2.1 SELF ASSESSMENT
Demonstrate capacity to assess self in terms of identity, emotional intelligence, interpersonal strengths and areas of growth, working style, and preferences. Articulate the ways identity influences one’s role as a leader in a diverse school and society, including the leader’s role of relative power and privilege. Integrate conversations about race, class, and equity in the school culture.
2.1.1 IDENTITY
Re-examine personal identity within new contexts and communicate informally to constituents (students, teachers, staff, parents/caregivers, and community)
Institute practices that help others examine and share identity
Areas of strength:
Re-examine personal identity within new contexts and communicate informally to constituents (students, teachers, staff, parents/caregivers, and community)
Areas of challenge:
Institute practices that help others examine and share identity
Next steps and action plan:
2.1.2 POWER AND PRIVILEGE
Name and analyze the ways in which individual power and privilege contribute to or harm school and societal culture
Areas of strength:
Name and analyze the ways in which individual power and privilege contribute to or harm school and societal culture
Areas of challenge:
Next steps and action plan:
2.1.3 INITIATIVE
Facilitate individual and group conversations about race, class, and equity within the context of personal identity
Successfully navigate identity in professional context
Areas of strength:
Successfully navigate identity in professional context (I embrace my cultural background while collaborating with diverse colleagues, showcasing varied perspectives. By sharing personal experiences, I foster mutual respect, strengthening professional relationships and enriching our school community.)
Areas of challenge:
Facilitate individual and group conversations about race, class, and equity within the context of personal identity
Next steps and action plan:
2.2 INTEGRITY
Demonstrate integrity in all interactions and decisions. Model self-reflective practice to constituents.
2.2.1 DISCERNMENT AND ACTION
Lead by example and support others to engage in critically questioning beliefs
Examine intended and unintended consequences of actions
Demonstrate willingness to be held accountable by others
Practice discretion to achieve desired outcomes
Take balanced actions, focusing on what can be reasonably accomplished rather than what may be fully desired
Areas of strength:
Lead by example and support others to engage in critically questioning beliefs
Examine intended and unintended consequences of actions
Demonstrate willingness to be held accountable by others
Practice discretion to achieve desired outcomes
Take balanced actions, focusing on what can be reasonably accomplished rather than what may be fully desired
(I lead discussions challenging beliefs, encouraging teachers to explore diverse perspectives. We assess consequences, ensuring thoughtful decisions. I welcome accountability, fostering trust. With discretion, we achieve realistic, meaningful goals for our school.)
Areas of challenge:
Next steps and action plan:
2.2.2 DECISION-MAKING
Analyze decision-making and action according to processes of making integral decisions, with clarity about difference between espoused and enacted beliefs
Think carefully about intended and unintended consequences
Reflect on collective and individual decisions required in a bureaucracy
Areas of strength:
Analyze decision-making and action according to processes of making integral decisions, with clarity about difference between espoused and enacted beliefs
Think carefully about intended and unintended consequences
Reflect on collective and individual decisions required in a bureaucracy
(I evaluate decisions based on our school's core values, bridging the gap between what we say and do. Considering consequences, I navigate the bureaucracy thoughtfully, promoting integrity and meaningful change.)
Areas of challenge:
Next steps and action plan:
2.2.3 REFLECTION
Identify how your actions and your vision are in or out of sync with the constituents
Reflect on the ways your vision is compromised by the bureaucratic and historical structures
Constructively analyze self and situation and adjust appropriately
Develop systems for feedback and internalizing reflective practice
Demonstrate ability to implement reflection appropriate to context
Areas of strength:
Identify how your actions and your vision are in or out of sync with the constituents
Reflect on the ways your vision is compromised by the bureaucratic and historical structures
Constructively analyze self and situation and adjust appropriately
Develop systems for feedback and internalizing reflective practice
Demonstrate ability to implement reflection appropriate to context
(I engage with students and teachers, aligning our school’s vision with their needs.I adapt strategies by fostering a responsive learning environment. Receiving continuous feedback refines our approach, ensuring meaningful progress.)
Areas of challenge:
Next steps and action plan:
2.3 INTERDEPENDENCE
Effectively engage all constituents, including teachers and support staff, in forming and deepening personal and productive relationships with each other and students. Recognize successes and contributions to build a mutually respectful and interdependent school community. Re-engage all constituents through processes of coaching and conflict mediation to achieve goals.
2.3.1 MODELING AND VISIBILITY
Maintain visibility in the school and community
Use informal check-ins with teachers and support staff to promote interdependence
Maintain frequent contact with students and parents
Cultivate a presence in the larger community
Areas of strength:
Maintain visibility in the school and community
Maintain frequent contact with students and parents
Cultivate a presence in the larger community
(I'm present daily outside our school, during recess, and conducting daily classroom visits greeting students, talking to teachers, and supporting staff. Through casual chats, I foster teamwork. Regular interactions with parents and involvement in community events strengthen our school's ties.)
Areas of challenge:
Use informal check-ins with teachers and support staff to promote interdependence.
Next steps and action plan:
2.3.2 OPTIMIZING
Inspire teachers and staff to accomplish goals
Portray a positive attitude about the ability of teachers and staff to accomplish substantial outcomes
Areas of strength:
Inspire teachers and staff to accomplish goals
Portray a positive attitude about the ability of teachers and staff to accomplish substantial outcomes
(I motivate our team with enthusiasm, celebrating their achievements and believing in their potential by doing shoutouts in-person and our school's Grateful application online.)
Areas of challenge:
Next steps and action plan:
2.3.3 RITUALS AND CELEBRATIONS
Develop and maintain rituals that foster personal connection
Recognize the contributions of all constituents and celebrate authentic successes in the school and community
Assess the level of cultural celebrations and curricula within the school context and identify how to make those meaningful
Areas of strength:
Develop and maintain rituals that foster personal connection
Recognize the contributions of all constituents and celebrate authentic successes in the school and community
Assess the level of cultural celebrations and curricula within the school context and identify how to make those meaningful
(I attend monthly celebrations that our school offers our school community.)
Areas of challenge:
Next steps and action plan:
2.3.4 RE-ENGAGEMENT
Consider difference of opinion as a data source for purposeful problem-solving
Use coaching strategies and conflict mediation to keep constituents engaged in mission and goals
Areas of strength:
Consider difference of opinion as a data source for purposeful problem-solving
Use coaching strategies and conflict mediation to keep constituents engaged in mission and goals
(I check in our our admin team weekly to discuss our school's coaching plan. I check in with our school's instructional coach to understand coaching strategies)
Areas of challenge:
Next steps and action plan: