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THE SCHOOL BOARD OF HIGHLANDS COUNTY
Administrative Management Plan
for
The Department of Human Resources, Recruitment,
and Professional Development
Revised from the Human Resources Management Development
(HRMD) Plan, 2007-2008 School Year
2
Leadership Effectiveness, Assessment and
Development (L.E.A.D.) Management Plan
Table of Contents
TAB 1 Prologue-L.E.A.D. Program Introduction .............................................................. 4 Statement of Commitment ................................................................................ 5 Acknowledgements School Board of Highlands County Program Approval ............................................ 6 School Board of Highlands County Mission Statement ........................................... 7
TAB 2: Section I Advertisement/Application/Screening/Selection Process ........................................ 9 Appendices ................................................................................................... 18 Selection/Appointment Flow Chart .................................................................. 19 Organizational Chart ..................................................................................... 23 Administrative Job Descriptions ...................................................................... 24 Online Application/Jobs Form/Position Vacancy List .......................................... 65 HRRPD Webpage Information/Links ................................................................ 79 Screening Tool - Leadership Standards/Assessment Rating Form........................ 91 Succession Management Strategy ................................................................ 102 Sample Annual DROP/Retirement Report .................................................... 103 Sample Professional Development In-Service Report ................................... 106 Sample School Accountability Report/AYP/School Enrollment ........................ 107 Sample Administrator Certification/Principal Preparation Reports ................... 111
TAB 3: Section II Preparing New Principals Program (PNP) Table of Contents ............................... 117 L.E.A.D. Program Guidelines ........................................................................ 119 Aspiring Administrator Training ................................................................. 120 Preparing New Principals Program ............................................................. 121 Program Assessment Information .............................................................. 132 Administrator Training ............................................................................. 132 Participant Information ............................................................................... 135 Statement of Understanding ........................................................................ 136 PNP Protocol .............................................................................................. 137 PNP Program Timeline .............................................................................. 139 PNP Program Forms ................................................................................. 141 Principal Leadership Standards/Sample Key Indicators ................................. 159 Competency Dimension Indicators (PNP-4/Rating Form) .............................. 175 WCG Overview ........................................................................................... 186 Online Resources ..................................................................................... 188 Certification recommendation form/PNP-7 .................................................. 194 Program and Participant Survey Forms ...................................................... 196 New Principal Protégé Program (NPP) ............................................................ 201 Table of Contents ....................................................................................... 202 Participant Information ............................................................................... 204 Program Guidelines .................................................................................... 205 Professional Development Training ............................................................ 207 Professional Improvement Plan ................................................................. 208 Program Evaluation ................................................................................. 208 WCG Overview/Principal Leadership Standards/Professional Development ...... 210 Mentor Responsibilities ............................................................................. 214 Protégé Responsibilities ............................................................................ 215
3
Program Requirements Checklist ............................................................... 216 Program Resources .................................................................................. 218 Code of Ethics ......................................................................................... 219 Evaluation Worksheet .............................................................................. 220 Mentoring Log ......................................................................................... 222 Progress and Accountability ...................................................................... 225 Assessment ............................................................................................... 229 Principal Leadership Standards Inventory (PLSI) ......................................... 230 Self Appraisal Form ................................................................................. 231 Strengths and Developmental Needs Worksheet .......................................... 232 Individual Leadership Development Plan (ILDP) .......................................... 233 Principal Leadership Standards – Sample Key Indicators ................................. 234 Program Completion/Recommendation Form ................................................. 250 CT125 Statement of Completion and Eligibility ............................................... 251 Program/Participant Survey Forms ............................................................... 252 Professional Development/Leadership Training for Administrators ...................... 257 WCG Online Resources ................................................................................ 260 Educational Impact Online Learning Academy ................................................ 265 Degree Program Information and Certification Requirements ............................. 266 Professional Development Plan ...................................................................... 274
TAB 4: Section III Administrative Assessment Components ......................................................... 300 Historical Overview ..................................................................................... 301 Introduction .............................................................................................. 302 Performance Appraisal Procedures - School Based Administrators ................ 303 Statute and Rule Language .......................................................................... 305 Attachments Portfolio (A) ............................................................................................ 309 Interim Review Form (B) .......................................................................... 310 Performance Pay Assessment Guidelines .................................................... 311 Performance Appraisal Instrument (C) ....................................................... 312 Performance Based Pay Determination Form (D) ......................................... 317 Professional Improvement Plan (E) ............................................................ 318 Principal Leadership Standards – Sample Key Indicators ................................. 319 Performance Appraisal Procedures - District Based Administrators ................ 333 Introduction .............................................................................................. 333 Guidelines/Requirements............................................................................. 335 Attachments Portfolio (A) ............................................................................................ 336 Interim Review Form (B) .......................................................................... 337 Performance Pay Assessment Guidelines .................................................... 338 Performance Appraisal Instrument (C) ....................................................... 339 Performance Based Pay Determination Form (D) ......................................... 345 Professional Improvement Plan (E) ............................................................ 346
TAB 5 Educational Leadership Preparation Programs Evaluation Checklist Transitional Program Approval Criteria FORMS PROVIDED THROUGHOUT THIS DOCUMENT ARE SAMPLE FORMS FROM PREVIOUS YEARS; UPDATES
AVAILABLE UPON REQUEST.
4
PROLOGUE
Purpose and Introduction
The School Board of Highlands County (SBHC), Superintendent and staff recognize that
the selection and development of district and school-based administrators is essential in
providing high standards of education to meet the needs of a diverse student population.
Aligned with Florida’s William Cecil Golden Leadership Development Program, the
purpose of the district’s Leadership Effectiveness, Assessment and Development (L.E.A.D.)
Management Program will be to support the goals of the district focusing on the skills necessary
to promote student growth and achievement and effectively facilitate the administrative
screening, selection, development, and appraisal process.
Program Objectives
The L.E.A.D. Management Program will:
• Utilize an online administrative advertisement, application and screening system for
potential district and school-based administrators.
• Develop ongoing leadership capacity and a succession management plan.
• Provide relevant, appropriate levels of professional development and training to
principals, assistant principals, and aspiring administrators to assist them in becoming
“high-performing instructional leaders.”
• Provide relevant, appropriate levels of professional development and training to district-
based administrative staff to enhance the level of leadership/managerial skills and
competencies required for job success.
• Provide opportunities for leadership growth and development through on-the-job
training, reflective practices, and assigned field experiences to apply program knowledge
and demonstrate leadership competencies.
• Include annual administrative performance appraisals based on established criteria for
assessment linking rewards to levels of student achievement, individual performance and
goal accomplishment, and successful outcomes of programs, processes, and procedures;
conducted by the Superintendent, his/her designee, or assigned supervising
administrator.
• Promote a continuous improvement model for program assessment and revision utilizing
mid-year (mid-program) and end-of-year (end-of-program) reviews and surveys to
determine satisfaction with program’s/participant’s level of preparedness: observations,
performance appraisals, support team/committee reviews and assessments, collaboration
with higher education/educational leadership program consultants, regional consortia
leadership professionals, Florida Department of Education specialists, and various
community organizations/stakeholders, as well as the candidates’ overall success in
meeting program portfolio requirements may be used to determine success and/or areas
of development for program components.
Furthermore, in support of the school district’s commitment to high standards of
education through leadership development, The SBHC, pursuant to 1012.986 F.S. and 6A-5.081
F.A.C., aligned with the William C. Golden (WCG) Leadership Development Program, will
provide certification of school leaders based on the Florida Principal Leadership Standards
outlined in the Preparing New Principals (PNP) Section included in this plan.
5
Statement of Commitment A. The Superintendent and School Board are committed to the professional leadership
development of individuals selected for school-based and district-based administrative
positions.
B. The Superintendent and School board are committed to the allocation of funds required to
support the professional leadership development of aspiring and incumbent
administrators.
C. Prior to implementation of this plan, the School Board, Superintendent and
Administrators will participate in orientation sessions.
D. Authority and responsibility to coordinate implementation of the plan has been assigned
to the Director of Human Resources, Recruitment & Professional Development.
Acknowledgements
A committee of administrators prepared the original draft of the Human Resources
Management Development (HRMD) Plan in 1986. It has been revised a number of times (last
revision June 1998) since the original plan was adopted under the direction of the Superintendent
and School Board.
Authorized by The SBHC, this update of the existing HRMD Plan, being renamed
Leadership Effectiveness, Assessment and Development (L.E.A.D.) Management Program
is an effort to conform to the recent Florida Department of Education WCG Leadership Program,
State Statute and State Board Rule language. The program has been reviewed and revised by the
following advisory committee members during the 2007-2008 school year under the direction of
the Director of Human Resources, Recruitment & Professional Development.
Committee Members
District Office:
Vivianne Waldron Director Human Resources,
Recruitment &
Professional Development
Dr. Rodney Hollinger Deputy Superintendent School District
Rebecca Fleck Assistant Superintendent Curriculum and Instruction
Rebecca Johnson Coordinator Exceptional Student Services
Richard Birt Director Finance
Martha Brown Director Food and Nutrition Services
Elementary School Representatives:
Andrew Lethbridge Principal Kindergarten Learning Center
Valerie James Assistant Principal Lake Placid Elem. School
Secondary School Representatives:
Sandi Whidden Principal Sebring Middle School
Toni Stivender Principal Sebring High School
Seth Lambert Assistant Principal Avon Park High School
6
LEADERSHIP EFFECTIVENESS, ASSESSMENT AND
DEVELOPMENT (L.E.A.D.) MANAGEMENT PROGRAM
Program Approval
This is to certify that The School Board of Highlands County Leadership Effectiveness,
Assessment and Development (L.E.A.D.) Management Program has been approved by The
School Board in regular session on ____________________________.
(Date)
_______________________________ ________________________________
Andy Tuck Wally Cox
School Board Chairman Superintendent
7
The School Board of Highlands County
MISSION STATEMENT
The Highlands County Schools, with the
cooperative efforts of students, parents and
community, will provide educational opportunities
that prepare all students to be responsible and
productive members of a diverse society.
8
Section I
APPLICATION
ADVERTISEMENT
SCREENING
SELECTION AND
APPOINTMENT PROCESS
SUCCESSION MANAGEMENT
STRATEGY
9
SECTION I
ADVERTISEMENT, APPLICATION, SCREENING, SELECTION AND
APPOINTMENT PROCESS
This portion of the L.E.A.D. Management Program provides a detailed description of the
recruitment, application, advertisement, screening, selection and appointment process used to fill
vacancies for the position of principal, assistant principal and district-based administrators within
the School District of Highlands County.
OVERVIEW
The selection system for all school-based administrators shall be aligned with the Florida
Leadership Standards and WCG Leadership Development Program. Educational degree areas,
relevant experience, evidence of demonstrated required leadership competencies, and previous
performance appraisals as well as the specific role and responsibilities required of the school-
based leader will be considered in the selection process for principals and assistant principals.
This method may also be applicable to the selection process for identified district-based
administrative positions, when deemed appropriate. The selection process shall include multiple
decision points based upon predetermined candidate qualifications (see board approved
administrative job descriptions section contained in this document) along with completed
procedural requirements and shall be administered in a consistent, equitable manner for all
candidates (see flowcharts in Appendices A-C).
OBJECTIVES
The application, screening, selection, and appointment process is designed to meet the
following objectives:
• to identify and recruit potential qualified leadership candidates;
• to screen and select leaders based upon a consistent, uniform process that assesses
education degree area/level, leadership training, previous experience, skills and
characteristics linked to job effectiveness and the Florida Leadership Standards;
• to assure that all qualified applicants are provided equal opportunity in the screening,
application, selection, and appointment process for administrators;
• to provide an orientation to school board members, administrators/aspiring administrators
and/or supervisors to the district’s administrative application, screening, selection, and
appointment process.
JOB ANALYSIS
When determined necessary based on changes in statute, policy, role or scope of
responsibilities, a job analysis, conducted by a certified job analyst, will be completed for the
principal and assistant principal positions (recommended every three to five years). As a result of
the job analysis, job dimensions will be identified and updated/revised for various administrative
positions.
FLORIDA LEADERSHIP STANDARDS
Job dimensions used for selection of principals and assistant principals are based on the
William Cecil Golden (WCG) Professional Development Program for School Leaders and the
Florida Principal Leadership Standards, 1012.986, F.S. The dimensions for selection of
principals and assistant principals are divided into three categories: Instructional Leadership,
Operational Leadership and Decision-Making Strategies.
10
Within the context of the three categories, there are three levels of performance
competencies.
Level I – Designed for Aspiring Assistant Principals, Assistant Principals, and initial
certification in the following competency areas:
• Learning, Accountability and Assessment
• Managing the Learning Environment
• Human Resource Development
• Technology
• Ethical Leadership
• Diversity
Level II – Designed for Aspiring Principals, District Principal Certification Program, and
Current Principals to meet Florida Principal Leadership Standards in the following competency
areas:
• Instructional Leadership
• Decision-Making Strategies
• School Vision and Culture
• Building Community and Stakeholder Partnerships
Level III – Designed for Current Experienced/Accomplished Principals meeting
competencies at the “High-Performing Principal” level by:
• Establishing goals and strategies aligned with the district’s mission and goals and in
conjunction with the school-based support team to effectively lead change
• Developing a learning project around the implementation of a school reform effort with a
goal resulting in increased student achievement
• Serving as mentors to aspiring and beginning principals
• Training and preparing high-performing principals to deal with challenging growth
opportunities in a rapidly changing world
CAREER COUNSELING
Career counseling is available upon request on an on-going basis through the Human
Resources, Recruitment, and Professional Development Department.
Career counseling shall provide the framework to encourage mutual discussion and
planning for growth through personal and professional development and in preparation for
possible future advancement. Counseling may be offered by district staff, experienced
principals, or other training career counselors or professionals.
EQUAL OPPORTUNITY EMPLOYMENT
It is the intent of the School Board to recruit and encourage a diverse representation of
qualified applicants for leadership positions throughout the system. Selection procedures include
equitable review and consideration of qualified minorities for administrative position vacancies.
In addition, efforts will be made to provide professional growth opportunities to enhance success
in the selection process. Opportunities may include but are not limited to internships, career
assessment and counseling, leadership development training, selection process orientations, and
various relevant leadership experiences.
11
ADVERTISEMENT, APPLICATION AND SCREENING PROCESS
1. Position Approval: The Superintendent recommends the position.
2. Advertisement of the Vacancy: Administrative vacancies shall be advertised in
an effort to recruit a diverse group of qualified applicants. At the
Superintendent’s recommendation, the Director of Human Resources,
Recruitment & Professional Development shall approve the advertisement for the
position vacancy, including the basic job description (see Appendix D) for
Principal, Assistant Principal, or District-based Administrator and post it through
the district’s online application system for a period of five (5) to ten (10) working
days or longer at the request of the appointing administrator and/or approval of
the Superintendent. The vacancy may also be posted to various other websites
including other school districts, state organizations/agencies, educational
institutions and publications, news media, and other sources, at the
Superintendent’s discretion.
3. Application Process: To be considered for any posted administrative position
vacancy or anticipated administrative position vacancy, an applicant must
electronically submit the following information/documentation within the
required advertisement timeline: (see Appendix E):
A. A current completed electronic administrative application, if not already
submitted, to include a comprehensive Leadership Assessment (see
Appendix F); may also require the online WCG “Prior Learning
Inventory” (PLI -for Assistant Principal applicants) or “Principal
Leadership Standards Inventory” (PLSI - for Principal applicants) report
via email attachment to HRRPD. Identified district-level administrative
position applicants may also be required to complete one of the
Leadership Assessments above. The link to DOE/WCG Professional
Development Website is provided in the administrative application
instructions.
B. A minimum of three (3) professional references from colleagues or
supervisors with whom the applicant has worked within the past five (5)
years.
C. Official copies of college transcripts and/or documentation of
administrative certification (where applicable, educational leadership or
administrative supervision certification/licensure); position minimum
qualifications/requirements are stated on advertisement and job
description.
D. Other supporting documents may include resume, leadership experiences,
professional development records, prior performance appraisals,
certificates and recognitions, etc.
E. Upon final completion and evaluation of administrative application
requirements, applicants must officially apply for posted vacancies via the
online application system.
F. Applicants who do not meet the advertisement deadline will not be
considered for the posted position. It is the responsibility of the applicant
to provide official documentation of any and all job application
requirements.
12
4. First Stage Screening: The Department of HRRPD will screen applications for
eligibility. (1) Those who meet the minimum qualifications for the job and (2)
those candidates with “Status Complete” online applications shall be considered
in the selection process. Applicants not meeting minimum qualifications shall not
be considered for the position.
A. Minimum Qualifications for School-Based Administrator Applicants
(Appendix D)
1. Minimum Qualifications for an Assistant Principal
a. Florida certification (or documentation of eligibility for
Florida certification) in administration/supervision,
educational leadership or school principal.
b. Three years of experience as a classroom teacher.
c. Satisfactory clearance of a criminal history records check
and drug screening.
2. Minimum Qualifications for a Principal
a. Florida certification (or documentation of eligibility for
Florida certification) in administration/supervision,
educational leadership or school principal.
b. Five (5) years experience as a professional educator.
c. Two (2) years experience in educational administration.
d. Completion verification of a New Principal Preparation
Program or documented experience as a Principal in
Florida.
e. Physical Requirements: To perform essential functions of
the job and tasks which may include exerting up to 20
pounds of force occasionally and/or 10 pounds of force as
frequently as necessary; lifting, crawling, kneeling,
bending, stooping, pulling, and pushing if required.
f. Satisfactory clearance of a criminal history records check
and drug screening.
3. Interim Assistant Principal or Principal
a. Must meet all requirements as stated above for Assistant
Principal or Principal or Superintendent may designate an
existing administrator as temporary emergency placement
until advertisement process is approved and completed.
B. Minimum Qualifications for District-Based Administrative Applicants
1. All applicants shall meet the minimum qualifications as required
by the board approved job description for the position (see
Appendix D). 2. All applicants shall provide documentation of appropriate required
experience as stated in the position advertisement.
3. Interim District Based Administrators must meet all requirements
as stated in 1 and 2 above or Superintendent may designate a
temporary emergency placement until advertisement process is
approved and completed.
13
5. Second Stage Screening and Selection Process: The Director of HRRPD or
designee facilitates this process.
A. Assistant Principal Applicants
1. Targeted Selection Interviews (TSI)
a. The Director of HRRPD shall coordinate the TSI schedule;
responsibilities shall include:
(1) Development of job dimensions, as necessary based
on Leadership Standards and individual Job
Analysis.
(2) Selection of (TSI) trained interview teams and
orientation; every effort shall be made to
incorporate at least one (1) interviewer who does
not know the candidates.
(3) Notification of applicants of the TSI schedule.
(4) Coordination of all activities during the interview
dates.
(5) Coordination of the integration of TSI interview
data.
b. All applicants qualifying after first stage screening shall be
interviewed.
c. The Director of HRRPD shall notify all applicants of their
status and provide feedback and counseling to unsuccessful
applicants upon request.
d. Targeted selection scores will be valid for a period of three
years; data gathered in the targeted selection process will
be handled in a confidential manner and shall not become a
part of the candidate’s personnel file. If an applicant is
applying for another position and their scores are more than
one year old, they may request another interview.
2. Targeted Selection Recommendations
a. The TSI team members shall consist of three administrators
with targeted selection interviewer certification (training or
updated training within the last 5 years).
b. Reasonable efforts shall be made to include one or more
interviewers who do not know the candidates.
c. TSI team will use targeted selection interview guides which
contain job related questions to sample the performance of
the candidates.
d. All candidates will be administered the same questions in
the same scheduled amount of time.
e. The committee shall receive all accumulated data.
f. The committee shall recommend candidates with scores of
three or above in all dimensions for final structured
interview.
3. Principal Interview Process for Assistant Principals
a. Principal will convene a committee of teachers, parents,
staff, or other community members to assist in
interviewing; District Based Administrators or
14
Administrators from other schools may also serve on the
committee.
b. An orientation to the structured interview process will be
provided to the interview committee members
c. The Principal and committee will interview the candidates
who have successfully completed screening stages one and
two.
d. Developed in-box activities and interview questions will be
aligned with the leadership standards, be job-related and
site specific, with opportunity for experienced-based
responses; prior leadership experiences, previous
performance appraisals and situational scenarios may be
used.
e. The committee shall list applicants in ranked order using a
scoring rubric/guide to measure responses.
f. The Principal will recommend candidates’ names in ranked
order to the Superintendent.
4. Final Selection
a. The Superintendent will review all interview data
accumulated on the recommended applicants.
b. The Superintendent may recommend an applicant to the
School Board, if he/she believes the applicant’s credentials
and experience will best fit the needs of the district and the
school for which the position is being selected.
c. The Superintendent may elect to reject all of the applicants.
d. If all the stages of the screening process have been
completed once, the Superintendent may initiate an internal
transfer, recruit and recommend an appropriate
administrator to fill the position or direct the selection
process to revert to the initial vacancy/advertisement stage.
e. The Director of HRRPD shall provide feedback and
counseling to the unsuccessful applicants upon written
request from the applicants including recommendations for
continued professional growth.
B. Principal Applicants
1. Targeted Selection Interviews
a. The Director of HRRPD shall coordinate the TSI schedule;
responsibilities shall include:
(1) Development of job dimensions, as necessary based
on Leadership Standards and individual Job
Analysis.
(2) Conduction of Site Analysis as needed.
(3) Selection of TSI interview teams and provide
orientation to the targeted selection process.
(4) Notification of applicants of the TSI interview
dates/times.
(5) Coordination of all activities during the TSI dates.
(6) Coordination of the integration of interview data.
15
b. All applicants qualifying after first stage screening shall be
interviewed.
c. The Director of HRRPD or designee shall notify all
applicants of their status and provide feedback and
counseling to the unsuccessful applicants upon request.
d. Targeted Selection scores will be valid for a period of three
years; data gathered in the targeted selection process will
be handled in a confidential manner and shall not become a
part of the candidate’s personnel file. If an applicant is
applying for another position and their scores are more than
one year old, they may request another interview.
2. Targeted Selection Recommendations
a. The TSI team members shall consist of three administrators
with targeted selection interviewer certification (training or
updated training within the last 5 years).
b. Reasonable efforts shall be made to include one or more
interviewers who do not know the candidates.
c. The TSI team will use targeted selection interview guides
which contain job related questions to sample the
performance of the candidates.
d. All candidates will be administered the same question in
the same scheduled amount of time.
e. The committee shall receive all accumulated data.
f. The committee shall recommend candidates with scores of
three or above in all dimensions for the final structured
interview
3. Principal Interview Process: Superintendent’s Interview
Committee
a. The Superintendent or designee may elect to convene an
interview committee which may consist of experienced
school/district-based administrators, teachers and/or
various other district/school-based staff and/or
parent/community representatives; otherwise, selection and
recommendation will be made as per 1012.27, F.S.
b. An orientation to the structured interview process will be
provided to the interview committee members.
c. The committee will interview the list of candidates who
have successfully completed stage one and two of the
screening process.
d. Developed in-box activities and interview questions will be
aligned with the leadership standards, be job-related and
site specific, with opportunity for experienced-based
responses; prior leadership experiences, previous
performance appraisals and situational scenarios may be
used.
e. Using a consistent scoring rubric or guide, committee
members may be asked to discuss their perceptions of
candidates’ responses along with their ratings and
recommendations regarding the finalists.
16
4. Final Selection
a. The Superintendent will review all interview data
accumulated on the recommended applicants.
b. The Superintendent may recommend an applicant to the
School Board, if he/she believes the applicant’s credentials
and experience will best fit the needs of the district and the
school for which the position is being selected.
c. The Superintendent may elect to reject all of the applicants.
d. If all the stages of the screening process have been
completed once, the Superintendent may initiate an internal
transfer, recruit and recommend an appropriate
administrator to fill the position or direct the selection
process to revert to the initial vacancy/advertisement stage.
e. The Director of HRRPD shall provide feedback and
counseling to the unsuccessful applicants upon written
request from the applicants including recommendations for
continued professional growth.
C. District-Based Administrative Applicants
1. Targeted Selection Interviews
a. May be recommended by department supervisor when
relevant and appropriate to determine job performance
indicators of leadership experiences; TSI process for other
school-based administrators will be followed if
recommended as a stage two screening.
2. Committee Interviews
a. The administrator/supervisor of the vacant position shall
coordinate the scheduling and delivery of these interviews
and responsibilities shall include the following:
(1) Conduct Job Analysis as needed by an experienced
trained analyst and update job dimensions based on
results of the Job Analysis where appropriate.
(2) Conduct Site Analysis as needed.
(3) Select interview committee (may include various
district and school-based staff to include
experienced administrators, support staff and other
business/community stakeholders).
(4) Notify applicants of the interview dates/times.
(5) Provide orientation for committee members to the
structured interview process.
(6) Conduct the structured interview (by supervisor and
interview committee).
(7) Facilitate the developed in-box activities and
interview questions; will be job-related and site
specific, with opportunity for experienced-based
responses regarding prior leadership experiences,
review of previous performance appraisals and
various situational scenarios.
(8) Coordinate the integration of the interview data
using a consistent scoring rubric or guide and
17
generate discussion regarding applicants’ responses
and job suitability.
b. The Supervisor shall send recommendations in ranked
order to the Superintendent.
3. Final Selection
a. The Superintendent will review all interview data
accumulated on the recommended applicants.
b. The Superintendent may recommend an applicant to the
School Board, if he/she believes the applicant’s credentials
and experience will best fit the needs of the district and the
department for which the position is being advertised and
selected.
c. The Superintendent may elect to reject all of the applicants.
d. If all stages of the screening process have been completed
once, the Superintendent may initiate an internal transfer,
recruit and recommend an administrator to fill the position
or direct the selection process to revert to the initial
vacancy/advertisement stage.
e. The Supervisor shall provide feedback and counseling to
the unsuccessful applicants upon written request from the
applicant, including recommendations for continued
professional growth.
18
Appendices
Appendix A Flow Chart – Assistant Principal Selection
Appendix B Flow Chart – Principal Selection
Appendix C Flow Chart – District-Based Administrator Selection
Appendix D Sample Administrative Job Descriptions
Appendix E Copy of Online Administrative Application
HRRPD Website Links to WCG Online Resources
PLI (Prior Learning Inventory) and Principal Leadership Standards
(PLSI) Inventory
Appendix F Principal Leadership Standards Assessment and Rating Forms (may
be used during application or selection process as pre-interview
screening tool or assessment of leadership competencies in
conjunction with PNP)
19
THE SCHOOL BOARD OF HIGHLANDS COUNTY
SCREENING/SELECTION/APPOINTMENT FLOW CHART
ASSISTANT PRINCIPAL (AP)
Targeted Selection
Committee Interviews:
Completes Data Analysis,
and Recommends
Candidates who have
Completed Stage 1 and
Stage 2 (with TSI scores of
3 or above in all
dimensions) to the
Interview Committee
Electronic Application Process Completed
(with references and PLI)
Electronic Application Reviewed (1st Stage
Screening)
Principal and Committee
Interviews Applicants and
Ranks Candidates
Position Vacancy
Advertised
Appointment to Position
Superintendent Reviews
Information on the Candidate
and Sends Recommendation
to the School Board
AP
Applicant
Pool
Exit
Exit
Exit
Remaining
Applicants
Applicant
Eliminated
from
Consideration
Feedback
Provided
Counseling
Provided upon
Written
Request
Appendix A
Applicant
Eliminated
from
Consideration
Feedback
Provided
20
THE SCHOOL BOARD OF HIGHLANDS COUNTY
SCREENING/SELECTION/APPOINTMENT FLOW CHART
PRINCIPAL
Appendix B
Targeted Selection
Committee Interviews:
Completes Data Analysis,
and Recommends
Candidates who have
Completed Stage 1 and
Stage 2 (with TSI scores of
3 or above in all
dimensions) to the
Superintendent and
Interview Committee
Electronic Application Process
Completed(with references and PLSI)
Electronic Application Reviewed for
Minimum Qualifications (1st Stage
Screening
Superintendent and Committee
Interviews Applicants and
Ranks Candidates
Position Vacancy
Advertised
Appointment to Position
Superintendent Reviews
Information on the Candidate
and Sends Recommendation
to the School Board
Principal
Applicant
Pool
Exit
E
Exit
x
Applicant
Eliminated
from
Consideration
Feedback
Provided
Applicant
Eliminated
from
Consideration
Feedback
Provided
Counseling
Provided upon
Written
Request
Exit
Remaining
Applicants
21
THE SCHOOL BOARD OF HIGHLANDS COUNTY
SCREENING/SELECTION/APPOINTMENT FLOW CHART
DISTRICT-BASED (DB) ADMINISTRATOR
Targeted Selection
Committee Interviews
where requested:
Completes Data Analysis,
and Recommends
Candidates who have
Completed Stage 1 and
Stage 2 (with TSI scores of
3 or above in all
dimensions) to the
Interview Committee
Electronic Application Process Completed
(with references and competencies where
required
Electronic Application Reviewed
(1st Stage Screening)
Committee Interviews
Applicants and Ranks
Candidates
Position Vacancy
Advertised
Appointment to Position
Superintendent Reviews
Information on the Candidate
and Sends Recommendation
to the School Board
DB Admin.
Applicant
Pool
Exit
x
Exit
x
Exit
Remaining
Applicants
Appendix C
Applicant
Eliminated
from
Consideration
Feedback
Provided
Applicant
Eliminated
from
Consideration
Feedback
Provided
Counseling
Provided upon
Written
Request
22
Appendix D
JOB
DESCRIPTIONS
FOR
SCHOOL-BASED
AND
DISTRICT-LEVEL
ADMINISTRATORS
The School Board of Highlands CountyThe School Board of Highlands CountyThe School Board of Highlands CountyThe School Board of Highlands County
Organizational ChartOrganizational ChartOrganizational ChartOrganizational Chart
~2007~~2007~~2007~~2007~
SUPERINTENDENT
Deputy SuperintendentAssistant Superintendent of
Curriculum/InstructionAssistant Superintendent of
Business Operations
Director of SecondaryPrograms
Director of Finance
Director of Management
Information Systems
Director of Elementary Programs
Coordinator of Career and Technical Education
Director of Transportation
Director of Student Support Services
Coordinator of Exceptional
Student Education
Director of Human Resources, Recruitment, & Professional Development
Coordinator of
Student Services
Director of
Facilities/Maintenance
Director of Food Service
Coordinator of Purchasing
Principals*
•Reports Directly to the Superintendent
School Board Approved – October 2, 2007
24
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Principal
MINIMUM QUALIFICATIONS
1. Florida certification in administration, supervision, educational leadership or school
principal
2. Five (5) years experience as a professional educator
3. Two (2) years experience in educational administration
4. Completion of a Preparing New Principals Program or documented experience as a
Principal in Florida
5. Physical Requirements: To perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as
frequently as necessary; lifting, crawling, kneeling, bending, stooping, pulling, and
pushing, if required
6. Satisfactory clearance of a criminal history records check and drug screening
ADDITIONAL DESIRED QUALIFICATIONS:
None at this time
PRIMARY PERFORMANCE RESPONSIBILITIES:
1. Assists with teacher screening and nominations
2. Conducts teacher conferences
3. Arranges and supervises department chairman meetings
4. Prepares and conducts faculty and staff meetings
5. Prepares for orientation of teacher new to the school
6. Prepares for teacher/public/parent relations
7. Provides individual counseling for teachers
8. Makes and evaluates classroom visits
9. Provides supervision of student discipline
10. Coordinates all assigned duties of all departments of the school
11. Formulates public relations policies affecting the school
12. Works with the district staff in carrying out the district’s goals and objectives.
13. Prepares the budget and keeps spending within the budgeted framework
14. Administers and supervises all aspects of the school: instructional, custodial,
lunchroom, clerical, maintenance, etc.
15. Makes assignments to teachers and other members of the staff in relation to their
general and specific duties
16. Keeps parents informed of events covering their children
17. Sets the tone for a healthy educational environment
18. Keeps staff members advised and informed of policy changes and new
25
developments which may affect them
19. Provides for the supervision of total staff
20. Initiates and maintains a system of pupil accounting and attendance
21. Institutes measures for the orientation of pupils
22. Selects and assigns staff personnel
23. Stimulates and provides opportunities for professional growth of staff personnel
24. Organizes professional groups for participation in educational planning and other
educational activities
25. Orders materials, supplies, textbooks, equipment, etc. as needed
26. Cooperates with other schools and central administration in the implementation of
instructional activities
27. Counsels with teachers, students, and parents on educational matters
28. Recommends staff for PEC and CEC employment as appropriate
29. Prepares and submits to appropriate agency/department all reports and plans
required by the district, state and federal offices
30. Supervises the scheduling of all teacher, students and other school personnel
31. Coordinates pre and post school planning
32. Assists in the development and implementation of appropriate in service activities
for school personnel
33. Assumes responsibility for developing and implementing effective and
appropriate school curricular and extracurricular activities
34. Assumes responsibility for the dissemination and implementation of School
Board rules and regulations as they relate to school personnel and operation
35. Establishes and maintains an effective program of articulation and communication
with other principals and schools
36. Coordinator of school volunteers
ADDITIONAL DUTIES:
Performs other duties as requested by the Superintendent
TERM:
Length of contract and number of hours worked are determined by specific allocation as
approved annually during planning-budgeting process
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAYGRADE:
According to the School Board of Highlands County Administrative Salary
Schedule
26
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Assistant Principal
MINIMUM QUALIFICATIONS:
1. Florida certification in administration, supervision, educational leadership or
school principal
2. Three (3) years experience as a classroom teacher
3. Satisfactory clearance of a Criminal History Records check and drug screening
ADDITIONAL DESIRED QUALIFICATIONS:
Physical requirements to perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if
required.
PRIMARY PERFORMANCE RESPONSIBILITIES:
1. Assists the principal in the administration of clerical activities and auxiliary services
2. Assists the principal in assessing curriculum needs, planning to meet such needs,
assisting in implementing plans and evaluating results of the instructional program at
the local level
3. Assists principal in administrative duties (discipline, student supervision, scheduling
bus transportation, maintenance, food service, etc.) when necessary
4. Supervises and ensures attendance procedures
5. Contacts and assigns substitute teachers
6. Assesses needs of personnel and provides appropriate staff development
7. Works with teachers to identify needed instructional materials and equipments
8. Assists in the preparation of the school budget
9. Performs formal assessments on annual teachers
10. Checks teacher lesson plans
11. Orders textbook and instructional materials
12. Assists principal in writing School Annual Report and Comprehensive Plan
13. Acts as a designee when principal is off campus
14. Assists in planning summer school
15. Implements performance standards and instructional objectives with teachers and
assures that they are met or exceeded
16. Coordinates school level electronic data processing services
17. Responds to faculty personnel problems
18. Assists with scheduling and course selections
19. Makes classroom observations
20. Works with Parent Advisory Committee, School Improvement Team, and Parent
Teacher Organization
21. Acts as, or designates, volunteer contact
22. Conducts parent conferences
23. Serves on guidance committee, LEP committee, attends staffing and signs IEP's
27
24. Supervises school activities after regular school hours
25. Develops of student handbook
26. Responsible for free and reduced lunch program
27. Acts as contact person for SARB, HRS and courts
28. Assists principal with student activities
29. Assists principal in curriculum planning
30. Serves on committees for new teachers
ADDITIONAL DUTIES:
Performs other duties as requested by supervising administrator
TERM:
Length of contract and number of hours worked are determined by specific allocation as
approved annually during planning-budgeting process
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAYGRADE:
According to the School Board of Highlands County Administrative Salary Schedule
28
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Assistant Superintendent of Curriculum & Instruction
MINIMUM QUALIFICATIONS:
1. Master’s degree from an accredited educational institution in
Administration/Supervision, Educational Leadership, Curriculum and Instruction,
or other curricular related area
2. Minimum of eight (8) years experience as a professional educator, including at least
five (5) years of administrative experience
3. Physical requirements to perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required
4. Satisfactory clearance of a criminal history records check and drug screening
ADDITIONAL DESIRED QUALIFICATIONS:
None at this time
PRIMARY PERFORMANCE RESPONSIBILITIES:
1. Directs and supervises the overall activities of planning, developing, coordinating,
implementing, and evaluating all district curriculum and instructional support programs
for K-12
2. Plans, implements and evaluates a systemic approach to Pre-K through grade 12
curriculum
3. Initiates the development of programmatic goals and learning objectives on a district-
wide basis within the scope of School Board policy, administrative directives, assessed
student needs and operational constraints
4. Provides overall leadership and appropriate resources for on-going district-wide
curriculum development and review to ensure articulation of standards, objectives, and
skills for Pre-K through grade 12
5. Provides leadership for school improvement initiatives
6. Provides leadership for emerging, innovative and special programs
7. Provides leadership for the development and implementation of a district instructional
technology plan
8. Assists in interpreting the programs, philosophy and policies of the district to staff,
students and the community
9. Prepares and recommends to the Superintendent the implementation of alternative and
optional programs to support the requirements of the district’s annual and long-range
plans of improvement
10. Prepares, instructs, and presents reports and information to the Superintendent, the
School Board, community, and school personnel
11. Establishes necessary procedures for referral and cooperative planning with other
agencies
12. Prepares and recommends the implementation of the district’s Student Progression Plan
29
13. Assists the Superintendent in district-wide planning to link curriculum and learning
development and the use of financial and human resources to the district’s goals and
objectives
14. Maintains a working knowledge of Florida Statutes, Board Policy and applicable rules
and regulations
15. Drafts policies and procedures as they relate to areas of responsibility
16. Assists in the development and implementation of the district’s master plan for in-service
education
17. Assists in the development of educational specifications for new facilities and equipment
18. Provides leadership in planning and acquiring appropriate instructional materials and
equipment
19. Assists schools in the Southern Association of Colleges and Schools accreditation
process
20. Reviews contracts as they relate to the areas of curriculum/instruction
21. Supervises assigned personnel, conducts annual performance appraisals, and makes
recommendations for appropriate employment action
22. Develops, recommends and administers the curriculum and instructional services budget
23. Serves on the Administrative Team at the Superintendent’s request
24. Prepares all required reports and maintain all appropriate records
25. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct
participates in the district-wide emergency management team
ADDITIONAL DUTIES:
Performs all other duties as assigned by the supervising administrator
TERM:
Length of contract and number of hours worked are determined by specific allocation as approved annually during planning-budgeting process
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAYGRADE:
According to the School Board of Highlands County Administrative Salary Schedule
30
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Director of Elementary Programs
MINIMUM QUALIFICATIONS:
1. Master’s degree from an accredited educational institution in Administration/Supervision,
Educational Leadership, Curriculum and Instruction, or other curricular related area
2. Minimum of five (5) years experience as a professional educator
3. Physical requirements to perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required
4. Satisfactory clearance of a criminal history records check and drug screening
ADDITIONAL DESIRE QUALIFCATIONS:
None at this time
PRIMARY PERFORMANCE RESPONSIBILITIES:
1. Leads and coordinates the Plan Do Check Act (PDCA) process
2. Works and assists schools with school improvement initiatives related to the school
improvement process and integrating with PDCA
3. Provides assistance to schools related to the Southern Association of Colleges and
Schools (SACS) accreditation process and annual reporting requirements
4. Provides assistance in the revision and implementation of the Student Progression Plan
5. Assists in the alignment and mapping of curriculum, writing of curriculum, and
developing instructionally-focused calendars
6. Assists in analyzing district and school-based student data and using the data to plan
instruction
7. Seeks, evaluates, and recommends new instructional materials that align with the
Sunshine State Standards, state, and district priorities
8. Serves as a leader and/or member of district curriculum and textbook committees
9. Coordinates district-level meetings, research, training, and professional study groups in
areas related to job duties and responsibilities
10. Coordinates and administers the district’s assigned special programs, such as Title I, II,
III, V, migrant, ESOL, and preschool/early intervention
11. Initiates and assists with the need and ideas for curriculum and instructional change
12. Coordinates the implementation of effective instructional process and strategies
13. Serves as a resource and support to district staff and other curriculum resource teachers
14. Assists with the coordination of the curricular programs at the school sites
15. Works with other members of the school and district staff on instruction support and
student progression teams
16. Provides support to classroom teachers for academically-related student activities
17. Coordinates the development and selection of appropriate assessment instruments in
curricular areas to screen, diagnose, and monitor student progress
31
18. Assists in coordinating, analyzing data, and interpreting results regarding curriculum-
related assessments with district and school staffs
19. Assists district and school administrators in conducting needs assessments to determine
professional needs of school-based staff as it relates to curriculum and instruction
20. Seeks resources to support curriculum-related professional development programs
21. Develops models for teacher training
22. Plans, conducts, and coordinates professional development activities for teachers and
others related to curricular issues
23. Demonstrates and models strategies that teachers can use to improve student learning
24. Visits classrooms on a regular basis to provide support for the implementation of district
initiatives
25. Encourages and supports teachers in their efforts to implement research-based/effective
instructional processes
26. Observes and problem solves with teachers on how to overcome student learning
obstacles
27. Keeps abreast of the latest research, federal and state initiatives
28. Researches and makes available professional resources to support instruction
29. Assists in the enforcement of administrative regulations and School Board policy
30. Prepares, interprets and presents reports and information to the Superintendent, School
Board, school groups, and/or community groups
31. Drafts policies and procedures as they relate to the areas of responsibility
32. Assists the Superintendent and school principals, as needed in the recruitment and
selection of personnel
33. Supervises assigned personnel, conducts required performance appraisals, and makes
recommendations for appropriate employment action
34. Establishes and maintains effective and efficient record keeping procedures including
student records subject to the requirements of the Family Rights and Privacy Act
35. Manages materials and assigned resources effectively including record keeping and other
inventory requirements
36. Communicates effectively, orally and in writing, with other professionals, students,
parents, and community
37. Conducts a personal assessment periodically to determine one’s own professional
development needs related to job position
38. Assists in the review and preparation of area, department, and district budget
39. Serves on the Administrative Team at the Superintendent’s request
40. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct
participates in the district-wide emergency management team
ADDITIONAL DUTIES:
Performs all other duties as assigned by the supervising administrator
TERM:
Length of contract and number of hours worked are determined by specific allocation as
approved annually during planning-budgeting process
32
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAY GRADE:
According to the School Board of Highlands County Administrative Salary Schedule
33
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Director of Secondary Programs
MINIMUM QUALIFICATIONS:
1. Master’s degree from an accredited educational institution in Administration/Supervision,
Educational Leadership, Curriculum and Instruction, or other curricular related area
2. Minimum of five (5) years experience as a professional educator
3. Physical requirements to perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required
4. Satisfactory clearance of a criminal history records check and drug screening
ADDITIONAL DESIRED JOB QUALIFICATIONS:
1. Evidence of a working knowledge and successful experience in implementing Florida
school law and initiatives as it relates to secondary schools
2. Evidence of recent proficiency in leading secondary school change that resulted in
documented growth in student achievement both within and beyond the immediate school
setting
3. Demonstrated ability to work collaboratively with school center personnel and other
administrators
PRIMARY PERFORMANCE RESPONSIBILITIES:
1. Plans, leads, directs, and coordinates the planning, implementation, articulation, and
evaluation of relevant curriculum and instructional programs and materials for secondary
schools that results in increased student achievement
2. Leads and coordinates the Plan Do Check Act (PDCA) process for secondary schools
3. Works with schools on the school improvement process and integrating with PDCA
4. Assists secondary schools with school improvement initiatives and writing of school
improvement plans
5. Uses data and needs assessment information, develops a three- to five-year plan to
include goals, annual objectives, and strategies for secondary school improvement;
revises plan as necessary
6. Assists secondary schools in the review, revision, and implementation of the
requirements of the Student Progression Plan as it relates but not limited to secondary
scheduling, course offerings, new program scheduling implementation, credits, weight,
dual enrollment, etc.
