Self-Assessment And Reflection Continuum
2014Self-Assessment and ReflectionContinuum21st Century Leadership TWGDoDEA1/7/2014
21st Century Teaching, Learning, and LeadingSelf-Assessment and Reflection ContinuumTable of ContentsIntroduction . 2Purpose . 2Individual Uses of the Self-Assessment and Reflection Continuum Tool . 2Analysis and Reflection . 2Professional Growth . 2Collaboration and Mentoring . 2Systemic Uses of the Self-Assessment and Reflection Continuum Tool . 3Terms . 3Visionary Leadership: Self-Assessment and Reflection Continuum . 4Instructional Leadership: Self-Assessment and Reflection Continuum . 9Organizational Leadership: Self-Assessment and Reflection Continuum . 12Page1Collaborative Leadership: Self-Assessment and Reflection Continuum . 14DoDEA 21 Teach, Learn, Lead
21st Century Teaching, Learning, and LeadingSelf-Assessment and Reflection ContinuumIntroduction21st Century School Principal Self-Assessment and Reflection ContinuumPurposeThe Self-Assessment and Reflection Continuum will NOT be used for school principal evaluationpurposes. It is not intended as a tool for collecting or tabulating individual evaluation data on schoolprincipals, teachers, or Continuous School Improvement (CSI).The Self-Assessment and Reflection Continuum will serve as a self-assessment tool for school principalsand as a guide for continued professional growth. The Self-Assessment and Reflection Continuum isintended to serve as a tool for dialogue and to deepen each principal’s understanding of schoolleadership in the 21st century schools.Individual Uses of the Self-Assessment and Reflection Continuum ToolAnalysis and ReflectionSchool principals can use the continuum to learnmore about the leadership practices that willsupport teaching and learning in the 21st centuryschool. School principals will find that the SelfAssessment and Reflection Continuum provides acommon language for supporting professionalconversations concerning school leadership. TheSelf-Assessment and Reflection Continuum maybe used as a road map for guiding selfimprovement and for developing individualprofessional goals.Professional GrowthSchool principals may wish to analyze their ownleadership skills and think about new or differentways of leadership. Based on their reflections, principals could identify several professional goals forcontinued growth. Principals, School Improvement Teams, and specialists may find the Self-Assessmentand Reflection Continuum useful for determining professional development needs for all members ofthe learning community or for identifying best practices for the school’s continuous improvementefforts.Page2Collaboration and MentoringSchool principals could work in collaboration with administrative colleagues and/or district instructionalsupport specialists to guide group work toward common goals. Principals new to a school may find theSelf-Assessment and Reflection Continuum helpful in determining a school-wide focus or for obtainingprofessional learning opportunities for the total staff. Principals could use the Self-Assessment andReflection Continuum as a coaching tool to support teachers who aspire to enter leadership roles.DoDEA 21 Teach, Learn, Lead
21st Century Teaching, Learning, and LeadingSelf-Assessment and Reflection ContinuumSystemic Uses of the Self-Assessment and Reflection Continuum ToolAs a system, DoDEA will use the Self-Assessment and Reflection Continuum of 21st Century Leadershipto: Implement the use of a common professional language that defines the common worldwideview of the 21st Century School Principal.Build the knowledge, skills and abilities of the roles and competencies for school principals toeffectively lead all DoDEA schools into the 21st Century.Support school level principals in the development, implementation, supervision, andsustainment of all aspects of 21st Century Teaching, Learning and Leading.TermsDescription of Terms Used in the Self-Assessment and Reflection ContinuumThe Self-Assessment and Reflection Continuum of 21st Century Leadership provides a common view ofthe four roles of leadership that are vital to leading 21st century schools. Within each leadership role,the competencies are clearly defined using indicators of best practices along a continuum of leadershipexcellence. The self-assessment and reflection tool is designed to show a continuum from early use of apractice to mastery use of a practice. The terms used to identify each level are:Definition of Continuum LevelExample of Observable PrincipalBehavior in the Role ofCollaborative LeadershipEmergingThe beginning stages of using apractice with limited use and/orpartial implementationUtilize formal and informalstructures of shared leadershipImplementingLeading the school’s innovativeuse of best practice, meetingimplementation expectationsIdentify and implementinnovated shared/distributedleadership practices to create asense of urgency and drive theschool forwardSustainingExemplary level of sustainingbest practice as part of the totalschool cultureEmpower teachers and studentsto optimize purposeful andintentional use of effectivedistributive leadership modelsPage3Continuum LevelDoDEA 21 Teach, Learn, Lead
