ISLLC Self-Assessment Tool*
ISLLC Self-Assessment Tool*Instructions: This self-assessment is designed to provide a personal profile of your schoolleadership assets based on the ISLLC Standards for School Leaders. The ISLLC SelfAssessment Tool consists of 182 statements that describe the knowledge, dispositions, andperformances contained within the ISLLC Standards for School Leaders. You are asked torespond to each statement by reflecting on what you have learned, what you believe and value,and what you are accomplishing as a school leader.Read each knowledge, disposition, or performance statement carefully. Then check the box thatindicates the extent to which the statement represents your practices during the past 10–12months. In responding to each item:1 represents Little extent2 represents Some extent3 represents Sufficient extent4 represents Exemplary extent*Used by permission of the National Policy Board for Educational Administration and the Interstate SchoolLeaders Licensure Consortium.Developing Your School Leadership ProfilePurposes:To provide school leaders with the opportunity to examine their own school leadership practices withrespect to the knowledge, dispositions, and performances contained within the ISSLC Standards forSchool Leaders.This self-examination should lead to greater familiarity with the standards and provide a starting point toassist you in identifying potential areas of focus for professional development planning.Directions:1.Complete the self-assessment rating scale.2.Check the box under the rating that applies. Be sure to check only one response/number foreach item.3.After completion, go back and add the ratings under each standard (1 through 6). To do so,add the scores within each standard, and divide by the total number of items within eachstandard. Fill in the average rating in the space provided at the end of each standard.4.Complete a written reflection, indicating areas of needed emphasis, growth, andimprovement, in the space provided at the end of this self-assessment.5.In the space provided at the end of this self-assessment, generate four self-improvementgoals to be undertaken during this degree program. Each goal is to include the following: A goal statement and its relationship to one or more of the ISLLC StandardsAnticipated activities that will lead to the accomplishment of the goalEvidence that will demonstrate attainment of the goalTargeted date of completion for the goal
Standard 1: A school administrator is an educational leader who promotes the success of all students byfacilitating the development, articulation, implementation, and stewardship of a vision of learningthat is shared and supported by the school community.To what extent do I have a CURRENT PERSONAL MASTERY of the following Knowledgeindicators?LITTLE(1) learning goals in a pluralistic society the principles of developing andimplementing strategic plans systems theory information sources, data collection, anddata analysis strategies effective communication effective consensus-building andnegotiation skillsSOME(2)SUFFICIENT(3)EXEMPLARY(4)To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, ANDCOMMITMENT to the following Disposition indicators?LITTLE(1) the educability of all a school vision of high standards of learning continuous school improvement the inclusion of all members of the schoolcommunity ensuring that students have the knowledge,skills, and values needed to becomesuccessful adults a willingness to continuously examine one’sown assumptions, beliefs, and practices doing the work required for high levels ofpersonal and organization performanceSOME(2)SUFFICIENT(3)EXEMPLARY(4)2
To what extent do I CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIESensuring the following Performance indicators?LITTLE(1) the vision and mission of the school areeffectively communicated to staff, parents,students, and community members the vision and mission are communicatedthrough the use of symbols, ceremonies,stories, and similar activities the core beliefs of the school vision aremodeled for all stakeholders the vision is developed with and amongstakeholders the contributions of school communitymembers to the realization of the vision arerecognized and celebrated progress toward the vision and mission iscommunicated to all stakeholders the school community is involved in schoolimprovement efforts the vision shapes the educational programs,plans, and actions an implementation plan is developed in whichobjectives and strategies to achieve thevision and goals are clearly articulated assessment data related to student learningare used to develop the school vision andgoals relevant demographic data pertaining tostudents and their families are used indeveloping the school mission and goals barriers to achieving the vision are identified,clarified, and addressed needed resources are sought and obtainedto support the implementation of the schoolmission and goals existing resources are used in support of theSOME(2)SUFFICIENT(3)EXEMPLARY(4)3
school vision and goals the vision, mission, and implementation plansare regularly monitored, evaluated, andrevisedStandard 1: Average Total 28Average 3.89Standard 2: A school administrator is an educational leader who promotes the success of all students byadvocating, nurturing, and sustaining a school culture and instructional program conducive tostudent learning and staff professional growth.To what extent do I have a CURRENT PERSONAL MASTERY of the following Knowledgeindicators?LITTLE(1) student growth and development applied learning theories applied motivational theories curriculum design, implementation,evaluation, and refinement principles of effective instruction measurement, evaluation, and assessmentstrategies diversity and its meaning for educationalprograms adult learning and professional developmentmodels the change process for systems,organizations, and individuals the role of technology in promoting studentlearning and professional growth school culturesSOME(2)SUFFICIENT(3)EXEMPLARY(4)4
