NEA LEADERSHIP COMPETENCY GUIDE
NEA LEADERSHIPCOMPETENCY GUIDE1
AcknowledgementsNEA thanks the following member and staff leaders for theirexpertise in revising the NEA Leadership Competencies:Rebecca Pringle, NEA Vice-PresidentEric Brown, Executive Committee, IllinoisShelly Krajacic, Executive Committee, WisconsinDoreen McGuire-Grigg, CaliforniaStephanie M. Johnson, South CarolinaGladys Marquez, IllinoisShannon Rasmussen, WashingtonHasheen Wilson, OhioNational Education Association (NEA)Center for GovernanceSabrina Tines, Senior DirectorCory Wofford, Associate DirectorMichele Boyd, Program/Policy SpecialistKisha Davis-Caldwell, Senior Program/Policy SpecialistAnnelise Cohon, Senior Program/Policy SpecialistLouisa Haney, Senior Program and Financial AssistantDonald D. Washington, Senior Program/Policy SpecialistCenter for AdvocacyCenter for Business OperationsCenter for CommunicationsCenter for Great Public SchoolsCenter for OrganizingCenter for Social JusticeNational Education AssociationThe National Education Association is the nation’s largest professionalemployee organization, representing over 3 million elementary andsecondary teachers, higher education faculty, education supportprofessionals, school administrators, retired educators, and studentspreparing to become teachers.NEA Executive OfficersLily Eskelsen Garcia, PresidentRebecca (Becky) Pringle, Vice PresidentPrincess R. Moss, Secretary-TreasurerNEA Executive CommitteeEric BrownChristine Sampson ClarkShelly Moore KrajacicRobert RodriguezGeorge SheridanHanna VaanderingNEA Executive TeamKim Anglin Anderson, Executive DirectorKaren White, Deputy Executive DirectorTo order copies of this publication, send your request toleadersdevelop@nea.orgNo part of this publication may be reproduced in any form withoutthe permission of the NEA Center for Governance LeadershipDevelopment Department, except by NEA affiliates and members.Address communications to the Leadership Development Team atleadersdevelop@nea.org for further information.www.nea.org/leadershipdevelopment
NEA Leadership Competency GuideTable of ContentsNEA Vision, Mission, and Values 4The Need for a Distinctive Leadership Brand5Purpose 5The Promise of Leadership 5The NEA Leadership Competency Framework Explained6Ideas for Using the Leadership Competencies7Where To Turn for Leadership Development Resources8Chart Tables Explained 11Advocacy 12Communication 14Governance and LeadershipLeading Our Professions1618Organizing 20Strategy and Fiscal Health22NEA Leadership Development Guide 24
Vision, Mission and ValuesAdopted at the 2006 NEA Representative AssemblyThe National Education AssociationWe, the members of the National Education Association of the United States, are the voice of education professionals.Our work is fundamental to the nation, and we accept the profound trust placed in us.Our VisionOur vision is a great public school for every student.Our MissionOur mission is to advocate for education professionals and to unite our members and the nation to fulfill thepromise of public education to prepare every student to succeed in a diverse and interdependent world.Our Core ValuesThese principles guide our work and define our mission:4Equal Opportunity. We believe public education is the gatewayto opportunity. All students have the human and civil right to aquality public education that develops their potential, independence, and character.Professionalism. We believe that the expertise and judgment ofeducation professionals are critical to student success. We maintain the highest professional standards, and we expect the status,compensation, and respect due all professionals.A Just Society. We believe public education is vital to buildingrespect for the worth, dignity, and equality of every individual inour diverse society.Partnership. We believe partnerships with parents, families,communities, and other stakeholders are essential to qualitypublic education and student success.Democracy. We believe public education is the cornerstone ofour republic. Public education provides individuals with the skillsto be involved, informed, and engaged in our representativedemocracy.Collective Action. We believe individuals are strengthened whenthey work together for the common good. As education professionals, we improve both our professional status and the qualityof public education when we unite and advocate collectively.