21st Century Teaching, Learning, and LeadingSelf-Assessment and Reflection ContinuumVisionary Leadership: Self-Assessment and Reflection Continuum(ISLLC-1B,1C,1D,1E, 2I, 4A, 6C)Analyze and communicate to all stakeholders the link between the data and the developed school goalsEmergingImplementingThe administrator will:The administrator will:Use data in conversations with parents aboutstudent performance and programingv.1bv.1cv.1dSustainingThe administrator will:Engage and utilize stakeholder input as well asuse data to develop a comprehensive vision intransformation of the educational environmentAnalyze and communicate data tostakeholdersUse data to monitor the outcomes of schoolimprovement plans and guide the continuousschool improvement process and shares resultswith all stakeholdersRegularly monitor, evaluate, and revise thevision, mission, and implementation plansMonitor and evaluate program effectivenessEmergingThe administrator will:Use data to monitor the outcomes of schoolImplementingThe administrator will:Use formative assessments of student progressSustainingThe administrator will:Improve classroom teaching by setting clearSystematically collect, analyze, and use dataregarding the school’s progress towardattaining strategic goals and objectivesShare leadership with others to build capacity and collective ownership within the school environmentEmergingImplementingSustainingThe administrator will:The administrator will:The administrator will:Build parent and community partnerships and Build leadership capacity in teachers, students,Share leadership with others to build capacityfacilitate ways to support learningparents, and community membersand collective ownership within the schoolenvironmentUse communication skills with integrity toCreate opportunities for staff to demonstratebuild trust among stakeholdersleadership skills by allowing them to assumeleadership and decision-making rolesEnsure the strategic plan utilizes clearly articulated objectives and strategiesEmergingImplementingSustainingThe administrator will:The administrator will:The administrator will:Build capacity to examine student data andUse data to move beyond problemEngage staff in implementation of researchmake sense of itidentification to problem solving then createbased strategies for Curriculum, Instruction,strategies to deal with academic concernsand AssessmentDoDEA 21 Teach, Learn, Lead4v.1aThe effective 21st Century school leader utilizes data to make informed decisions and works with the shared leadership team to develop apurposeful plan for sustainable growthPageV.1
21st Century Teaching, Learning, and Leadingimprovement plans and guide the continuousschool improvement processat regular intervals throughout the yearConduct needs assessments for professional developmentEmergingImplementingThe administrator will:The administrator will:Create a tool to collect data on the needs ofObtain needed resources to support the needsthe staff, students, and communityof all stakeholdersUse effective staff development andimprovement strategiesV.2v.2av.2bSustainingThe administrator will:Make provision for professional development,financial management, and technology use andintegration into the curricular andadministrative management activitiesconsistent with the articulated visionUse innovative systems in the implementation of changeEmergingImplementingThe administrator will:The administrator will:Build and model a collaborative culture thatRestructure the facility design, optimizes humanpromotes and supports the change processresources, and build a culture to implement 21stCentury skills and strategiesSustainingThe administrator will:Use the change process to maximize the use ofhuman, fiscal, and technological resourcespromoting high student achievement through asafe, risk-free learning environmentThe effective 21st Century school leader aligns the curriculum, instruction, and assessment practices to the school’s vision and mission(ISLLC-1A, 2B)Inspire teachers to use rigorous innovative research based classroom practicesEmergingImplementingSustainingThe administrator will:The administrator will:The administrator will:Provide a safe and healthy environment forBuild and model a collaborative culture thatEngage staff in implementation of researchcollaborationboth promotes and supports a risk freebased strategies for Curriculum, Instruction,environmentand AssessmentCreate and communicate a vision focused on the elements of curriculum, instruction and assessment that makes higher achievement possibleand a focused mission to improve student achievementEmergingImplementingSustainingThe administrator will:The administrator will:The administrator will:Use stakeholders to help develop the vision of Communicate regularly and routinely withArticulate the vision of the school with studentthe schoolmembers of the school faculty, student andand parent groups, local civic, business leaders,DoDEA 21 Teach, Learn, Lead5v.1fexpectations by monitoring, observing,coaching, and evaluating faculty and staffEnrich curricula to accelerate learning for allstudents through differentiationPagev.1eSelf-Assessment and Reflection Continuum