7. Serves as a liaison to colleges and universities to coordinate resources and programs as it
relates to the secondary level
8. Provides assistance for secondary schools in the Southern Association of Colleges and
Schools (SACS) accreditation process
9. Leads and assists in the alignment and mapping of the curriculum and developing
instructional-focused calendars at the secondary level
10. Assists in the analyzing of district and school-based student data and using the data to
plan for effective curricular and instructional programs, processes, strategies, and
interventions
34
11. Serves as a leader and/or member of district curriculum and textbook committees
12. Coordinates district level meetings, research, training, and professional study groups in
areas related to job duties and responsibilities
13. Participates in district- and school-level meetings and serves as a resource and support to
the district staff and other curriculum resource teachers
14. Assists with the coordination of the curricular programs at the school site
15. Provides support to classroom teachers for instruction and academically-related student
activities
16. Coordinates the development and selection of appropriate assessment instruments in
curricular areas to screen, diagnose, and monitor student progress in academic areas,
especially in the area of reading
17. Assists district and school administrators in conducting needs assessments to determine
professional development needs of secondary school-based staff
18. Seeks and secures resources to support professional development programs relative to the
secondary level
19. Plans, conducts, and coordinates professional development activities for teachers and
others
20. Visits schools and classrooms on a regular basis to provide support for the
implementation of district initiatives
21. Keeps abreast of the latest research, federal, and state initiatives, as well as the
implementation of the initiatives
22. Assists in the enforcement of administrative regulations and board policy
23. Prepares, interprets, and presents reports and information to the Superintendent, School
Board, school groups, and community groups
24. Develops, as necessary, policies and procedures as they relate to the area of responsibility
25. Assists the Superintendent and school principals, as needed, in the recruitment and
selection of personnel
26. Supervises assigned personnel, conduct annual performance appraisals and make
recommendations for appropriate employment action
27. Establishes and maintains effective and efficient record keeping procedures including
student records subject to the requirements of the Family Rights and Privacy Act
28. Manages materials and assigned resources effectively including record keeping and other
inventory requirements
29. Communicates effectively, orally and in writing, with other professionals, students,
parents and community
30. Assists in the review and preparation of area, department, and district budget, as needed
31. Serves on the Administrative Team at the Superintendent’s request
32. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct
participates in the district-wide emergency management team
ADDITIONAL DUTIES:
Performs all other duties as assigned by the supervising administrator
TERM:
Length of contract and number of hours worked are determined by specific allocation as
approved annually during planning-budgeting process
35
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAY GRADE:
According to the School Board of Highlands County Administrative Salary Schedule
36
APA Approved /18/2007
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Coordinator of Career & Technical Education
MINIMUM QUALIFICATIONS:
1. Certified in one or more areas of vocational education or Florida certification in
administration/supervision, educational leadership, school principal
2. Three (3) years experience as a professional educator in a related vocational field
3. Physical requirements to perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required
4. Satisfactory clearance of a criminal history records check and drug screening
ADDITIONAL DESIRED JOB QUALIFICATIONS:
None at this time
PRIMARY PERFORMANCE RESPONSIBILITIES:
1. Directs and coordinates the planning, implementation evaluation and reporting of
relevant vocational education programs
2. Directs and coordinates the development, implementation and ongoing evaluation of
district wide vocational education curricula, including required follow-up studies
3. Directs and evaluates vocational education curriculum studies and special projects
4. Directs the development, dissemination and implementation of district wide vocational
education curriculum objectives
5. Evaluates vocational education programs and makes recommendations concerning
additions or revisions in such programs
6. Manages the projects and grants process and serves as resource person to coordinate
related grants for assigned programs
7. Directs and coordinates program planning to involve district and school personnel,
community representatives, and students, when appropriate
8. Acts as a liaison between the school community and parents and students directly
involved in assigned programs
9. Provides liaison between the district and community college vocational programs and
serves on the Regional Coordinating Council and other related advisory committees
10. Serves as liaison between the public schools and the local employment community
11. Serves as a program consultant to school personnel with assistance in the identification of
program needs and selection of appropriate materials and equipment
12. Maintains a close working relationship with school personnel to ensure information
exchange, coordination of efforts, and general support for the decision-making process
13. Assists in the evaluation, selection and dissemination of textbooks and instructional
materials
14. Assists school personnel in initiating and implementing new programs
15. Assists in the development of instructional services activities designed to achieve priority
37
goals identified through the district's planning process and to implement the pupil
progression plan
16. Works with appropriate personnel in the planning and modification of school facilities
17. Assists principals, as needed, in the recruitment, selection, placement and appraisal of
vocational education personnel
18. Assists in the development of administrative policies and guidelines for vocational
education programs
19. Supervises assigned personnel, conducts annual performance appraisals and makes
recommendations for appropriate employment action
20. Prepares all required reports and maintains all appropriate records
21. Assists in the preparation of the instructional services budget
22. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct
participates in the district-wide emergency management team
ADDITIONAL DUTIES:
Performs all other duties as assigned by the supervising administrator
TERM:
Length of contract and number of hours worked are determined by specific allocation as
approved annually during planning-budgeting process
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAY GRADE:
According to the School Board of Highlands County Administrative Salary Schedule
38
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Director of Student Support Services
MINIMUM QUALIFICATIONS:
1. Master’s degree from an accredited educational institution
2. Certified in Administration/Supervision, Educational Leadership, or School Principal
3. Minimum of five (5) years experience as a professional educator
4. Experience in Exceptional Student Education (ESE) or Student Services fields
5. Physical requirements to perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required
6. Satisfactory clearance of a criminal history records check and drug screening
ADDITIONAL DESIRED QUALIFICATIONS:
1. Knowledge of current trends and research in all areas of Exceptional Student Education
and Student Services
2. Knowledge of issues related to Exceptional Student Education curriculum and
instructional techniques
3. Knowledge of federal, state, and local rules, regulations, statutes, policies, special
programs, and procedures affecting disabled individuals
4. Knowledge of and ability to use student database systems, including but not limited to
Full-Time Equivalent (FTE) reports, suspension information and student records
5. Ability to provide consultation and advice to teachers, parents, principals, and district
staff on Exceptional Student Education, Student Services, and other assigned areas of
responsibility
6. Ability to organize and conduct meetings, and provide conflict resolutions
PRIMARY PERFORMANCE RESPONSIBILITITES:
1. Oversees the operation of Exceptional Student Education (ESE), Medicaid, FTE and
Student Services departments
2. Assures that all procedures for due process have been afforded the parents and students as
it relates to the ESE Programs/Services
3. Coordinates the development, writing and submission of reports, grants, and automated
transmissions for ESE
4. Monitors and coordinates the development and implementation of a student services plan
to ensure effective and efficient delivery of guidance services, psychological services,
social work services and health services
5. Promotes adequate procedures for referral, identification, placement or transfer for
exceptional students
6. Serves as administrator for the development of all state and federal grants related to ESE
programs, student services and other programs as assigned
7. Plans with principals in providing appropriate programs and related services for
exceptional students
39
8. Assists in the development and delivery of a coordinated system of student services to
meet needs
9. Serves as liaison with the Florida Department of Education in matters related to ESE and
Students Services
10. Coordinates and interprets state and district statutes, rules and policies pertaining to ESE
and Student Services
11. Serves as a resource person to interpret ESE and Student Services policies/regulations
12. Ensures the provision of in-service training programs for ESE and Student Services
programs
13. Assists in projecting FTE and personnel needs for ESE and Student Services programs
14. Develops and monitor budgets of assigned programs
15. Assists in the development of administrative guidelines and policies for programs
assigned
16. Prepares or oversees the preparation of all required reports and maintain all appropriate
records
17. Serves on the Administrative Team at the Superintendent’s request
18. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct
participates in the district-wide emergency management team
ADDITIONAL DUTIES:
Performs all other duties as assigned by the supervising administrator
TERM:
Length of contract and number of hours worked are determined by specific allocation as
approved annually during planning-budgeting process
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAY GRADE:
According to the School Board of Highlands County Administrative Salary Schedule
40
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Coordinator of Exceptional Student Education
MINIMUM QUALIFICATIONS:
1. Master’s degree from an accredited educational institution
2. Certified in one or more areas of Exceptional Student Education,
Administration/Supervision, Educational Leadership, or School Principal
3. Minimum of three (3) years experience a professional educator
4. Minimum of three (3) years experience in Exceptional Student Education field
5. Physical requirements to perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required
6. Satisfactory clearance of a criminal history records check and drug screening
ADDITIONAL DESIRED QUALIFICATIONS:
1. Knowledge of current trends and research in all areas of Exceptional Student Education
(ESE)
2. Knowledge of federal, state, and local rules, regulations, statutes, policies, special
programs, and procedures affecting students with disabilities
3. Knowledge of and ability to use student database systems, including but not limited to
Full-Time Equivalent (FTE) reports, Individual Education Plans (IEP), Behavioral Plans,
suspension information and student records
4. Ability to provide consultation and advice to teachers, parents, principals, and district
staff on assigned areas of responsibility
5. Ability to organize and conduct meetings, and provide conflict resolutions
PRIMARY PERFORMANCE RESPONSIBILITITES:
1. Assists in development, implementation and evaluation of district exceptional student
programs
2. Implements and monitors suitable procedures for screening and diagnosis of student
problems
3. Implements and monitors procedures for placement, transfer and program completion for
students in exceptional student programs
4. Implements and monitors the development and utilization of Individual Educational Plans
for Exceptional Student Education programs
5. Assists in the evaluation and selection of textbooks and other instructional materials to be
recommended for adoption in Exceptional Student Education programs
6. Serves as a program consultant to school personnel with assistance in the identification of
program needs and the selection of appropriate materials, supplies, and equipment for
programs in Exceptional Student Education
7. Maintains a close working relationship with school personnel to ensure information
exchange, coordination of efforts and general support for the decision-making process
41
8. Coordinates services of ESE teachers not based at a regular school site
9. Assists in the development of administrative guidelines and policies for exceptional
students
10. Assists in the development, implementation, and evaluation of professional development
activities
11. Supervises assigned personnel, conducts annual performance appraisals, and makes
recommendations for appropriate employment action
12. Prepares all required reports and maintain all appropriate records
13. Develops and monitors budgets of assigned programs
14. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct
participates in the district-wide emergency management team
ADDITIONAL DUTIES:
Performs all other duties as assigned by the supervising administrator
TERM:
Length of contract and number of hours worked are determined by specific allocation as
approved annually during planning-budgeting process
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAY GRADE:
According to the School Board of Highlands County Administrative Salary Schedule
42
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Coordinator of Student Services
MINIMUM QUALIFICATIONS:
1. Master’s degree from an accredited educational institution
2. Certified in one or more areas of Student Services, Administration /Supervision,
Educational Leadership, or School Principal
3. Minimum of three (3) years experience as professional educator
4. Minimum of three (3) years experience in Student Services field
5. Physical requirements to perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required
6. Satisfactory clearance of a criminal history records check and drug screening
ADDITIONAL DESIRED QUALIFICATIONS:
1. Knowledge of current trends and research in all areas of student services
2. Knowledge of federal, state, and local rules, regulations, statutes, policies, special
programs, and procedures affecting students
3. Knowledge of Response to Intervention theory
4. Knowledge of and ability to use student database systems, including but not limited to
Full-Time Equivalent (FTE) reports, suspension information and student records
5. Ability to provide consultation and advice to teachers, parents, principals, and district
staff on assigned areas of responsibility
6. Ability to organize and conduct meetings, and provide conflict resolutions
PRIMARY PERFORMANCE RESPONSIBILITIES:
1. Assists in development, implementation of district student services
2. Assists school personnel in the development of a coordinated system to deliver student
services to meet individual school needs
3. Provides leadership and coordination for planning, development, implementation,
evaluation, and reporting of student services grants and projects
4. Serves as liaison to other agencies involved in social services, the judicial system, health
services and other public entities
5. Advises and provides in-service to school level guidance personnel as needed
6. Monitors and evaluates the advocacy of students' rights
7. Assists in coordination of work of school social workers, psychologists, school health
workers, court liaison and other student services professionals
8. Assists in the development, implementation and evaluation of professional development
activities
9. Assists in the development of administrative guidelines and policies for student services
10. Supervises assigned personnel, conducts annual performance appraisals, and makes
recommendations for appropriate employment action
11. Prepares all required reports and maintain all appropriate records
12. Develops and monitors budgets of assigned programs
43
13. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct
participates in the district-wide emergency management team
ADDITIONAL DUTIES:
Performs all other duties as assigned by the supervising administrator
TERM:
Length of contract and number of hours worked are determined by specific
allocation as approved annually during planning-budgeting process
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAY GRADE:
According to the School Board of Highlands County Administrative Salary Schedule
44
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Assistant Superintendent of Business Operations
MINIMUM QUALIFICATIONS: 1. Master’s degree from an accredited educational institution in a related field plus eight (8)
years experience in School Administration, School Finance, School Food Service, School
Transportation, or School Facilities
2. Bachelor’s degree from an accredited educational institution plus ten (10) years of
specialized experience in School Administration, School Finance, School Food Service,
School Transportation, School Facilities, or other related fields
3. Physical requirements to perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required
4. Satisfactory clearance of a criminal history records check and drug screening
ADDITIONAL DESIRED QUALIFICATIONS:
CPA preferred
PRIMARY PERFORMANCE RESPONSIBILITES:
1. Administers the functions of financial services, facilities, food services, and
transportation services
2. Prepares the annual school district budget
3. Supervises the Director of Facilities/Maintenance, Director of Transportation, Director of
Food and Nutrition Services, and Director of Finance
4. Advises and makes recommendations to the Superintendent on financial/operational
matters of the school district
5. Coordinates all maintenance, repairs and construction projects
6. Assists with the planning of educational facilities, including the annual review of school
plant and facility needs and the formulation of priorities
7. Drafts policies and procedures as they relate to areas of responsibility
8. Prepares, interprets, and presents reports and information to the Superintendent, School
Board, community, and school personnel on business/operations
9. Assists in collective bargaining process
10. Reviews contracts as they relate to the areas of finance and operations
11. Maintains a working knowledge of Florida Statues, Board Policy, and applicable rules
and regulations that affect related areas of operations and services
12. Supervises assigned personnel, conducts annual performance appraisals, and makes
recommendations for appropriate employment action
13. Prepares all required reports and maintain all appropriate records
14. Inspects various job sites and buildings under construction
15. Serves on the Administrative Team at the Superintendent’s request
16. Advises the Superintendent as to legal issues dealing with business/operations
17. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct
participates in the district-wide emergency management team
45
ADDITIONAL DUTIES:
Plans, directs, and supervises the financial affairs and operations of the School
District. Directs and coordinates activities to provide the best possible educational
services with the available finances, facilities, food services, and transportation resources.
Reports directly to the Superintendent of Schools.
TERM:
Length of contract and number of hours worked are determined by specific
allocation as approved annually during planning-budgeting process
APPRASIAL:
Performance will be appraised annually in accordance with School Board policies
PAYGRADE:
According to the School Board of Highlands County Administrative Salary
Schedule
46
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Director of Facilities & Maintenance
MINIMUM QUALIFICATIONS:
1. Bachelor's degree from an accredited educational institution
2. Five (5) years experience in related area
3. Physical requirements to perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required
4. Satisfactory clearance of a criminal history records check and drug screening
ADDITIONAL DESIRED JOB QUALIFICATIONS:
None at this time
PRIMARY PERFORMANCE RESPONSIBILITIES:
1. Coordinates the district's maintenance program and facilities development
2. Assists in the inspection of school buildings on a regular basis to determine needed
maintenance and repairs
3. Develops a long-range preventative maintenance program and prepares short-range
schedules for programmed work
4. Develops a system of priorities for non-programmed maintenance work with types of
work identified for each priority
5. Reviews requests for maintenance and repair work and establishes priority assignments
and scheduling of work
6. Supervises the estimating of cost for maintenance and repair projects in terms of labor,
materials and overhead
7. Determines specifications for needed service tools, equipment, materials and supplies;
requisitions in accordance with purchasing policies
8. Maintains accurate inventory of all tools, parts and materials stored at district
maintenance shop
9. Assigns and directs craftsmen in carrying out their assigned duties
10. Directs the inspection of all maintenance and repair work
11. Assists in the screening and recommending of outside contractors to perform certain
maintenance and repair services
12. Assists in the supervision and inspection of improvement and renovation work performed
by outside contractors
13. Assists in the supervision and inspection of capital outlay projects not requiring an
architect
14. Coordinates and manages the district's safety program
15. Assists in the preparation of the Florida Inventory of School Houses (FISH) Report
16. Assists in the development of administrative guidelines for maintenance
17. Assists in the development of policies for maintenance
18. Supervises maintenance personnel, conducts performance appraisals and makes
47
recommendations for appropriate employment action
19. Assists in the development, implementation and evaluation of professional development
activities
20. Prepares and maintains all required reports
21. Assists in the preparation and management of the maintenance department budget
22. Serves on the Administrative Team at the Superintendent’s request
23. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct
participates in the district wide emergency management team
ADDITIONAL DUTIES:
Performs all other duties as assigned by the supervising administrator
TERM:
Length of contract and number of hours worked are determined by specific allocation as
approved annually during planning-budgeting process
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAYGRADE:
According to the School Board of Highlands County Administrative Salary Schedule
48
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Director of Finance
MINIMUM QUALIFICATIONS:
1. Bachelor's degree from an accredited educational institution
2. Five (5) years experience in a related area
3. Physical requirements to perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required
4. Satisfactory clearance of a criminal history records check and drug screening
ADDITIONAL DESIRED QUALIFICATIONS:
None at this time
PERFORMANCE RESPONSIBILITIES:
1. Supervises the payroll, accounts payable, and data operations departments
2. Supervises the preparation of financial statements and reports
3. Supervises accounting for federal programs, food service and scholarship funds
4. Supervises the receipt and deposit of all funds
5. Supervises the reimbursements of all payroll checks and the preparation of information
for deduction checks
6. Serves as the Risk Manager for the district
7. Supervises processing of workers' compensation claims, quarterly reports and
correspondence
8. Assists in confirmation of the FETP calculation
9. Secures or performs audits of various financial reports and internal account records
10. Performs related tasks and responsibilities
11. Serves on the Administrative Team at the Superintendent’s request
12. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct
participates in the district-wide emergency management team
ADDITIONAL DUTIES:
Performs all other duties as assigned by the supervising administrator
TERM:
Length of contract and number of hours worked are determined by specific allocation
as approved annually during planning-budgeting process
49
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAYGRADE:
According to the School Board of Highlands County Administrative Salary Schedule
50
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Coordinator of Purchasing
MINIMUM QUALIFICATIONS:
1. Bachelor's degree from an accredited educational institution
2. Three (3) years experience in a related area
3. Physical requirements to perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required
4. Satisfactory clearance of a criminal history records check and drug screening
ADDITIONAL DESIRED QUALIFICATIONS:
None at this time
PERFORMANCE RESONSIBILITIES:
1. Serves as Coordinator of Purchasing for the School Board of Highlands County with
responsibility for coordinating and managing purchasing activities throughout the school
district; ensuring that the SBHC receives maximum value educationally and financially
from supplies, materials, equipment and purchased services
2. Initiates, coordinates and administers purchasing through the competitive bidding or
competitive negotiations process when formal sealed bids, proposals or negotiations are
required by State Statutes, SBA Rules or School Board Policy
3. Prepares or administers the preparation of all Requests for Bid Proposals (RFBP) or
Requests for Proposals (RFP) documents, including specifications, scope of work, owner-
contractor agreements, tabulations of proposals received timely, recommendation to
Superintendent for contract award, and notice of award to vendors/contractors submitting
proposals
4. Offers assistance in the preparation of purchase orders, administers the processing of
purchase orders, verifies the accuracy and validity of information entered on purchase
orders and approves the subsequent issuance of all purchase orders
5. Provides assistance to all district personnel, including HEC, with purchasing needs such
as specifications, valid sources, prices and accounting codes, especially during the
planning and budgeting process
6. Administers the warehousing/distribution system through policies and procedures
designed to provide a professional well-ordered and efficient receiving, storage and
distribution system for supplies, materials and equipment for the School Board of
Highlands County
7. Administers property records of all personal property including annual physical
inventories of all tangible personal property and vehicles owned by the SBHC; updates
property database for new property purchases, labeling of district property and physical
inventory results, communicates the results of property inventory with the property
custodian including the proper completion or non-completion of paperwork necessary to
receive, transfer or dispose of SBHC property
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8. Administers the pick-up, storage and disposal of all SBHC surplus tangible personal
property including surplus vehicles
9. Administers policies and procedures designed to provide professional operation of
assigned departments
10. Administers district office custodial functions including security and security systems
11. Performs accounting functions for expenditure of capital project funds that include
contract administration, posting of entries to project PC spreadsheets, contractor
applications for payment, change orders, retainage payable and asset valuation
12. Performs accounting functions, including coding purchase orders, budget amendments
and PC spreadsheets for expenditure of capital funds for tangible personal property;
provides directors, coordinators, and schools a report of funds expended and any balance
remaining
13. Assists with the preparation of annual financial reports relevant to capital projects,
tangible personal property and supply inventories
14. Prepares budgets for purchasing, property records, warehouse, print shop, and district
office custodial annual operating and capital projects
15. Provides auditor general staff with documentation, records and other information relating
to purchasing, property records, warehouse and print shop as deemed necessary for the
annual audit of the SBHC financial records
16. Leads in the development of policies, procedures and administrative guidelines related to
purchasing, property records, warehouse or print shop
17. Supervises, trains, and develops teamwork atmosphere for all assigned departments;
conducts annual staff evaluations and performance appraisals
18. Assists in administering training for school based and district level staff in purchasing,
property records and warehouse/distribution procedures as they relate to data systems,
data entry, paperwork and record keeping
19. Works with MIS staff to evaluate, maintain, and develop systems and procedures to
improve efficiency and quality of services and economy of operations
20. Administers district-wide phone systems including repairs and maintenance
21. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct
participates in the district-wide emergency management team
ADDITIONAL DUTIES:
Performs all other duties as assigned by the supervising administrator
TERM:
Length of contract and number of hours worked are determined by specific
allocation as approved annually during planning-budgeting process
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAYGRADE:
According to the School Board of Highlands County Administrative Salary
Schedule
52
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Director of Food & Nutrition Services
MINIMUM QUALIFICATIONS:
1. Bachelor’s degree from an accredited educational institution
2. Five (5) years supervisory, management or administrative experience in school food
service, institutional food service or related field
3. Physical requirements to perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required
4. Satisfactory clearance of a criminal history records and drug screening
ADDITIONAL DESIRED QUALIFICATIONS:
1. College course work in nutrition, dietetics, food and consumer science or hotel and
restaurant management
2. College course work in accounting, financial management or other business areas
3. Knowledge of nutrition education and standards for school food service programs
4. Ability to prepare specifications for purchases of supplies and equipment
5. Knowledge of purchasing requirements, cooperative purchasing, inventorying and
accounting for food and supply purchases
6. Knowledge of the state, federal and local laws and regulations applicable to school food
service programs
7. Knowledge of food service facilities, design and equipment, and practices and procedures
used in the administration and operation of school food service, including food and safety
areas
PRIMARY PERFORMANCE RESPONSIBILITES:
1. Plans, develops, direct and evaluates all activities necessary to the operation and
improvement of the district school food service programs
2. Recommends policies, procedures and directions consistent with established plans
3. Evaluates compliance with Federal, State and local laws, rules and regulations; direct
corrective action when required
4. Develops and implements financial policies and procedures necessary for proper fiscal
control and operation of the food service programs
5. Directs the establishment and maintenance of records, collection, recording, and
evaluation of data
6. Prepares departmental budget, monitor expenditure of funds and make necessary
adjustments to ensure a balanced budget
7. Maintains effective working relationships with the public, district officials,
administrators, school-based and school food service personnel
8. Develops and manages budgets
9. Analyzes, plans, organizes and establishes priorities
10. Communicates effectively orally and in writing
53
11. Prepares or assists in the preparation of required district, state and federal reports
12. Develops and implements staffing allocations for all food service personnel
13. Assists the Assistant Superintendent of Business Operations in the selection of Food and
Nutrition Services personnel
14. Supervises, manages and evaluates Food and Nutrition Services district office staff and
school and district wide managers, and makes recommendations for appropriate
employment action, when necessary
15. Develops, implements and conducts professional development activities for all food
service personnel
16. Consults with and advises the School Board’s negotiations team in preparation for
negotiations with units and/or issues involving Food and Nutrition Services personnel
17. Develops specifications for purchase of Food and Nutrition Services materials and
supplies; assists in the evaluation, procurement and administration of school Food and
Nutrition Services purchasing requirements
18. Assists in the management of cooperative purchasing activities, including bid
development, evaluation and implementation
19. Develops and recommends specifications for the initial purchase and replacement of
school Food and Nutrition Services equipment
20. Determines initial and replacement equipment necessary to meet immediate and long-
range needs
21. Coordinates the development of cafeteria kitchen layout and equipment specifications
required for new construction with appropriate district personnel and architects
22. Serves as a consultant to school administration in the identification and correction of
school Food and Nutrition Services needs and concerns
23. Serves as a resource to the district in the area of nutrition education
24. Coordinates the administration of disaster feeding during times of emergency and
participates in the district-wide emergency management team
25. Serves on the Administrative Team at the Superintendent’s request
26. Performs all other tasks and responsibilities consistent with the goals and objectives of
the position
27. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct
participates in the district-wide emergency management team
ADDITIONAL DUTIES:
Performs all other duties as assigned by the supervising administrator
TERM:
Length of contract and number of hours worked are determined by specific allocation as
approved annually during planning-budgeting process
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAY GRADE:
According to the School Board of Highlands County Administrative Salary Schedule
54
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Director of Transportation
MINIMUM QUALIFICATIONS:
1. Bachelor's degree from an accredited educational institution
2. Five (5) years experience in a transportation system
3. Physical requirements to perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required
4. Satisfactory clearance of a criminal history records check and drug screening
ADDITIONAL DESIRED QUALIFICATIONS:
None at this time
PRIMARY PERFORMANCE RESPONSIBILITIES:
1. Develops and administers a district wide transportation program, including program
planning, implementation and evaluation to meet all requirements of the daily
instructional program and extracurricular activities
2. Supervises the inspection, maintenance and repair of school buses and other vehicles
owned by the district
3. Establishes specifications for repair work beyond the capacity of district personnel
4. Supervises the purchase and maintains inventory of parts and supplies
5. Develops, coordinates and administers a bus routing system
6. Considers and recommends special transportation services
7. Confers regularly with principals and district-level administrators on the adequacy of
services and safety
8. Investigates requests and complaints relating to transportation and responds or makes
recommendations to the school principal or Assistant Superintendent of Business
Operations
9. Projects need for replacement or additional buses
10. Maintains records on maintenance and repair of buses and all other appropriate records
11. Prepares Florida Education Finance Program (FEFP) transportation reports and all other
necessary reports as assigned
12. Assists in the development of administrative guidelines for transportation
13. Assists in the development of policies for transportation services
14. Supervises assigned personnel, conducts performance appraisals and makes
recommendations for appropriate employment action
15. Assists in the development, implementation and evaluation of professional development
activities
16. Prepares all required reports and maintains all appropriate records
17. Assists in the preparation and management of the transportation department budget
18. Assists in the development or changes of boundaries for school attendance zones
19. Serves on the Administrative Team at the Superintendent’s request
20. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct
55
participates in the district-wide emergency management team
ADDITIONAL DUTIES:
Performs all other duties as assigned by the supervising administrator
TERM:
Length of contract and number of hours worked are determined by specific
allocation as approved annually during planning-budgeting process
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAY GRADE:
According to the School Board of Highlands County Administrative Salary Schedule
56
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Deputy Superintendent
MINIMUM QUALIFICATIONS:
1. Master’s degree and/or certification in School Administration/Supervision, Educational
Leadership, School Principal or other related administrative fields
2. Eight (8) years experience in an educational field
3. Five (5) years experience in educational administration
4. Physical requirements to perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required
5. Satisfactory clearance of a criminal history records check and drug screening
ADDITIONAL DESIRED QUALIFICATIONS:
1. Knowledge of school systems management and operations
2. Knowledge of laws and policies governing employee relations
3. Knowledge of issues and procedures pertaining to policy/contract violations, employee
disciplinary action and legal proceedings
PRIMARY PERFORMANCE RESPONSIBILITIES:
1. Supervises the Director of Human Resources, Recruitment and Professional Development
and Director of Management Information Systems
2. Advises the Superintendent concerning policies, procedures, Florida Statutes, and other
issues that arise from school operations
3. Develops or assists with the development of policies, procedures and rules for the
operation of the school/district operations
4. Advises school and district-based administrators/supervisors concerning issues and
incidents related to school operation
5. Assists in responding to requests from state and federal agencies concerning complaints
6. Assists in the investigation of complaints against teachers and administrators
7. Assists and advises the Superintendent and principals concerning student discipline,
including expulsion
8. Facilitates and serves on instructional and support negotiations teams/collective
bargaining process
9. Acts as the Superintendent's designee when requested
10. Serves as member of Superintendent’s Administrative Team
11. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct
participates in the district-wide emergency management team
ADDITIONAL DUTIES:
Other duties as assigned by the Superintendent
57
TERM:
Length of contract and number of hours worked are determined by specific allocation as
approved annually during planning-budgeting process
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAYGRADE:
According to the School Board of Highlands County Administrative Salary Schedule
58
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Director of Human Resources, Recruitment & Professional Development
MINIMUM QUALIFICATIONS:
1. Master’s degree from an accredited institution in Administration/Supervision,
Educational Leadership, School Principal, Human Resources Management, or other
related fields, plus five (5) years experience in the field of Human Resources
Management, or
2. Bachelor’s degree from an accredited institution and eight (8) years experience in the
field of Human Resources Management
3. Physical requirements to perform essential functions and tasks which may include
exerting up to 20 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required
4. Satisfactory clearance of a criminal history records check and drug screening
ADDITIONAL DESIRED JOB QUALIFICATIONS:
None at this time
PRIMARY PERFORMANCE RESPONSIBILITIES:
1. Directs and coordinates the planning, implementation and evaluation of Human
Resources/Professional Development services which are necessary for the efficient and
effective operation of the school system
2. Provides overall leadership and oversight of the district’s employee relations program
3. Supervises unemployment requirements and issues
4. Facilitates/supervises Jessica Lunsford Act (JLA) implementation and FDLE/Level II
fingerprint requirements for all employees of school system
5. Oversees management of employee database-maintaining accuracy of records and
integrity of data input
6. Establishes and monitors a system of position control
7. Coordinates the identification and screening of qualified applicants
8. Drafts policies and procedures as they relate to areas of responsibility
9. Prepares, interprets and presents reports and information to the Superintendent, School
Board, community, and school personnel concerning Human Resources and Professional
Development issues
10. Assists with coordination of the collective bargaining process for instructional and
support employees
11. Serves as the district contact for employee relations issues such as grievances,
harassment/equity complaints, ADA, unemployment, ESOL, etc
12. Develops/updates and administers the Human Resources Management Development plan
13. Develops appropriate procedure manuals as needed to implement School Board Policy,
Florida Statute, and State Board Rule
14. Participates in the management, allocation, and reallocation of personnel to schools and
departments
59
15. Advises and assists school principals and department supervisors in handling technical
personnel problems and issues as relates to employment law & policies
16. Oversees the maintenance of official personnel files and records
17. Coordinates the evaluation process for all personnel
18. Provides leadership and oversight for the development of job descriptions
19. Maintains a working knowledge of Florida Statutes, Board policies, and applicable rules
and regulations that affect areas of operation and services
20. Attends various legislative and professional conferences to stay abreast of updates
affecting Human Resources, Recruitment & Professional Development
21. Serves as liaison to federal/state/community departments with respect to Human
Resources, Recruitment and Professional Development areas
22. Develops/updates and maintains Master In-Service Plan
23. Provides for the coordination of professional development activities with the district’s
managerial, instructional, operational, and financial systems and services
24. Coordinates the district’s activities for professional growth and development to include:
Aspiring administrator training, Professional Education Competency program, Preparing
New Principals program, New Principal Mentoring Protégé Program, Beginning
Educator Support Team (BEST) Program, and Alternative Certification for Teachers
(ACT) Training Program
25. Provides a comprehensive program of certification services
26. Reviews contracts as they relate to the areas of responsibilities
27. Develops, recommends and administers assigned department budgets
28. Assists in the process of wage and salary plan development
29. Oversees district employee recruitment efforts
30. Coordinates the district tuition reimbursement programs for non-instructional personnel
31. Supervises assigned personnel, conducts annual performance appraisals, and makes
recommendations for appropriate employment action
32. Prepares all required reports and maintain all appropriate records as required
33. Provides training and professional development for substitute teachers
34. Supervises and monitors NCLB law as it relates to highly qualified instructional and non-
instructional personnel (certification, Para-Pro testing schedule, reclassification of paras,
DOE survey reports, etc.)