The Need for a Distinctive LeadershipBrandAs public education continues to transform, so will the role of educators. The National Education Association (NEA) recognizes thateducation leaders are making, and will face, some of the toughestdecisions in the history of our Association and public education. TheAssociation must continue to strategically use its resources to invest ineducators by providing opportunities that increase their awareness andunderstanding of their role as leaders. Educators who see themselvesas leaders, whether in their Association or profession, are a necessity.Further, NEA believes that investing in the development of greatleaders is a powerful and essential investment.Recognizing the need and the urgency, NEA engaged leaders acrossthe Association to discuss the current and desired future state of NEA’sleadership development. NEA also established a leadership development advisory team, consisting of governance, members, and staff,to review member input and ideas across the NEA and to develop acommon vision for what NEA leaders should know and be able to do. Itis out of this work that the NEA Leadership Competencies were born.Revised in 2017-18, the current NEA Leadership Competency framework seeks to describe the ‘NEA leader’ of the 21st century. Thesecompetencies, updated by practitioners and staff, offer a more unifiedand interdisciplinary approach to leadership development, with particular attention on expanding the competencies to include skills thatcan position educators to address systemic problems, like institutionalracism. In fact, some of the revisions explicitly reference the intersection of race, social justice, and policies and practices, on students andpublic education. Other times, you will notice that the knowledge, skills,and abilities listed in a competency include developing the leaders’ability to apply their knowledge of these intersections to assess current,public practices and policies, as well as organizational practices, andtheir impact on equity. NEA believes that these conversations and skillsare paramount and necessary for every educator.Every aspect of the Association plays some role in leadership development, making it even more important to have a common visionand understanding of what we are collectively working toward. Thatcommon vision is establishing a distinctive leadership brand that isdefined by the NEA Leadership Competency framework. No longer areeducators left to wonder what it takes to be a leader.PurposeThe framework is based on a belief that educators are leaders. A secondbelief is that educators need a unique set of leadership competenciesthat will assist them in multiple areas, but specifically in leading theirAssociations and in their professions. With this framework, NEA hasdefined what it means to be a “NEA leader” through the developmentof a series of six leadership competency domains. While NEA continuesto invest in specialized leadership development opportunities forspecific membership categories and roles, these leadership competencies are intended for the benefit of all current and emerging leaders,regardless of role, level, or experience. The competencies are designedto prepare NEA members to lead relevant, thriving Associationsand become world-class education leaders in their professions. Thecompetency domains are interconnected. Together, the competencydomains present a well-rounded picture of the knowledge, skills, andabilities NEA believes equips educators to lead and create the systemicchange in public education.The Promise of LeadershipWhen the NEA Leadership Competency framework was created, leadership development was viewed as being part of individual programsor as a conference or event. Leadership was also used to describe onlythose individuals who held an elected position in the Association. Sincethe initial development of the framework, those views have changedand continue to change. Leadership development is viewed not only asan organizational priority, it is becoming widely understood that it is anessential component of enhancing organizational capacity and necessary for any educator who desires to be an exceptional practitioner.As such, leadership development is not the responsibility of a singulardepartment or program, but is something that must be understood,prioritized, and viewed similarly throughout the NEA enterprise.5
Leadership development at NEA is now evolving to have its ownlanguage and standards, its own following, and brand. More and more,leadership development is being defined as a journey, not as episodicevents. More importantly, the definition of leadership is expanding andchanging. Leadership is no longer necessarily defined by an electedrole or position, but by key characteristics, actions and influencesused to lead within and beyond the Association and in the educationprofession.their everyday lives. Leaders foster the need for respectful and collegialrelationships within and outside of the NEA and mentor current andaspiring leaders so that they, in turn, can go on to be leaders.The catalyst for this change is a new set of NEA leadership competencies that encourage and support the leadership of self, the leadershipof others, and the leadership of the Association.In order to address these critical questions and others, the Associationrequires agenda-driving leaders. Their actions and those they lead aredriven by the Association’s mission, vision, and core values. Agendadriving leaders create and monitor internal systems, structures andprocesses that enhance organizational capacity. They lead themselvesand others to develop strategy and take ownership for identifying,addressing, and creating solutions to systemic problems. Agendadriving leaders understand transformational change, within the organization and within the context of broader systems.Leadership of Self (Foundational)The value and need for personal growth and development is importantas you think of your leadership journey. Every one of us has a compelling leadership journey. We have all made choices that have shaped ourlife’s path including: how we respond to success and failure, whetheror not to take on leadership roles, and ability or inability to take risks.We all have stories and experiences that have shaped our leadershipjourney.As you lead yourself — you should consider self-reflection, evolutionand responsibility as a means to regularly check-in with yourself tomonitor your motives for leading. You should engage in activities thathelp to grow and refine your leadership acumen and abilities. In addition, you must have a willingness to act and conduct yourself and thebusiness of the Association with integrity and character.Leadership of Others (Mobilizing and Power Building)A critical part of unleashing your own leadership potential is the abilityto unleash the leadership potential in others. A leader demonstratesattributes and behaviors that capture the hearts and minds of peopleand inspire them to follow and to lead. Leading others enables us toactivate our leadership capacity. Leading others is a way to demonstrate our shared values, experiences , and why we do what we do.Understanding that no one gets here alone, it is important that youdevelop and work with others in order to reproduce leadership.Leaders help others to grow as they inspire and equip them to lead in6Leadership of the Organization (Agenda Driving)How do we transform the present Association into one that is preparedto handle the successes and challenges we face now and in the future?What are the critical systems that must be developed?The NEA Leadership CompetencyFramework ExplainedThe leadership development competency framework reflects theNEA strategic framework and was developed through multiple leaderand member engagements, interviews, focus groups, and a reviewof benchmark models in union, public sector and corporate environments. These competencies define for our Association what leadersshould know and be able to do in the domains of advocacy, communications, governance and leadership, organizing, professional practice,and strategy and fiscal health. Leadership development is not a linearprocess. As such, it is quite possible for an educator to be Foundationalin one competency and Agenda-Driving in another. Likewise, membersmay focus on one competency and achieve modest growth beforeswitching to focus on another competency. The key is that membersare aware of their level of competency and have a plan for strengthening their leadership, with an eye toward learning how to effectivelylead others and the Association. This is the power and usefulness ofthis framework.