21st Century Teaching, Learning, and LeadingSelf-Assessment and Reflection Continuumparent groups, local civic and business leaders,and other appropriate community membersV.4v.4a(ISLLC-1A, 2F, 3D)Develop model of shared leadership in which others assume responsibilities that have traditionally been assigned to the administratorEmergingImplementingSustainingThe administrator will:The administrator will:The administrator will:Build leadership capacity in teachers,Build parent and community partnerships andBuild and model a collaborative culture thatstudents, parents, and community membersfacilitates ways to support leadershippromotes and supports leadershipopportunities for all stakeholdersProvide a safe and healthy environment forUtilize skills and practice the use of strongcollaborationleadership in the school environmentThe effective 21st Century school leader creates, promotes, and sustains a dynamic, digital-age learning culture(ISLLC-2H, 6C)Model and provide necessary support to ensure the use of digital age tools to enrich the instructional learning for all studentsEmergingImplementingSustainingThe administrator will:The administrator will:The administrator will:Reflect on current practices and interventions Relate what the "Essential Conditions" are andArticulate the value of the NETS-A as a vehicleto determine opportunities to increaseuse them to evaluate classrooms or schoolfor a shift in teaching, leading, and advocatingstudent engagement with digital toolsreadiness for implementation of the 21sta digital learning environmentcentury skills from a digitalIdentify and reflect on how the EssentialIdentify opportunities for technology-richUse innovative technology tools and resourcesConditions are necessary to the effectiveenhancements to increase student engagement reflecting learning across various mediums andimplementation of digital toolslocations to include: Video Teleconference (VTC) Virtual Labs Virtual Classes Online Classes Independent StudyDoDEA 21 Teach, Learn, Lead6v.3aRecognize and celebrate the contributions ofschool community members to the continuingprogress toward the visionAssure that progress toward the vision andmission is communicated to all stakeholdersThe effective 21st Century school leader inspires and communicates a shared vision to support collaborative leadershipPageV.3and other appropriate community members,soliciting input and involving them in refiningand implementing the visionModel the core beliefs of the vision in public.Use the vision to garner resources from thecommunity to support the shared vision
21st Century Teaching, Learning, and LeadingSelf-Assessment and Reflection ContinuumKnow and understand the NationalEducational Technology standardsv.5av.5b(ISLLC-2A, 2C)Apply knowledge and understanding of school cultureEmergingImplementingThe administrator will:The administrator will:Design school culture that is rich inDemonstrate belief in and commitment to acollaboration and supportive of newsafe and supportive learning environmentinnovationsEmbrace a collaborative, innovative andcreative environment for all stakeholdersDemonstrate belief in and commitment to a safe and supportive learning environmentEmergingImplementingThe administrator will:The administrator will:Design an environment that extendsDesign and apply strategies which support openopportunities and fosters innovative thinkingopportunities for students, parents, and staffDoDEA 21 Teach, Learn, LeadSustainingThe administrator will:Create a learning environment within theschool and community while maximizing realworld learning opportunitiesSustainingThe administrator will:Implement a school-wide learning environmentthat supports teaching and learning of 21stCentury skill outcomes (Wagner’s Seven7V.5Know and understand digital citizenshipLead purposeful change to maximize the achievement of learning goals and communicate through appropriate technology and he administrator will:The administrator will:The administrator will:Reflect on current practices and interventions Determine mechanisms to meet the challengesModel and provide opportunities for studentsto determine opportunities to increaseof a digital age learning environment regardingand staff to use digital age tools to enrich thestudent engagement with digital toolsethics, safety, and citizenshipinstructional learning for all studentsModel digital tools to support teaching,Model and promote the frequent and effectiveLead purposeful change to maximize thelearning, and leadinguse of technology for learningachievement of learning goals andcommunicate through appropriate technologyand media-rich resourcesThe effective 21st Century school leader creates a risk taking school climate and culturePagev.4bTeach administrators how to use the digitaltools and resources to include: Tablets MP3 players SMART technologies Productivity Software (DoDEAApproved Standard Software) Web Based Tools