35. Supervises placement of interns with supervising teachers and cooperating principals and
Paid Internship Program
36. Advises the Superintendent as to legal issues dealing with Human Resources,
Recruitment & Professional Development
37. Serves on the Administrative Team as requested by Superintendent
38. Facilitates and maintains records and documents regarding ongoing legal personnel issues
and employee discipline
39. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct
participates in the district-wide emergency management team
ADDITIONAL DUTIES:
Performs all other duties as assigned by the supervising administrator
60
TERM:
Length of contract and number of hours worked are determined by specific allocation as
approved annually during planning-budgeting process.
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAYGRADE:
According to the School Board of Highlands County Administrative Salary Schedule
61
THE SCHOOL BOARD OF HIGHLANDS COUNTY
POSITION TITLE: Director of Management Information Services
MINIMUM QUALIFICATIONS:
1. Bachelor’s degree from an accredited educational institution
2. Minimum of five (5) years experience in Management Information Systems related area
3. Physical requirements to perform essential functions and tasks which may include
exerting up to 25 pounds of force occasionally and/or 10 pounds of force as frequently as
necessary; lifting, crawling, kneeling, bending, stooping, pulling, and pushing, if required
4. Satisfactory clearance of a criminal history records check and drug screening
ADDITIONAL DESIRED QUALIFICATIONS:
1. Master’s degree from an accredited educational institution in area of Management
Information Systems preferred
2. Ability to organize and supervise the district’s area processing and management
information services by:
3. Providing specific information necessary for the efficient operation of the school system
4. Research and development of comprehensive plans for analysis of technology feasibility
and implementation
PRIMARY PERFORMANCE RESPONSIBILITIES:
1. Coordinates short and long range planning for Management Information Services (MIS)
2. Provides a system of reporting routinely and upon request specified information needs for
instructional, administrative, planning, and public relations purposes
3. Plans and manages data processing services that will minimize staff time while
maximizing the application of automated student and financial accounting systems
through the design, development, and maintenance of a centralized computer system
4. Provides efficacy and secure computer systems and services to meet organizational needs
5. Reports to the Deputy Superintendent on progress in data processing development
projects, resource utilization and production performance
6. Supervises lawful procedures for collecting, imaging and destroying public records
7. Coordinates the district e-Rate application
8. Coordinates the district technology committee and development of the District
technology plan
9. Coordinates the district website
10. Evaluates educational, managerial and administrative operating systems and plans and
recommends systems designed to improve the operational efficiency of the school system
11. Administers the student information system
12. Acts as liaison between school district personnel and consultants on the development of
management information system within the district
13. Serves as district liaison with local, state, and federal educational and governmental units
to improve the compatibility of the school district’s information system with
corresponding systems of other units
62
14. Acts as the forms controller and serves on various committees of data users and providers
in order to coordinate the identification of data elements and forms used for all necessary
reporting
15. Supervises assigned personnel, conducts annual performance appraisals and makes
recommendations for appropriate employment action
16. Prepares all required reports and maintains all appropriate records
17. Assists in the development, implementation, and evaluation of professional development
activities for assigned personnel
18. Assists in the preparation of the budget for MIS
19. Oversees the management and maintenance of the district-wide area network
20. Oversees the district disaster recovery plan an annual recovery testing for critical
databases
21. Serves on the Administrative Team at the Superintendent’s request
22. Adheres, at all times, to the Code of Ethics and Principles of Professional Conduct
participates in the district-wide emergency management team
ADDITIONAL DUTIES:
Performs all other duties as assigned by the supervising administrator
TERM:
Length of contract and number of hours worked are determined by specific
allocation as approved annually during planning-budgeting process
APPRAISAL:
Performance will be appraised annually in accordance with School Board policies
PAY GRADE:
According to the School Board of Highlands County Administrative Salary
Schedule
63
Online Administrative Application
Including the Following Attachments:
Online Position Vacancy Advertisement
and Applicant List
HRRPD Webpage
Links to WCG Online Resources
WCG Overview
Prior Learning Inventory
Principal Leadership
Standards Inventory
Leadership Experiences Assessment Tool
Succession Management Strategy
64
Appendix E
ONLINE APPLICATION
ADVERTISEMENT/POSITION
VACANCY
APPLICANT LIST
65
66
67
68
69
70
71
72
73
74
75
76
77
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DEPARTMENT OF HUMAN
RESOURCES, RECRUITMENT AND
PROFESSIONAL DEVELOPMENT
WEBPAGE
PROFESSIONAL DEVELOPMENT
INFORMATION
LINKS TO WCG ONLINE
RESOURCES
• WCG OVERVIEW
• PLI
• PLSI
• ILDP
79
80
Florida School Leaders - Florida Department of Education
• Home
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• FAQ's
• Need Help?
• Contact Us
William Cecil Golden Overview
The William Cecil Golden School Leadership Development Program
Florida's Principal Leadership Standards require high-performing instructional leaders
that possess and utilize the competencies and skills necessary to successfully lead the
improvement of student achievement in our public schools. The William Cecil Golden School
Leadership Development Program was established by the 2006 Florida Legislature to provide a
high quality, competency-based, customized, comprehensive and coordinated statewide
professional development system for current and emerging school leaders. The program initially
called DELTA (Developing Educational Leaders for Tomorrow’s Achievers) is aligned with and
supports Florida's Principal Leadership Standards, the standards of the National Staff
Development Council, the Florida Professional Development Protocol Standards and NCLB
requirements for high quality professional development.
The William Cecil Golden School Leadership Development Program consists of several
distinct components that are integrated with Florida's Continuous Improvement Model that
focuses on student achievement. Components of the program address the needs of emerging
school leaders engaged in formal educational leadership programs, district principal preparation
programs and district professional development programs for current school leaders.
Development of the components of the WCG Program is being coordinated by a unique
statewide partnership involving educational leadership development providers with proven
expertise in this area.
Critical Components of the WCG Program include:
• Training in Instructional Leadership (tools for effective classroom visits, literacy
leadership, using data to drive instruction, etc.)
• Training in Effective Business Practices (training related to high priority education
issues, strategies for personnel recruitment and retention, Florida's Continuous
Improvement Model, technology, etc.)
• Parent, Community and Business Outreach Training (parental outreach strategies,
leveraging business and community partnerships, communication strategies, etc.)
81
• Ongoing Mentoring and Coaching (provided by a network of highly qualified, retired
school leaders trained to use their knowledge and experience to support the effective
implementation of the DELTA program)
• Online resources and support of all stages of school leadership development for Florida’s
school leaders
The William Cecil Golden School Leadership Development Program provides Florida
with the opportunity to develop the highly qualified school leaders needed to effectively lead our
schools to higher student achievement.
For more information regarding the Program contact:
• Henry Pollock, Director of Educator Retention Programs, Florida Department of
Education at henry.pollock@fldoe.org
Copyright © 2006 Florida Department of Education
82
Florida School Leaders - Florida Department of Education
The William Cecil Golden School Leadership Development Program
• Home
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• Florida Principal Leadership Standards
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• Statewide Professional Development
• Online Support Resources
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• FAQ's
• Need Help?
• Contact Us
Developing Educational Leaders for
Tomorrow's Achievers
Welcome to the William Cecil Golden School Leadership Development Program.
Coordinated through the Florida Department of Education, the program uses a collaborative
network of state and national leadership development organizations to support the needs of
principals, principal leadership teams, and candidates for principal leadership positions.
We provide Florida’s current and aspiring school leaders with easy access to all elements
of our school leadership development program, including electronic tools and resources to help
manage your professional growth in Florida's Principal Leadership Standards.
Be sure to regularly explore the "What's New" section listed on the left menu for the
latest information on upcoming academies, forums, institutes and additions to our website
resources.
More information on use of this website is available through the link below.
How to use this website
The William Cecil Golden School Leadership Development Program was established by
the 2006 Florida Legislature.
All state approved university and district school leadership development programs are required
to incorporate appropriate elements of the William Cecil Golden Program to ensure a statewide
83
foundation for leadership development. State Board of Education Rule 6A-5.081 Approval of
School Leadership Programs
Register for Full Access
USER
NAME:
PASS
WORD:
Need help to login or register?
The William Cecil Golden School Leadership Development Program was established by
the 2006 Florida Legislature.
All state approved university and district school leadership development programs are required
to incorporate appropriate elements of the William Cecil Golden Program to ensure a statewide
foundation for leadership development. State Board of Education Rule 6A-5.081 Approval of
School Leadership Programs
Copyright © 2006 Florida Department of Education
84
Florida School Leaders - Florida Department of Education
• Home
• What's New
• WCG Overview
• Florida Principal Leadership Standards
• FOCUS on Student Achievement
• Statewide Professional Development
• Online Support Resources
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• FAQ's
• Need Help?
• Contact Us
Florida Principal Leadership Standards
Florida’s school leaders must possess the abilities and skills necessary to perform their
designated tasks in a high-performing manner. The school leader, commensurate with job
requirements and delegated authority, shall demonstrate competence in the following standards:
Instructional Leadership
Instructional Leadership
High Performing Leaders promote a positive learning culture, provide an effective instructional
program, and apply best practices to student learning, especially in the area of reading and other
foundational skills.
Managing the Learning Environment
High Performing Leaders manage the organization, operations, facilities and resources in ways
that maximize the use of resources in an instructional organization and promote a safe, efficient,
legal, and effective learning environment.
Learning, Accountability, and Assessment
High Performing Leaders monitor the success of all students in the learning environment, align
the curriculum, instruction, and assessment processes to promote effective student performance,
and use a variety of benchmarks, learning expectations, and feedback measures to ensure
accountability for all participants engaged in the educational process.
Operational Leadership
Decision Making Strategies
High Performing Leaders plan effectively, use critical thinking and problem solving techniques,
and collect and analyze data for continuous school improvement.
Technology
High Performing Leaders plan and implement the integration of technological and electronic
tools in teaching, learning, management, research, and communication responsibilities.
85
Human Resource Development
High Performing Leaders recruit, select, nurture and, where appropriate, retain effective
personnel, develop mentor and partnership programs, and design and implement comprehensive
professional growth plans for all staff – paid and volunteer.
Ethical Leadership
High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.
School Leadership
Vision
High Performing leaders have a personal vision for their school and the knowledge, skills, and
dispositions to develop, articulate and implement a shared vision that is supported by the larger
organization and the school community.
Community and Stakeholder Partnerships
High Performing Leaders collaborate with families, business, and community members, respond
to diverse community interests and needs, work effectively within the larger organization and
mobilize community resources.
Diversity
High Performing Leaders understand, respond to, and influence the personal, political, social,
economic, legal, and cultural relationships in the classroom, the school and the local community.
SBE Rule 6B-5.0012, Approved April 19, 2005
Copyright © 2006 Florida Department of Education
86
Florida School Leaders - Florida Department of Education
•
•
• Home
• Return to the Learning Library
Learning Library
Tools
Plan, organize and monitor your development as a school leader with these easy to use
tools.
Prior Learning Inventory
The Prior Learning Inventory (PLI) helps you correlate your prior learning with
the 10 leadership standards. Based on your input, the PLI will create a report that shows
where your prior learning has prepared you to implement the various standards and may
indicate areas of strength as well as professional growth needs.
Prior Learning
Inventory
Principal Leadership Standards
Inventory
Leadership Resource
Locator
Individual Leadership
Development Plan
Leadership Development
Progress Log
Time Management Analysis
A set of resources to help identify time spent in activities and how closely that
aligns with how you would like to be using your time as a school leader so you can
restructure and focus more on instructional improvement.
Time Management
Analysis
Resources
These resources help you use the Tools and Learning Library to maximize your skills as a
school leader.
The William Cecil Golden Program: The Big Picture
This facilitated module will help you to better understand the changing role of
school leaders in Florida and how the resources of the William Cecil Golden School
Leadership Development Program can provide the foundation for developing and
supporting high performing school principals.
87
The William Cecil Golden Program: The Big
Picture
Introduction to the Florida Principal Leadership Standards
An understanding of Florida’s Principal Leadership Standards and the
expectations for each standard are essential for success as a school leader. This
module outlines each standard and the key indicators of competency expected of
school leaders at each level of their professional growth.
Introduction to the Florida Principal Leadership
Standards
Change Toolkit
The IBM Reinventing Education Change Toolkit was created to provide
educators with real, actionable tools to support leadership development and
change management expertise.
Change
Toolkit
School Improvement Plan
This resource provides a direct link to the Florida DOE’s School Improvement
website to allow you easy access to your school improvement planning documents.
School
Improvement Plan
Florida School Report
The Florida School Report provides an online resource for comparing your
school’s performance with that of schools that have successfully overcome challenges
similar to your school (INFORM) and comparing your practices with those that
distinguish higher performing schools (INSPIRE). Knowledge gained from these
comparisons will then guide you to deliberate, laser-focused action (IMPROVE).
Florida
School Report
88
Promising Practices Locator
This online resource helps Florida school leaders share practices making a
difference in school quality and supports growth of collegial networks focused on
systemic change. Florida educations can post practices than work so that others may, with
the search engine, make contact and learn more.
Promising Practices
Locator
Professional Partner Services
Professional Partners (retired, high-performing school leaders) provide school
leaders with follow-up mentoring, support and assistance for all William Cecil Golden
program training modules, academies and activities.
Professional Partner
Services
Learning Library
Select a Principal Leadership Standard below to view related resources.
Instructional Leadership
Managing the Learning Environment
Learning, Accountability and Assessment
Decision Making Strategies
Technology
Human Resource Development
Ethical Leadership
Vision
Community and Stakeholder Partnerships
Diversity
Copyright © 2006 Florida Department of Education
Florida School Leaders - Florida Department of Education
• Home
• What's New
• WCG Overview
• Florida Principal Leadership Standards
• FOCUS on Student Achievement
• Statewide Professional Development
• Online Support Resources
• Leadership Partners
• FAQ's
• Need Help?
• Contact Us
Online Support Resources
Principal Leadership Standards Inventory
The Principal Leadership Standards Inventory provides educational leaders with a self-
evaluation process to help inventory their current practices and identify their strengths and
weaknesses for each of the Florida Principal Leadership Standards.
89
To access Principal Leadership Standards Inventory online in the WCG Resource
Library, login at the home page.
Copyright © 2006 Florida Department of Education
90
LEADERSHIP
EXPERIENCES
ASSESSMENT
TOOL
(Appendix F is required for all administrative applicants; the document will be
scanned and attached to each candidate’s online application file for review by the
Structured Interview Team.)
91
Appendix F
Leadership Experiences
Aligned with Principal Leadership Standards
Directions:
Please align one (1) past leadership experience with each of the ten (10)
Principal Leadership Standards.
Instructional Leadership
Instructional Leadership: High Performing Leaders promote a positive learning culture, provide an effective
instructional program, and apply best practices to student learning, especially in the area
of reading and other foundational skills.
Managing the Learning Environment:
High Performing Leaders manage the organization, operations, facilities and resources in
ways that maximize the use of resources in an instructional organization and promote a
safe, efficient, legal, and effective learning environment.
92
Learning, Accountability, and Assessment: High Performing Leaders monitor the success of all students in the learning environment,
align the curriculum, instruction, and assessment processes to promote effective student
performance, and use a variety of benchmarks, learning expectations, and feedback
measures to ensure accountability for all participants engaged in the education process.
Operational Leadership
Decision Making Strategies: High Performing Leaders plan effectively, use critical thinking and problem solving
techniques, and collect and analyze data for continuous school improvement.
Technology: High Performing Leaders plan and implement the integration of technological and
electronic tools in teaching, learning, management, research, and communication
responsibilities.
93
Human Resource Development: High Performing Leaders recruit, select, nurture and, where appropriate, retain effective
personnel, develop mentor and partnership programs, and design and implement
comprehensive professional growth plans for all staff-paid and volunteer.
Ethical Leadership: High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.
School Leadership
Vision: High Performing Leaders have a personal vision for their school and the knowledge,
skills, and dispositions to develop, articulate and implement a shared vision that is
supported by the larger organization and the school community.
94
Community and Stakeholder Partnership: High Performing Leaders collaborate with families, business, and community members,
respond to diverse community interests and needs, work effectively within the larger
organization and mobilize community resources.
Diversity: High Performing Leaders understand, respond to, and influence the personal, political,
social, economic, legal, and cultural relationships in the classroom, the school, and the
local community.
95
Assessment of Principal Leadership Standards
This is an assessment form that should be completed by candidates seeking school administrative positions, along with their current and former supervisors. Please use this instrument as a self assessment tool and a tool for your prior supervisors to use in helping the selection team be aware of and/or your support team determine your strengths, adequacies, and developmental needs. It should be remembered that the person doing the rating should realize that no one person is going to be strong in all areas. When completed, there should be one or two strengths, many adequate and efficient ratings and some low ratings to indicate areas for emerging or developing skills. Please place a rating of 1-10 with 1 being the lowest and 10 being the highest in the appropriate blank.
INSTRUCTIONAL LEADERSHIP
Instructional Leadership High Performing Leaders promote a positive learning culture, provide an effective instructional program,
and apply best practices to student learning, especially in the area of reading and other foundational skills.
1 2 3 4 5 6 7 8 9 10 _______
Managing the Learning Environment High Performing Leaders manage the organization, operations, facilities and resources in ways that
maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and
effective learning environment.
1 2 3 4 5 6 7 8 9 10 _______
Learning, Accountability, and Assessment
High Performing Leaders monitor the success of all students in the learning environment, align the
curriculum, instruction, and assessment processes to promote effective student performance, and use a
variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all
participants engaged in the educational process
1 2 3 4 5 6 7 8 9 10 _______
OPERATIONAL LEADERSHIP
Decision Making Strategies High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and
collect and analyze data for continuous school improvement
1 2 3 4 5 6 7 8 9 10 _______
Technology High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and
collect and analyze data for continuous school improvement.
1 2 3 4 5 6 7 8 9 10 _______
96
OPERATIONAL LEADERSHIP (Con’t)
Human Resource Development High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel,
develop mentor and partnership programs, and design and implement comprehensive professional growth
plans for all staff – paid and volunteer.
1 2 3 4 5 6 7 8 9 10 _______
Ethical Leadership High Performing Leaders act with integrity, fairness, and honesty in an ethical manner
1 2 3 4 5 6 7 8 9 10 _______
SCHOOL LEADERSHIP
Vision High Performing leaders have a personal vision for their school and the knowledge, skills, and dispositions
to develop, articulate and implement a shared vision that is supported by the larger organization and the
school community.
1 2 3 4 5 6 7 8 9 10 _______
Community and Stakeholder Partnerships High Performing Leaders collaborate with families, business, and community members, respond to
diverse community interests and needs, work effectively within the larger organization and mobilize
community resources.
1 2 3 4 5 6 7 8 9 10 _______
Diversity High Performing Leaders understand, respond to, and influence the personal, political, social, economic,
legal, and cultural relationships in the classroom, the school and the local community.
1 2 3 4 5 6 7 8 9 10 _______
Please indicate your association with the candidate by checking the most appropriate
category.
Candidate _______ Other____
Former Supervisor _______ Relationship with candidate__________________
Current Supervisor _______
97
Data Collection Charts for Assessment Ratings
The charts on page 1 and page 2 are used for collecting individual respondents’ ratings. Please use
a check mark (√) to transfer information from each assessment to the corresponding rating charts below.
Ratings of 8-10 are considered a strength; ratings of 4-7 are considered adequate or efficient; ratings of 1-
3 are considered a developmental need or emerging skill.
Developmental Need Adequate and Efficient Strength
Participant Ratings 1 2 3 4 5 6 7 8 9 10 Instructional Leadership
Managing the Learning Environment
Learning, Accountability, and Assessment
Decision Making Strategies
Technology
Human Resource Development
Ethical Leadership
Vision
Community and Stakeholder Partnerships
Diversity
Developmental Need Adequate and Efficient Strength
Current Supervisor Ratings 1 2 3 4 5 6 7 8 9 10 Instructional Leadership
Managing the Learning Environment
Learning, Accountability, and Assessment
Decision Making Strategies
Technology
Human Resource Development
Ethical Leadership
Vision
Community and Stakeholder Partnerships
Diversity
98
Data Collection Charts for Assessment Ratings
Developmental Need Adequate and Efficient Strength
Former Supervisor Ratings 1 2 3 4 5 6 7 8 9 10 Instructional Leadership
Managing the Learning Environment
Learning, Accountability, and Assessment
Decision Making Strategies
Technology
Human Resource Development
Ethical Leadership
Vision
Community and Stakeholder Partnerships
Diversity
Developmental Need Adequate and Efficient Strength
Former Supervisor Ratings 1 2 3 4 5 6 7 8 9 10 Instructional Leadership
Managing the Learning Environment
Learning, Accountability, and Assessment
Decision Making Strategies
Technology
Human Resource Development
Ethical Leadership
Vision
Community and Stakeholder Partnerships
Diversity
99
Compilation of Assessment Ratings
This form is used to compile the ratings of the participant’s self assessment, prior supervisor’s
assessment, and current supervisor’s assessment. Please use a check mark (√) to transfer information from
each assessment to the compilation chart below. You may have up to four (4) check marks in a box
depending on the frequency of the rating. Please use a different colored pen when transferring “participant”
ratings to compilation chart. All other ratings from former and current supervisors can be done in the same
color, but different than the participant’s color.
Developmental Need Adequate and Efficient Strength
Compilation
L H L H L H Instructional Leadership
Managing the Learning Environment
Learning, Accountability, and Assessment
Decision Making Strategies
Technology
Human Resource Development
Ethical Leadership
Vision
Community and Stakeholder Partnerships
Diversity
L = Low H = High
Level 1 Principal Leadership Standards are identified by bold font.
100
Final Compilation of Assessment Ratings
Analyze the data compilation on page 3. Most ratings will cluster under the category of a
Developmental Need, Adequate and Efficient, or Strength. If not, then the team will need to reach a
consensus. Transfer those consensus decisions to the chart below in developing goals for the participant’s
professional development goals.
Final Compilation
Principal Leadership Standards Developmental Need Adequate/Efficient Strength Instructional Leadership
Managing the Learning Environment
Learning, Accountability, and Assessment
Decision Making Strategies
Technology
Human Resource Development
Ethical Leadership
Vision
Community and Stakeholder Partnerships
Diversity
101
SUCCESSION
MANAGEMENT
STRATEGY
OVERVIEW
Sample Attachments:
DROP/Retirement Report
Administrator’s Retirement Survey Response Professional Development Report School Accountability Report
Sample AYP Report Student Enrollment Report
Educational Leadership Report PNP Participants and Program Completers
Aspiring Administrators Leadership Training Participants
102
The School Board of Highlands County
Leadership Capacity Study and Succession Management Strategy
School-Based Administrators
The District’s L.E.A.D. Management Program stipulates development of ongoing leadership
capacity for the purposes of determining a succession management strategy for school-based
administrators. The Superintendent or designee and the administrative search committee (Deputy
Superintendent, Assistant Superintendents for Curriculum and Instruction and Business Operations,
Director of HRRPD, and selected Principals) will annually review and assess the following
information:
1. Annually review the DROP/retirement report for administrators to project potential administrative
vacancies and predict shortages at various school levels.
2. Annually review all district/school accountability and assessment data to include Professional
Development requirements (Survey 5), school grades, AYP and student learning gains, to track
administrative performance and correlate to leadership competency levels for leadership program
review/assessment, retention purposes, and determination of performance-based pay.
3. Annually review the list of aspiring administrators to provide a gap analysis of future vacancies based
on the DROP/retirement report and the number of potential administrators who meet Educational
Leadership requirements. Levels of preparedness, criteria-specific grade level expertise, prior and
current leadership experiences, participation in professional development opportunities, and
preference of available administrative opportunities will be considered.
Promotion of continuous improvement will be realized through the compilation and review
of data (reports attached). The information will be used to further define and enhance leadership
preparation and development in the District and assist the administrative search committee in
projecting administrative vacancies from three to five years in advance. The number(s) and
leadership potential of aspiring administrators will be assessed to determine a gap analysis for the
purposes of forecasting leadership capacity and development of a succession management strategy.
Collaboration with higher education partners will be fostered to assist in the review of data regarding
educational leadership programs and determining how to best prepare and recruit graduates from
those programs for District administrative positions.
