: Location: School Year - REQUIREMENTS: (Principal to complete) Did participant receive a meets expectations rating on each of the Principal Leadership Standards and Principal Leadership Competency Rating Form: Yes No Did participant demonstrate significant progress on his/her Individual Leadership Development Plan (ILDP) goals? Yes No If no to either of the above questions, specify areas requiring further leadership skill development: RECOMMENDATIONS: (Choose statements that apply) Principal: I recommend for School Principal Certification. Principal: I recommend continue in the program for one additional year; reasons cited below. Principal: I recommend withdraw from the training program and not be reappointed as an AP for the following school year. Principal: I recommend be reappointed as Assistant Principal at (location) for (school year). Support Team Members: I recommend for School Principal Certification. Yes No Yes No Yes No Support Team Member: Support Team Member: Support Team Member: 194

195 Page 2 MIS /08 PNP-7 SUMMARY STATEMENT: (Principal to complete) Explain reasons for recommendation of extension, withdrawal and/or non-reappointment. SIGNATURES: (Principal, Human Resources/Professional Development Director and PNP Participant) Supervising Principal: Date: HRRPD Director: Date: Participant: Date: Program Portfolio recommended to Superintendent for signature of approval: Yes No Date SUPERINTENDENT: Certification Statement My signature below signifies approval of recommendation of School Principal Certification: Superintendent s signature: Date: Extension Statement My signature below signifies approval of recommendation of PNP Program extension for one year. Superintendent s signature: Date: 195

196 Section VIII Program and Participant Survey Forms 196

197 EVALUATION OF PNP ORIENTATION For : PNP Program Participants and Supervising Administrators Please reflect on your experience with today s session and rate the experience by placing an x in the appropriate column following each item. Very High High Medium Low Very Low Extent to which the session advanced my knowledge about the program Extent to which I was actively engaged as a learner today Extent to which I am confident about being a program participant Extent to which the training provided an appropriate level of interaction with other participants Extent to which material (video and print) were helpful to my learning Extent to which I believe I will be supported through follow up and help by the project staff Overall Rating of the Session Suggestions/Comments: 197

198 Administrator Survey of the Principal Certification Program To Be Completed During Year Following Assistant Principal s PNP Program Completion Name of AP/PNP Completer School Site Dates of Program Current Position Date Core Curriculum Content Standard Utilizing the ratings below, please give a rating by circling the appropriate number under each statement. 5= Strongly Agree 4= Agree 3= Neutral 2= Disagree 1= Strongly Disagree Note: All comments are welcome. If a rating of less than a 4 is given, you must give an appropriate explanation of how that particular component can be improved in the Comment section. 1. The requirements of my Principal Certification Program were aligned with the 10 Principal Leadership Standards. Comments: I have received appropriate orientation to the Principal Certification Program and its requirements. Comments: I have received sufficient support and assistance through either a mentor, support team, or another administrator Comments: 4. The requirements of my Principal Certification Program were relevant to my individual needs in developing leadership capacity and meeting leadership competencies. Comments:

199 Administrator Survey Page 2 5. A variety of face to face, online, and combination trainings/classes/workshops have been made available to me to sustain or enhance my professional growth. Comments: I have received sufficient on the job opportunities and field experiences to better prepare me for the principalship. Comments: My graduate course work prepared me for the duty requirements and responsibilities of a school based administrator. Comments: I received appropriate feedback from my mentor, support team or other administrator as I completed the Principal Certification Program. Comments:

200 First Year Principal Survey Standard To Be Completed By PNP Program Completer After First Year of Principalship Name of First-Year Principal School Site Year of PNP Program Year of 1 st year Principalship Date 1. The content of the Principal Certification Program that I completed as an Assistant Principal provided what level of preparation? Much more than adequate More than adequate Adequate Less than adequate None What recommendations would you make for improving the content of the Principal Certification Program? 2. As a first year principal, I would rate the support and assistance that I received from my mentor as: Much more than adequate More than adequate Adequate Less than adequate None What recommendations would you make for improving mentoring to first year principals? 3. The preparation I received in the Principal certification program enhanced my knowledge, skills, and abilities as a new Principal to successfully impact school improvement and student growth/achievement. Much more than adequate More than adequate Adequate Less than adequate None Why or why not? 4. Most of the challenges that I encountered during my first year as a principal centered around. (Name a topic Personnel, Student Discipline, SIP Plans, Data Analysis, Budget, School Law, Legal, Parent complaints, etc.) Comments and/or recommendations for improvement in this area 5. I would make the following recommendations to improve the Principal Preparation/Certification Program (please be specific). 200

201 New Principal Protégé Program New Principal Protégé: Location: Mentor: Location: School Year: Department of Human Resources, Recruitment and Professional Development Revised School Year 201

202 Table of Contents Program Guidelines Participant Information/Superintendent s Recommendation Program Purpose Statement/Overview/Objectives William Cecil Golden Leadership Development Program New Principal Mentor Responsibilities Principal Protégé Responsibilities Program Requirements Checklist Mentoring Information Resources Listing Code of Ethics for Mentors Form Mentoring Tips and Worksheets Mentoring Log Progress/Accountability Assessment Principal Leadership Standards Inventory (PLSI) Self-Appraisal Form Strengths and Developmental Needs Worksheet Individual Leadership Development Plan (ILDP) Goal Development and Performance Appraisal System for School Based Administrators Florida Principal Leadership Standards Principal Leadership Standards Sample Key Indicators Entry Level Principal Experienced Principal High Performing Leader Program Completion Form Program and Participant Survey Forms NPP Program Orientation Evaluation Form Program Satisfaction Survey 202

203 Program Guidelines 203

204 THE SCHOOL BOARD OF HIGHLANDS COUNTY New Principal Protégé Program Participant Information Elementary Program Advisor Dr. Richard Demeri, Principal Cracker Trail Elementary School Biographical Information Secondary Program Advisor Mrs. Sandi Whidden, Principal Sebring Middle School New Principal School Beginning date of Principalship Superintendent s Recommendation New Principal Mentor Name Title School For School Year Recommended Support Team Members (Optional: Superintendent s Discretion) Superintendent s Signature (or Designee) Date cc: Professional Development Office Participant Portfolio 204

205 School Board of Highlands County PRINCIPAL PROTÉGÉ PROGRAM Purpose Statement The School Board of Highlands County s New Principal Protégé Program, in conjunction with the Department of Education s William Cecil Golden Professional Development for Leaders Program, (6A FAC/ F.S.) will provide leadership training and experiences necessary for effective school leadership. The Program s focus will be on preparing New School Principals to become Level III high performing school leaders, who direct change, enhance teacher performance and impact student achievement in a challenging and diverse educational environment. Program Overview It is essential to provide professional development and support to new Principals which will serve to build leadership at all levels and produce effective school leaders. This is driven by new demands for school leaders, the changing nature of school leadership, and the knowledge and skills required of Principals as instructional leaders. The Principal Protégé Program goals are as follows: Provide high standards for Principals as school leaders Provide resources to support and enhance the Principal s role as instructional leader with a focus on student growth and achievement Train and prepare Principals to deal with challenging growth opportunities Develop high-performing Principals to serve as models for best practices and serve as mentors to aspiring and beginning administrators The William Cecil Golden Professional Development Program for School Leaders Program Design includes Level I, Level II and Level III components. For the purposes of the district s Principal Protégé Program, the focus will be on Level II and III professional leadership development for Principals who have demonstrated competency in all Florida Principal Leadership Standards and are becoming highperforming school leaders. Emphasis will be placed on the following objectives: To establish goals and strategies in conjunction with school/district support teams to effectively lead change To develop a learning project around the implementation of a school reform effort with a goal resulting in increased student achievement The Principal Protégé Program Mentor will be assigned by the Superintendent and shall possess the attributes required to support the development of leadership aligned with accepted professional standards. In addition, the Program Mentor will: 205

206 1. Coordinate with and support the goals of the program, school, district and protégé while nurturing collaboration between all parties 2. Model ethical school leadership behavior 3. Ensure the protégé understands the terms of the mentoring relationship 4. Build trust by consistently being sincere in communications with protégé, reliable in meeting commitments and operating within areas of competence 5. Notice when the protégé is no longer benefiting from the relationship and would be better served by another mentor/resource or has met the standards of leadership development offered by the mentor s services 6. Assure that New Principal Protégé Program Leadership Competencies are complete The Superintendent may also recommend additional support team members for the following purposes: leadership development in members area of expertise, shadowing, assessment of leadership standards competency and recommendations for remediation where appropriate. Support team members may consist of experienced District-Level Administrators, high-performing School-Based Administrators, former retired administrators, higher education partners, and regional consortium specialists. Program Objectives Objectives for the New Principal Protégé Program will center around Level II and Level III Principal Leadership Competencies as outlined below. Level II Leadership Criteria Based upon revised State Board Rule 6A and the new Florida Principal Leadership Standards, Level II School Leadership Criteria for Aspiring and/or Current Principals (new to the role of Principal) focuses initially on leadership skill development necessary to complete an approved district Principal Certification Program. Furthermore, the New Principal Protégé Program will also provide the Principal with additional tools/resources, training opportunities and experiences to support leadership development to meet Florida s Principal Leadership Standards for high performing leaders. Emphasis will be on achieving and demonstrating competency in the following standards: Instructional Leadership Decision Making Strategies School Vision and Culture Building Community and Stakeholder Partnerships Level III Leadership Criteria 206

207 Level III School Leadership Criteria focuses on the development of high performing Principals who have demonstrated competency in all Florida Principal Leadership Standards. It affords the Principal the opportunity to establish professional goals in a collaborative effort with his/her mentor and the Superintendent. These goals should be developed around learning projects that include: Implementing a school reform effort that results in increased student achievement Implementing processes or programs for school improvement that impact school culture and the learning environment Developing high performing Principals to serve as mentors to aspiring and beginning Principals Preparing Principals to deal with challenging professional growth opportunities Program Eligibility The following qualifications must be met prior to becoming eligible to participate in the New Principal Protégé (NPP) Program: 1. Meet all minimum requirements for the Principal position based on the district s application process and Board Approved Principal Job Description a. Have completed a Florida State Approved Principal Preparation Program (PNP) and hold School Principal Certification OR b. Hold an appropriate out-of-state administrative certification coverage and be eligible for a certificate in Florida Educational Leadership c. Successfully complete the Targeted Selection Interview Process 2. Be selected by the Superintendent as a Principal in one of the district s K-12 schools Candidates selected from out-of-state who are eligible for a Florida Educator s Certificate in Educational Leadership will remain on the Educational Leadership Certificate while participating in the NPP Program. Upon successful completion/ verification of the NPP Program and the Superintendent s approval, a CT-125 Form entitled Florida District School Principal Certification Program Statement of Candidate s Completion and Eligibility (attached) will be submitted to the Department of Education, Bureau of Educator Certification, along with the individual s application for School Principal Certification. Professional Development Training Opportunities for ongoing leadership enhancement and development will be made available to New Principal Protégés throughout the Principalship experience and beyond. Based on program assessments and performance appraisals, specific training may also be provided by district specialists, educational/higher education partners, and regional consortia (pages ) in identified developmental areas. 207

208 Professional Improvement Plan It is expected that Principal Protégés will receive effective or above rating levels in the ten leadership standards on the performance appraisal instrument. The Protégé should be able to demonstrate a level of competency in each of the standards to successfully complete the program within a two year time period. However, if the Protégé is unable to meet performance expectations as reflected on the performance appraisal instrument, remediation may be provided through the Performance Appraisal Professional Improvement Plan. The plan should articulate the specific areas needing improvement, measureable objectives and strategies for meeting the objectives, a timeline for improvement, and the method(s) of evaluation (see Attachment E, page 300, in Performance Appraisal Guidelines of LEAD Plan). The Superintendent, New Principal Protégé Program Mentor, and the Protégé will review the needs for professional development in areas targeted for improvement and communicate the selections to the Director of HRRPD. Options may include district in-service training, webbased training via DOE/WCG online leadership development modules and/or Educational Impact online modules, Leadership Academies, professional conferences, college courses, supervisor directed field experiences, shadowing, etc. In addition, a support team comprised of the NPP Program Mentor, an experienced district-based administrator (Assistant Superintendent for Curriculum and Instruction or designee), a high-performing instructional leader (current or retired Principal), a higher education partner representative (selected by Vice President of Educational Services for local community college), and/or educational consortia specialists (Coordinator of Professional Development for Heartland Educational Consortium) may be provided during the remediation period. Opportunities for professional growth and development to meet the objectives of the remediation plan should be discussed and determined collaboratively by the support team. Following the Professional Improvement Plan timeline, an evaluation will be conducted by the support team to assess if the plan objectives for remediation of the Protégé s performance were met satisfactorily. The Superintendent will make the final rating determination as to whether performance expectations on the subsequent annual performance appraisal have been met. Furthermore, the support team will review the remediation plan results and process for the purposes of continuous improvement and revisions will be made as deemed necessary. Program Evaluation Final program completion assessments, program and participant surveys, as well as administrative performance appraisals will be used to evaluate the Principal Preparation Program s success in training and developing instructional leaders. The results of the data listed above will be reviewed and evaluated by an assessment team consisting of the Director of Human Resources and Professional Development, Assistant Superintendent of Curriculum and Instruction (or 208

209 designee), the NPP Program Mentor/Advisor, and a high performing instructional leader/principal. The assessment team will meet annually (after June 30 and prior to the start of the school year) to analyze the data, determine strengths and areas of improvement, and make recommendations for program changes. Affected program areas will be revised and included in the program orientation each year. 209

210 The William Cecil Golden School Leadership Development Program Overview Florida's Principal Leadership Standards require high-performing instructional leaders that possess and utilize the competencies and skills necessary to successfully lead the improvement of student achievement in our public schools. The William Cecil Golden School Leadership Development Program was established by the 2006 Florida Legislature to provide a high quality, competency-based, customized, comprehensive and coordinated statewide professional development system for current and emerging school leaders. The program initially called DELTA (Developing Educational Leaders for Tomorrow s Achievers) is aligned with and supports Florida's Principal Leadership Standards, the standards of the National Staff Development Council, the Florida Professional Development Protocol Standards and NCLB requirements for high quality professional development. The William Cecil Golden School Leadership Development Program consists of several distinct components that are integrated with Florida's Continuous Improvement Model that focuses on student achievement. Components of the program address the needs of emerging school leaders engaged in formal educational leadership programs, district principal preparation programs and district professional development programs for current school leaders. Development of the components of the WCG Program is being coordinated by a unique statewide partnership involving educational leadership development providers with proven expertise in this area. Critical Components of the WCG Program include: Training in Instructional Leadership (tools for effective classroom visits, literacy leadership, using data to drive instruction, etc.) Training in Effective Business Practices (training related to high priority education issues, strategies for personnel recruitment and retention, Florida's Continuous Improvement Model, technology, etc.) Parent, Community and Business Outreach Training (parental outreach strategies, leveraging business and community partnerships, communication strategies, etc.) Ongoing Mentoring and Coaching (provided by a network of highly qualified, retired school leaders trained to use their knowledge and experience to support the effective implementation of the DELTA program) Online resources and support of all stages of school leadership development for Florida s school leaders The William Cecil Golden School Leadership Development Program provides Florida with the opportunity to develop the highly qualified school leaders needed to effectively lead our schools to higher student achievement. For more information regarding the Program contact: Henry Pollock, Director of Educator Retention Programs, Florida Department of Education at henry.pollock@fldoe.org Copyright 2006 Florida Department of Education 210

211 Florida Principal Leadership Standards Florida s school leaders must possess the abilities and skills necessary to perform their designated tasks in a highperforming manner. The school leader, commensurate with job requirements and delegated authority, shall demonstrate competence in the following standards: Instructional Leadership Instructional Leadership High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills. Managing the Learning Environment High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment. Learning, Accountability, and Assessment High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process. Operational Leadership Decision Making Strategies High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement. Technology High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities. Human Resource Development High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff paid and volunteer. Ethical Leadership High Performing Leaders act with integrity, fairness, and honesty in an ethical manner. School Leadership Vision High Performing leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community. Community and Stakeholder Partnerships High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources. Diversity High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community. SBE Rule 6B , Approved April 19,

212 Statewide Professional Development The William Cecil Golden School Leadership Development Program provides Florida with the opportunity to develop the highly qualified school leaders needed to effectively lead our schools to higher student achievement. Systemic and meaningful education reform can be created at the state level but its ultimate success is dependent upon the level of commitment and effort demonstrated at the local level, especially within the schools. The program provides the vehicle to empower and drive critical education reforms and initiatives via WCG trained school leaders who will be informed and inspired to further increase student achievement. This program is a systemic, statewide and continuous professional development program for principals and other school leaders. Historic partnerships have been leveraged with K-12 education partners to utilize existing delivery systems to focus on improving the quality of school leadership at all levels. Typically, these organizations have participated in random professional development activities for school administrators; now for the first time, there is one coordinated professional development plan and system for all school administrators statewide. Support for Florida's Continuous Improvement Model Classroom Walk-Through for Reading Training Program PD3 (Professional Development Decisions using Data) Training Program Classroom Walk-Through Training Program FOCUS FCIM Training Program Florida Leadership Training Modules SREB Training Program: Developing Internship Programs for School Leaders: A How-to Guide for University and School District Partners SREB Training Program: Mentoring School Leaders in Competency-based Internships SREB Training Program: Leading Schoolwide Literacy Initiatives SREB Training Program: Creating a High-performance Learning Culture SREB Training Program: Prioritizing, Mapping and Monitoring the Curriculum SREB Training Program: Providing Focused and Sustained Professional Development SREB Training Program: Using Data to Focus Improvement SREB Training Program: Leading School Change to Improve Student Achievement SREB Training Program: Aligning Teacher Assignments and Student Work to Rigorous Standards SREB Training Program: Designing Assessment to Inform Instruction 212

213 DOE Leadership Academies Florida School Leadership Training Academy Florida Assistant Principal Regional Leadership Training Forums Florida Middle School Principal s Training Academy Florida High School Principal s Academy - Breaking Ranks II Training Ongoing Mentoring and Coaching A key component of the William Cecil Golden School Leadership Program is the on-going follow-up support provided by our network of highly qualified, retired school administrators. As Professional Partners, they are trained to use their knowledge and experience to provide one-on-one coaching and mentoring for Florida's school leaders. 213

214 New Principal Mentor Responsibilities Length of Program The program length is determined by the Principal Protégé, New Principal Mentor, and the Superintendent. While the program is designed to be a one-year mentoring experience to support the new Principal s field experiences and leadership development, an additional year of mentorship may be requested by the Principal Protégé and/or recommended by both the New Principal Mentor and Superintendent. The second year of mentorship may involve more or less scheduled meetings per semester as agreed upon by both parties. Additional professional development may also be recommended during the second year of NPP Program participation. Professional Development New Principal Mentor The New Principal Mentor will agree to read the provided text entitled The Mentor s Guide. Additional mentoring training may also be recommended and provided by the district s Mentoring Program Advisors or through various other training opportunities. Number of Meetings The New Principal s Mentor will meet with the Principal Protégé on a regular basis throughout the course of the first year. A recommended number of scheduled meeting dates should be discussed and planned based upon the Principal Protégé s Self-Appraisal Form, Principal s Leadership Standards Inventory (PLSI), identified developmental needs areas, and the New Principal Mentor s observations. A minimum of two meetings per semester is advised for the first year of the Principal Protégé s principalship experience. Regular on-going communication and feedback is a vital component of the Protégé s success. Goal Development and Individual Leadership Development Plan (ILDP) The New Principal Mentor will work collaboratively with the Principal Protégé to develop goals and an Individual Leadership Development Plan (ILDP) based upon the Self-Appraisal and Principal Leadership Standards Inventory (PLSI). Level II or Level III School Leadership Criteria defined under Program Objectives should be considered to determine the leadership development plan. Experienced veteran Principals participating in the Program as first-time Florida Administrators may be identified as Level III School Leaders and the plan adjusted to accommodate the individual s level of knowledge and expertise. Observations and Feedback The New Principal Mentor will provide feedback regarding the Principal Protégé s performance and status of growth/learning experiences based upon observations using the William C. Golden Leadership Standards Sample Key Indicators provided in the portfolio. Second year Principal Protégé s will be given the opportunity to participate in a 360 degree assessment with online leadership development modules to identify and further strengthen developmental areas. Recommended Ongoing Professional Development/Training The New Principal Mentor may make specific recommendations regarding relevant professional development needs to the Director of HRRPD. Every effort will be made to select appropriate/relevant training based upon the New Principal Mentor s recommendations, and the Principal Protégé s requests regarding developmental performance areas, legislative/program updates, or new educational initiatives. Participation in various leadership academies, conferences and/or online programs may be recommended by the NPP Mentor, Director of HRRPD, or required by the Superintendent. 214

215 Principal Protégé Responsibilities Pre-Meeting Requirements The Principal Protégé will complete the Self-Appraisal Form and PLSI (online) prior to the initial meeting with the assigned mentor and be prepared to discuss his/her prior experiences and reflective practices. Number of Meetings The Principal Protégé will agree to meet with the New Principal Mentor on a regular basis with the number of meetings determined and agreed upon by both parties and scheduled in advance of meeting dates. Goal Development and Individual Leadership Development Plan (ILDP) The Principal Protégé agrees to work collaboratively with the New Principal Mentor to develop goals and complete an online ILDP based upon the Self Appraisal and the PLSI; Level II or Level III School Leadership Criteria as described and defined under Program Objectives should be considered to determine the Principal Protégé s Leadership Development Plan. Recommended Professional Development Text The Principal Protégé will agree to read the provided text entitled The New Principal s Field Book and be prepared to discuss with the New Principal Mentor throughout the program. In addition, the Principal Protégé will agree to participate in relevant professional development training, conferences, leadership academies, committees, learning communities, etc. as part of the Principal Protégé Program to further refine and enhance development of high performing leadership skills and expertise. Specific activities such as inservice workshops, district events, and various other committees, teams, task force or meetings may be recommended by the Superintendent and/or New Principal Mentor. Survey Assessment Forms Upon completion of the NPP program, the New Principal Protégé and Principal Mentor will complete a program assessment survey to be returned to the Department of HRRPD; the surveys will be shared with the program stakeholders and used to determine program strengths and/or possible revisions for the purpose of continuous improvement. 215

216 New Principal Protégé Program Requirements Checklist Principal Protégé and assigned Mentor schedule orientation meeting with Director of HRRPD to review and discuss program guidelines and requirements and sign Mentor Code of Ethics Form Ongoing New Principal Mentor to read The Mentoring Guide Ongoing Principal Protégé to read The New Principal s Fieldbook and discuss with New Principal Mentor Principal Protégé to complete Principal Leadership Standards Inventory (PLSI) on-line and Self-Appraisal Form Ongoing Mentor to review mentoring tips and worksheets and additional resources regarding effective mentoring skills provided in resource listing Principal Protégé and Mentor collaborate to complete Strengths and Developmental Needs Worksheet based upon PLSI and Self Appraisal Form Mentor maintains Mentoring Log to date/describe communications, discussions, meetings and observations regarding Principal Protégé s leadership experiences and competencies Principal Protégé to begin development of Individual Leadership Development Plan (if initiated as part of PNP Program, will be a continuation); ILDP should include leadership development needs and goals based on Strengths and Developmental Needs Worksheet and PLSI Principal Protégé to review with Mentor the Level II/Level III Leadership Standards Competencies (based on Sample Key Indicators) and collaboratively develop the project outline for leading school change and improving student achievement Mentor reviews district Performance Appraisal System Guidelines and Instrument with Protégé Principal Protégé and Mentor periodically review ILDP to determine progress of goals and project and provide feedback Principal Protégé Competency Completion Form signed by New Principal Mentor. The Mentor and Superintendent may recommend a one-year extension of program if determined necessary for further support and development Mentor and Protégé complete participant and program survey forms and return to HRRPD 216

217 Mentoring Information and Recommended Resources 217

218 NPP Program Resources Required Resources The New Principal s Field Book by Pam Robbins Harvey Alvy The Mentors Guide by Lois J. Zachary Additional Resources Mentoring Principals by Paul Young Corwin Press 2005 Principal Training on the Ground by Sandra Stein Heinemann, (Leadership initiatives) info@educationresources-llc.com Department of Education William Cecil Golden School Leadership Development Program Website FloridaSchoolLeaders.org 218

219 Code of Ethics for Mentors I will conduct myself in a manner that serves the goal of doing what is best for students. I will coach the Protégé with the goal of supporting the development of leadership aligned with accepted professional standards with a focus on goals related to student growth and achievement. I will build trust in my mentor relationships by consistently being sincere in my communications, reliable in meeting my commitments, and by operating within my areas of competence. I will, at the beginning of each mentoring relationship, ensure that the Protégé understands the terms of the mentoring agreement. I will respect the confidentiality of the protégé s information, except as otherwise authorized by the protégé, or as required by law. I will coordinate with and support the goals of the school and district, while guarding confidentiality and nurturing collaboration among all parties. I will be alert to noticing when the Protégé is no longer benefiting from our relationship and thus would be better served by another mentor or by another resource and, at the appropriate time, I will encourage the Protégé to make that change. I will avoid conflicts between my interests and the interests of the Protégé. Whenever the potential for a conflict of interest arises, I will discuss the conflict with the Protégé to reach agreement on how to deal with it in whatever way best serves the Protégé, the school, and the students. I will model ethical school leadership behavior. Signature of New Principal Mentor Date Name of New Principal Protégé School Sign and return to Department of HRRPD after NPP Orientation Meeting; retain a copy for NPP Portfolio record 219

220 Mentor s Worksheet for Evaluating Protégé s Goals Instructions: Answer the following questions to gauge the clarity of your Protégé s goals. Specific o o What is it the Protégé is trying to accomplish in this relationship? Are the Protégé s goals specific, concrete, and clear? Measurable o o Are the goals capable of being measured? In what ways can success be measured? Action Oriented o o o Are the goals future oriented? What results should you be able to see when the Protégé s goals are accomplished? What concrete things will the Protégé be able to do as a result of accomplishing the goals identified? Realistic o o Are goals achievable within the availability of your time? Are there other resources that need to be available in order to achieve the goals? Timely o o Is the time allocated for accomplishing the learning goals reasonable? Has a completion date been set for attaining the goals? 220

221 S A M P L E Completed Mentor s Worksheet for Evaluating Protégé Goals Stated Goal: To seek assistance in finding a job situation in the next 12 to 18 months that will pay more, have opportunities for growth, and be closer to my family. Specific: What is it the Protégé is trying to accomplish in this relationship? Are the Protégé s goals specific, concrete, clear? Protégé states that she wants to find a situation where she can better balance work and family life. Her mother is becoming increasingly infirm, and she states she needs to earn more, take on more responsibility at work, and be closer to her mom. Things I would like to know: What does pay more mean? What kind of opportunities for growth is she looking for? Is she talking about career advancement? Knowledge enhancement? Measurable: Are the goals capable of being measured? In what ways can success be measured? I certainly will know more about this once I have a clearer idea of the answers to question above. Success can be measured easily once she puts the dollar sign on. Distance is readily measured. In terms of career advancement, I need to know what her goals are and what her definition is for those terms. Action Oriented: Are the goals future oriented? What results should you be able to see when the Protégé s goals are accomplished? What concrete things will the Protégé be able to do as a result of accomplishing the goals identified? No problem here. I should be able to see a woman who is feeling more balanced, satisfied, and enthusiastic about her work and less guilty about the geographic distance. Eventually she will be ready to move. When she does, hopefully she will learn a way of thinking about career development from an ongoing growth perspective. Realistic: Are goals achievable within the availability of your time? Are there other resources necessary in order to achieve the goals? I see my job as guiding her through the process. Initially our time will be spent in getting more clarity wit this opportunity thing. She is going to have to find time to do a lot of the investigative work herself. I can set her on the right course, but she will have lots of decisions ahead of her. She is going to work on defining the career advancement piece. She may need to go to a career placement agency, recruitment agency, or similar companies to get access to some of the resources she will need. She will need to get on-line and stay online, and do plenty of networking. Timely: Is the time allocated for accomplishing learning goals reasonable? Has a completion date been set for attainment of the goals? Yes, assuming she is willing to dedicate time and energy to the task. She has laid out a framework in broad brush strokes. I will want to urge her to be more specific when we see how things develop. 221

222 New Principal Protégé Program MENTORING LOG Mentoring Principal: School: Principal Protégé School Year: DATE START TIME and END TIME MENTORING ACTIVITY TYPE OF CONTACT HRS 222

223 New Principal Protégé Program MENTORING LOG Mentoring Principal: School: Principal Protégé School Year: DATE START TIME and END TIME MENTORING ACTIVITY TYPE OF CONTACT HRS 223

224 New Principal Protégé Program MENTORING LOG Mentoring Principal: School: Principal Protégé School Year: DATE START TIME and END TIME MENTORING ACTIVITY TYPE OF CONTACT HRS 224

225 Progress and Accountability Information and Tips taken from The Mentors Guide by Lois J. Zachary Accountability Assurances Accountability is the conscious melding of self-responsibility and rigor. Accountability assurance is based on considered commitment to and clear understanding of the responsibilities of each mentoring partner. The defining accountability question is, how are we going to hold ourselves and each other accountable in this mentoring relationship? Answering the question calls for clarity-the kind of clarity that Patrick Lencioni writes about in The Five Temptations of a CEO (1998), where he states, You can t hold people accountable for things that aren t clear. Those who are engaged in an informal mentoring relationship may view an imposed accountability procedure as cumbersome. However, unless external accountability measures are built in, whether self or other imposed, the temptation is to sidestep it altogether. The accountability conversation provides a touchstone for the relationship. When used thoughtfully, it becomes an ongoing quality assurance conversation. There are three levels of accountability that mentoring partners ought to address: accountability for the relationship, accountability for the learning process, and the accountability for the achievement of the learning goals. The chart below provides some prototypical questions associated with each level. Levels of Ongoing Accountability The relationship How are we doing? What is the quality of our interaction? In what ways might we strengthen our relationship? The learning process Is the process we are using working to facilitate your learning? In what ways are your learning needs being met? Not met? What might we do to make the process work better for you? What do we need to change or strengthen? What are you learning about yourself as a learner in this process? Progress toward learning goals What progress are you making toward realizing your learning goals? What is your greatest success thus far? What is your biggest frustration? What gives you the most satisfaction about what you are learning? As you think about meeting the challenge of mutual accountability in a mentoring 225

226 relationship, consider how best to encourage and support accountability. Encouraging Accountability Accountability conversations do not have to be formal, but they do need to be meaningful and regular. Periodically asking, How is it going? keeps accountability at the forefront. Posing a simple question regularly instead of waiting until something goes amiss, offers a nonthreatening approach. When checking in is an established, normative port of the relationship, it takes the pressure off and encourages accountability. In some situations, more detailed accountability mechanisms are appropriate. If this is not the case, the mentor and mentee could choose to develop a list of itemized questions to discuss at predefined milestones in the relationship. Supporting Accountability The responsibility for accountability rests with the mentoring partners. Some mentors suggest that mentees summarize the mentoring session at the close of the interaction and record what they have learned. At the beginning of the next session, mentees review that summary. This ensures continuity and a jumping-off point for talking about progress made since the previous mentoring session or conversation. Other mentors make process notes for themselves and continue to add to them and review them throughout the mentoring relationship. This is particularly helpful when mentoring at a distance or when there is time distance between mentoring interactions. By saving these notes, each partner has a record of the mentoring journey that becomes a helpful point of departure in assessing the learning experience. Group mentoring situations offer a unique opportunity for supporting accountability. Using a round-robin approach to summarize and end the session both reinforces the learning and reminds mentees of what they need to do. Beginning the next session with a progress report since the previous session helps focus the interaction and abbreviate start-up time. or handwritten notes, sharing an interesting article, and a quick telephone call are little ways of supporting accountability. Critical Aspects of Accountability Three aspects of accountability are critical to mutual accountability for building and maintaining the relationship: ground rules, confidentiality safeguards, and boundary setting. Ground Rules for the Relationship We sometimes take partnering for granted and assume that it will happen naturally. This assumption often undermines the relationship. Establishing ground rules helps manage expectations in a mentoring relationship. Ground rules are the norms of accepted behaviors, rules of the road, guidelines, or conventions that partners agree to abide by in a partnership. They should not restrict the relationship, but rather encourage and support accountability. At a minimum, a mentoring partnership agreement should outline the norms of the relationship. The following common mentoring norms can be used to start the discussion on ground rules: Our meetings begin and end on time Each of us actively participates in the relationship Our communication is open, candid, and direct 226

227 We will respect our differences and learn from them We will honor each other s expertise and experience We will safeguard confidentiality We will manage our time well We will put interruptions aside The most challenging part of the ground rule conversation is the discussion about what happens if and when these rules are not followed. What will happen if one partner dominates the relationship? What are the sanctions if appointment times are not honored? What happens when confidentiality is compromised? In a formal mentoring situation, there may be additional programmatic sanctions imposed that will need to be taken into consideration. Checking in to determine whether the ground rules are working effectively at the beginning or end of the first several mentoring sessions helps smooth the way and avoid difficulties later on. Whatever both partners ultimately decide about the ground rules of their mentoring partnership, they should consider establishing checkpoints to monitor the status of the relationship and agree in advance on what those will be. Confidentiality Safeguards Breach of confidentiality is a major stumbling block in mentoring relationships. Although mentees often confide in mentors and mentors in mentees, many people have differing expectations of what that confidentiality means. Being a confidant does not always mean that person you trust automatically safeguards confidentiality the way you would. Generally people do not like to talk about confidentiality; they just assume it. And because they assume it, assumptions remain undisclosed and untested. Instead, mentors and mentees must continuously check out their own assumptions if they are to share mutual accountability for the mentoring partnership. It is hard to talk about confidentiality because people are afraid it will undermine trust and fear a conversation about it will be offensive. They see confidentiality as a particularly difficult issue to discuss when there appears to be no immediate reason to do so. The truth of the matter is that there are many different expectations about what confidentiality means in a relationship. Some people view confidential information as private, restricted, secret, undisclosed, and classified. For others, confidentiality has a limited duration. It is important to talk candidly with mentees and agree on every aspect of confidentiality in a mentoring relationship. Getting the conversation about confidentiality started is sometimes awkward. We examine two possible approaches that can be used independent of each other or in combination to frame the conversation: perception identification and assumption testing. In perception identification, the mentor and mentee begin the discussion of confidentiality using a free association exercise. They individually write down words associated with the word confidentiality, thereby generating a list that can serve as a basis for discussion. Ultimately the partners will come to mutual agreement about what confidentiality will mean in their relationship. 227

228 There must be clarity about what confidentiality means within a particular mentoring relationship. The object is to create consensus about what is confidential and what is not that makes sense for the mentoring partners and promotes open and candid communicationcommunication that is authentic and free flowing-without getting so specific that conversation is restricted, unnatural, and guarded. Delimiting confidentiality is part of the boundarysetting process and helps ensure accountability within the relationship. Boundary Setting A frank discussion about the limits and boundaries of the mentoring relationship enables mentoring partners to sustain the focus on learning, manage expectations, and ensure mutual accountability throughout the duration of the relationship. Boundaries that go undefined frequently undermine the relationship by deflecting energy away from the learning focus of the relationship. When boundaries are too loose, they may be misinterpreted, and when they are too rigid, they incapacitate the relationship. Boundaries are not always clear-cut, however, and may vary according to circumstance. There are boundaries that we set for ourselves and boundaries that we set in partnership with others. There are boundaries that are evident at the beginning of the relationship and boundaries that need to be set during the relationship. Personal boundary setting during the negotiating phase helps mentors maintain the delicate balance between meeting their own needs and those of their mentees. The most overlooked aspect of boundary setting has to do with access, which directly relates to managing expectations: What kind of access does the mentee have to you? What is the limit? Does being a mentor mean the mentee has unlimited access to you for the duration of the relationship? Is an appointment needed? What kind of telephone access does the mentee have to you? Will your mentee need to go through a gatekeeper to get to you? It is important for mentors to communicate what they are willing to do and unwilling to do in the relationship. Once they become aware of their own boundaries, the next step is to decide what they expect from the mentee to respect these boundaries. A list of boundaries can be used as a basis for conversation with mentee at the appropriate time in the negotiating process. Mentees also need to set boundaries for themselves. Relationship boundary setting requires a discussion about the boundaries of the relationship. Guidelines for safeguarding confidentiality are an example of a partnership boundary. Guidelines for maintaining contact are another. Access is yet another. Despite best intentions, boundaries are crossed and limits are exceeded. Crossing boundaries affects the mentoring relationship and the learning taking place within it. The best way to handle this is to be prepared with a strategy to deal with boundary crossing if and when it occurs. 228

229 Assessment Principal Leadership Standards Inventory (PLSI) Self-Appraisal Form Strengths and Developmental Needs Worksheet Individual Leadership Development Plan (ILDP) 229

230 William Cecil Golden Florida School Leaders Program Online Support Resources Principal Leadership Standards Inventory The Principal Leadership Standards Inventory provides educational leaders with a selfevaluation process to help inventory their current practices and identify their strengths and weaknesses for each of the Florida Principal Leadership Standards. To access Principal Leadership Standards Inventory online in the WCG Resource Library, login at the home page. Copyright 2006 Florida Department of Education 230

231 NEW PRINCIPAL PROTÈGÈ PROGRAM PRINCIPAL PROTÈGÈ SELF-APPRAISAL FORM Principal Protégé: Date: Note: Mark ( ) in the appropriate column for each skill area where you feel you have either significant strength or significant developmental need. FLORIDA PRINCIPAL STANDARDS Instructional Leadership Strength Need 1. Instructional Leadership 2. Managing the Learning Environment 3. Learning, Accountability, and Assessment Operational Leadership 4. Decision Making Strategies 5. Technology 6. Human Resource Development 7. Ethical Leadership School Leadership 8. Vision 9. Community and Stakeholder Partnerships 10. Diversity FUNCTIONS 1. Curriculum 2. Personnel 3. Student Services (includes discipline) 4. Student Activities 5. Transportation 6. Finance/Budget 7. Facilities 8. Community Relations OTHER AREAS 1. School law 2. School Board Policy 3. Records/Reports

232 NEW PRINCIPAL PROTÈGÈ PROGRAM STRENGTHS AND DEVELOPMENTAL NEEDS WORKSHEET Principal Protégé: Date: Mentor: Note: Mark ( ) a skill area only if the participant has a significant strength or significant developmental need in the area. FLORIDA PRINCIPAL STANDARDS Instructional Leadership Strength Need 1. Instructional Leadership 2. Managing the Learning Environment 3. Learning, Accountability, and Assessment Operational Leadership 4. Decision Making Strategies 5. Technology 6. Human Resource Development 7. Ethical Leadership School Leadership 8. Vision 9. Community and Stakeholder Partnerships 10. Diversity FUNCTIONS 1. Curriculum 2. Personnel 3. Student Services (includes discipline) 4. Student Activities 5. Transportation 6. Finance/Budget 7. Facilities 8. Community Relations OTHER AREAS 1. School law 2. School Board Policy 3. Records/Reports Individual Leadership Development Plan The Individual Leadership Development Plan (ILDP) is an electronic tool to assist in organizing, planning and monitoring your professional development as a school leader. The 232

233 tool allows you to incorporate your school s student data, school improvement goals and your personal leadership development plan into one electronic document. Place a printed copy of your ILDP behind this tab. Directions: Website: Type in user name and choose password LOGIN: Under TOOLS on the left, click on Individual Leadership Development Plan Leadership Development Progress Log The Leadership Development Progress Log allows you to track your ongoing leadership development through the Prior Learning Inventory, Principal Leadership Standards Inventory, Individual Leadership Development Plan Activities and other resources. To access Leadership Development Progress Log online in the WCG Resource Library, login at the home page. Click e-annual Professional Development Plan button Step 1) Step 2) Select school district Select school Next Select name from list Don t see your name? Click on Don t see your name? Create an account (read directions carefully) Next 233

234 Principal Leadership Standards Sample Key Indicators For The Entry Level Principal Florida Department of Education 234

235 Florida Department of Education 1 Principal Leadership Standards Entry Level Principal Vision High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community. Sample Key Indicators at the Entry Level: Can describe how to develop and implement a shared vision and strategic plan for the school Works with staff, students and families to achieve the school s vision Can describe how instructional objectives, curricular goals and the shared vision relate to each other Allows time for the achievement of goals Identifies needs that will be targeted in the shared vision and strategic plan Communicates the school s vision, mission and priorities to the community Understands the basic concepts of the change process Is aware that external influences have impact upon the school Establishes plans to accomplish goals Relates the vision, mission and goals to students Understands the effect of having a community of learners working together Articulates and reinforces the vision in written and spoken communications Instructional Leadership High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills. Sample Key Indicators at the Entry Level Sets annual learning gains, school improvement goals and other targets for instructional improvement Uses data as a component of planning for instructional improvement Includes provisions in the instructional program for students with special needs Engages staff in ongoing study of current best practices Reads research, applied theory and informed practice related to the curriculum Works to create high expectations and standards among the staff, teachers and community members Relates content and instruction to the achievement of established standards by students Provides instructional leadership Is aware of research on instructional effectiveness and will use it as needed Demonstrates knowledge of student performance evaluation Has identified skills necessary for the planning and implementation of improvements of student learning Assesses the curriculum needs in a particular setting Works to relate state standards, the needs of the students, the community and the goals of the school Understands the effect that a positive school culture has on student learning Recognizes differences in the staff s desire and willingness to focus energy on achieving educational excellence Identifies teaching and learning needs among the staff and teachers Communicates the instructional program to the community, the staff and district personnel Models professionalism, collaboration and continuous learning Understands and recognizes the benefits for students in: balanced reading instruction curriculum integration active teaching and learning strategies standards-based instructional programs the use of technology for instructional purposes aligning classroom assessments to standards Managing the Learning Environment High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment. Sample Key Indicators at the Entry Level: Administers policies that provide a safe school environment Has a plan for the accomplishment of strategic goals Manages the daily operations of the school Is aware of the various fiscal and non-fiscal resources for the school including business and community resources Manages the school to promote and encourage student learning 235

236 Uses financial resources and capital goods and services to support school priorities Uses an efficient budget planning process Uses school resources to achieve curricular and instructional goals Understands techniques and organizational skills useful in leading and managing a complex and diverse organization Plans and schedules one s own and others work so that priorities and goals can be met Conforms to legal and ethical standards in the management of the learning environment Community and Stakeholder Partnerships High Performing Leaders collaborate with families, business, and community members; respond to diverse community interests and needs; work effectively within the larger organization; and mobilize community resources. Sample Key Indicators at the Entry Level: Understands how student and family conditions affect learning Identifies opinion leaders in the community and their relationships to the school Communicates the school s vision, mission and priorities to the community Understands the effect that school image caused by impressions created by the students and staff and its use in promoting the school Uses shared leadership and decision-making model in the operation of the school Identifies resources of families, business and community members that could support the school Understands the benefits of having and using a variety of partnerships, coalitions and network Establishes relationships within and external to the school Actively engages the community to promote student and school success Relies on agencies to connect students to the health, human and social services they need to stay focused on learning Provides opportunities to involve family and community in a broad range of school activities Decision Making Strategies High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement. Sample Key Indicators at the Entry Level: Establishes goals and targets Is developing a set of problem solving techniques and decision making skills Understands that events and problems can have a variety of explanations Can explain and defend decisions made Uses data to inform decisions Uses others to assist in the accomplishment of organization goals Supports student learning when making curricular and instructional decisions Has a problem-solving model to use when confronted with unsettled questions or undesirable situations Conforms to appropriate legal standards Makes decisions in a timely fashion using the best available information Provides opportunities to involve family and community in a broad range of school activities Diversity High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community. Sample Key Indicators at the Entry Level: Has skills necessary for interactive and interpersonal situations Understands how multicultural awareness, gender sensitivity and racial and ethnic appreciation affect an educational organization Is able to interact with the various cultural, ethnic, racial and special interest groups in the community Is aware of how the teaching staff provides for the diverse perspectives appropriate to the student population and school community Provides opportunities to involve the school community in a broad range of school activities Interacts effectively with diverse individuals and groups Conforms to legal and ethical standards related to diversity Is perceptive and tactful in dealing with diverse populations Recognizes when crisis communications are necessary and is building a repertoire of skills to deal with them Arranges for students and families whose home language is not English to engage in school activities and communication through oral and written translations Defuses contentious situations Has a plan for the hiring and retention of a diverse staff Has a plan to develop ways to improve relations with various cultural, ethnic, racial and special interest groups in the community Technology 236

237 High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities. Sample Key Indicators at the Entry Level: Is aware of the technology, telecommunications and information systems and their uses to enrich curriculum, instruction and assessment Plans for technology integration for the school community Works with tech-savvy staff to plan for increased technology usage Models the use of technology as a tool in support of both educational and community activities Develops an effective teacher professional development plan to increase technology usage Has assessed and analyzed the extent to which technology has been integrated throughout the teaching and learning environment Within the available resources, increases access to educational technologies within and beyond the school Has a plan for the provision of support to increase the use of technology already in the school/classrooms Uses technology to support the educational efforts of staff and teachers Learning, Accountability, and Assessment High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process. Sample Key Indicators at the Entry Level: Uses data to assess and monitor school improvement Uses multiple sources of data to inform decisions and improvement processes Monitors and assesses student progress Monitors and assesses the progress of activities Demonstrates an understanding of the methods and principles of program evaluation Develops and demonstrates skills in evaluating instructional strategies and materials Understands how to use diagnostic tools to assess, identify and apply instructional improvement Works with staff to identify strategies for improving student achievement appropriate to the school population Human Resource Development High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff paid and volunteer. Sample Key Indicators at the Entry Level: Uses multiple data sources in working with teachers to plan for individual professional development Utilizes a variety of supervisory skills to improve teaching and learning Understands adult learning strategies useful for assisting staff in professional development Demonstrates an understanding of the methods and principles of personnel evaluation Operates within the provisions of each contract as well as established enforcement and grievance procedures Sets high expectations and standards for the performance of all teachers and staff Empowers others to achieve personal, professional and organizational goals Connects professional growth plans and professional development to individual teacher and school learning goals Understands the processes necessary for use in the hiring and retention of high quality teachers Sets expectations that will ensure that all students are engaged in active learning Provides opportunities for teachers to think, plan and work together Pursues improvement of his/her own professional development 237

238 Ethical Leadership High Performing Leaders act with integrity, fairness, and honesty in an ethical manner. Sample Key Indicators The Leader at Every Level1: Manifests a professional code of ethics and values Makes decisions based on the legal, moral and ethical implications of policy options and political strategies Creates, models and implements a set of values for the school Develops well-reasoned educational beliefs based upon an understanding of teaching and learning Understands ethical and legal concerns educators face when using technology throughout the teaching and learning environment Develops a personal code of ethics embracing diversity, integrity and the dignity of all people Acts in accordance with federal and state constitutional provisions, statutory standards and regulatory applications Demonstrates ability to make decisions within an ethical context 1 Sample Key Indicators for Ethical Leadership is the same at all three levels. Ethical Leadership Standards are identical for all educational leaders. 238

239 Principal Leadership Standards Sample Key Indicators For The Experienced Principal Level Florida Department of Education 239

240 Florida Department of Education Principal Leadership Standards The Experienced Principal Vision Experienced leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community. Sample Key Indicators The Experienced Principal: Develops and implements a shared vision and strategic plan for the school Develops and implements a shared vision that places student and faculty learning at the center Motivates staff, students and families to achieve the school s vision Aligns instructional objectives and curricular goals with the shared vision Allows time for the achievement of goals Works with faculty to identify instructional and curricular needs Interacts with the community concerning the school s vision, mission and priorities Uses the basic concepts of the change process Responds to external influences that impact upon the school Working with staff and others, establishes plans to accomplish goals Relates the vision, mission, and goals to the instructional needs of students Works to create a community of learners among the staff, students and faculty Articulates and reinforces the vision in written and spoken communications Has a personal professional development plan for his/her own continuous improvement related to vision and vision development Instructional Leadership Experienced Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills. Sample Key Indicators The Experienced Principal: Plans for the achievement of annual learning gains, school improvement goals, and other targets Uses more than one source of data to plan and assess instructional improvement Includes provisions in the instructional program for students with special needs Engages staff in ongoing study of current best practices Describes where research, applied theory, and informed practice were used in making curricular decisions Has high expectations and standards for the academic and social development of students Demands content and instruction that ensures student achievement of established standards Provides instructional leadership with consideration for the community, its makeup and its diversity Has knowledge of research on instructional effectiveness Coaches staff and teachers on the evaluation of student performance Develops skills necessary for the planning and implementation of improvement of student learning Identifies the curriculum needs for different student populations Develops curriculum aligned to state standards Builds a positive school culture for learning Understands and promotes conditions that enhance the staff s desire and willingness to focus energy on achieving educational excellence Insures that teachers get the help they need to improve teaching and learning Communicates the instructional program to the community, the staff, and district personnel Models professionalism, collaboration and continuous learning related to instructional leadership Understands, recognizes and supports: o balanced reading instruction o curriculum integration o active teaching and learning strategies o standards-based instructional programs o the use of technology for instructional purposes o aligning classroom assessments to standards Managing the Learning Environment Experienced Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment. 240

241 Sample Key Indicators The Experienced Principal: Develops and administers policies that provide a safe school environment Applies operational plans and processes to accomplish strategic goals Attends to student learning goals in the daily operation of the school Identifies and analyzes the major sources of fiscal and non-fiscal resources for the school including business and community resources Is building a culture of learning at the school Manages financial and material assets and capital goods and services in order to allocate resources according to school priorities Uses an efficient budget planning process that involves staff and community Demonstrates ability to identify and organize resources to achieve curricular and instructional goals. Is developing techniques and organizational skills necessary to lead/manage a complex and diverse organization Plans and schedules one s own and others work so that resources are used appropriately in meeting priorities and goals Conforms to legal and ethical standards in the management of the learning environment Has a personal professional development plan for his/her own continuous improvement related to managing the learning environment Community and Stakeholder Partnerships Experienced Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources. Sample Key Indicators The Experienced Principal: Addresses student and family conditions affecting learning Identifies major opinion leaders in the community and their relationships to school goals and programs Communicates the school s vision, mission and priorities to the community Demonstrates concern for the image of the school via impressions created by the students and staff, and serves as primary spokesperson in the community. Shares leadership and decision-making with others Seeks resources of families, business, and community members in support of the school s goals Develops partnerships, coalitions, and networks Uses relationships within and external to the school to support the school Actively engages the community to share responsibility for student and school success Involves staff in connecting students to the health, human and social services they need to stay focused on learning Involves family and community in appropriate policy implementation, program planning, and assessment efforts Has a personal professional development plan for his/her own continuous improvement related to community and stakeholder partnerships Decision Making Strategies Experienced Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement. Sample Key Indicators The Experienced Principal: Uses goals and targets to manage activities Uses a variety of problem solving techniques and decision making skills to resolve problems Provides more than one explanation for events and problems Displays confidence in his/her own behavior Uses more than one source of data to inform decisions Understands moral and ethical implications of policy options and political strategies Recognizes situations that require forcefulness and self-confidence in making decisions Delegates tasks clearly and appropriately to accomplish organization goals Focuses upon student learning as a driving force for curriculum, instruction, and institutional decision-making Analyzes unsettled questions or undesirable situations before jumping to conclusions Conforms to appropriate legal standards Has a process for gathering information to use when making decisions Involves family and community in appropriate policy implementation, program planning, and assessment efforts Has a personal professional development plan for his/her own continuous improvement related to decisionmaking strategies and their use Diversity 241

242 Experienced Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community. Sample Key Indicators The Experienced Principal: Selects from a variety of interpersonal skills in any given situation Recognizes and responds to multicultural, gender, racial, and ethnic needs in the organization Communicates with various cultural, ethnic, racial, and special interest groups in the community Monitors the delivery of instructional content that provides for the diverse perspectives appropriate to the situation Involves school community in appropriate policy implementation, program planning, and assessment efforts Interacts effectively with diverse individuals and groups Conforms to legal and ethical standards related to diversity Perceives the needs and concerns of others and is able to deal tactfully with them Handles crisis communications in both oral and written form Arranges for students and families whose home language is not English to engage in school activities and communication through oral and written translations Hires, develops, and retains a diverse staff Represents the school and the educational establishment in relations with various cultural, ethnic, racial, and special interest groups in the community Has a personal professional development plan for his/her own continuous improvement related to diversity Technology Experienced Leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities. Sample Key Indicators The Experienced Principal: Implements a plan for the use of technology, telecommunications and information systems to enrich curriculum instruction, and assessment Develops a plan for technology integration for the school community Discovers practical approaches for developing and implementing successful technology planning Models the use of technology as a tool in support of both educational and community activities Develops an effective teacher professional development plan to increase technology usage to support curriculum-based integration practices Promotes the effective integration of technology throughout the teaching and learning environment Increases access to educational technologies for the school Provides support for teachers to increase the use of technology already in the school/classrooms Uses technology to support the analysis and use of student assessment data Has a personal professional development plan for his/her own continuous improvement related to technology Learning, Accountability, and Assessment Experienced Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process. Sample Key Indicators The Experienced Principal: Creates a school leadership team which is comfortable using data Uses multiple sources of data to manage the accountability process Assesses student progress using a variety of techniques and information Monitors and assesses instructional programs, activities, and materials Uses the methods and principles of program evaluation in the school improvement process Develops and demonstrate skills in evaluating instructional strategies and materials Uses diagnostic tools to assess, identify, and apply instructional improvement Identifies successful schools with similar demographics to use as a source for ideas for improving student achievement Has a personal professional development plan for his/her own continuous improvement related to learning, accountability, and assessment Human Resource Development Experienced Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff paid and volunteer. Sample Key Indicators The Experienced Principal: Works collaboratively with teachers to plan for individual professional development Utilizes a variety of supervisory models to improve teaching and learning 242

243 Applies adult learning strategies to professional development Uses the methods and principles of personnel evaluation Operates within the provisions of each contract as well as established enforcement and grievance procedures Sets high expectations and standards for the performance of all teachers and staff Empowers the staff Manages a program of continuous professional development tied to student learning and other school goals Hires and retains high-quality teachers Works with staff so they have the skills to ensure that all students are engaged in active learning Provides opportunities for teachers to think, plan, and work together Pursues improvement of his/her own professional development Has a personal professional development plan for his/her own continuous improvement related to human resource development Ethical Leadership Experienced Leaders act with integrity, fairness, and honesty in an ethical manner. Sample Key Indicators The Leader at Every Level2: Manifests a professional code of ethics and values Makes decisions based on the legal, moral and ethical implications of policy options and political strategies Creates, models and implements a set of values for the school Develops well-reasoned educational beliefs based upon an understanding of teaching and learning Understands ethical and legal concerns educators face when using technology throughout the teaching and learning environment Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people Acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory applications Demonstrates ability to make decisions within an ethical context 2 Sample Key Indicators for Ethical Leadership are the same at all three levels. Ethical Leadership Standards are identical for all educational leaders. 243

244 Principal Leadership Standards Sample Key Indicators For The High Performing Principal Level Florida Department of Education 244

245 Florida Department of Education Principal Leadership Standards High Performing Leader Vision High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community. Sample Key Indicators The High Performing Leader: Facilitates the development and implementation of a shared vision and strategic plan for the school Facilitates the development and implementation of a shared vision that places student and faculty learning at the center Creates conditions that motivate staff, students and families to achieve the school s vision Aligns instructional objectives and curricular goals with the shared vision Allows time for the achievement of goals As part of the planning process, works with faculty and other stakeholders to identify needs Interacts with the community concerning the school s vision, mission and priorities Embraces and uses the basic concepts of the change process Develops and implements a plan to shape/use the external influences that impact upon the school Using a collaborative process, establishes plans to accomplish goals Relates the vision, mission, and goals to the welfare and learning needs of the students Develops a community of learners centered on student learning Articulates and reinforces the vision in written and spoken communications Has a personal professional development plan for his/her own continuous improvement related to vision and vision development Instructional Leadership High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills. Sample Key Indicators The High Performing Leader: Works with staff, teachers, parents and students to achieve annual learning gains, school improvement goals, and other targets Uses multiple sources of data, some of which are self-generated, to plan and assess instructional improvement Includes provisions in the instructional program for students with special needs Engages staff in ongoing study of current best practices Bases curricular decisions on search, applied theory, and informed practice Collaboratively determines high expectations and standards for the academic and social development of all students Aligns content and instruction that ensures student achievement of established standards Provides instructional leadership with consideration for the community s values, goals, social needs and changing conditions Uses knowledge of research on instructional effectiveness to inform decision Uses student performance evaluation to improve instruction Uses skills necessary for the planning and implementation of improvement of student learning Assesses the varying curriculum needs at the school Develops curriculum aligned to state standards based upon the needs of the students, the community and the goals of the school Has created and manages a positive school culture for learning Creates conditions that enhance the staff s desire and willingness to focus energy on achieving educational excellence Coaches to improve teaching and learning Communicates the instructional program to the community, the staff, and district personnel Models professionalism, collaboration and continuous learning related to instructional leadership Understands, recognizes and provides resources and motivation for o balanced reading instruction o curriculum integration o active teaching and learning strategies o standards-based instructional programs o the use of technology for instructional purposes o aligning classroom assessments to standards 245

246 Managing the Learning Environment High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment. Sample Key Indicators The High Performing Leader Develops and administers policies that provide a safe school environment Establishes and implements operational plans and processes to accomplish strategic goals Ties the daily operations of the school to school and student learning goals Identifies, analyzes, and works to improve the major sources of fiscal and non-fiscal resources for the school including business and community resources Develops and sustains the culture of learning at the school Acquires and manages financial and material assets and capital goods and services, allocating resources according to school priorities Develops an efficient budget planning process that is driven by school priorities and involves staff and community Identifies and organizes resources to achieve curricular and instructional goals Demonstrates techniques and organizational skills necessary to lead/manage a complex and diverse organization Plans and schedules one s own and others work so that resources are used appropriately, and shortand long-term priorities and goals are met Conforms to legal and ethical standards in the management of the learning environment Has a personal professional development plan for his/her own continuous improvement related to managing the learning environment Community and Stakeholder Partnerships High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources. Sample Key Indicators The High Performing Leader Enables staff and teachers to address student and family conditions affecting learning Uses major opinion leaders in the community to support and promote school goals and programs Communicates the school s vision, mission and priorities to the community Manages and markets the image of the school via impressions created by the students and staff Shares leadership and decision-making with others in the community and within the school Mobilizes the resources of families, business, and community members in support of the school s goals Develops and sustains family-school-community-higher education partnerships, coalitions, and networks Nurtures relationships within and external to the school Actively engages the community to create shared responsibility for student and school success Has created a process that enables the school to connect students to the health, human and social services they need to stay focused on learning Continuously builds family and community involvement in appropriate policy implementation, program planning, and assessment Has a personal professional development plan for his/her own continuous improvement related to community and stakeholder partnerships Decision Making Strategies High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement Sample Key Indicators The High Performing Leader: Defines success based upon results Frames, analyzes, and resolves problems using appropriate problem solving techniques and decision making skills Routinely views events and problems from multiple perspectives Leads and decides from a position of confidence Uses multiple sources of data to inform decisions Considers moral and ethical implications of policy options and political strategies when making decisions Exhibits forcefulness and self-confidence in making decisions, when appropriate Delegates authority and responsibility clearly and appropriately to accomplish organization goals Promotes student learning as the driving force for curriculum, instruction, and institutional decisionmaking 246

247 Becomes aware of an unsettled question or undesirable situation, breaks it into parts, and examines those parts before proceeding to problem solving Conforms to appropriate legal standards Evaluates the quality of information being used when making decisions Continuously builds family and community involvement in appropriate policy implementation, program planning, and assessment Has a personal professional development plan for his/her own continuous improvement related to decision-making strategies and their use Diversity - High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community. Sample Key Indicators The High Performing Leader Uses interpersonal skills appropriate to the situation Promotes multicultural awareness, gender sensitivity, and racial and ethnic appreciation in all aspects of the educational organization Communicates effectively with various cultural, ethnic, racial, and special interest groups in the community Works with the staff to develop instructional content that provides for the diverse perspectives appropriate to the situation Continuously builds school community involvement in appropriate policy implementation, program planning, and assessment Manages situations and interacts effectively with diverse individuals and groups Conforms to legal and ethical standards related to diversity Anticipates the needs and concerns of others and is proactive in dealing with them Handles crisis communications and conflict management effectively Arranges for students and families whose home language is not English to engage in school activities and communication through oral and written translations Hires, develops, and retains a diverse staff Serves as a role model in relations with various cultural, ethnic, racial, and special interest groups in the community Has a personal professional development plan for his/her own continuous improvement related to diversity Technology High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities. Sample Key Indicators The High Performing Leader Manages the staff and teachers in their use of the technology, telecommunications and information systems to enrich curriculum instruction, and assessment Creates and communicates a clear vision of technology integration for the school community Plans for the increased development and implementation of technology Models the use of technology as a tool in support of both educational and community activities. Develops an effective professional development plan for individual teachers and the entire school for technology usage to support curriculum-based integration practices Implements innovative strategies for promoting the effective integration of technology throughout the teaching and learning environment Obtains whatever resources are necessary to increase access to educational technologies for the school Provides educational and technical support to increase the use of technology already in the school/classroom Uses technology for student assessment and the evaluation of the impact of technological and instructional initiatives Has a personal professional development plan for his/her own continuous improvement related to technology Learning, Accountability, and Assessment High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process. Sample Key Indicators The High Performing Leader Creates a school culture that is comfortable using data Uses multiple sources of data to manage the accountability and instructional improvement process 247