To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, ANDCOMMITMENT to the following Disposition indicators?LITTLE(1) student learning as the fundamental purposeof schooling the proposition that all students can learn the variety of ways in which students canlearn life-long learning for self and others professional development as an integral partof school improvement the benefits that diversity brings to the schoolcommunity a safe and supportive learning environment preparing students to be contributingmembers of societySOME(2)SUFFICIENT(3)EXEMPLARY(4)To what extent do I CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIESensuring the following Performance indicators?LITTLE(1) all individuals are treated with fairness,dignity, and respect professional development promotes a focuson student learning consistent with theschool vision and goals students and staff feel valued and important the responsibilities and contributions of eachindividual are acknowledged barriers to student learning are identified,clarified, and addressed diversity is considered in developing learningexperiences life-long learning is encouraged and modeled there is a culture of high expectations for self,SOME(2)SUFFICIENT(3)EXEMPLARY(4)5
student, and staff performance technologies are used in teaching andlearning student and staff accomplishments arerecognized and celebrated multiple opportunities to learn are available toall students the school is organized and aligned forsuccess curricular, co-curricular, and extra-curricularprograms are designed, implemented,evaluated, and refined curriculum decisions are based on research,expertise of teachers, and therecommendations of learned societies the school culture and climate are assessedon a regular basis a variety of sources of information is used tomake decisions student learning is assessed using a variety oftechniques multiple sources of information regardingperformance are used by staff and students a variety of supervisory and evaluation modelsis employed pupil personnel programs are developed tomeet the needs of students and their familiesStandard 2: Average Total 39Average 3.897Standard 3: A school administrator is an educational leader who promotes the success of all students byensuring management of the organization, operations, and resources for a safe, efficient, andeffective learning environment.To what extent do I have a CURRENT PERSONAL MASTERY of the following Knowledgeindicators?6
LITTLE(1) theories and models of organizations and theprinciples of organizational development operational procedures at the school anddistrict level principles and issues relating to school safetyand security human resources management anddevelopment principles and issues relating to fiscaloperations of school management principles and issues relating to schoolfacilities and use of space legal issues impacting school operations current technologies that supportmanagement functionsSOME(2)SUFFICIENT(3)EXEMPLARY(4)To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, ANDCOMMITMENT to the following Disposition indicators?LITTLE(1) making management decisions to enhancelearning and teaching taking risks to improve schools trusting people and their judgment accepting responsibility having high-quality standards, expectationsand performances involving stakeholders in managementprocesses promoting a safe environmentSOME(2)SUFFICIENT(3)EXEMPLARY(4)7
To what extent do I CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIESensuring the following Performance indicators?LITTLE(1) knowledge of learning, teaching, and studentdevelopment is used to form managementdecisions operational procedures are designed andmanaged to maximize opportunities forsuccessful learning emerging trends are recognized, studied, andapplied as appropriate operational plans and procedures to achievethe vision and goals of the school are in place collective bargaining and other contractualagreements related to the school areeffectively managed the school plant, equipment, and supportsystems operate safely, efficiently, andeffectively time is managed to maximize attainment oforganizational goals potential problems and opportunities areidentified problems are confronted and resolved in atimely manner financial, human, and material resources arealigned to the goals of the school the school acts entrepreneurially to supportcontinuous improvement organizational systems are regularlymonitored and modified as needed stakeholders are involved in decisionsaffecting the school responsibility is shared to maximize ownershipand accountability effective problem-framing and problem-solvingskills are usedSOME(2)SUFFICIENT(3)EXEMPLARY(4)8
effective conflict resolution skills are used effective group-process and consensusbuilding skills are used effective communication skills are used there is effective use of technology to manageschool operations fiscal resources of the school are managedresponsibly, efficiently, and effectively a safe, clean, and aesthetically pleasingschool environment is created and maintained human resource functions support theattainment of school goals confidentiality and privacy of school recordsare maintainedStandard 3: Average Total 38Average 3.84Standard 4: A school administrator is an educational leader who promotes the success of all students bycollaborating with families and community members, responding to diverse community interestsand needs, and mobilizing community resources.To what extent do I have a CURRENT PERSONAL MASTERY of the following Knowledgeindicators?LITTLE(1) emerging issues and trends that potentiallyimpact the school community the conditions and dynamics of the diverseschool community community resources community relations and marketing strategiesand processes successful models of school, family, business,community, government and higher (4)9