21st Century Teaching, Learning, and Leadingv.5cSelf-Assessment and Reflection ContinuumUse the change process to maximize the useof human, fiscal, and technological resourcespromoting high student achievement througha safe, risk-free learning environmentPromote and encourage innovation and creativity in teacher practiceEmergingImplementingThe administrator will:The administrator will:Create an environment where teachers canEncourage and support staff members in theexplore new and innovative learninguse of innovative learning opportunitiesopportunitiesv.5dInterpret disappointments in ways that help school staff to see them as a learning opportunityEmergingImplementingThe administrator will:The administrator will:Lead staff to evaluate and discover differentUse data to create a solution which turnsways to revise to create a solutiondisappointment into successv.5eCelebrate success and recognize accomplishmentsEmergingImplementingThe administrator will:The administrator will:Establish informal sharing of success andProvide opportunities for staff and students toacknowledgment of accomplishmentsshare learning experiences with other staffSustainingThe administrator will:Empower teachers and students to optimizepurposeful and intentional use of facilities, andtechnology to support project/problem-based,interdisciplinary, cooperative learning,creativity and innovative learningSustainingThe administrator will:Lead staff in collective inquiry and learning toresolve issue to turn a negative into a positivesituationEncourage staff to take risks by reflecting andrefining practicesSustainingThe administrator will:Develop a consistent formal structure to sharelearning success and accomplishments viasocial media that is easily accessed by allstakeholdersPage8Create opportunities for staff and students toshare success and accomplishments in all areasSurvival Skills)DoDEA 21 Teach, Learn, Lead
21st Century Teaching, Learning, and LeadingSelf-Assessment and Reflection ContinuumInstructional Leadership: Self-Assessment and Reflection Continuumi.1bI.2(ISLLC 2B, 2D, 2E)(NETS-A: 2A)Provide conceptual guidance for teachers regarding effective classroom practiceEmergingImplementingThe administrator will:The administrator will:SustainingThe administrator will:Support teachers in using effectiveEnsure that curriculum, instruction, andEnsure that knowledge of teaching andinstructional strategies to meet students’assessment are aligned to maximize studentlearning serves as the foundation for thediverse learning needslearningschool’s professional learning communityImprove classroom teaching by setting clearImprove classroom teaching by observing,expectationscoaching, and evaluating faculty and staffAssist in aligning instruction with the following internal and external factors: DoDEA CSP, school level CSI, AdvancED Standards, CCSS (CommonCore State Standards)EmergingImplementingSustainingThe administrator will:The administrator will:The administrator will:Examine student data and make sense of itUse data to move beyond problemUse data to monitor the outcomes of schoolidentification to problem solvingimprovement plans to increase studentlearningReview formative assessments of studentGather additional data to better understandEnsure that all students have access toprogress at regular intervals throughout thecauses related to problems in questionchallenging curricula and differentiatedyearlearning opportunitiesPromote and encourage innovative and creative Foster deep knowledge of curriculum,t
professional goals. Professional Growth . School principals may wish to analyze their own leadership skills and think about new or different ways of leadership. Based on their reflections, principals could identify several professional goals for continued growth. Principals, School Improvement Teams, and specialists may find the Self -Assessment
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Negative thoughts exist on a continuum, from mild self-critical thoughts to extreme self-hatred to thoughts about suicide. Self-destructive behaviors exist on a continuum from self-denial to substance abuse to actual suicide. Continuum of Self-Destructive Behavior. Our Approach to Self-Destructive Behavior.
reflection and have linked reflection to learning, yet self-assessment is a related and similarly important process. Apple and Utschig (2009) list self-assessment to produce self-growth as one of their ten steps for . 4 improving academic assessment. They advocate taking
association between self-reflection and math performance, (b) compare the patterns found in student self-reflection across elementary, middle, and high school levels, and (c) examine whether providing opportunities for self-reflection had positive impact on math performance in an online learning environment.
theory that reflection is necessarily a process embarked on after the event, is a long, ponderous undertaking and also on the content of reflection itself. Schon (1983, 1987, 1991) suggests two levels of reflection: (i) reflection-in-action and (ii) reflection-on-action, partly based on Dewey’s (1933) work.
Sec 2 Science - Physics Learning Outcomes Students should be able to: 1. Understand that light travels in a straight line 2. Define the terms used in reflection, including normal, angle of incidence and angle of reflection. 3. State that, for reflection, the angle of incidence is equal to the angle of reflection and use this
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