District-Based Administrators
In an effort to maximize on the potential of internal staff interested in and preparing for a
career path in management, leadership opportunities may be provided if the candidate meets and/or
has demonstrated recognized indicators of readiness for a managerial or supervisory role. Surveys
may be conducted to initially identify interested candidates. The following considerations may be
used to determine leadership capacity:
• Pursuit of a degree related to the position area
• Membership in a professional organization related to the position area
• Service on organization or community committees that affect or impact position area
• Participate in professional development opportunities to stay current in field of expertise or position
area
• Volunteer to assist with various responsibilities to enhance job knowledge and skills in position area
• Request to shadow managers in existing position areas of interest
103
ADMINISTRATIVE RETIREMENT REPORT
ADMINISTRATORS' TENTATIVE PLANS FOR RETIREMENT FOR 07/08
First Name Last Name Job Title Plans
RODNEY HOLLINGER Deputy Superintendent Currently in the DROP
REBECCA FLECK Director of Curriculum and Instruction Plans to work 5 to 10 more years
MICHAEL AVERYT Director of Business/Operations
VIVIANNE WALDRON Coordinator of Human Resources/Staff Development
VACANT Coordinator of Student Services ADV 07/5/07
CONSTANCE TZOVARRAS Coordinator of Exceptional Student Education
CCCC -
LEASED
REBECCA JOHNSON Asst. Coordinator of Exceptional Student Education Currently in DROP/Planning for 2 more yrs
VACANT Coord of Management Inform. Systems Research and Dev
RE-ADV
06/29/07
RICHARD BIRT Coordinator of Finance Not eligible for retirement
C. ALLEN PARKER Coordinator of Purchasing Around 6/30/09 (Currently in the DROP)
JOYCE MCCLELLAND Coordinator of Elementary Programs
CCCC -
LEASED
KATINA KRAMER Coordinator of Secondary Programs
DAVID SOLOMON Coordinator of Transportation None from transportation
DAVID BURNHAM Coordinator of Facilities/Maintenance
MARTHA BROWN Coordinator of Food Service Not eligible for the next 5 years
JOHN ROUSCH Coordinator of Career & Technical Education
ANDREW LETHBRIDGE Principal - The Kindergarten Center No plans to retire
SANDRA WHIDDEN Principal - Sebring Middle School Not for 3 to 5 years
DOUGLAS THOBURN Asst. Principal - Sebring Middle School
MAJEL BOWERMAN Principal - Lake Country Elementary
CCCC -
LEASED Not longer than 5 years
JUDY DYER Asst. Principal - Lake Country Elementary
CCCC -
LEASED
DERREL BRYAN Principal - Lake Placid Middle Plans to enter DROP Feb 2/08 for 5 years
104
ADMINISTRATORS' TENTATIVE PLANS FOR RETIREMENT FOR 07/08 First Name Last Name Job Title Plans
LOTTIE BOWERS Principal - Woodlawn Elementary Not eligible for the next 5 years
LAURA WALDON Asst. Principal - Woodlawn Elementary
BRENDA LONGSHORE Principal - Park Elementary
DEBRA THOMPSON Asst. Principal - Park Elementary
RICHARD DEMERI Principal - Cracker Trail Elementary Retiring June 30, 2009
PAGE GREEN Asst. Principal - Cracker Trail Elementary
RUBY HANDLEY Principal - Fred Wild Elementary Plans to enter DROP in 1 or 2 years
HARVEY WILDER Asst. Principal - Fred Wild Elementary
CHRIS DOTY Principal - Hill Gustat Middle School Not retiring anytime soon
TED EVANS Asst. Principal - Hill Gustat Middle School
PAMELA BURNHAM Principal - Avon Elementary
KARIN DOTY Asst. Principal - Avon Elementary Not retiring anytime soon
CHARLES JOHNSON Principal - Avon Park Middle School Retiring at the end of 2008-2009 school yr
RICHARD RUCKER Asst. Principal - Avon Park Middle School Retiring at the end of 2008-2009 school yr
CAROLE DISLER Principal - Lake Placid Elementary 5 yrs is the earliest date that she can retire
VALERIE JAMES Asst. Principal - Lake Placid Elementary
TONI STIVENDER Principal - Sebring High School Not retiring within the next 5 years
JAMES HOWARD Asst. Principal - Sebring High School
DEBORAH WOOD Asst. Principal - Sebring High School
TEALY WILLIAMS Asst. Principal - Sebring High School
STUART GUTHRIE Principal - Avon Park High
SANDRA JOHNSON Asst. Principal - Avon Park High No plans to retire
105
ADMINISTRATORS' TENTATIVE PLANS FOR RETIREMENT FOR 07/08 First Name Last Name Job Title Plans
RUTH HECKMAN Principal - Lake Placid High DROP until 06/09
MICHAEL HALEY Asst. Principal - Lake Placid High Plans on staying for at least 15 more years
DIANE LETHBRIDGE Principal - Sun 'N Lake Elementary Plans to wk a min of 4 more yrs/begin 23rd yr
LINDA LAYE Asst. Principal - Sun 'N Lake Elementary
Heartland Educational Consortium WILLIAM GIBBS Director Of Heartland Educational Consortium
SHARON CONLEY
Coordinator of Federal Programs / Regional Asst. Center
Title I
AMY BRASWELL Coordinator of Professional Development of Music Grant
07/30/07-
09/30/07
DEBRA ELLIOTT Coordinator of HEC Projects-Staff Development DROP until 12/11 - at least until the age of 66
106
Inservice for Administrators
2006-07
3 SPC 4 FY
5
SCHOOL. 7 Last Name 7 First Name
23 State Job
Code 6 PD Comp.
5 0607 0071 DEMERI RICHARD 73001 7512002
5 0607 0071 DEMERI RICHARD 73001 7507001
5 0607 0021 WHIDDEN SANDRA 73002 7512002
5 0607 0101 KEEN TRACI 73097 7512001
5 0607 9001 FLECK REBECCA 77208 7507001
5 0607 0291 LAYE LINDA 73008 7507001
5 0607 0291 LAYE LINDA 73008 7512001
5 0607 0221 WOOD DEBORAH 73010 7507001
5 0607 0051 WALDON LAURA 73008 7507001
5 0607 0081 HANDLEY RUBY 73001 7507001
5 0607 0061 LONGSHORE BRENDA 73008 7507001
5 0607 0231 GUTHRIE STUART 73003 7507001
5 0607 0041 BRYAN DERREL 73002 7507001
5 0607 0101 THOMPSON DEBRA 73019 7507001
5 0607 0101 THOMPSON DEBRA 73019 7512001
5 0607 0101 THOMPSON DEBRA 73019 7513003
5 0607 0101 LIND DAVID 79025 7512001
5 0607 0061 EZELL BELINDA 73093 7512001
5 0607 0221 STIVENDER LAURIS 73003 7507001
5 0607 0251 HALEY MICHAEL 73010 7512002
5 0607 0251 HALEY MICHAEL 73010 7507001
5 0607 0111 JOHNSON CHARLES 73002 7507001
5 0607 0061 MCCLELLAND JOYCE 73001 7512001
5 0607 0061 MCCLELLAND JOYCE 73001 7507001
5 0607 0231 REVELS CAROL 73010 7507001
5 0607 0091 EVANS TED 73009 7507001
5 0607 0221 HOWARD JAMES 73010 7507001
5 0607 0211 DISLER CAROLE 73001 7507001
5 0607 0101 KLOSTERMANN JUDITH 73091 7512001
5 0607 0221 WILLIAMS TEALY 73010 7507001
5 0607 0221 WILLIAMS TEALY 73010 7513002
5 0607 0221 WILLIAMS TEALY 73010 7512001
5 0607 0081 WILDER HARVEY 73008 7507001
5 0607 0251 HECKMAN RUTH 73003 7507001
5 0607 0251 HECKMAN RUTH 73003 7512002
5 0607 0031 BOWERMAN MAJEL 73001 7507001
5 0607 0031 DYER JUDY 73008 7507001
5 0607 0101 BURNHAM PAMELA 73001 7507001
5 0607 0101 BURNHAM PAMELA 73001 7512001
5 0607 0061 HEIRING TERESA 73091 7512001
5 0607 9001 WALDRON VIVIANNE 77324 7513002
5 0607 0111 RUCKER RICHARD 73009 7507001
5 0607 0061 WRIGHT TRISHA 73093 7512001
5 0607 0021 DOTY CHRISTOPHER 73008 7512002
5 0607 0021 DOTY CHRISTOPHER 73008 7507001
5 0607 0041 KRAMER KATINA 73009 7507001
5 0607 0231 LAMBERT SETH 73010 7507001
5 0607 0101 DOTY KARIN 73008 7507001
5 0607 0101 DOTY KARIN 73008 7512001
107
108
109
2006-2007 AYP REPORT
2006‐2007 School Grade & AYP
School Name AYP School Grade
AVON ELEMENTARY SCHOOL YES A
AVON PARK HIGH SCHOOL NO D
AVON PARK MIDDLE SCHOOL NO C
CRACKER TRAIL ELEMENTARY
SCHOOL YES A
FRED WILD ELEMENTARY
SCHOOL NO C
HILL‐GUSTAT MIDDLE SCHOOL NO B
HOPEWELL ACADEMY FOR THE
ARTS NO D
LAKE COUNTRY ELEMENTARY
SCHOOL NO A
LAKE PLACID ELEMENTARY
SCHOOL YES A
LAKE PLACID HIGH SCHOOL NO D
LAKE PLACID MIDDLE SCHOOL NO C
PARK ELEMENTARY SCHOOL NO C
SEBRING HIGH SCHOOL NO CC
SEBRING MIDDLE SCHOOL NO A
SUN 'N LAKE ELEMENTARY
SCHOOL NO A
WOODLAWN ELEMENTARY
SCHOOL NO A
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THE SCHOOL BOARD OF HIGHLANDS COUNTY
426 School Street - P. O. Box 9300 Sebring, FL 33870
ENROLLMENT - May 25, 2007(End of Year)
SCHOOL \ GRADE
Mig
PK/TPB PK KG 1 2 3 4 5 6 7 8 9 10 11 12 Total:
Avon Elementary School 2 140 132 121 104 117 121 737
Cracker Trail Elementary 140 141 115 129 107 122 754
Fred Wild Elementary 38 126 121 136 119 114 110 764
Lake Country Elementary * 20 95 85 85 106 93 96 580
Lake Placid Elementary 22 143 128 142 128 121 118 802
Park Elementary School * 38 134 109 124 114 98 103 720
Sun 'n Lake Elementary 5 147 156 158 135 136 154 891
Woodlawn Elementary * 24 145 129 135 132 115 128 1 1 1 1 813
ELEMENTARY TOTALS: 0 149 1070 1001 1016 967 901 952 0 1 1 0 1 1 6061
Avon Park Middle School 215 214 255 684
Hill-Gustat Middle School 223 211 225 659
Lake Placid Middle School 218 193 221 632
Sebring Middle School 278 273 288 839
MIDDLE TOTALS: 0 0 0 0 0 0 0 0 934 891 989 0 0 0 0 2814
Avon Park High School 11 346 259 220 228 1064
Lake Placid High School 8 267 160 183 138 756
Sebring High School 13 489 348 331 315 1496
HIGH TOTALS: 0 32 0 0 0 0 0 0 0 0 0 1102 767 734 681 3316
SUBTOTAL 0 181 1070 1001 1016 967 901 952 934 892 990 1102 768 735 682 12191
Academy @ Youth Care 1 4 8 3 1 2 19
Hopewell Academy 7 5 9 7 10 6 5 11 60
Homebound 21 2 1 2 2 3 2 33
GRAND TOTALS: 0 202 1070 1010 1021 976 908 962 942 901 ### 1107 772 739 682 12303
Migrant PK and Teen Parent Babies are included in the totals
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EDUCATIONAL LEADERSHIP CERTIFICATION 2007-2008 SCHOOL YEAR
Last Name First Name
Location
Name
Primary
Assignment
Cert
Type
Cert
Rank
Endorsement
Code Description Expiration Date CERT #
Continuous
Service Hire
Date
Employment
Date Current
Position
ALBRITTON LINDA APM 51069A RG 002 1011-F ED LEADERSHIP 6/30/2013 803339 8/10/1998 8/10/1998
ALLEN JACKIE APM 51069A RG 002 1011-F ED LEADERSHIP 6/30/2009 815424 8/9/1999 8/9/1999
BLACKMAN MELISSA ESE 51090A RG 003 1011-F ED LEADERSHIP 6/30/2011 731105 8/16/1994 1/26/2000
BRYAN DERREL LPM 73002B RG 002 1011-F ED LEADERSHIP 6/30/2010 332003 5/3/2004 5/3/2004
BURNETT JULIA LPM 73009C RG 002 1011-F ED LEADERSHIP 6/30/2009 636383 9/21/1992 7/30/2007
BURNHAM PAMELA AES 73001B RG 002 1011-F ED LEADERSHIP 6/30/2011 664810 8/21/1989 7/1/2001
DANIELS MARIE AES 51068A RG 002 1011-F ED LEADERSHIP 6/30/2009 491169 1/3/1983 8/7/2000
DISLER CAROLE LPE 73001B RG 002 1011-F ED LEADERSHIP 6/30/2012 585503 8/18/1986 7/1/2003
DOTY CHRISTOPHER HGM 73002B RG 002 1011-F ED LEADERSHIP 6/30/2010 721017 8/17/1993 7/2/2007
DOTY KARIN AES 73008C RG 002 1011-F ED LEADERSHIP 6/30/2011 731019 10/25/1995 3/1/2006
DWYER CYNTHIA APM 51069A RG 011 1011-F ED LEADERSHIP 6/30/2010 974217 8/1/2005 8/1/2005
ESHELMAN ILENE SHS 51070A RG 002 1011-F ED LEADERSHIP 6/30/2009 631039 8/15/1988 8/15/1988
EVANS TED HGM 73009C RG 003 1011-F ED LEADERSHIP 6/30/2013 617853 8/18/1987 7/22/2002
GOODWIN DONN SNL 51068A T3YR 002 1011-F ED LEADERSHIP 6/30/2010 537460 8/13/2007 8/13/2007
GREEN PAGE CTE 73008C RG 002 1011-F ED LEADERSHIP 6/30/2009 784790 8/4/2003 7/30/2007
HALEY MICHAEL LPH 73010C RG 002 1011-F ED LEADERSHIP 6/30/2011 895279 7/24/2006 7/24/2006
INAGAWA JEANNIE SNL 51068A RG 002 1011-F ED LEADERSHIP 6/30/2012 876116 8/13/2007 8/13/2007
JAMES VALERIE LPE 73008C RG 002 1011-F ED LEADERSHIP 6/30/2010 941739 8/1/2005 9/18/2007
JOHNSON REBECCA ESE 63040C RG 002 1011-F ED LEADERSHIP 6/30/2010 333172 8/23/1976 10/6/1999
JOHNSON SANDRA APH 73010C RG 002 1011-F ED LEADERSHIP 6/30/2010 993275 8/1/2005 7/30/2007
LAMBERT SETH APH 73010C RG 002 1011-F ED LEADERSHIP 6/30/2013 832236 5/26/2006 5/26/2006
LANIER PAMELA AES 51068A RG 002 1011-F ED LEADERSHIP 6/30/2011 715057 9/19/2007 9/19/2007
LEE PATRICIA LPH 51070A RG 002 1011-F ED LEADERSHIP 6/30/2010 281064 8/25/1981 8/5/2002
LITTLE RICK SECURITY 79023X RG 002 1011-F ED LEADERSHIP 6/30/2009 704589 8/7/2000 8/7/2000
MILLER JENNIFER LPH 51070A RG 002 1011-F ED LEADERSHIP 6/30/2013 780263 8/6/2001 8/6/2001
NUGENT JUDY WES 51068A RG 002 1011-F ED LEADERSHIP 6/30/2011 359582 8/22/1977 8/17/1993
POOL THEODORE AES 51068A RG 002 1011-F ED LEADERSHIP 6/30/2011 295220 8/21/1989 8/21/1989
PORTIS PATRICIA HGM 51069A RG 002 1011-F ED LEADERSHIP 6/30/2011 655110 8/21/1989 8/21/1989
RHOADES MARGARET SMS 51069A RG 002 1011-F ED LEADERSHIP 6/30/2011 406143 8/4/2003 8/4/2003
ROBERTS PATRICIA AES 51068A RG 002 1011-F ED LEADERSHIP 6/30/2009 710053 10/27/1992 10/27/1992
SAUNDERS TAMI LPM 51069A RG 011 1011-F ED LEADERSHIP 6/30/2013 696896 8/7/2006 8/7/2006
SCHOMMER DAWN HGM 51069A RG 002 1011-F ED LEADERSHIP 6/30/2013 404737 8/23/1976 8/7/2000
SLICKER LINDA HGM 51069A RG 003 1011-F ED LEADERSHIP 6/30/2012 751201 8/14/1995 8/14/1995
SOHN MELISSA LPH 51070A RG 001 1011-F ED LEADERSHIP 6/30/2011 743872 3/20/1995 8/14/1995
STIVENDER LAURIS SHS 73003B RG 002 1011-F ED LEADERSHIP 6/30/2011 310823 12/6/1971 7/1/2003
SUMMERS ANDREA LPE 51068A RG 002 1011-F ED LEADERSHIP 6/30/2011 823125 8/6/2001 8/6/2001
THOBURN DOUGLAS SMS 73009C RG 002 1011-F ED LEADERSHIP 6/30/2012 1013934 6/25/2007 6/25/2007
THOMPSON DEBRA PES 73008C RG 002 1011-F ED LEADERSHIP 6/30/2011 737985 8/16/1994 7/30/2007
VAN HORN LAURA HR/PD 51090A RG 002 1011-F ED LEADERSHIP 6/30/2009 151328 10/7/1985 10/7/1985
VARADY JOHN LPE 51068A RG 002 1011-F ED LEADERSHIP 6/30/2013 722218 8/9/1999 8/9/1999
VEITH MARY FWE 51068A RG 002 1011-F ED LEADERSHIP 6/30/2012 760744 8/12/1996 8/12/1996
VELEY LINDA LCE 51068A RG 002 1011-F ED LEADERSHIP 6/30/2013 573567 12/15/1986 12/15/1986
WEBB HALLIE SHS 51070A RG 002 1011-F ED LEADERSHIP 6/30/2011 586838 8/6/2001 8/6/2001
WEST SHAWN SMS 51069A RG 002 1011-F ED LEADERSHIP 6/30/2010 796817 8/10/1998 8/10/1998
WHIDDEN SHERRI AES 51068A RG 002 1011-F ED LEADERSHIP 6/30/2011 551132 8/19/1985 8/19/1985
WILDER HARVEY FWE 73008C RG 002 1011-F ED LEADERSHIP 6/30/2009 608682 8/15/1988 7/23/2001
WILSON ALENCIA APM 51069A RG 002 1011-F ED LEADERSHIP 6/30/2010 524201 8/24/1982 8/24/1982
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PNP Program Completers 2002 – 2008
Name Program Dates Completion
Date
Hired
Following
School
Year
Selected For
Principal
Position
Year Selected
Lottie Kaye Bowers 9/19/2000 – 4/5/2002 4/5/2002 Yes Yes 1/2/2004
Lauris Stivender 9/18/2000 – 5/15/2002 5/17/2002 Yes Yes 7/1/2002
Carol Revels 8/24/2001 – 4/7/2003 4/7/2003 Yes No N/A
Harvey Wilder 8/31/2001 – 4/29/2003 4/29/2003 Yes No N/A
James Howard 8/27/2001 – 5/12/2003 5/12/2003 Yes No N/A
Stuart Guthrie 8/27/2001 – 5/14/2003 5/14/2003 Yes Yes 5/1/2006
Deborah Wood - 12/17/2004 12/17/2004 Yes No N/A
Linda Laye 8/20/2003 – 4/26/2005 4/26/2005 Yes No N/A
Christopher Doty 8/19/2003 – 5/20/2005 5/20/2005 Yes Yes 7/2/2007
Brenda Longshore 8/26/2003 – 6/7/2005 6/4/2005 Yes Yes 7/2/2007
Laura Waldon 1/28/2004 – 12/16/2005 12/16/2005 Yes No N/A
Andrew Lethbridge 8/8/2004 – 5/30/2006 5/30/2006 Yes Yes 7/2/2007
Katina Kramer 12/8/2004 – 6/15/2006 6/15/2006 Yes No N/A
Tealy Williams 8/1/2005 – 3/12/2007 3/12/2007 Yes No N/A
Ted Evans 8/22/2002 – 4/16/2007 4/16/2007 Yes No N/A
Karin Doty 3/15/2006 – 11/6/2007 11/6/2007 Yes No N/A
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Current PNP Participants
Revised Oct. 2007
Name School Program Dates Comp. Date Date
Andrew Lethbridge CTES Aug. 2004 – Aug. 2006 May 30., 2006
Katina Kramer LPMS Dec. 2004 – Dec. 2006 June 15, 2006
Tealy Williams SHS Aug. 2005 – Aug. 2007 March, 2007
Ted Evans HGMS Aug. 2002 - Aug, 2006? April 16, 2007
Karin Doty AES Mar. 2006 – Mar. 2008 Nov. 6, 2007
Seth Lambert APHS Aug. 2006 – Aug. 2008
Valerie James LPES Aug. 2006 – Aug. 2008
Michael Haley LPHS Aug. 2006 – Aug. 2008 April 15, 2008
Julia Burnett LPMS Aug. 2007 – Aug. 2009
Page Green CTES Aug. 2007 – Aug. 2009
Debra Thompson PES Aug. 2007 – Aug. 2009
Sandra Johnson APHS Aug. 2007 – Aug. 2009
Doug Thoburn SMS New A.P. (not PNP participant)
Carey Conner LPE Aug. 2008 – Aug. 2010
Carla Ball MEM Aug. 2008 – Aug. 2010
Melissa Blackman WES Aug. 2008 – Aug. 2010
Margie Rhoades HGMS Aug. 2008 – Aug. 2010
Jackie Allen SMS Aug. 2008 – Aug. 2010
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Aspiring Administrator Leadership Training Interested Participants
4/25/2007
Name School Ed Leadership FELE WCG
Degree Complete Training___
Linda Albritton Avon Park Middle yes yes no
Jackie Allen Avon Park Middle yes yes yes
Melissa Blackman ESE yes yes yes
Ilene Eshelman Sebring High yes yes yes
Jeannie Inagawa Sun N Lake Elementary yes yes no
Sandra Johnson Avon Park High yes yes yes
Hired as AP 2007-2008 School Year (moved to PNP list)
Pam Lanier Avon Elementary yes yes no
Ted Pool Avon Elementary yes yes yes
Patricia Portis Hill-Gustat Middle yes yes no
Margie Rhoades Sebring Middle yes yes yes
Tami Saunders Lake Placid Middle yes yes no
Linda Slicker Hill-Gustat Middle yes yes yes
Debra Thompson Park Elementary yes yes yes
Hired as AP 2007-2008 School Year (moved to PNP list)
John Varady Lake Placid Elementary yes yes no
Betsy Veith Fred Wild Elementary yes yes yes
Hallie Webb Sebring High yes yes yes
Shawn West Sebring Middle yes yes no
Sheri Whidden Avon Elementary yes yes yes
Alencia Wilson Avon Park Middle yes yes yes
Section II
Leadership Development For School-Based and
District-Level Administrators:
Aspiring Administrators
Preparing New Principals (PNP)
Program
New Principal Protégé (NPP)
Program
Management Training
Opportunities
The School Board of Highlands County
PREPARING
NEW PRINCIPALS
PROGRAM
(PNP)
Department of Human Resources, Recruitment,
and Professional Development
Revised August 2010
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TABLE OF CONTENTS I LEAD Program Overview
Developing Teacher Leaders Aspiring Administrator Training PNP Program
• Goals • Responsibilities • Planning meetings • Portfolio • Program evaluation
Administrator Training
II PNP Introduction & Instructions
Participant Information Form Welcome Letter PNP Protocol PNP Timeline III PNP Program Forms, Required Documents and Due Dates
PNP-1 Strengths and Developmental Needs Worksheet PNP-2 Participant Self-Appraisal Form PNP-3 Individual Leadership Development Plan Support Team Review Form PNP-4 (Form located in Section V) PNP-5 Support Meeting Schedule Form PNP-6 Support Team Observation Log PNP-7 (Form located in Section VII) PLI-Professional Learning Inventory Instructions and Report ILDP-Individual Leadership Development Plan IV Leadership Standards
Documentation Logs for Leadership Standards Principal Leadership Standards: Sample Key Indicators for Entry Level
Principals V Program Assessments
PNP Leadership Standards Assessment Matrix PNP-4 Principal Leadership Standards Competency Rating Form VI Leadership Development Resources
VII Florida School Principal Certification Recommendation Form
PNP-7 Florida School Principal Certification Recommendation Form
VIII Program and Participant Survey Forms
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SECTION I
LEAD PROGRAM OVERVIEW
119
LEADERSHIP EFFECTIVENESS, ASSESSMENT, AND DEVELOPMENT PROGRAM (LEAD)
Introduction The School Board of Highlands County Leadership Effectiveness, Assessment and Development (L.E.A.D.) Management Program includes developing Teacher Leaders and Aspiring Administrators, Preparing New Principals, and training existing administrators to become “effective high-performing leaders of learning” based upon the Department of Education’s William C. Golden (WCG) School Leadership Development Program’s Leadership Standards. The Director of Human Resources, Recruitment and Professional Development (HRRPD) and/or his/her designee will be responsible for the direction and facilitation of the Program. The Leadership Development Program is designed to: 1. Meet the requirements of the State of Florida WCG School Leadership
Development Program and Principal Leadership Standards; 2. Direct focus on student growth and achievement; 3. Facilitate continuous improvement of the individual and organization; 4. Align with roles, responsibilities and expectations of the organization; 5. Maintain a consistent, on-going program that is relevant to the goals and
career path of the individual; 6. Provide orientation and support to new administrative staff as well as existing
administrators. The Director of HRRPD shall assess projected administrative needs and prepare an annual report of potential administrative vacancies anticipated for the next three to five years. The district’s planning process shall consider the impact these personnel changes will have on district programs and reflect adjustments as necessary. The report will be submitted to the Superintendent for review and/or discussion and the Superintendent will update the School Board Members.
I. DEVELOPING TEACHER LEADERS
School-based and district-based administrators will identify teachers who are potential leaders and will assist in directing those individuals in leadership roles and experiences that may lead to other key leadership positions. Such experiences may include teacher-leader team positions, district curriculum team positions, various committee assignments, mentoring responsibilities, supervision of interns or substitute administrative days. Teachers selected for quasi-administrative positions such as school and district resource teachers and teacher-leader teams should have made at least an initial commitment to becoming aspiring administrators. Such commitment may include enrollment in Educational Leadership college courses or participation in various training for Aspiring Administrators.
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The Director of HRRPD shall periodically survey school administrators and teachers for interest in leadership development and provide information/direction about Educational Leadership Programs. Additional input from collaboration with higher education leadership program consultants, regional consortia specialists, and/or participation on leadership development committees will be used to enhance program function and continuous improvement for aspiring administrators.
II. ASPIRING ADMINISTRATOR TRAINING
Those persons who are currently designated as Level I, with certification in Educational Leadership or Administration and Supervision, but who are currently not in the position of assistant principal, may be selected to participate in various Aspiring Administrators training. Training may be provided by the state, district, regional consortia, higher ed partners, or outside agencies/consultants that specialize in leadership development. Selection criteria may include recommendations from supervising administrators, evidence of participation in various leadership roles at the school or district level, and/or previous performance appraisals. Due to limited capacity at various leadership development opportunities, priority consideration will be given to those individuals who have made a commitment to pursue an administrative career path in the district. The length of program participation will depend on the developmental leadership needs of the individual. Successful completion will occur when the candidate fulfills his/her goals as reflected in a Professional Development Plan (may access/utilize the ILDP on the WCG website) or enters the Preparing New Principals (PNP) Program as a new Assistant Principal. The Aspiring Administrators training will consist of the following components: 1. Participants will engage in a variety of personal and professional assessments
to determine strengths and developmental needs with regard to leadership development. Prior Learning/Leadership style inventories may be used as well as self-review of experiences in various administrative job functions and environments (WCG/PLI, Educational Impact’s 360 degree assessment).
2. Participants will create Professional Development Plans (WCG – ILDP) to develop learning goals and provide direction for professional growth.
3. Participants will identify mentors who will agree to assist in providing leadership development opportunities, support and feedback.
4. Participants will engage in a variety of leadership development opportunities such as state and district scheduled professional conferences, seminars covering leadership philosophy and administrative roles/job functions, workshops, shadowing, on-the-job experiences, school-based Teacher-Leader Team positions, district curriculum committees, Professional Educator Competency (PEC)Program Peer-Teacher/Alternative Certification Training for Teachers (ACT) Program Mentor-Teacher, School Advisory Council membership, and attendance at School Board meetings.
5. Participants will maintain a portfolio of materials and information from professional conferences and leadership development opportunities, reflective practices and additional evidence regarding leadership development training or application; Professional Development/Individual Leadership Development
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(ILDP) Plans developed in collaboration with experienced, administrative mentors, will be reviewed periodically to reflect feedback regarding professional growth areas.
III. PREPARING NEW PRINCIPALS PROGRAM
Successful completion of the Preparing New Principals (PNP) program will lead to Level II Principal Certification. The time it will take to achieve Level II certification is dependent upon a comprehensive experience directly related to the participant’s role and responsibilities in accordance with the following eligibility status: 1. Interns: One full year (10 months, of which 180 days release time is
minimum) 2. Intern Assistant Principal: One full year (10 months, of which 91 days release
time is the minimum) 3. Assistant Principal: All individuals selected to become an assistant principal
who do not have Level II Principal Certification will participate in a comprehensive PNP program for two or more years
4. Interim Principal: Assigned one full year (10 months minimum) when deemed necessary by the Superintendent with approval by the School Board
5. District Level Administrator: Two or more years (91 days release time is the minimum)
PNP PROGRAM GOALS The Preparing New Principals Program has four major goals as stated below: 1. To assist each participant in identifying his/her strengths and developmental
needs in relationship to leadership roles and responsibilities. 2. To provide for professional growth experiences and support in the
participant's areas of developmental needs in order to satisfy all competencies relevant to the WCG Leadership Standards.
3. To provide the participant with support, assistance, and counsel/feedback from experienced, high-performing, accomplished administrators.
4. To collect the information necessary to make an informed decision regarding the Florida School Principal certification and future administrative positions.
PNP PROGRAM ADMISSION
The entry process into the Preparing New Principals Program is as follows: 1. Meet all minimum position requirements for administrative application. 2. Become an assistant principal through the district’s selection process. 3. Discuss the PNP program expectations and requirements (the supervising
principal/supervisor and the potential participant). 4. Write a letter (potential participant) to the Superintendent indicating
readiness to participate in the PNP program and send a copy to the principal/supervisor.
5. Approval of program participation (by Superintendent) and letter forwarded to Director of HRRPD.
6. Forward PNP portfolio (by Director of HRRPD) to the Supervising Principal.
PNP PROGRAM CONTENT
The content for the PNP Program consists of six sets of scheduled activities: (1) orientation, (2) diagnostic assessments, (3) on-the-job experience, (4) completion of required program components, (5) support team meetings, and (6) ongoing
122
relevant training and professional development.
Orientation
Prior to beginning their roles in the PNP program, all participants and all members of the support teams will receive an orientation regarding the PNP Program guidelines, expectations and requirements.
Diagnostic Assessment PNP participants will participate in assessment activities to determine the relative strengths and areas of developmental need of the individuals, as related to the State’s WCG School Leadership Development Program. Each participant will complete a Self-Appraisal (PNP-2) and an online Prior Learning Inventory (PLI) which focuses on the participant’s previous leadership experiences. These assessment instruments will primarily focus on the participant’s current level of leadership competencies as well as functions and responsibilities of the principal position. During the second year of the program, developing Principals will have the opportunity to participate in a 360 degree assessment exercise with online modules designed to further enhance and develop Principal leadership skills. Participants may also complete personality and/or technical knowledge assessments upon request. Results from these assessment activities may be considered in determining the special training needs of each participant.
On-The-Job Experience
Each participant will participate in a comprehensive experience as deemed appropriate to the assessed skill level and be provided an opportunity to further develop the essential leadership skills necessary to transition from an early career/entry level administrator to becoming an effective, high-performing school-based administrator. These skills will be demonstrated in a full-time, on-the-job, school-based environment. Program Components Participants will complete an online ILDP based on the PLI, self-assessment, and support team’s assessments. Prior administrative performance appraisals may be used where appropriate. Evidence of reflective practices and successful on-the-job experience should be used to document satisfaction of leadership competencies. The Principal Leadership Standards Rating Form and assignments will be used to further define mastery of Leadership Standards. Support Team Meetings In addition to the guidance provided by the immediate supervisor, the participant will also benefit from having a support team. Each participant's support team meets at least three times per year to discuss experiences and progress. At these meetings the participant shares critical incidents and/or events experienced on the job and benefits from the feedback and counsel provided by the experienced administrators on the support team. At each meeting there is a review of progress, suggestions for developmental activities or opportunities, and an updating of the Individual Leadership Development Plan and PNP Portfolio.
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Program Extension The PNP Program may be extended for an additional year beyond the initial two-year program requirement (based on extenuating circumstances). If this is the case, the supervising Principal, Support Team, and Director of HRRPD will collectively determine that it will be an advantage to the participant to further strengthen his/her leadership potential and level of performance. The Superintendent will make the final decision to extend the program participation if extenuating circumstances exist to warrant approval of the requested extension.
Upon program extension approval, a revised leadership development plan will be created by the existing support team or a newly appointed support team. Additional assessments may be required to determine an appropriate individual leadership development plan.
PNP Training
Participants will receive training throughout their PNP experience. This training is geared to the WCG School Leadership Development Program and the functions, role and responsibilities of the principal position in Highlands County, highlighting student growth and achievement. Focus will be given to entry level leadership standards and an effort will be made to individualize, to the degree possible, the training for each participant, based upon assessments/inventories, ILDP, observations, and special developmental needs. Opportunities may include training in three basic areas: 1. Classroom-Based Training will be provided by a variety of resources, agencies,
professional organizations, and higher education partners or affiliates. These seminars, academies, workshops, and online modules will provide research-based knowledge to make candidates aware of WCG Leadership Competencies at entry level standards to include Managing the Learning Environment, Learning, Accountability, and Assessment, Technology, Human Resource Development, and Ethical Leadership, and Diversity. Additional leadership standards at the next level may also include Instructional Leadership, Decision-making Strategies, School Vision/Culture, and Communication and Stakeholder Partnerships. The WCG online training program modules (ASAP) will be emphasized.
2. Job Specific Training will be provided to fully inform the candidate of the policies and practices essential to functioning as a school principal. These may consist of district shadowing experiences, various district orientations and training sessions, and conferences/seminars/workshops covering such critical topics as: a. School Finance/Budget/Allocations b. Curriculum
c. Facilities and Transportation d. Personnel Practices and Employment Law e. ESOL for Administrators f. Labor Relations g. Student Services h. Vocational and Career Education i. Federal and State Programs; legislation governing public school organizations j. Management Information Services k. Exceptional Student Education l. Professional Development and Professional Development Protocol Review; National
State Board Standards m. Overview of System Organization, Policies, and Procedures
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n. Scheduling o. Parental/Community Involvement
3. School Site Training/Field Experiences shall provide the PNP candidate with relevant on-the-job learning experiences. These experiences shall take place primarily at one site but may include visits to other schools sites within the district. These experiences will be guided by the Supervising Principal and may include shadowing of other high-performing principals and/or assignment of projects applicable to the leadership standards learning process.
The Supervising Principal is responsible for assigning the field experiences and providing the PNP candidate with opportunities to learn and grow through various means/methods on a continuous basis. The candidate will periodically update the supervising Principal regarding selected field experiences and status of learning opportunities reflected by level of leadership development. The PNP candidate may participate in the following learning-teaching roles under the direction of the Supervising Principal to document the WCG Leadership Development Standards. a. Observation and Demonstration
An individual observes an activity or an individual without taking part in the activity. For example, the PNP candidate observes the Supervising Principal or the Supervising Principal observes the PNP candidate or the PNP candidate
observes others, providing ongoing feedback. b. Delegated Assignment
The Supervising Principal delegates a problem, task or responsibility for the PNP candidate to handle with minimal guidance, providing ongoing feedback.
c. Supervised Assignment The Supervising Principal assigns the PNP candidate a specific task and
provides training and supervision, offering ongoing feedback. d. Cooperative Assignment
The Supervising Principal and PNP candidate work as peers in a collegial
relationship in a specific situation. e. Structured Study
The PNP candidate completes a structured training module or other professional development activity which is reviewed by the Supervising
Principal and discussed collaboratively. f. Informal Study
The PNP candidate completes a self-study program resulting from a diagnosis by the Supervising Principal and/or self-diagnosis.
g. Discussion and Reflection The Supervising Principal and PNP candidate discuss topics of professional/personal interest surrounding the field experience such as 1) practical tips or techniques or 2) orientation or briefing on a task, event, or situation.
SUPPORT TEAM
Each PNP participant will have a support team consisting of the following individuals:
1. The Supervising Principal, 2. A former experienced principal or supervisor with at least three years of school-based administrative experience and
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3. Another experienced professional (principal or district-level administrator), preferably one who holds a valid Florida School Principal Certification.
Support team members will be recommended by the Supervising Principal to the Superintendent. Should the participant not have a former principal available, the Supervising Principal will recommend an appropriate substitute who meets the qualifications for experience and success in the field. RESPONSIBILITIES OF THE SUPERINTENDENT
The Superintendent will have the following responsibilities in the Preparing New Principals Program: 1. Forward participant’s readiness letter to Director of HRRPD; 2. Approve the candidate’s support team members recommended by the
Supervising Principal; 3. Address any issues which arise during program implementation; 4. Review completed portfolios and discuss candidate’s status, accomplishments,
and/or performance deficiencies with Director of HRRPD; 5. Assess status, where appropriate, with Supervising Principal, Support Team
Members and Director of HRRPD to determine successful completion; a one-year extension of the program may be granted under special circumstances;
6. Make the final Florida School Principal Certification recommendation decision. RESPONSIBILITIES OF HRRPD The Director of HRRPD will have the following responsibilities in the Preparing New Principals Program: 1. Coordinate/facilitate PNP Program guidelines/implementation; 2. Plan/deliver the program orientation session; 3. Participate in the support team training; 4. Provide portfolio materials; 5. Notify candidates of participation in professional development activities,
trainings, workshops, conferences and academies relevant to program requirements and job responsibilities;
6. Conduct mid-program review and assessment; 7. Review completed program portfolio for satisfaction of program requirements
and sign-off if approved; 8. Return incomplete program portfolios to participants for further review with
Supervising Principal and Support Team Members; provide remediation, corrections and/or additional documentation where necessary;
9. Forward portfolio to Superintendent for final review and approval for recommendation of Florida School Principal Certification;
10. Survey participants, principals and support team for end-of-program assessment and possible revision.
RESPONSIBILITIES OF THE SUPERVISING PRINCIPAL The Supervising Principal will have the following responsibilities in the Preparing New Principals Program: 1. Recommend the other administrators for the support team, in consultation
with the Superintendent; 2. Submit the letter to the Superintendent naming the team being
recommended;
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3. Participate in the program orientation and training for support team members;
4. Schedule and conduct the planning meeting for the participant; 5. Complete, in consultation with other support team members, the Strengths
and Developmental Needs Worksheet (PNP-1) on the participant and assist participant with Individual Leadership Development Plan (ILDP);
6. Facilitate, update, and maintain the PNP Portfolio timeline and requirements;
7. Maintain a Support Team Observation Log (PNP-6); 8. Schedule and conduct the review team meetings; 9. Provide support and assistance to the participant as needed; 10. Complete each of the required ongoing evaluations of the participant; 11. Schedule and conduct the year-end performance review of the participant; 12. Sign and submit the completed portfolio to the Director of HRRPD for review
and approval to forward to the Superintendent for final recommendation of Principal Certification;
13. Complete program assessment survey and return to Director of HRRPD. The supervising principal will receive supplemental compensation based on the current salary schedule at the time that the portfolio is completed and forwarded to the Director of HRRPD.
RESPONSIBILITIES OF THE SUPPORT TEAM MEMBERS The following are responsibilities of the support team members with regard to the Preparing New Principals Program: 1. Participate in the program orientation and training provided for support team
members; 2. Participate in the planning meeting; 3. Provide support, feedback and assistance to the participant, as needed; 4. Complete Strengths and Developmental Needs Worksheet Form (PNP-1) in consultation with Supervising Principal and assist participant with
Individual Leadership Development Plan (ILDP); 5. Maintain a Support Team Observation Log (PNP-6); 6. Complete and return program survey/assessment forms; 7. Attend all review meetings; 8. Contribute to the ongoing evaluation of the participant; 9. Verify successful completion of program (final sign-off) RESPONSIBILITIES OF THE PNP PARTICIPANT The following are responsibilities of the participant with regard to the Preparing New Principals Program: 1. Read and sign PNP Program Letter/Statement of Understanding regarding
program requirements; 2. Discuss the PNP program expectations and requirements with the supervising
principal and submit program participation request letter to Superintendent and Director of HRRPD indicating readiness to begin the program;
3. Participate in the orientation provided for all PNP participants; 4. Attend and participate in the planning meeting; 5. Complete Participant Self Appraisal (PNP 2) and Prior Learning Inventory
(online via WCG website); participant may have completed inventory
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previously during application process as required component of online administrative application;
6. Initiate work on ILDP collaboratively with Supervising Principal and Support Team; provide feedback regarding program needs/concerns and field experiences/learning opportunities;
7. Maintain a log of activities/accomplishments using the Principal Leadership Competency Rating Form (PNP-4) and other formats as chosen by the participant and approved by the Supervising Principal;
8. Attend and participate in all review meetings; 9. Participate in the individualized training opportunities identified by the
Supervising Principal and support team and/or recommended by the Director of HRRPD;
10. Complete all additional required assignments to demonstrate Principal Leadership Standards competencies and to meet program requirements;
11. Attend and participate in the year-end performance review; 12. Successfully demonstrate mastery of each of the WCG Leadership Standards
including “Satisfactory” or above ratings on performance appraisals; 13. Achieve significant progress toward accomplishing all individual goals; 14. Complete program assessment survey and return to Director of HRRPD. PROGRAM ORIENTATION A L.E.A.D. Management Program orientation, to include the PNP Program, will be provided to the School Board and all administrative staff. Prior to beginning their roles in the Preparing New Principals Program, all participants and all members of the support teams will participate in an orientation regarding the Preparing New Principals Program. The orientation will focus on the rationale and procedures for the program as well as program expectations/requirements, and will orient all participants regarding their respective roles in the program. The orientation program will be designed and delivered by the Director of HRRPD with input from experienced Principals and other appropriate stakeholders. SUPPORT TEAM TRAINING One of the responsibilities of support team members will be to participate in training topics identified for support team members. The contents of this training program will be determined by the Director of HRRPD and supervising Administrators. The training content may include such topics as Managing Performance, Interaction Management, Conflict Resolution, and Coaching and Feedback Skills. Such training may be provided by the district or by outside consultants (regional consortia, DOE educational partners, higher ed/community business partners).
PREPARING FOR THE PLANNING MEETING The following steps will occur prior to the initial planning meeting of the PNP participant and support team. 1. Within the first ten workdays following appointment as a participant, the
Supervising Principal will identify the support team members. 2. Within the first twenty workdays following appointment, the Supervising
Principal will notify the participant and support team members of the time and place for the planning meeting.
3. Prior to the planning meeting the Supervising Principal will collect the data
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necessary to complete a diagnostic profile on the participant. The supervising principal will tap as many of the following data sources as are available:
a. assessment results; b. personality inventory results; c. previous performance appraisal results; d. interview with the participant’s previous supervisor; e. technical knowledge assessment results;
f. Targeted Selection Interview results; g. interview with the participant; h. personal knowledge of participant’s previous assignments and work style.
4. Prior to the planning meeting, the supervising principal will convene a meeting of the entire support team. The supervising principal will share with the team all of the diagnostic information available on the participant, and the team will collaborate on the completion of the Strengths and Developmental Needs Worksheet (PNP-1).
5. Prior to the planning meeting, the supervising principal will ask the participant to complete a self-appraisal of strengths and developmental needs, using the PNP Participant Self-Appraisal Form (PNP-2) and the online Prior Learning Inventory (PLI). The participant will bring the completed self-appraisal form and learning inventory report to the planning meeting.
CONDUCTING THE PLANNING MEETING Within the first thirty workdays following appointment as an intern, each participant will meet with his/her support team for an initial planning meeting. The following activities will occur during the initial planning meeting. 1. The participant will be asked to share the results of his/her self-appraisal and
Prior Learning Inventory (PLI). Previous performance appraisals may also be considered.
2. The participant and support team members will review the Strengths and Developmental Needs Worksheet (PNP-1) and PLI. The support team members and the participant will discuss past experiences; the lack of experience in a given leadership competency area may indicate a developmental need. For instance, if the participant has not had experience with developing budgets, this would indicate a developmental need which the Individual Leadership Development Plan (ILDP) would need to address.
3. The support team will identify three to six goals related to the participant’s developmental needs.
4. The support team and participant will identify the specific training/leadership development experiences which will be provided. This information will be recorded on the ILDP.
5. The support team will review with the participant the Principal Leadership Competency Rating Form (PNP-4) in conjunction with the Leadership Standards for Entry Level/Early Career Principal based on the WCG School Leadership Development Program. The purpose of this activity is to assure that the participant is aware of his/her specific performance expectations as they align with the competency level of leadership program standards. The support team will review with the participant the criteria that will be applied in reaching a decision regarding Florida School Principal Certification. To be eligible for certification, the participant must:
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a. receive a satisfactory rating or above on each of the leadership standards (performance appraisal and program requirements);
b. demonstrate significant progress on all of the individual goals (ILDP); c. complete all activities and assignments that demonstrate competency in
each of the leadership standards; d. receive Supervising Principal and Support Team “sign-off”; e. receive program portfolio approval by the Director of HRRPD; f. receive final approval and recommendation for Principal Certification by
the Superintendent. 6. The support team members will discuss and agree upon what observations
each team member will make and how those observations will contribute to decisions regarding whether mastery of the leadership standards have been demonstrated.
7. The participant and support team members will agree upon a meeting schedule. This meeting schedule will vary based on the participant’s past experiences and identified developmental needs. However, as a minimum, the participant and the support team will be scheduled to meet three times per year.
8. The participant and support team will complete a PNP Support Meeting Schedule Form (PNP-5).
9. Upon completion of the planning meeting, the following materials will be placed in the PNP Portfolio:
a. a copy of the completed Strengths and Developmental Needs Worksheet (PNP-1) and the PLI report;
b. a copy of the Meeting Schedule Form (PNP-5); c. a copy of the Individual Leadership Development Plan (ILDP); d. a copy of the Principal Leadership Competency Rating Form (PNP-4). SUPPORT TEAM ACTIVITIES
Each support team member will have the responsibility of conducting observations of those skills which he/she was assigned during the planning meeting. The observations will occur in accordance with the schedule agreed upon at the planning meeting. It is anticipated that each team member will complete at least one observation per semester; however, the Supervising Principal should observe the participant often throughout the year. The support team member should conduct the observations in an informal manner, and in the spirit of providing assistance to the intern/PNP Participant. The team member should remember that his/her role is primarily one of support and feedback, not formal evaluation. The results of each observation should be recorded in the Support Team Observation Log (PNP-6) by the support staff member. Entries in the log should include the date of the observation, the observation setting, the competency or goal being observed, and a brief summary of what was observed. A copy of each support team member's log will be included in the portfolio at the subsequent support team meeting.
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CONDUCTING PNP MEETINGS PNP meetings will occur at least three times a year. During each of the meetings, the following activities will occur:
1. The support team members will meet without the participant present to discuss information related to his/her performance. At these meetings the support team members also will discuss the participant’s performance relative to the competencies listed on the Principal Leadership Competency Rating Form (PNP-4). Any area(s) where the participant has demonstrated competence will be rated as “meets expectations” by the Supervising Principal. Also to be noted are areas where the participant has either: (1) not demonstrated satisfactory performance and/or (2) demonstrated unprofessional, inappropriate, and/or unacceptable behavior.
One purpose of these meetings will be to provide an opportunity for each support staff member to share with other support staff members the results from the observations he/she conducted since the planning meeting or previous PNP meeting. Based upon these observations, the support staff members will plan their strategy for providing feedback to the participant.
2. The participant will meet with the support team members and this segment of the meeting will begin with the participant sharing information relative to his/her self-assessment of progress and prior learning inventory. The participant will: (1) share areas of accomplishment, (2) identify specific leadership standards which he/she feels have been demonstrated, and (3) identify any areas where he/she is experiencing difficulty or requests further development.
3. The Supervising Principal will share with the participant the support team members' perceptions concerning the same three areas (listed in #2 above) where the participant conducted his/her self-assessment and completed the learning inventory.
4. The support team and participant will update the ILDP. Updating will entail: (a) indicating any observed progress relative to a developmental need, (b) identifying new training/development experiences relative to a previously identified developmental need, and/or identifying new developmental needs. The Supervising Principal may also use Performance Appraisal results to modify the Leadership Development Plan.
5. Additional activities and assignments will be discussed and implemented where further development is indicated. The Leadership Competency Rating Form and competency indicators will provide the opportunity to enhance required Leadership Standards to meet program requirements.
6. The support team and intern/PNP Participant will verify the date for the next PNP meeting.
7. By the end of each PNP meeting, the following notations or entries will be made in the PNP Portfolio:
a. the ILDP will have been updated; b. Support Team Observation Logs (PNP-6) will have been added; c. supportive evidence of performance competency may have been added
by either the participant or support team members.
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PNP PORTFOLIO Each participant will have a PNP Portfolio. The portfolio will be originated during the planning meeting and will be updated at each PNP meeting. The Supervising Principal will have responsibility for facilitating, updating and maintaining the program portfolio requirements.
The portfolio will consist of a notebook or file into which the following materials will be placed: 1. a copy of the documents used in the planning meeting (PNP-1, PNP-3, PNP-4, and PNP-5); 2. assessment/inventory forms and information 3. Individual Leadership Development Plan (ILDP) 4. copies of all Support Team Observation Logs (PNP-6); 5. any required materials, products, or evidence which exemplify the participant's
performance (other documentation may be at the discretion of the Supervising Principal, participant or support team members);
6. a copy of the composite Principal Leadership Competency Rating Form (PNP-4);
7. a copy of the Florida School Principal Certification Recommendation Form (PNP-7).
