21 Competencies for School Administrators
A competency is a combination of knowledge (factual and experiential) and skills that one needs to effectively implement the practices. Factual knowledge is simply “knowing” content; experiential knowledge is the knowledge one gains from understanding – it is knowing when and why. Skills bring structure to experiential knowledge. It is when one can put their accumulated knowledge into a series of steps that – if followed – will lead to practice. There are many competencies that are obviously inherent in the successful performance of all of the practices listed under each of the eight critical functions of leadership.
The principal may or may not personally possess all of these competencies but must ensure that a team is in place that not only possesses them, but can effectively and efficiently execute them. Although the principal may not personally possess them all, he or she is still responsible for their effective use in the various leadership practices. The competencies listed below are not so obvious in the practices, can be applied to multiple practices and are absolutely essential for all school executives to possess to ensure their success. For example, the competency – conflict management is important in Micro- political Leadership, Strategic Leadership, Cultural Leadership, and perhaps one could argue that this competency is necessary in all eight Standards. These competencies are listed here to emphasize their importance and to make sure they are incorporated into the development of school executives.
The principal may or may not personally possess all of these competencies but must ensure that a team is in place that not only possesses them, but can effectively and efficiently execute them. Although the principal may not personally possess them all, he or she is still responsible for their effective use in the various leadership practices. The competencies listed below are not so obvious in the practices, can be applied to multiple practices and are absolutely essential for all school executives to possess to ensure their success. For example, the competency – conflict management is important in Micro- political Leadership, Strategic Leadership, Cultural Leadership, and perhaps one could argue that this competency is necessary in all eight Standards. These competencies are listed here to emphasize their importance and to make sure they are incorporated into the development of school executives.
1.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.
Throughout the year we communicate through: weekly staff newsletters, connectEd messages to families, the Remind App, and PTA meetings and events.
2.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.
During PTA meetings, I provide feedback during group discussions about possible changes for the school.
3.Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
At Carrington, during open house I came up with the idea to staple transportation information to the student's schedule to eliminate confusion and frustration for the families having to go to several different spots to receive this information.
4.Creative thinking – Engages in and fosters an environment for others to engage in innovative thinking.
On the first day, we wanted our students feel extra special for exceeding growth so, we pulled out the red carpet for them.
5.Customer focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
I collaborated with the PTA with showing an appreciation to the students who raised the most money during the school fundraiser by having a game truck come on campus for students to play the latest video games.
6.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.
During my first Leadership Meeting, we delegated roles and responsibilities for the school year to ensure needs are being meet for students and staff members.
7.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.
I created a survey to gain more knowledge on the culture of the school and to identify areas of improvement. I also asked for ways that I could help as a school leader individually and the school as a whole.
8.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.
I participated in a True Colors Training with Dr. White to identify: intrinsic values, motivations, self-esteem, sources of dignity and worthiness, causes of stress, communication styles, listening styles, non-verbal responses, learning styles, cultural appeal, negative mental states, and ethical behaviors.
9.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.
I attended a community program fair where different community outreach programs shared their purpose and what they could provide to students that require additional needs in school.
10.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.
Carrington is a global connections school. The mission is to provide a safe, orderly, global learning environment that optimizes opportunities to develop students’ ability to understand and value our interconnected world. We are committed to maximizing our students’ potential to become effective leaders, lifelong learners, and productive citizens in a global society.
11.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.
I collaborated with other administration team members to make final decisions on the master schedule to ensure instructional time is being provided effectively.
12.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.
I created a walkthrough schedule for the leadership team. The schedule was to ensure a teacher had a least one person from the leadership team to visit their classroom weekly.
13.Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
When interacting with students and staff members I ensure I am fostering a community in which education results in an experience that includes optimal learning and enrichment of minds, hearts, courage, and spirit.
14.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.
Bi-weekly I check in with my principal to make sure my work performance are meeting her expectations and seek for clarity if any corrections needs to be made to ensure I am moving in the right direction.
15.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.
When contacting parents, I ensure I record the date, time, and purpose of the call in my call log notebook. This helps document my interaction with parents and return their calls promptly.
16.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.
I conducted grade level and student meetings often to review and discuss expectations or incidents throughout the school year to ensure goals and deadlines are met.
17.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.
An 8th grade teacher completed his masters program , I collaborated with the 8th grade team and gave him a graduate celebration.
18.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.
I helped build partnerships with local colleges/universities, churches, and local business to provide support for students and staff members in advancing the achievement of the school.
19.Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
During an 8th grade level meeting, I conducted a presentation on the online Kahoot program to share with teachers a new resource to use in their classrooms.
20.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.
I had the opportunity to facilitate faculty meetings when the principal was not present. I created an agenda and referred to the social contract to ensure we started on time and stayed on task during the meetings.
21.Visionary – Encourages Imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students.
During open house we invited community vendors to support and provide door prizes to increase family attendance. Students received school supplies, and study habits tips. The vendors helped the school display how it can be a community resource for our families.