To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, ANDCOMMITMENT to the following Disposition indicators?LITTLE(1) schools operating as an integral part of thelarger community collaboration and communication with families involvement of families and other stakeholdersin school decision-making processes the proposition that diversity enriches theschool families as partners in the education of theirchildren the proposition that families have the bestinterests of their children in mind resources of the family and communityneeding to be brought to bear on theeducation of students an informed publicSOME(2)SUFFICIENT(3)EXEMPLARY(4)To what extent do I CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIESensuring the following Performance indicators?LITTLE(1) high visibility, active involvement, andcommunication with the larger community is apriority relationships with community leaders areidentified and nurtured information about family and communityconcerns, expectations, and needs is usedregularly there is outreach to different business,religious, political, and service agencies andorganizations credence is given to individuals and groupsSOME(2)SUFFICIENT(3)EXEMPLARY(4)10
whose values and opinions may conflict the school and community serve one anotheras resources available community resources are secured tohelp the school solve problems and achievegoals partnerships are established with areabusiness, institutions of higher education, andcommunity groups to strengthen programsand support school goals community youth family services areintegrated with school programs community stakeholders are treated equitably diversity is recognized and valued effective media relations are developed andmaintained a comprehensive program of communityrelations is established public resources and funds are usedappropriately and wisely community collaboration is modeled for staff opportunities for staff to develop collaborativeskills are providedStandard 4: Average Total 29Average 3Standard 5: A school administrator is an educational leader who promotes the success of all students byacting with integrity, fairness, and in an ethical manner.To what extent do I have a CURRENT PERSONAL MASTERY of the following Knowledgeindicators?LITTLE(1) SOME(2)SUFFICIENT(3)EXEMPLARY(4)the purpose of education and the role ofleadership in modern society11
various ethical frameworks and perspectiveson ethics the values of the diverse school community professional codes of ethics the philosophy and history of educationTo what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, ANDCOMMITMENT to the following Disposition indicators?LITTLE(1) the ideal of the common good the principles in the Bill of Rights the right of every student to a free, qualityeducation bringing ethical principles to the decisionmaking process subordinating one’s own interests for the goodof the school community accepting the consequences for upholdingone’s principles and actions using the influence of one’s officeconstructively and productively in the serviceof all students and their families development of a caring school communitySOME(2)SUFFICIENT(3)EXEMPLARY(4)To what extent do I CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIESensuring the following Performance indicators?LITTLE(1) examines personal and professional values demonstrates a personal and professionalcode of ethicsSOME(2)SUFFICIENT(3)EXEMPLARY(4)12
demonstrates values, beliefs, and attitudesthat inspire others to higher levels ofperformance serves as a role model accepts responsibility for school operations considers the impact of one’s administrativepractices on others uses the influence of the office to enhance theeducational program rather than for personalgain treats people fairly, equitably, and with dignityand respect protects the rights and confidentiality ofstudents and staff demonstrates appreciation for and sensitivityto the diversity in the school community recognizes and respects the legitimateauthority of others examines and considers the prevailing valuesof the diverse school community expects that others in the school communitywill demonstrate integrity and exercise ethicalbehavior opens the school to public scrutiny fulfills legal and contractual obligations applies laws and procedures fairly, wisely, andconsideratelyStandard 5: Average Total 29Average 3.93Standard 6: A school administrator is an educational leader who promotes the success of all students byunderstanding, responding to, and influencing the larger political, social, economic, legal, andcultural context.To what extent do I have a CURRENT PERSONAL MASTERY of the following 3
(1) principles of representative governance thatundergird the system of American schools the role of public education in developing andrenewing a democratic society and aneconomically productive nation the law as related to education and schooling the political, social, cultural, and economicsystems and processes that impact schools models and strategies of change and conflictresolution as applied to the larger political,social, cultural, and economic contexts ofschooling global issues and forces affecting teachingand learning the dynamics of policy development andadvocacy under our democratic politicalsystem the importance of diversity and equity in ademocratic society(2)(3)(4)SUFFICIENT(3)EXEMPLARY(4)To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, ANDCOMMITMENT to the following Disposition indicators?LITTLE(1) seeing education as a key to opportunity andsocial mobility recognizing a variety of ideas, values, andcultures having a continuing dialogue with otherdecision makers affecting education actively participating in the political and policymaking context in the service of education using legal systems to protect student rightsand improve student opportunitiesSOME(2)14