END OF PNP PROGRAM PARTICIPANT EVALUATION The following procedures will be used to conduct the evaluation of the PNP Program for each participant. 1. The Supervising Principal will finalize rating the leadership standards and
competencies as “meets expectations”/”does not meet expectations” from the completed Principal Leadership Competency Rating Form (PNP-4) provided by the participant; “does not meet expectations” ratings will be given opportunities for correction and or further development throughout the program and prior to final program evaluation; various leadership development training sources (WCG online modules/ASAP, Educational Impact, higher education collaborative training partnerships, leadership academies, professional conferences, district-driven professional development requirements, etc.) will be used to assess and assist the participant in meeting required leadership program competencies and/or individual program extension remediation plans.
2. The Supervising Principal will schedule a final summary PNP review meeting; participants will include only the Supervising Principal and the PNP participant.
3. The Supervising Principal will share with the participant during the final summary PNP meeting the rating results from the Principal Leadership Competency Rating Form (PNP-4) as well as results of previous additional opportunities for development, where appropriate.
4. The Supervising Principal will give the participant an opportunity to discuss their program success or needs and present information or documentation that reflects a different level of performance should the participant not agree with any of the ratings.
5. The participant will have an opportunity to include a statement to accompany the form if he/she so desires.
6. The Supervising Principal will complete the Florida School Principal Certification Recommendation Form (PNP-7); support team members will be asked for input into the final approval process indicated by their
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signatures. 7. The supervising principal will insert in the PNP Portfolio the completed copy
of the Principal Leadership Competency Rating Form (PNP-4) and the Florida School Principal Certification Recommendation Form (PNP-7).
8. The completed portfolio will be forwarded to the Director of HRRPD for review of program components and subsequently to the Superintendent for approval.
9. The Superintendent will make the final decision regarding recommendation for Level II Florida School Principal Certification.
10. If the PNP participant is not recommended for certification (due to extenuating circumstances determined by Supervising Principal, Director of HRRPD and Superintendent) the Superintendent may allow the participant one additional year to complete the program's requirements, either with the same support team or a new team.
PNP PROGRAM ASSESSMENT
Participant and program survey/assessment forms (pg 186-189 at the end of PNP Program Section) will be completed by the PNP participant/A.P., the first-year Principal after completing the program, and the supervising New Principal Mentor (pg 245-246 at the end of New Principal Protégé Program Section). The compilation of results of participant and program surveys/assessments will be used to plan, strengthen and further define program components and leadership development opportunities. When appropriate, a committee comprised of various program stakeholders may be convened to review program data and make necessary revisions for the purpose of continuous improvement.
IV. ADMINISTRATOR TRAINING
New demands for school leaders and the changing face of school leadership require specialized knowledge and skills of Principals. The ongoing process of producing effective school leaders who demonstrate standards that affect school change and impact student achievement involves leadership development at three administrative levels: Entry Level/Early Career Assistant Principals and Principals, Experienced Assistant Principals and Principals, and Career/Accomplished or High-Performing Principals. In accordance with the Department of Education’s William Cecil Golden Leadership Development Program and The School Board of Highlands County L.E.A.D. Management Program, leadership development opportunities appropriate to individuals’ experiences and developmental needs will be provided for all levels of administrators. Results from Performance Appraisals, School Improvement Plans, and Individual Leadership Development Plans will also be used to identify district-wide leadership professional development training needs. Periodic interest surveys and needs assessments for professional training topics will be conducted to assist in the Human Resources, Recruitment, and Professional Development Department’s (HRRPD) Comprehensive Planning Process for professional development offerings.
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Training for administrators will focus on providing high standards for school leaders and support for Principals as instructional leaders. Beginning with Level I Entry-Level Administrators through Level III Career/High Performing Principals, emphasis on developing and mastering leadership standards will include the following areas:
Level I: Entry-level Assistant Principals and Early Career/New
Principals • Learning, Accountability and Assessment • Managing the Learning Environment • Human Resource Development • Technology • Ethical Leadership • Diversity
Level II: Current/Experienced Assistant Principals and Principals • Instructional Leadership • Decision-Making Strategies • School Vision and Culture • Building Community and Stakeholder Partnerships
Level III: Current Experienced/Career, Accomplished, or High-Performing Principals:
• Establish goals and strategies in conjunction with school/district support team to lead change
• Develop a learning project around the implementation of a school reform effort with a goal resulting in increased student achievement
• Serve as mentors to aspiring and beginning principals • Train and prepare high-performing principals to deal with challenging growth
opportunities.
ADMINISTRATOR RECERTIFICATION All school-level and certain district-level administrators are expected to hold and maintain a valid five-year professional educator’s certificate reflecting the appropriate administrative coverage. District inservice workshops and ongoing professional development training, conferences, and courses may be used to accumulate the required 120 inservice points to renew the administrator’s Florida Educator Certificate. Professional Development components aligned with the WCG Leadership Development Program and the L.E.A.D. Management Plan’s emphasis on development of school leaders are listed and described in the district’s Master Inservice Plan. The Professional Development Management System (My-Points.org) is used to notify, register, and record activities that result in the assignment of inservice points for certificate renewal.
This section of the LEAD Management Program was revised by the Department of
Human Resources, Recruitment and Professional Development from the latest version (1998) of the Human Resources Management Development Plan (HRMD)
and the Florida William C. Golden School Leadership Development Program. The
revised program was reviewed, evaluated and edited by a district and school-based administrative review team with final approval by the Superintendent and the
School Board. May, 2008
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SECTION II
PROGRAM
INTRODUCTION
AND
INSTRUCTIONS
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SCHOOL BOARD OF HIGHLANDS COUNTY
Preparing New Principals Program
(PNP) Participant Information
Biographical Information
PNP Participant Name ________________________________________ Title______________________________ School___________________ School Year _________________________________________________ Beginning date of PNP Program___________________________________ Completion date of PNP Program__________________________________
Support Team Members
Supervising Principal __________________________________________ Support Team Member _________________________________________ Support Team Member _________________________________________
Please send a copy of this completed form to Sandy Smith in the Office of Professional Development
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PREPARING NEW PRINCIPALS PROGRAM
WELCOME LETTER & STATEMENT OF UNDERSTANDING
Welcome PNP Program Participant!
The Preparing New Principals Program (PNP) is a two-year leadership development training program focused on developing high performing leaders of learning. It is designed to meet leadership standards and statutory requirements of the State of Florida William Cecil Golden Leadership Program and provide orientation, support and assistance to new administrative employees. The program will be ongoing and aligned with specific job responsibilities and organizational expectations that impact student growth and achievement as well as provide and promote professional career goals and continuous improvement of the individual, program and organization. The timeline that it takes to achieve Level II Certification is dependent upon the participant’s comprehensive experience directly related to his/her specific job responsibilities and the individual’s ability to meet the leadership competencies outlined in the program requirements. Options are available to request an extension of the training program should extreme extenuating circumstances exist that prohibit successful completion within the two-year time period.
Recommendations for successful program completion are made by the Supervising Principal with input from Support Team Members and the Director of Human Resources, Recruitment and Professional Development. Subsequently, successful completion of the PNP Program will lead to the Superintendent’s recommendation of Level II Principal Certification.
Reappointment in an Assistant Principal position for the following school year immediately
after completion of the PNP Program is contingent upon the following:
• Satisfactory or higher performance appraisals during the PNP Program • Successful completion of program/portfolio requirements documenting leadership
competency in all program areas • Recommendation by Principal, Support Team, and Director of HRRPD • Superintendent’s approval and recommendation for Level II Principal Certification
Failure to successfully complete the leadership training program will result in a
recommendation for withdrawal from the program and will affect the participant’s eligibility for reappointment as an Assistant Principal in the district.
The PNP Program was developed and structured to help ensure that the program participant
receives the necessary assistance to be successful. Therefore, it is the school district’s desire and intent to fully support your administrative experience and provide you with the tools and resources you need to demonstrate and enhance your leadership skills. We welcome your participation in the Principal training program and invite you to contact us if you have any questions and/or concerns. Sincerely, Wally Cox Vivianne Waldron Superintendent Director of Human Resources, Recruitment
and Professional Development
My signature below signifies that I have read and understand the
conditions/requirements of the PNP Training Program described above.
______________________________________ __________________________ PNP Participants signature Date
cc: Personnel file
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Preparing New Principals (PNP) Protocol
The following checklist is offered to assist all program constituents through the PNP Program process: Checklist
_____ Participant writes a letter to the Superintendent indicating intent to participate in the district PNP Program (cc: Human Resources/Professional Development Coordinator)
_____ Participant signs Statement of Understanding _____ Principal recommends other administrators for Support Team Members (with the
superintendent’s approval) _____ Principal submits Support Team names in writing to the Superintendent _____ HRRPD Director schedules/conducts orientation meeting for PNP participant
(Participant, Principal and HRRPD Director must attend) _____ Participant completes Participant Information Form _____ Principal (and HRRPD Director if needed) provides orientation/training for PNP
participant and Support Team Members _____ Principal schedules/conducts planning meetings for PNP participant and Support Team _____ Participant completes Self-Appraisal (PNP-2) and on-line Prior Learning Inventory
(PLI) _____ Participant works with Support Team to complete Strengths and Developmental Needs
Worksheet (PNP-1) _____ Participant begins on-line ILDP with input from Support Team based on PLI and other
assessments _____ Principal maintains/updates and oversees the PNP Portfolio with participant and
Support Team Members _____ Participant and Support Team maintain the Support Team Observation Log – PNP-6 _____ Principal schedules and conducts Support Team meetings _____ Participant works on completing various program requirements: WCG Leadership
Standards via online modules, district professional development offerings, leadership academies, professional conferences via regional consortia, higher education institutions, and DOE/professional partners; Leadership Standards Competency Dimensions in areas of “Developmental Needs”(PNP-4), reflective practices, field experiences and other evidence of meeting competency standards directly related to administrative responsibilities
_____ Principal and Support Team complete observations and evaluations as required _____ HRRPD Director surveys participants, Principal and Support Team for mid-program
review in standards assessment
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PNP PROTOCOL Page 2 _____ Participant completes 360 degree assessment in second year of program participation
to determine strengths and/or further development in identified areas of leadership competency (when required)
_____ Supervising Principal reviews Competency Dimensions and verifies successful program
completion by signing the Principal Leadership Standards Competency Rating Form (PNP-4)
_____ Principal conducts end of program review/assessment _____ Principal and participant complete ALL requirements for PNP Portfolio; Principal signs
Florida School Principal Certification Recommendation Form and forward to Sandy Smith in the Office of Professional Development for the HRRPD Director’s review, approval and signature; PNP recommendation is submitted to Superintendent
Guidelines
The guidelines and sequence of required activities are clearly outlined in the PNP Portfolio itself; may also refer to PNP Program Matrix for program components timeline. Support Team Members
Will consist of the Supervising Principal and two others – a former experienced principal AND another professional/administrator who may be an experienced principal or district-level administrator who (preferably) holds Principal Certification and/or has previous successful school Principal experience.
Professional Development Opportunities
As part of the PNP Program, the District encourages and funds specific professional development training opportunities for the PNP Participants to attend. Participants will be notified when opportunities arise. Included (however not limited to) each year are:
• FPMS Training • The Assistant Principals Conference • DOE & Professional Partners – William Cecil Golden Leadership Development
Academies, Conferences or Workshops • SACS Review Training • Targeted Selection Interview Training • ESOL for Administrators • HEC Leadership Conference • Model Schools Conference • Facilitative Leadership • Classroom Walk-Through Training
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PNP PROGRAM TIMELINE FOR LEADERSHIP DEVELOPMENT Program Components: Two-Year Timeline
Program Entry
(First 30 - 60 Days in Program)
Program Entry to Mid-Year
(After 60 Days in Program)
Mid-Year to End-of-Year
Year
One
PNP Intent Letter to Superintendent Sign Statement of Understanding Principal Recommends Support Team Superintendent Approves Support Team Program Orientation for Participant, Supervising
Administrator and Support Team Members Complete Participant Information Form Support Team/Participant Planning Meeting Complete Self-Assessment (PNP2) Complete Prior Learning Inventory (PLI) Support Team Complete Strengths/Needs Worksheet
(PNP1) Begin Online ILDP/Develop Goals with Support Team Assign Field Experiences Begin PNP Portfolio Documentation Begin Observations
*Begin Program Leadership Development Training Requirements (Focus on WCG Entry Level Standards: Online Modules, District In-Service, Higher Ed Collaborative Workshops/Regional Consortia, Leadership Academies, etc.)
Begin Work on Principal Leadership Standards and Competency Indicators for Identified Developmental Areas
Assess Goals/Continue Work on ILDP Continue Support Team Meetings-Feedback and
Revision to ILDP Continue Assigned Field Experiences Continue Observations and Maintain Support
Team Observation Log Required District Professional Development Continue PNP Portfolio Documentation Mid-Year Participant/Program Review Meeting
*Continue Leadership Development Training Requirements Continue PNP Portfolio Documentation Continue District Program Professional Development
Activities Continue Field Experiences Continue Support Team Meetings Continue Observations/Support Team Log Assess Goals/Revise ILDP Where Needed Continue Work on Principal Leadership Standards and
Competency Indicators for Identified Developmental Areas
Mid-Program Leadership Standards Competency Indicators Evaluation
Support Team Review Form End of First Year Participant and Program Review Meeting Administrative Performance Appraisal
*WCG Leadership Standards: Managing the Learning Environment, Learning, Accountability, and Assessment, Technology, Human Resource Development, Ethical Leadership and
Diversity
District Professional Development: FPMS Training, SACS Review Training, Assistant Principal’s Conference, HEC Leadership Conference, Performance Appraisal Orientation, Facilitative Leadership Training, Classroom Walk-Through Training
Beginning of Year Two Beginning to Mid-Year Mid-Year to End of Year
Year
Two
360 Degree Assessment (Ed Impact/ASAP) Determine Second-Year Growth/Needs Areas Assess Goals/Revise ILDP Where Needed Continue Work on Principal Leadership Standards and
Competency Indicators for Identified Developmental Areas
*Continue Leadership Development Training Requirements
Continue PNP Portfolio Documentation Continue District Program Professional Development
Activities Continue Field Experiences Continue Support Team Meetings Support Team Continue Observations/Support Team
Log
*Continue Leadership Development Training Requirements
Continue Work on Principal Leadership Standards and Competency Indicators for Identified Developmental Areas
Continue PNP Portfolio Documentation Continue District Program Professional
Development Activities Continue Field Experiences Continue Support Team Meetings Support Team Continue Observations and
Support Team Log Mid-Year Participant/Program Review
*Continue Leadership Development Training Requirements Continue Work on Principal Leadership Standards and
Competency Indicators for Identified Developmental Areas
Continue District Program Professional Development Activities
Continue Field Experiences Complete All Requirements for PNP Program Portfolio Final Assessment Rating of Competency
Indicators/Completion Verification Support Team Completes All Observations Final Support Team Meeting/Forms Conduct End of Program Review Complete Program Survey Supervising Administrator Submits Program
Completion/Recommendation Form to HRRPD Director for Review
Superintendent Recommends for Level II Principal Certification
PNP Program Completer Applies for School Principal Certification
Administrative Performance Appraisal *WCG Leadership Standards: Managing the Learning Environment, Learning, Accountability, and Assessment, Technology, Human Resource Development,
Ethical Leadership and Diversity; Optional Year Two – Instructional Leadership, Decision-Making Strategies, Vision, Community and Stakeholder Partnerships
District Professional Development: Mentoring New Teachers, Targeted Selection Training, ESOL for Administrators, Leadership Academies, Model Schools Conference, HEC Leadership Conference
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SECTION III
PROGRAM FORMS
REQUIRED DOCUMENTS
AND
DUE DATES
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PNP Program Portfolio Forms and Timeline for Completion
FORM DESCRIPTION
DUE DATE
PNP-1 Strengths and Developmental Needs Worksheet
The Supervising Principal and Support Team Members collaboratively determine the participant’s Strengths and Developmental Needs based upon responses on the Prior Learning Inventory (PLI) and Participant Self-Appraisal Form (PNP-2).
Sept. 1
PNP-2 Participant Self-Appraisal Form The participant completes this form based upon self-reflective practices and his/her responses regarding leadership experiences and competencies listed on the Prior Learning Inventory (PLI) (if not completed during the application phase, the PLI is required to be completed during the beginning of the participant’s experience in the PNP Program)
Aug. 25
PLI Prior Learning Inventory Completes the online DOE/WCG Prior Learning Inventory; a report is generated for the participant to use to develop his/her ILDP and leadership goals in collaboration with the Support Team
Aug. 15
ILDP Individual Leadership Development Plan This is an ongoing reflective process which will be updated though-out the two-year program; the participant will initially develop the ILDP based on the PNP-1, PNP-2, and PLI
Sept. 15
PNP-3 ILDP – Goal Review Form The participant and Support Team Members will complete one Form for each goal listed on the Individual Leadership Development Plan (ILDP)(based on PNP-1, PNP-2, and PLI: areas of leadership development); goals should also align with SIP. Successful completion of program requires documentation of collaborative identification of 3-6 goals
Sept. 30
PNP-4 Principal Leadership Standards Competency
Dimension/Indicators Rating Form Located in Section V, this document will be used to further define mastery of leadership competency based upon the participant’s Self-Appraisal Form, Prior Learning Inventory, observations, field experiences, and identification of develop-mental needs on the PNP-1. The Support Team and participant will collaboratively select assignments covering the standards in the identified areas of need; participant will provide evidence of Meeting leadership competencies in each of the standards
Ongoing -
to be completed
by the end
of the program
142
Use the PNP Leadership Standards
Documentation Log to List activities and place
supporting documents (evidence and products)
behind each corresponding log
PNP-5 PNP Support Meeting Schedule Form To be completed by Supervising Principal or Support Team
Member at each meeting. Program requires at least 3 meetings per year.
Complete at each
meeting
PNP-6 PNP Support Team Observation Log To be completed by Support Team Member for each observation made. Team Members will conduct observations at least once per semester. Supervising Principal observations should be regular and ongoing.
Complete after each
observation
PNP-7
Florida School Principal Certification Recommendation Form Located in Section VII, this form will be completed by the Supervising Principal and participant’s support team; upon submission of PNP Portfolio recommendation form to the Director of HRRPD, the Superintendent’s final approval is required for recommendation of Florida School Principal Certification.
Complete after 2nd
year in the
program
Note:
• The William Cecil Golden and Educational Impact online training resources are available for use throughout the two-year program. Modules in selected leadership standards may be recommended by the Supervising Principal and Support Team.
• Additional training in the leadership standards may include professional development training provided by the district, DOE educational partners or higher education institutes, i.e., Leadership Academies, Assistant Principal Conferences, etc.
• Training should be completed by the participant and documentation provided in the PNP Portfolio prior to successful completion of the program. Documentation will be placed behind the corresponding leadership standard in Section IV.
143
PREPARING NEW PRINCIPALS PROGRAM
STRENGTHS AND DEVELOPMENTAL NEEDS WORKSHEET
Participant: Date: ___________________
Support Team Member Completing Form: _____________________________________
Note: Mark (����) a skill area only if the participant has a significant strength or significant
developmental need in the area.
FLORIDA PRINCIPAL LEADERSHIP STANDARDS
Strength Need
Instructional Leadership
1. Instructional Leadership __________ __________
2. Managing the Learning Environment __________ __________
3. Learning, Accountability, and Assessment __________ __________
Operational Leadership
4. Decision Making Strategies __________ __________
5. Technology __________ __________
6. Human Resource Development __________ __________
7. Ethical Leadership __________ __________
School Leadership
8. Vision __________ __________
9. Community and Stakeholder Partnerships __________ __________
10. Diversity __________ __________
FUNCTIONS 1. Curriculum __________ __________
2. Personnel __________ __________
3. Student Services (Includes Discipline) __________ __________
4. Student Activities __________ __________
5. Transportation __________ __________
6. Finance/Budget __________ __________
7. Facilities __________ __________
8. Community Relations __________ __________
OTHER AREAS 1. School Law __________ __________
2. School Board Policy __________ __________
3. Records/Reports __________ __________
4. __________ __________
5. __________________ __________ __________
MIS 05.04
2/08
PNP - 1
144
PREPARING NEW PRINCIPALS PROGRAM
PARTICIPANT SELF-APPRAISAL FORM
Participant: Date: ____________________
Note: Mark (����) in the appropriate column for each skill area where you
feel you have either significant strength or significant developmental need.
FLORIDA PRINCIPAL LEADERSHIP STANDARDS
Strength Need
Instructional Leadership
1. Instructional Leadership __________ __________
2. Managing the Learning Environment __________ __________
3. Learning, Accountability, and Assessment __________ __________
Operational Leadership
4. Decision Making Strategies __________ __________
5. Technology __________ __________
6. Human Resource Development __________ __________
7. Ethical Leadership __________ __________
School Leadership
8. Vision __________ __________
9. Community and Stakeholder Partnerships __________ __________
10. Diversity __________ __________
FUNCTIONS 1. Curriculum __________ __________
2. Personnel __________ __________
3. Student Services (Includes Discipline) __________ __________
4. Student Activities __________ __________
5. Transportation __________ __________
6. Finance/Budget __________ __________
7. Facilities __________ __________
8. Community Relations __________ __________
OTHER AREAS 1. School Law __________ __________
2. School Board Policy __________ __________
3. Records/Reports __________ __________
4. __________ __________
5. __________________ __________ __________
MIS 05.05
2/08
PNP - 2
145
PREPARING NEW PRINCIPALS PROGRAM
Individual Leadership Development Plan
Support Team Review Form
Participant: _______________________________________ Date: _______________________
Directions: The participant and Support Team Members will complete one form for each goal
listed on the Individual Leadership Development Plan (ILDP); program requires successful
documentation of 3 – 6 goals based on identified developmental needs.
*EVIDENCE OF SUCCESSFUL COMPLETION FOR EACH GOAL SHOULD BE PLACED
BEHIND THE PNP-3 FORM FOR THE CORRESPONDING GOAL.
Goal:
_________________________________________________________________________________
_________________________________________________________________________________
Applicable Leadership Competency Area:
________________________________________________________________________________________
________________________________________________________________________________________
*Recommended Leadership Development Experiences and/or Activities:
________________________________________________________________________________________
________________________________________________________________________________________
Review Goal, Provide Comments on Goal Status, and Date/Initial:
Goal Review Status Comments: Date: _____________ Initials______________
________________________________________________________________________________________
Goal Review Status Comments: Date: _____________ Initials______________
________________________________________________________________________________________
Goal Review Status Comments: Date: _______________ Initials________________
_________________________________________________________________________________________
Upon Completion of Goal:
Signatures: Supervising Principal _________________________________________________
Support Team _________________________________________________
Support Team _________________________________________________
PNP Participant ___________________________________________ Date__________________________
MIS 05.06
09/10
PNP - 3
146
MIS 05.08
2/08
PNP-5
PREPARING NEW PRINCIPALS PROGRAM
PNP Support Meeting Schedule Form
To be completed by Supervising Principal or Support Team Member at each meeting.
Program requires at least 3 meetings per year.
Participant: _________________________________________________________________________
Support Team Members:
(1) _________________________________________________________________________________
(2) _________________________________________________________________________________
(3) _________________________________________________________________________________
SUPPORT
MEETING DATE TEAM MEMBER
INITIALS
Planning Meeting (Page 7 & 10) _______________________ __________________
(Program Overview)
PNP Meeting _______________________ __________________
PNP Meeting _______________________ __________________
PNP Meeting _______________________ __________________
PNP Meeting _______________________ __________________
PNP Meeting _______________________ __________________
PNP Meeting _______________________ __________________
End of Program Evaluation Meeting ________________________ _________________
147
PREPARING NEW PRINCIPALS PROGRAM
PNP Support Team Observation Log
Directions: To be completed by Support Team Member for each observation made. Team Members will conduct
observations at least once per semester. Supervising Principal observations should be regular and
ongoing.
Participant: ______________________________________________________________
Team Member: ______________________________________________________________
Activity Observed: ______________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Competencies Observed: ______________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Competencies Met: ______________________________________________________________
__________________________________________________________________________
Competencies Not Met: _______________________________________________________
__________________________________________________________________________
Comments by Observer: _______________________________________________________
___________________________________________________________________________
__________________________________ _____________________________________ Signature of Observer Date
MIS 05.09
2/08
PNP - 6
148
Prior Learning Inventory (PLI)
__________________________________________________________________________________________________________________
The Prior Learning Inventory (PLI) helps you correlate your prior learning with the 10 Leadership Standards contained in the Florida State Board of Education Rule (6B-5.012). Educators seeking leadership roles and to improve their performance in such roles may benefit from use of the PLI.
Based on your input, the PLI will create reports that show where your prior learning has prepared you to implement the various standards. Areas you leave incomplete will indicate possible professional growth needs.
The PLI is useful as a self-assessment tool to guide your professional growth. It will help guide your reflective study of the Leadership Standards and is a useful addition to application packets for those seeking positions as school leaders.
The Reports
Once you enter your prior learning into the PLI it presents the information in two reports: the Learning Summary Report and the Detailed Report.
• The Learning Summary Report lists the Leadership Standards, skill sets, and Relative Leadership Strengths in which you have experience. The Future Learning Issues area of the report summarizes the Leadership Standards and skills sets in which you may wish to pursue further professional growth.
