COMPETENCIES
• Communication – Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed to achieve school or team 21st century objectives.
• Change Management – Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation.
• Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
• Creative thinking – Engages in and fosters an environment for others to engage in innovative thinking.
• Customer focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
• Delegation – Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school.
• Dialogue/inquiry – Is skilled in creating a risk-free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance.
• Emotional intelligence – Is able to manage oneself through self-awareness and self-management and is able to manage relationships through empathy, social awareness, and relationship management. This competency is critical to building strong, transparent, trusting relationships throughout the school community.
• Environmental Awareness – Becomes aware and remains informed of external and internal trends, interests, and issues with potential impacts on school policies, practices, procedures, and positions.
• Global Perspective – Understands the competitive nature of the new global economy and is clear about the knowledge and skills students will need to be successful in this economy.
• Judgment – Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting complex information.
• Organizational Ability – Effectively plans and schedules one’s own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and establishing procedures to monitor projects.
• Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
• Personal Responsibility for Performance – Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility for one’s own achievements.
• Responsiveness – Does not leave issues, inquiries or requirements for information go unattended. Creates a clearly delineated structure for responding to requests/situations in an expedient manner.
• Results Orientation – Effectively assumes responsibility. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against long-term goals.
• Sensitivity – Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knows what information to communicate and to whom. Relates to people of varying ethnic, cultural, and religious backgrounds.
• Systems Thinking – Understands the interrelationships and impacts of school and district influences, systems, and external stakeholders, and applies that understanding to advancing the achievement of the school or team.
• Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
• Time Management – Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings.
• Visionary – Encourages Imagineering by creating an environment and structure to capture stakeholder’s dreams of what the school could become for all the students.
• Change Management – Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation.
• Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
• Creative thinking – Engages in and fosters an environment for others to engage in innovative thinking.
• Customer focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
• Delegation – Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school.
• Dialogue/inquiry – Is skilled in creating a risk-free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance.
• Emotional intelligence – Is able to manage oneself through self-awareness and self-management and is able to manage relationships through empathy, social awareness, and relationship management. This competency is critical to building strong, transparent, trusting relationships throughout the school community.
• Environmental Awareness – Becomes aware and remains informed of external and internal trends, interests, and issues with potential impacts on school policies, practices, procedures, and positions.
• Global Perspective – Understands the competitive nature of the new global economy and is clear about the knowledge and skills students will need to be successful in this economy.
• Judgment – Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting complex information.
• Organizational Ability – Effectively plans and schedules one’s own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and establishing procedures to monitor projects.
• Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
• Personal Responsibility for Performance – Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility for one’s own achievements.
• Responsiveness – Does not leave issues, inquiries or requirements for information go unattended. Creates a clearly delineated structure for responding to requests/situations in an expedient manner.
• Results Orientation – Effectively assumes responsibility. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against long-term goals.
• Sensitivity – Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knows what information to communicate and to whom. Relates to people of varying ethnic, cultural, and religious backgrounds.
• Systems Thinking – Understands the interrelationships and impacts of school and district influences, systems, and external stakeholders, and applies that understanding to advancing the achievement of the school or team.
• Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
• Time Management – Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings.
• Visionary – Encourages Imagineering by creating an environment and structure to capture stakeholder’s dreams of what the school could become for all the students.