The framework has the following essential elements. Six Competency Domains: the core functions of the Associationthat support professional practice. Each competency has a definition that explains the overarching purpose, goal and objectives ofthe competency. Key Themes: under each competency there are multiple themesthat convey the topic areas the competency addresses.Below are some activities that may be considered across the NEAenterprise and at all levels. Endorse, adopt or customize the NEA Leadership Competencyframework to create or enhance state and local leadership development systems and programs. Help bring a greater alignment ofleadership development goals across the enterprise. Assess your leadership proficiency across competencies at manypoints throughout your leadership journey. NEA has developedself-assessments, which can be accessed, along with otherresources at www.nea.org/leadershipdevelopment. Proficiency Progression: (labels adapted from language sharedby the AFL-CIO): progressions convey a brief profile of the leaderand their capabilities as they grow. They include Foundational(leading of self), Mobilizing and Power-Building (leading others)and Agenda-Driving (leading the organization). Develop a plan for your leadership development, see LeadershipDevelopment Guide template on page 23. Behaviors: how leaders demonstrate the competency atincreasing levels of proficiency. Seek out leadership opportunities within your profession thatallow you to exercise the competencies. Essential Program/Training Considerations: not intended to beexhaustive or prescriptive, but provide a suggested approach,and in some cases, examples of what could be included in atraining or program to help members develop the knowledge,skills, and abilities as outlined in the progression level. Identify knowledge, skills and attributes (abilities) needed for aparticular leadership role or assignment. Consider questions suchas:Ideas for Using the LeadershipCompetenciesWhat leadership strengths can I build on through thecompetencies?What leadership challenges can I improve through thecompetencies?The competencies are a vehicle to support continuous learning and areintended to be broadly applicable across the organization for individuals, locals, affiliates, and NEA. The competencies are very robustand are not meant to be completed over the course of a single eventor a single year. The competencies support the notion that leadershipdevelopment is a journey, not an event. The competencies serve as aguide and a tool to show what Association leaders should know andbe able to do over the course of their careers in order to lead thriving,relevant organizations and to lead in their professions.7
Where To Turn for LeadershipDevelopment Resourceswww.nea.org/leadershipdevelopmentLog on and find resources and programs through the leadership development resources site to access these and other resources to supportyou in your leadership journey.Leadership Competency Self-Assessment(s)The NEA Leadership Competency Self-Assessments were designedto help NEA leaders identify their own areas of strength, as well asareas where they can improve. Individuals are strongly encouraged toengage the self-assessments as often as they like or need to identifythe areas in which they want to grow.NEA National Leadership SummitThe National Leadership Summit is NEA’s premier leadership experience. It is designed to challenge your thinking, your method of doingbusiness, and deepen your understanding of ways to enhance yourindividual and organizational capacity. The goal is to create an experience that deepens your understanding of what the NEA believes arethe knowledge, skills and abilities every educator needs to lead withvision, purpose, and action.Personal Leadership Development Guide (Template)The Personal Leadership Development Guide (Template) is intendedfor individual educators who are curious about their leadership andare ready to start their journey toward self-awareness to becomestronger Association leaders (elected and non-elected) and strongerprofessionals.8Teacher Leadership CompetenciesThe NEA Teacher Leadership competencies, developed for theTeacher Leadership Institute, are a resource for identification, reflection, guidance, and inspiration for classroom practitioners. The NEALeadership Competency Framework was used in the development ofthese competencies which can be used as guideposts for professionalgrowth.Education Support Professional (ESP) Professional GrowthContinuumThe PGC serves as a ‘map’ of how Education Support Professionals(ESP) can grow professionally, by bridging the gap between currentpractice and a vision for a system of support that recognizes ESP asvital partners in student success. The NEA Leadership CompetencyFramework serves as a foundation for, and aligns with, the PGC todefine for ESP the competencies they need to begin to accelerate theirprofessional growth.