248 Assesses student progress using a variety of appropriate techniques and informational sources Monitors and assesses instructional programs, activities, and materials Uses the methods and principles of program evaluation in the school improvement process Develops and demonstrate skills in evaluating instructional strategies and materials Trains the staff in the use of diagnostic tools to assess, identify, and apply instructional improvement Utilizes successful schools with similar demographics to identify strategies for improving student achievement Has a personal professional development plan for his/her own continuous improvement related to learning, accountability and assessment Human Resource Development High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff paid and volunteer Sample Key Indicators The High Performing Leader Works collaboratively with teachers to plan for individual professional development Uses supervisory models appropriate to individual staff members to improve teaching and learning Applies adult learning strategies to professional development Uses the methods and principles of personnel evaluation Operates within the provisions of each contract as well as established enforcement and grievance procedures Sets high expectations and standards for the performance of all teachers and staff Empowers the staff Creates a staff culture of continuous professional development tied to student learning and other school goals Hires and retains high-quality teachers and holds them responsible for student learning Works with staff so they have the skills to ensure that all students are engaged in active learning Provides opportunities for teachers to think, plan, and work together Pursues improvement of his/her own professional development Has a personal professional development plan for his/her own continuous improvement related to human resource development Ethical Leadership High Performing Leaders act with integrity, fairness, and honesty in an ethical manner. Sample Key Indicators The Leader at Every Level3: Manifests a professional code of ethics and values Makes decisions based on the legal, moral and ethical implications of policy options and political strategies Creates, models and implements a set of values for the school Develops well-reasoned educational beliefs based upon an understanding of teaching and learning Understands ethical and legal concerns educators face when using technology throughout the teaching and learning environment Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people Acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory applications Demonstrates ability to make decisions within an ethical context 3 Sample Key Indicators for Ethical Leadership are the same at all three levels. Ethical Leadership Standards are identical for all educational leaders. 248

249 New Principal Protégé Program District Program Completion Form Florida District School Principal Certification Program Statement of Candidate s Completion and Eligibility 249

250 THE SCHOOL BOARD OF HIGHLANDS COUNTY New Principal Protégé Program Recommendation Form To: Superintendent of Schools The School Board of Highlands County STATEMENT OF COMPLETION VERIFICATION: I verify that (participant s name) has successfully completed the New Principal Protégé Program and has demonstrated competency in all of the Florida Principal Leadership Standards based on program requirements for school leaders. STATEMENT OF EXTENSION RECOMMENDATION: I recommend that (participant s name) continue in the New Principal Protégé Program for one additional year to provide the opportunity for further leadership development in identified areas of need (refer to Administrative Performance Appraisal Interim Review Form, Performance Appraisal Instrument, and/or Professional Improvement Plan). New Principal Protégé Principal Mentor Superintendent s Approval School Date Date 250

251 251

252 NPP Program and Participant Survey Forms 252

253 First Year Principal Survey Standard To Be Completed By PNP Program Completer After First Year of Principalship Name of First-Year Principal School Site Year of PNP Program Year of 1 st year Principalship Date 1. The content of the Principal Certification Program that I completed as an Assistant Principal provided what level of preparation? Much more than adequate More than adequate Adequate Less than adequate None What recommendations would you make for improving the content of the Principal Certification Program? 2. As a first year principal, I would rate the support and assistance that I received from my mentor as: Much more than adequate More than adequate Adequate Less than adequate None What recommendations would you make for improving mentoring to first year principals? 3. The preparation I received in the Principal certification program enhanced my knowledge, skills, and abilities as a new Principal to successfully impact school improvement and student growth/achievement. Much more than adequate More than adequate Adequate Less than adequate None Why or why not? 4. Most of the challenges that I encountered during my first year as a principal centered around. (Name a topic Personnel, Student Discipline, SIP Plans, Data Analysis, Budget, School Law, Legal, Parent complaints, etc.) Comments and/or recommendations for improvement in this area 5. I would make the following recommendations to improve the Principal Preparation/Certification Program (please be specific). 253

254 DISTRICT SATISFACTION SURVEY OF PNP/NPP PROGRAM COMPLETERS This form should be submitted by Supervising Principals and Principal Mentors of PNP and NPP Program participants to assess the level of knowledge and skills demonstrated one year after program completion. Please use this instrument as a tool to help determine the level of leadership competency achieved through the Principal Preparation Programs (PNP and/or NPP) provided by the district. It should be noted that individuals completing the rating form be aware that no PNP/NPP program completer is expected to achieve high ratings in all areas during the entry-level years of their leadership experience. Please rate the program s overall success in how well the participants were prepared for their administrative roles through their participation in the leadership development program(s). This data will be utilized to assess program components to further strengthen and enhance the leadership preparation of the participants as well as provide input for the continuous improvement of the program(s). Results will be shared with staff responsible for the delivery and supervision of program candidates; selected staff will also conduct an annual review for possible program revisions. Place a rating of 1-10 with 1 being the lowest and 10 being the highest in the appropriate blank. Program Assessment of Principal Leadership Standards INSTRUCTIONAL LEADERSHIP Instructional Leadership High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills Managing the Learning Environment High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment Learning, Accountability, and Assessment High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process OPERATIONAL LEADERSHIP Decision Making Strategies High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement Technology High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement

255 Human Resource Development High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff paid and volunteer Ethical Leadership High Performing Leaders act with integrity, fairness, and honesty in an ethical manner SCHOOL LEADERSHIP Vision High Performing leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community Community and Stakeholder Partnerships High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources Diversity High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community Final Rating Score KEY: Ratings of 8-10 are considered a strength (final rating ); ratings of 5-8 are considered adequate or effective (final rating 50-80); ratings of 1-5 are considered a developmental need or emerging skill (final rating 10-50). Program Satisfaction Statements I am satisfied that the components of the (circle one) PNP or NPP Leadership Preparation Program meet the District s needs in preparing administrators to become high performing leaders of learning I am satisfied with the leadership competencies demonstrated by the (circle one) Assistant Principal or New Principal whom I supervised/mentored while completing the PNP or NPP Leadership Training Program(s)

256 Professional Development/Leadership Training for Administrators WCG Online Resources Educational Impact Online Resources Administrative Degree Programs and Certification Requirements Management Training Opportunities Professional Development Plan 256

257 Professional Development and Management Training Opportunities FOR SCHOOL-BASED AND DISTRICT-LEVEL ADMINISTRATORS Administrator/Leadership Professional Development and Training Opportunities: WCG Leadership Training for Administrators WCG online assessment and training modules/asap, online Educational Impact assessment and training modules, partnerships with higher educational institutes (USF-Lakeland, SFCC), agency resources providing professional leadership training (CEC, SREB), regional consortia (PAEC, NEFEC, HEC), state conferences and leadership academies Leadership Training for Aspiring Administrators Educational Leadership Degree and other leadership course information available online and through certification office SACS PDA/Technology 7 Habits of Highly Effective Leaders FPMS Professional Consultants ESOL for Administrators Online course through Ctech Ed and/or face to face training provided by district on rotating basis SearchSoft Solutions Online Application System Smart Find Express Automated Sub Calling System Performance Pay Differentiated Pay Retirement/FRS information Recruitment 101 Legislative Updates in Professional Development and Certification Professional Development Protocol Site Review Training No Child Left Behind Highly Qualified Teacher Training Classroom Walk-through Training (CWT) Webinars, regional consortia (NEFEC, HEC), Professional Consultants Targeted Selection Training Regional consortia (HEC), Professional Partnerships Employee Discipline and Documentation Guidelines for Conducting Instructional and Support Performance Appraisals HCEA and HCESPA Contract Update Review Management Training - Audio Conferences and Webinars, etc. How to Deal with Difficult Employees Discipline and Documentation Process Time Management and Organizational Training Conflict Resolution Team Building 257

258 The School Board of Highlands County ESOL REQUIREMENTS ESOL (English to Speakers of Other Languages) is a professional field of study which trains classroom teachers to meet the needs of ELL (English Language Learners) students who are learning English as a second language. The current subject(s) being taught determines ESOL Category. (Category I) (Category II) (Category III) (Category IV) ESOL Endorsement 300 inservice pts. English Language Arts Reading Writing Includes Elementary, Middle School, High School and ESE 60 inservice pts. Math Science Social Studies Computer Literacy ESE All other core academic areas 18 inservice pts. Art Foreign Language Journalism Media Specialists Music P.E. R.O.T.C. Instructors Social Workers School Psychologists All Resource Teachers Vocational ESE OT s, PT s, SLP s All other electives 60 inservice pts. School Administrators Guidance Counselors Category I Category II, III, IV Must complete at least one ESOL course per school year until requirements have been met. See Option A & B below. Must complete category requirements in the first school year. Category I (two options) Option A ESOL Endorsement E The ESOL endorsement is a rider added to an existing approved subject area on an educator s certificate. An endorsement does not provide appropriate certification by itself; it must be attached to a core academic subject area. Listed below are the 5 course requirements for the ESOL endorsement (300 in-service credit points or 15 college semester credits): 1. ESOL Applied Linguistics 60 pts. 2. ESOL Cross Cultural Communication 60 pts. 3. ESOL Curriculum and Materials Development 60 pts. 4. ESOL Testing and Evaluation 60 pts. 5. ESOL Methods of Teaching (ESOL Strategies equates to this course) 60 pts. Option B ESOL K-12 K certification Certified teachers may obtain coverage in basic ESOL K-12 by Obtaining 120 hours in ESOL approved courses (any of the above 2 courses) AND A passing score on the ESOL K-12 subject area exam (SAE) Upon completion of all requirements, you MUST contact the Human Resources Certification Office to add ESOL coverage to your certificate. 258