To what extent do I CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIESensuring the following Performance indicators?LITTLE(1) the environment in which schools operate isinfluenced on behalf of students and theirfamilies communication occurs within the schoolcommunity on trends, issues, and potentialchanges in the environment in which schoolsoperate there is ongoing dialogue with representativesof diverse community groups the school community works within theframework of policies, laws, and regulationsenacted by local, state, and federal authorities public policy is shaped to provide qualityeducation for students lines of communication are developed withdecision makers outside the schoolcommunitySOME(2)Standard 6: Average Total 19SUFFICIENT(3)EXEMPLARY(4)Average 3.947In the space below, please write your written reflection, indicating areas of neededemphasis, growth, and improvement (the space will expand as you type):In reflecting over the previous twelve months and even ranging back four years, I have had theopportunity to work with great administrators who have treated their employees fairly andrespectfully. I have also seen administrators treat the personnel with out respect making theworking environment challenging. Since working in public education grades K-12 it has been agoal of mine to become an administrator. Strengths I posses are understanding and goveriningfederal and state law, interpersonal communication with personnel, and growth and reflection oftask at hand. I have been tasked in different school districts with vairous roles within theorganization, the task have included head coaching in multiple sports, assistant coaching inmultiple sports, educational leadership groups, and activities director position. These have allbeen completed outside of the current teaching position of what most educators hold, classroomcontent and relationships only.It is important as an educator to take chances and to grow not only in your curriculum but also tryand achieve new standards of exeleence as well as increasing your developmental awarness onreflection and implimentation of new strategies. This is done within the school community lookingat the importance of stakeholders, co workers, and students.15
Improvement areas that need addressed would be time management. This would be completedeffectively in regards to allowing more time in the day. When I was the activities director atanother school the position often started at 7:00 am and went until we were completed with thedaily activities with coaches meetings, practices, and events. Currently without an administrativeresponsibility I am able to direct my time on current curriculum, state curriculum, and relationshipbuilding within our organization.In conclusion my time as and educator in the k-12 setting as well as university education hasbeen essential in developing outcomes based goals for growth improvement for the students I amable to teach.In the space below, generate four self-improvement goals to be undertaken during thisdegree program. Each goal is to include the following: A goal statement and its relationship to one or more of the ISLLC StandardsAnticipated activities that will lead to the accomplishment of the goalEvidence that will demonstrate attainment of the goalTargeted date of completion for the goalGoal #1: Obtain my administrative certification through Chadron State College.Standard: 1 & 2Evidence: Completion of all internship materials turned into Dr. Brown in a timely manner insuringI meet course completion requirements.Completion: April 30, 2018Goal #2: Increase funding for students to participate in summer camps.Standard: 2 & 4Evidence: Completion of community service fundraising campaign(s), game day concessionstands 748, March Mayhem Basketball Tournament 2,600, Booster Club Funding 1,000,totaling 4,348. I will deposit all money into our Havre High School football account.Completion: April 11, 2018Goal #3: Provide a multicultural based learning environment focusing on Traditional NativeAmerican games unit.Standard: 4, 5, & 6Evidence: Planning, preparation, and implementation of family lacrosse (one pole), familylacrosse (2 pole), rock in fist (individual), and rock in fist (team). These activities have beendeveloped and played by local tribes. I will keep copies of lesson plans and collaborativematerials on activities.Completion: April 30, 2018Goal #4: I will advocate for students in school administration meeting for fairness.Standard: 1, 2, 4, & 6Evidence: I will attend 504, IEP, and school attendance meetings advocating for our students tohave a productive learning environment for them to graduate high school. I will document allmaterials and conversations attended.Completion: April 30, 201816
ISLLC Self-Assessment Tool* Instructions: This self-assessment is designed to provide a personal profile of your school leadership assets based on the ISLLC Standards for School Leaders. The ISLLC Self-Assessment Tool consists of 182
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QAPI Self-Assessment Tool In order to establish a robust QAPI program in your organization it is important to conduct a self-assessment CMS QAPI At a Glance: Self-Assessment Tool found in Appendix A 3/16/2022 18 Discussion Q's Have you conducted a QAPI self assessment for your nursing home? What did you identify as an area to focus on?
self-respect, self-acceptance, self-control, self-doubt, self-deception, self-confidence, self-trust, bargaining with oneself, being one's own worst enemy, and self-denial, for example, are thought to be deeply human possibilities, yet there is no clear agreement about who or what forms the terms between which these relations hold.
2. Self-assessment 2 Metacognition and self-regulation 2 Self-assessment of competence 4 Self-assessment accuracy 4 Self-assessment of driver competence 5 3. Assessing perceived competence 8 Constructs of perceived competence 8 A construct for perceived driver competence 9 Instrument development 10 4. Validity theory 12
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3.6 Sexual Shame and Self-esteem; Self-esteem expert Rosenberg (1965) defined self-esteem as an attitude towards one's self, a self-worth with levels of positive and/or negative feelings about the self. Coopersmith (1967) described self-esteem as being an appreciation of oneself and showing self-respect,
Unit 2 Phonics and reading 1.Choose the picture that matches the vowel team word CSK 2.Complete the vowel team words E68 3.Complete the word with the correct vowel team HTK 4.Choose the vowel team sentence that matches the picture DJD 5.Choose the r-control word that matches the picture VVD 6.Complete the word with the correct r-controlled vowel: ar, er, ir, or, ur PLR 7.Complete the word with .