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LeadershipCompetenciesADVOCACYAdvances the cause of public educationthrough social justice and how it benefits ourstudents and members’ professional needs andrights.LEADING OUR PROFESSIONSAdvocates for quality inside our professionsand promotes our union’s role in advancingeducation transformation and student learning.10COMMUNICATIONGOVERNANCE AND LEADERSHIPORGANIZINGSTRATEGY AND FISCAL HEALTHBuilds an integrated communications strategythat drives the goals of our professions.Mobilizes to influence successful organizingoutcomes, strengthen internal and externalrelationships, and membership capacity;recruit and identify new members and potentialleaders into the Association.Sets the mission and establishes strategiesnecessary for a relevant and thriving organization;empowers, motivates, and fosters a pipeline oftalent for the future.Builds the brand and accomplishes the goalsof the Association through effective financialmanagement and understanding of fiduciaryresponsibilities.
Chart Tables ExplainedLEADING OUR PROFESSIONSCOMPETENCYDOMAIN TITLEDEFINITIONAdvocates for professional learning, professional quality and social diversity inside our professions and promotes our union’s role in advancingeducation transformation, student learning, and equitable access to xcellence andbuilds capacityfor continualimprovementand learningto ensure thesuccess of allstudentsRecognizes andpromotes theAssociation’s rolein improving thelearning of allstudentsLevel 1:FoundationalUnderstands the value of continuous improvement and learningfor all educators across their career continuum and what this lookslike in practiceTraining ConsiderationsTHEMEGains an overview and understanding of the career continuumsfor ESP and teachers, with a focus on the role of professionallearning and reflective practice (e.g. learning cycles) and suppo
common vision is establishing a distinctive leadership brand that is defined by the NEA Leadership Competency framework. No longer are educators left to wonder what it takes to be a leader. Purpose The framework is based on a belief that educators are leaders. A second belief is that educators need a unique set of leadership competencies
UNESCO EDUCATION SECTOR 5 Systems thinking competency Anticipatory competency Normative competency Strategic competency Collaboration competency Critical thinking Self-awareness competency Integrated problem-solving competency Promotion of key competencies for sustainability ESD enables all individuals to contribute to achieving the SDGs by equipping them
NEA's Subsidiary & Associate Companies 161 Central Activities 197 Administrative Directorate 205 Finance Directorate 211 NEPAL ELECTRICITY AUTHORITY Head Office: Durbar Marg, Kathmandu, Nepal Phone 977-1-4153007/4153193, Fax: 977-1-4153009 Email: neamd@nea.org.np Website : www.nea.org.np.
OECD/IEA - OECD/NEA 2010 OECD/IEA - OECD/NEA 2015 Jaejoo HA, Head, Nuclear Development Division, OECD/NEA Email: jaejoo.ha@oecd.org NI2050 - 7 July 2015
IEA will also be sought, for example, by contributing to the work of the OECD and the IEA on policy responses to climate change through NEA expertise on the potential role of nuclear energy. One particular ongoing role is NEA participation in IEA reviews of the energy policies of member countries which use nuclear energy. NEA also contributes to
1 Introduction 1 1.1 Background of the Study 1 1.1.1 Definition and meaning of Competency 2 1.1.2 History and Evolution of Competencies 8 1.1.3 Competencies for Sales Staff 12 1.1.4 The Sales Competency Model 19 1.1.5 ASTD Competency Model 20 1.1.6 Competency Mapping 24 1.1.7 Model of Competency Mapping 27
Leadership competencies are simply leadership skills and behaviors that contribute to superior performance within an organization. By using a competency-based approach to leadership, SWE is preparing to better identify and develop their next generation of leaders. SWE’s Leadership Competency Model was conceived, developed, and launched in .
LEADERSHIP DEVELOPMENT PROJECT COMPETENCY MODEL Kristen Mägis, Ph.D., June 2020 Senior Leadership & Professional Development Consultant 2 University Human Resources INTRODUCTION This document illustrates how the Leadership Development Project courses contribute to the OSU Leadership and Management Competency Model.
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