259 APPENDIX A MIS /2008 The School Board of Highlands County ESOL Plan of Study Name: School: Hire Date: Current Teaching Assignment: Category I (Primary provider of English or Language Arts, Reading and Writing, including Elementary Ed and ESE courses) OPTION A: Complete all five (5) courses for 300 points Course Points Completion Date ESOL Applied Linguistics 60 ESOL Cross Cultural Communication 60 ESOL Curriculum and Materials Development 60 ESOL Testing and Evaluation 60 ESOL Methods of Teaching 60 (ESOL Strategies equates to this course) OPTION B: Any of the above two (2) courses AND A passing score on the ESOL K-12 Subject Area Exam Category II (Math, Science, Social Studies and Computer Literacy, ESE core academic) Course Points Completion Date ESOL Strategies 60 Category III (All other areas Art, Music, PE, Media, ROTC, School based Psychologists and Social Workers, OT s PT s and SLP s.) Course Points Completion Date ESOL 18 hour course 18 Category IV (All Administrators and Guidance Counselors) Course Points Completion Date ESOL for Administrators 60 Indicate acceptable transfer credit and attach transcript or Inservice Transfer Record. Participant s Signature: Date: Program Director s Signature: Date: White: HRRPD Yellow: Employee 259

260 Online Resources Aligning Classroom Assessment with High Stakes Testing A free CEC micro-module on high stakes testing. Arts in Education 7-12 A free CEC online module providing research, background, and practical strategies for using the fine and performing arts in innovative ways at the secondary school level to motivate and enhance student learning. Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and Diversity (Learning Styles, Culture) Arts in Education K-6 A free CEC online module promoting a heightened awareness of the importance of the fine and the performing arts for teaching reading. Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and Diversity (Learning Styles, Culture) Building Instructional Leadership Teams: The Mission of the Principal as Instructional Leader A free CEC micro-module on instructional leadership teams and how the principal is the instructional leader of the school. Classroom Walk-Through The NEFEC created Classroom Walk-Through Online Support Tool is an important supplementary warehouse of expert commentary, practice walk-throughs and assistance for developing reflective prompts. Classroom Walk-Through for Florida K-3 Reading The NEFEC created Classroom Walk-Through for Florida K-3 Reading Online Resource Tool provides a quick reference for principals who would like to see examples of the reading indicators depicted in a classroom setting. Creating a Learning Community This ASAP module provides practical strategies to assist school leaders in creating a learning community that will shape a school's shared vision, facilitate committees, and establish a climate that supports a collegial and caring environment that enhances student achievement. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. Creating Parent Partnerships A free CEC online module for principals and assistant principals on methods to promote effective parent involvement. 260

261 Data Analysis for Instructional Leaders NEFEC created online data analysis and interpretation course for educational leaders. Data Analysis: A Comprehensive Overview of the Process A web-based resource developed by PAEC that provides an overview of the process that should be used in data analysis based on the latest strategic leadership research. Decision Making Methods This module provides strategies and practice for effective and decisive decision making in a variety of everyday and crisis situation, as well as an understanding of the role of decision making in school leadership. FCIM Online Support Tool This NEFEC created online tool provides a diverse set of resources for instructional leaders who are either in the process of implementing the Continuous Improvement Model or are seeking to raise their own awareness of the steps in this powerful school reform process. High Quality Teaching and Learning in the Science Classroom: What the Administrator Needs to Know A web-based resource developed by PAEC that provides both a video interview and video vignettes of classroom activity demonstrating high yield strategies for science instruction. Improving Literacy Instruction in Middle and High Schools Created by the Florida Center for Reading Research at FSU, this guide on the improvement of literacy is written for principals of both middle and high schools and is based on scientific research on reading and reading instruction and on studies of successful schools and interviews with successful principals. Improving Practice in Literacy (7-12) This ASAP module addresses reading in the content areas and the concept of reading instruction at the secondary level. Leaders will learn to recognize and promote effective literary instruction at the secondary level. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. Improving Practice in Literacy (K-6) This ASAP module provides an introduction to the fundamental components of literacy - reading, writing, speaking, and listening - and will help leaders to recognize and promote effective literacy instruction at the elementary level. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. Improving Practice in Mathematics This ASAP module introduces leaders (even those without a mathematical background) to best practices in mathematics education. The content assists leaders in recognizing appropriate instruction and relevant terminology for discussions relating to mathematics education. Module 261

262 includes pre and post assessments that become part of your individual Leadership Development Plan. New Math Standards: What Every Principal Needs to Know A PAEC on-line resource that provides instructional leaders with information about the proposed revisions to the mathematics standards for Florida grades K 12 and offers a guide for preparing students, teachers and parents for curriculum changes. Parent Partnerships This ASAP module highlights ways to guide parent involvement rather than simply let it happen. It provides background, insights, strategies, and materials for effectively using parent skills to support and enhance student learning. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. Peer Coaching A CEC on-line course that guides administrators on how to initiate a peer coaching program within their school. Principal as Instructional Leader in Math: A Facilitator s Toolkit A web-based resource developed by PAEC to provide principals with materials to work with math faculty members when introducing the Math Classroom Walk-Through monitoring process and to show its connection to the FOCUS on Student Achievement: FCIM. Principal as Instructional Leader in Science: A Facilitator's Toolkit A web-based resource developed by PAEC to provide principals with materials to work with science faculty members when introducing the Science Classroom Walkthrough as a model and to show the connection to the FOCUS on Student Achievement: FCIM. Principal Portal Training Module A free CEC online tutorial module on how to access online resources through the Principal Portal website. Principal's Role in Improving Reading and Literacy This free CEC online module provides principals with a basic understanding of the complex nature of learning to read along with practical advice on leading reading reform in the school. Reading to Inquire and Learn in Math: An Administrator s Guide to Teaching Reading in the Math Content Area A web-based resource developed by PAEC that assists the principal in understanding how math content is organized and represented and presents information that will support the need to emphasize reading in the math content area. 262

263 Reading to Inquire and Learn in Science: An Administrator s Guide to Content Area Reading What to Expect in the Science Classroom A web-based resource developed by PAEC that will assist the principal in understanding how science content is organized and represented and presents information that will support the need to emphasize reading in the science content area. Student Achievement Data: The Basics A free CEC online module that defines and clarifies various types of student achievement data and introduces ways to gather and organize data effectively. Supporting K-3 Literacy Leadership A web-based resource developed by PAEC that provides principals with explanations about the five components of reading and what a K-3 principal needs to know about strategic leadership tools necessary to guide effective K-3 reading instruction. Supporting Teachers through Coaching, Mentoring and Support A free CEC online module that provides practical strategies for developing and sustaining a climate of coaching and mentoring within the school. Teaching All Students to Read in Elementary School Created by the Florida Center for Reading Research at FSU, this guide on reading instruction in your school can help you identify the most critical changes that must be made. It describes the types of instruction and leadership activities necessary to help all children become proficient readers in elementary school and is based on scientific research on reading and reading instruction, as well as on studies of successful schools and interviews with successful principals. Teaching and Learning in the Math Classroom: What the Administrator Needs to Know This web-based resource developed by PAEC provides both a video interview and video vignettes of classroom activity demonstrating high yield strategies for math instruction. Team Building This ASAP module provides information and describes the skills needed for teaming to make a difference at the school site. Effective school teams make a difference for students and teachers in a variety of ways, but before colleagues can function effectively as a team, everyone involved must learn how to be a member of a team. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. Technology in Educational Administration A free CEC micro-module on technology in educational administration. What Every Teacher Should Know and Do This ASAP module focuses on the vital importance of teachers' organizational skills and of being organized, preparation and its importance, as well as what to expect of students, school, and district politics during the first weeks of the school year. The module includes practical 263

264 suggestions for prioritizing tasks and getting organized. Module includes pre and post assessments that become part of your Individual Leadership Development Plan. Copyright 2006 Florida Department of Education 264

265 Getting Started Welcome to Educational Impact s Online Learning Academy! Before you log on to EI s site, take a minute to review the Getting Started information below. When you are ready, you can access EI s online programs via the Internet at Your ID and Password will provide you with access to the EI online programs you have purchased. If you want to preview a short 1-2 minute video highlight from all 34 programs in EI s academy, an ID is not required. Please click on program previews on the Educational Impact home page STEP ONE: Logging In The Click here to LOG-IN button is located in the top right corner of EI s homepage. Enter your User Name/ID #: Password: turnsshops STEP TWO: Getting Your Computer Ready To view all of video in EI s programs, you may need to install QuickTime on the computers you intend to work from, both at home and at school. Many computers already have QuickTime installed. However if yours does not, QuickTime can be easily installed from the EI login page 1. Click on Software Check to determine if you already have QuickTime. 2. If QuickTime is not on your computer, you will be prompted to download it. 3. Click on Installing QuickTime. (If you are still experiencing difficulty you may have to contact your network person or IT coordinator to help you.) STEP THREE: Taking Virtual Tour of EI s Program Features We recommend you view the 11-minute EI Tour to make sure you are taking advantage of all the program features EI offers. Click on the Getting Started icon on the log in page. If you do not want to view the entire tutorial, use the tutorial menu to select the specific feature you want to learn more about. STEP FOUR: Selecting Media Settings Log in and select the program and module you wish to view. Select the correct media setting to view the video com- ponent. Low for dial-up and high for high band- width connections. If you experience delays in video playback, switch from the High Bandwidth to the Low Bandwidth or Audio Only. Do not click on Play ; the movie will begin on its own when all content has been downloaded. IMPORTANT - Several months ago, Microsoft unexpectedly provided Internet Explorer users with updates and security patches that occasionally cause the Educational Impact programs to run incorrectly. In the rare instance you experience problems viewing the video in the EI program, we encourage you to access the EI programs by using a Firefox, Netscape or Safari browser - instead of Internet Explorer. These three browsers can be downloaded free of charge from the EI log in page. If you experience any technical difficulties, we are here to help you. Call