• The Detailed Report lists all of the specific professional growth experience you have entered into your PLI for each of the Leadership Standards.
Upon completion of this program you may print out PDF versions of your reports or, if you choose, you may save the reports to your computer and email the PDFs to a Florida School district. School district personnel offices may benefit from information that presents your prior learning in the context of the state Leadership Standards. As your professional growth continues, you may return to the PLI and update your information at any time.
Ethical Leadership
One of the 10 Leadership Standards focuses on ethical behavior. One aspect of ethical behavior is honest input into the PLI. It is not a replacement for your resume but a special supplement to it. With honest and accurate input, the PLI will help you and your school district review how your prior learning relates to the Leadership Standards.
Directions
To access the PLI log on to the following website:
http://www.floridaschoolleaders.org
Create a user name and password
Click on Prior Learning Inventory on the left side and follow the directions to complete the PLI.
After completion, print out the report
You can also access this information via the District Website www.highlands.k12.fl.us
(HRRPD Web Page - Professional Development under “links”
© 2005 Developed by the Council for Educational Change for the Florida Department of Education's DELTA School Leadership Development Program
149
Individual Leadership Development Plan
ILDP
The Individual Leadership Development Plan (ILDP) is an electronic tool to assist in
organizing, planning and monitoring your professional development as a school leader. The
tool allows you to incorporate your school’s student data, school improvement goals and
your personal leadership development plan into one electronic document.
Directions:
Website: www.FloridaSchoolLeaders.org
Type in user name and choose password
LOGIN
Under “TOOLS” on the left, click on “Individual Leadership Development Plan”
To access your 2010-2011 Plan – Click where it says - Click here
Click “e-Annual Professional Development Plan” button
Step 1) Select school district
Select school
Next
Step 2) Select name from list
Don’t see you name? Click on “Don’t see your name?”
Create an account (read directions carefully)
Place a printed copy of your ILDP behind this tab.
150
Section IV
Leadership Standards
• Documentation Logs • Principal Leadership Standards: Sample Key Indicators
151
Leadership Standards
Documentation Log
The PNP Log should be used to document activities for each of the competency indicators under the three areas of leadership standards:
� Instructional Leadership � Operational Leadership � School Leadership
For each activity listed, please provide the evidence, artifacts or products to
document successful completion of the competencies. The documentation should be placed behind the corresponding TAB for that
particular standard’s log.
152
PNP Leadership Standards
Documentation Log
Name: _________________________________ Program Dates: _____________________________
INSTRUCTIONAL leadership Date Task/Activity Description Competency Indicator
153
PNP Leadership Standards
Documentation Log
Name: _________________________________ Program Dates: _____________________________
INSTRUCTIONAL leadership
Date Task/Activity Description Competency Indicator
154
PNP Leadership Standards
Documentation Log
Name: _________________________________ Program Dates: _____________________________
OPERATIONAL leadership
Date Task/Activity Description Competency Indicator
155
PNP Leadership Standards
Documentation Log
Name: _________________________________ Program Dates: _____________________________
OPERATIONAL leadership Date Task/Activity Description Competency Indicator
156
PNP Leadership Standards
Documentation Log
Name: _________________________________ Program Dates: _____________________________
SCHOOL leadership Date Task/Activity Description Competency Indicator
157
PNP Leadership Standards
Documentation Log
Name: _________________________________ Program Dates: _____________________________
SCHOOL leadership Date Task/Activity Description Competency Indicator
158
Principal Leadership Standards
Sample Key Indicators
For
The Entry Level Principal
159
Florida Department of Education
Principal Leadership Standards
Entry Level Principal
Vision –
High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and
implement a shared vision that is supported by the larger organization and the school community.
Sample Key Indicators at the Entry Level: � Can describe how to develop and implement a shared vision and strategic plan for the school
� Works with staff, students and families to achieve the school’s vision
� Can describe how instructional objectives, curricular goals and the shared vision relate to each other
� Allows time for the achievement of goals
� Identifies needs that will be targeted in the shared vision and strategic plan
� Communicates the school’s vision, mission and priorities to the community
� Understands the basic concepts of the change process
� Is aware that external influences have impact upon the school
� Establishes plans to accomplish goals
� Relates the vision, mission and goals to students
� Understands the effect of having a community of learners working together
� Articulates and reinforces the vision in written and spoken communications
Instructional Leadership – High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices
to student learning, especially in the area of reading and other foundational skills.
Sample Key Indicators at the Entry Level � Sets annual learning gains, school improvement goals and other targets for instructional improvement
� Uses data as a component of planning for instructional improvement
� Includes provisions in the instructional program for students with special needs
� Engages staff in ongoing study of current best practices
� Reads research, applied theory and informed practice related to the curriculum
� Works to create high expectations and standards among the staff, teachers and community members
� Relates content and instruction to the achievement of established standards by students
� Provides instructional leadership
� Is aware of research on instructional effectiveness and will use it as needed
� Demonstrates knowledge of student performance evaluation
� Has identified skills necessary for the planning and implementation of improvements of student learning
� Assesses the curriculum needs in a particular setting
� Works to relate state standards, the needs of the students, the community and the goals of the school
� Understands the effect that a positive school culture has on student learning
� Recognizes differences in the staff’s desire and willingness to focus energy on achieving educational excellence
� Identifies teaching and learning needs among the staff and teachers
� Communicates the instructional program to the community, the staff and district personnel
� Models professionalism, collaboration and continuous learning
� Understands and recognizes the benefits for students in:
○ balanced reading instruction
○ curriculum integration
○ active teaching and learning strategies
○ standards-based instructional programs
○ the use of technology for instructional purposes
○ aligning classroom assessments to standards
Managing the Learning Environment –
High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of
resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment.
Sample Key Indicators at the Entry Level: � Administers policies that provide a safe school environment
160
� Has a plan for the accomplishment of strategic goals
� Manages the daily operations of the school
� Is aware of the various fiscal and non-fiscal resources for the school including business and community resources
� Manages the school to promote and encourage student learning
� Uses financial resources and capital goods and services to support school priorities � Uses an efficient budget planning process
� Uses school resources to achieve curricular and instructional goals
� Understands techniques and organizational skills useful in leading and managing a complex and diverse organization
� Plans and schedules one’s own and others’ work so that priorities and goals can be met
� Conforms to legal and ethical standards in the management of the learning environment
Community and Stakeholder Partnerships –
High Performing Leaders collaborate with families, business, and community members; respond to diverse community interests
and needs; work effectively within the larger organization; and mobilize community resources.
Sample Key Indicators at the Entry Level: � Understands how student and family conditions affect learning � Identifies opinion leaders in the community and their relationships to the school � Communicates the school’s vision, mission and priorities to the community � Understands the effect that school image caused by impressions created by the students and staff and its use in promoting
the school � Uses shared leadership and decision-making model in the operation of the school
� Identifies resources of families, business and community members that could support the school
� Understands the benefits of having and using a variety of partnerships, coalitions and network
� Establishes relationships within and external to the school
� Actively engages the community to promote student and school success � Relies on agencies to connect students to the health, human and social services they need to stay focused on learning � Provides opportunities to involve family and community in a broad range of school activities
Decision Making Strategies –
High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for
continuous school improvement.
Sample Key Indicators at the Entry Level:
� Establishes goals and targets
� Is developing a set of problem solving techniques and decision making skills
� Understands that events and problems can have a variety of explanations
� Can explain and defend decisions made
� Uses data to inform decisions
� Uses others to assist in the accomplishment of organization goals
� Supports student learning when making curricular and instructional decisions
� Has a problem-solving model to use when confronted with unsettled questions or undesirable situations
� Conforms to appropriate legal standards
� Makes decisions in a timely fashion using the best available information
� Provides opportunities to involve family and community in a broad range of school activities
Diversity – High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural
relationships in the classroom, the school and the local community.
Sample Key Indicators at the Entry Level: � Has skills necessary for interactive and interpersonal situations
� Understands how multicultural awareness, gender sensitivity and racial and ethnic appreciation affect an educational
organization
� Is able to interact with the various cultural, ethnic, racial and special interest groups in the community
� Is aware of how the teaching staff provides for the diverse perspectives appropriate to the student population and school
community
� Provides opportunities to involve the school community in a broad range of school activities
� Interacts effectively with diverse individuals and groups
� Conforms to legal and ethical standards related to diversity
� Is perceptive and tactful in dealing with diverse populations
� Recognizes when crisis communications are necessary and is building a repertoire of skills to deal with them
161
� Arranges for students and families whose home language is not English to engage in school activities and communication
through oral and written translations
� Defuses contentious situations
� Has a plan for the hiring and retention of a diverse staff
� Has a plan to develop ways to improve relations with various cultural, ethnic, racial and special interest groups in the
community
Technology – High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning,
management, research, and communication responsibilities.
Sample Key Indicators at the Entry Level: � Is aware of the technology, telecommunications and information systems and their uses to enrich curriculum, instruction and
assessment
� Plans for technology integration for the school community
� Works with tech-savvy staff to plan for increased technology usage
� Models the use of technology as a tool in support of both educational and community activities
� Develops an effective teacher professional development plan to increase technology usage
� Has assessed and analyzed the extent to which technology has been integrated throughout the teaching and learning
environment
� Within the available resources, increases access to educational technologies within and beyond the school
� Has a plan for the provision of support to increase the use of technology already in the school/classrooms
� Uses technology to support the educational efforts of staff and teachers
Learning, Accountability, and Assessment –
High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and
assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and
feedback measures to ensure accountability for all participants engaged in the educational process.
Sample Key Indicators at the Entry Level: � Uses data to assess and monitor school improvement
� Uses multiple sources of data to inform decisions and improvement processes
� Monitors and assesses student progress
� Monitors and assesses the progress of activities
� Demonstrates an understanding of the methods and principles of program evaluation
� Develops and demonstrates skills in evaluating instructional strategies and materials
� Understands how to use diagnostic tools to assess, identify and apply instructional improvement
� Works with staff to identify strategies for improving student achievement appropriate to the school population
Human Resource Development –
High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership
programs, and design and implement comprehensive professional growth plans for all staff – paid and volunteer.
Sample Key Indicators at the Entry Level: � Uses multiple data sources in working with teachers to plan for individual professional development � Utilizes a variety of supervisory skills to improve teaching and learning � Understands adult learning strategies useful for assisting staff in professional development � Demonstrates an understanding of the methods and principles of personnel evaluation � Operates within the provisions of each contract as well as established enforcement and grievance procedures � Sets high expectations and standards for the performance of all teachers and staff � Empowers others to achieve personal, professional and organizational goals � Connects professional growth plans and professional development to individual teacher and school learning goals � Understands the processes necessary for use in the hiring and retention of high quality teachers � Sets expectations that will ensure that all students are engaged in active learning � Provides opportunities for teachers to think, plan and work together � Pursues improvement of his/her own professional development
162
Ethical Leadership –
High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.
Sample Key Indicators The Leader at Every Level1: � Manifests a professional code of ethics and values
� Makes decisions based on the legal, moral and ethical implications of policy options and political strategies
� Creates, models and implements a set of values for the school
� Develops well-reasoned educational beliefs based upon an understanding of teaching and learning
� Understands ethical and legal concerns educators face when using technology throughout the teaching and learning
environment
� Develops a personal code of ethics embracing diversity, integrity and the dignity of all people
� Acts in accordance with federal and state constitutional provisions, statutory standards and regulatory applications
� Demonstrates ability to make decisions within an ethical context
1 Sample Key Indicators for Ethical Leadership is the same at all three levels. Ethical Leadership Standards are identical for all
educational leaders.
163
Sample Key Indicators
For
The Experienced Principal Level
Principal Leadership Standards
164
Florida Department of Education
Principal Leadership Standards
The Experienced Principal
Vision –
Experienced leaders have a personal vision for their school and the knowledge, skills, and dispositions to
develop, articulate and implement a shared vision that is supported by the larger organization and the school
community.
Sample Key Indicators The Experienced Principal: � Develops and implements a shared vision and strategic plan for the school
� Develops and implements a shared vision that places student and faculty learning at the center
� Motivates staff, students and families to achieve the school’s vision
� Aligns instructional objectives and curricular goals with the shared vision
� Allows time for the achievement of goals
� Works with faculty to identify instructional and curricular needs
� Interacts with the community concerning the school’s vision, mission and priorities
� Uses the basic concepts of the change process � Responds to external influences that impact upon the school
� Working with staff and others, establishes plans to accomplish goals
� Relates the vision, mission, and goals to the instructional needs of students
� Works to create a community of learners among the staff, students and faculty
� Articulates and reinforces the vision in written and spoken communications � Has a personal professional development plan for his/her own continuous improvement related to vision and
vision development
Instructional Leadership –
Experienced Leaders promote a positive learning culture, provide an effective instructional program, and apply
best practices to student learning, especially in the area of reading and other foundational skills.
Sample Key Indicators The Experienced Principal: � Plans for the achievement of annual learning gains, school improvement goals, and other targets
� Uses more than one source of data to plan and assess instructional improvement
� Includes provisions in the instructional program for students with special needs
� Engages staff in ongoing study of current best practices
� Describes where research, applied theory, and informed practice were used in making curricular decisions
� Has high expectations and standards for the academic and social development of students
� Demands content and instruction that ensures student achievement of established standards
� Provides instructional leadership with consideration for the community, its makeup and its diversity
� Has knowledge of research on instructional effectiveness
� Coaches staff and teachers on the evaluation of student performance
� Develops skills necessary for the planning and implementation of improvement of student learning
� Identifies the curriculum needs for different student populations
� Develops curriculum aligned to state standards
� Builds a positive school culture for learning
� Understands and promotes conditions that enhance the staff’s desire and willingness to focus energy on
achieving educational excellence
� Insures that teachers get the help they need to improve teaching and learning
� Communicates the instructional program to the community, the staff, and district personnel
� Models professionalism, collaboration and continuous learning related to instructional leadership
� Understands, recognizes and supports:
o balanced reading instruction
o curriculum integration
o active teaching and learning strategies
o standards-based instructional programs
o the use of technology for instructional purposes
o aligning classroom assessments to standards
165
Managing the Learning Environment –
Experienced Leaders manage the organization, operations, facilities and resources in ways that maximize the
use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning
environment.
Sample Key Indicators The Experienced Principal: � Develops and administers policies that provide a safe school environment
� Applies operational plans and processes to accomplish strategic goals
� Attends to student learning goals in the daily operation of the school
� Identifies and analyzes the major sources of fiscal and non-fiscal resources for the school including business
and community resources
� Is building a culture of learning at the school � Manages financial and material assets and capital goods and services in order to allocate resources
according to school priorities
� Uses an efficient budget planning process that involves staff and community
� Demonstrates ability to identify and organize resources to achieve curricular and instructional goals.
� Is developing techniques and organizational skills necessary to lead/manage a complex and diverse
organization
� Plans and schedules one’s own and others’ work so that resources are used appropriately in meeting
priorities and goals
� Conforms to legal and ethical standards in the management of the learning environment � Has a personal professional development plan for his/her own continuous improvement related to managing
the learning environment
Community and Stakeholder Partnerships –
Experienced Leaders collaborate with families, business, and community members, respond to diverse
community interests and needs, work effectively within the larger organization and mobilize community
resources.
Sample Key Indicators The Experienced Principal: � Addresses student and family conditions affecting learning � Identifies major opinion leaders in the community and their relationships to school goals and programs � Communicates the school’s vision, mission and priorities to the community � Demonstrates concern for the image of the school via impressions created by the students and staff, and
serves as primary spokesperson in the community.
� Shares leadership and decision-making with others
� Seeks resources of families, business, and community members in support of the school’s goals
� Develops partnerships, coalitions, and networks
� Uses relationships within and external to the school to support the school � Actively engages the community to share responsibility for student and school success � Involves staff in connecting students to the health, human and social services they need to stay focused on
learning
� Involves family and community in appropriate policy implementation, program planning, and assessment
efforts � Has a personal professional development plan for his/her own continuous improvement related to community
and stakeholder partnerships
Decision Making Strategies – Experienced Leaders plan effectively, use critical thinking and problem solving techniques, and collect and
analyze data for continuous school improvement.
Sample Key Indicators The Experienced Principal:
� Uses goals and targets to manage activities
� Uses a variety of problem solving techniques and decision making skills to resolve problems
� Provides more than one explanation for events and problems
� Displays confidence in his/her own behavior
� Uses more than one source of data to inform decisions
� Understands moral and ethical implications of policy options and political strategies
� Recognizes situations that require forcefulness and self-confidence in making decisions
� Delegates tasks clearly and appropriately to accomplish organization goals
� Focuses upon student learning as a driving force for curriculum, instruction, and institutional decision-making
� Analyzes unsettled questions or undesirable situations before jumping to conclusions
166
� Conforms to appropriate legal standards
� Has a process for gathering information to use when making decisions
� Involves family and community in appropriate policy implementation, program planning, and assessment
efforts � Has a personal professional development plan for his/her own continuous improvement related to decision-
making strategies and their use
Diversity – Experienced Leaders understand, respond to, and influence the personal, political, social, economic,
legal, and cultural relationships in the classroom, the school and the local community.
Sample Key Indicators The Experienced Principal: � Selects from a variety of interpersonal skills in any given situation
� Recognizes and responds to multicultural, gender, racial, and ethnic needs in the organization
� Communicates with various cultural, ethnic, racial, and special interest groups in the community
� Monitors the delivery of instructional content that provides for the diverse perspectives appropriate to the
situation
� Involves school community in appropriate policy implementation, program planning, and assessment efforts
� Interacts effectively with diverse individuals and groups
� Conforms to legal and ethical standards related to diversity
� Perceives the needs and concerns of others and is able to deal tactfully with them
� Handles crisis communications in both oral and written form
� Arranges for students and families whose home language is not English to engage in school activities and
communication through oral and written translations
� Hires, develops, and retains a diverse staff
� Represents the school and the educational establishment in relations with various cultural, ethnic, racial, and
special interest groups in the community � Has a personal professional development plan for his/her own continuous improvement related to diversity
Technology – Experienced Leaders plan and implement the integration of technological and electronic tools in teaching,
learning, management, research, and communication responsibilities.
Sample Key Indicators The Experienced Principal: � Implements a plan for the use of technology, telecommunications and information systems to enrich curriculum
instruction, and assessment
� Develops a plan for technology integration for the school community
� Discovers practical approaches for developing and implementing successful technology planning
� Models the use of technology as a tool in support of both educational and community activities
� Develops an effective teacher professional development plan to increase technology usage to support
curriculum-based integration practices
� Promotes the effective integration of technology throughout the teaching and learning environment
� Increases access to educational technologies for the school
� Provides support for teachers to increase the use of technology already in the school/classrooms
� Uses technology to support the analysis and use of student assessment data � Has a personal professional development plan for his/her own continuous improvement related to technology
Learning, Accountability, and Assessment – Experienced Leaders monitor the success of all students in the learning environment, align the curriculum,
instruction, and assessment processes to promote effective student performance, and use a variety of
benchmarks, learning expectations, and feedback measures to ensure accountability for all participants
engaged in the educational process.
Sample Key Indicators The Experienced Principal: � Creates a school leadership team which is comfortable using data
� Uses multiple sources of data to manage the accountability process
� Assesses student progress using a variety of techniques and information
� Monitors and assesses instructional programs, activities, and materials
� Uses the methods and principles of program evaluation in the school improvement process
� Develops and demonstrate skills in evaluating instructional strategies and materials
� Uses diagnostic tools to assess, identify, and apply instructional improvement
167
� Identifies successful schools with similar demographics to use as a source for ideas for improving student
achievement � Has a personal professional development plan for his/her own continuous improvement related to learning,
accountability, and assessment
Human Resource Development – Experienced Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop
mentor and partnership programs, and design and implement comprehensive professional growth plans for
all staff – paid and volunteer.
Sample Key Indicators The Experienced Principal: � Works collaboratively with teachers to plan for individual professional development � Utilizes a variety of supervisory models to improve teaching and learning � Applies adult learning strategies to professional development � Uses the methods and principles of personnel evaluation � Operates within the provisions of each contract as well as established enforcement and grievance procedures � Sets high expectations and standards for the performance of all teachers and staff � Empowers the staff � Manages a program of continuous professional development tied to student learning and other school goals � Hires and retains high-quality teachers � Works with staff so they have the skills to ensure that all students are engaged in active learning � Provides opportunities for teachers to think, plan, and work together � Pursues improvement of his/her own professional development � Has a personal professional development plan for his/her own continuous improvement related to human
resource development
Ethical Leadership – Experienced Leaders act with integrity, fairness, and honesty in an ethical manner.
Sample Key Indicators The Leader at Every Level 1: Manifests a professional code of ethics and values
� Makes decisions based on the legal, moral and ethical implications of policy options and political strategies
� Creates, models and implements a set of values for the school
� Develops well-reasoned educational beliefs based upon an understanding of teaching and learning
� Understands ethical and legal concerns educators face when using technology throughout the teaching and
learning environment
� Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people
� Acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory
applications
� Demonstrates ability to make decisions within an ethical context
_____________ 1 Sample Key Indicators for Ethical Leadership are the same at all three levels. Ethical
Leadership Standards are identical for all educational leaders
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Principal Leadership Standards
Sample Key Indicators
For
The High Performing Principal
169
Florida Department of Education
Principal Leadership Standards
High Performing Leader
Vision –
High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions
to develop, articulate and implement a shared vision that is supported by the larger organization and the
school community.
Sample Key Indicators The High Performing Leader: � Facilitates the development and implementation of a shared vision and strategic plan for the school
� Facilitates the development and implementation of a shared vision that places student and faculty learning
at the center
� Creates conditions that motivate staff, students and families to achieve the school’s vision
� Aligns instructional objectives and curricular goals with the shared vision
� Allows time for the achievement of goals
� As part of the planning process, works with faculty and other stakeholders to identify needs
� Interacts with the community concerning the school’s vision, mission and priorities
� Embraces and uses the basic concepts of the change process
� Develops and implements a plan to shape/use the external influences that impact upon the school � Using a collaborative process, establishes plans to accomplish goals
� Relates the vision, mission, and goals to the welfare and learning needs of the students
� Develops a community of learners centered on student learning
� Articulates and reinforces the vision in written and spoken communications � Has a personal professional development plan for his/her own continuous improvement related to vision
and vision development
Instructional Leadership –
High Performing Leaders promote a positive learning culture, provide an effective instructional program, and
apply best practices to student learning, especially in the area of reading and other foundational skills.
Sample Key Indicators The High Performing Leader: � Works with staff, teachers, parents and students to achieve annual learning gains, school improvement
goals, and other targets
� Uses multiple sources of data, some of which are self-generated, to plan and assess instructional
improvement
� Includes provisions in the instructional program for students with special needs
� Engages staff in ongoing study of current best practices
� Bases curricular decisions on search, applied theory, and informed practice
� Collaboratively determines high expectations and standards for the academic and social development of
all students
� Aligns content and instruction that ensures student achievement of established standards
� Provides instructional leadership with consideration for the community’s values, goals, social needs and
changing conditions
� Uses knowledge of research on instructional effectiveness to inform decision
� Uses student performance evaluation to improve instruction
� Uses skills necessary for the planning and implementation of improvement of student learning
� Assesses the varying curriculum needs at the school
� Develops curriculum aligned to state standards based upon the needs of the students, the community and
the goals of the school
� Has created and manages a positive school culture for learning
� Creates conditions that enhance the staff’s desire and willingness to focus energy on achieving
educational excellence
� Coaches to improve teaching and learning
� Communicates the instructional program to the community, the staff, and district personnel
� Models professionalism, collaboration and continuous learning related to instructional leadership
� Understands, recognizes and provides resources and motivation for
o balanced reading instruction
o curriculum integration
o active teaching and learning strategies
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o standards-based instructional programs
o the use of technology for instructional purposes
o aligning classroom assessments to standards
Managing the Learning Environment –
High Performing Leaders manage the organization, operations, facilities and resources in ways that
maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and
effective learning environment.
Sample Key Indicators The High Performing Leader � Develops and administers policies that provide a safe school environment
� Establishes and implements operational plans and processes to accomplish strategic goals
� Ties the daily operations of the school to school and student learning goals
� Identifies, analyzes, and works to improve the major sources of fiscal and non-fiscal resources for the
school including business and community resources
� Develops and sustains the culture of learning at the school
� Acquires and manages financial and material assets and capital goods and services, allocating resources
according to school priorities
� Develops an efficient budget planning process that is driven by school priorities and involves staff and
community
� Identifies and organizes resources to achieve curricular and instructional goals
� Demonstrates techniques and organizational skills necessary to lead/manage a complex and diverse
organization
� Plans and schedules one’s own and others’ work so that resources are used appropriately, and short- and
long-term priorities and goals are met
� Conforms to legal and ethical standards in the management of the learning environment � Has a personal professional development plan for his/her own continuous improvement related to
managing the learning environment
Community and Stakeholder Partnerships –
High Performing Leaders collaborate with families, business, and community members, respond to diverse
community interests and needs, work effectively within the larger organization and mobilize community
resources.
Sample Key Indicators The High Performing Leader � Enables staff and teachers to address student and family conditions affecting learning � Uses major opinion leaders in the community to support and promote school goals and programs � Communicates the school’s vision, mission and priorities to the community � Manages and markets the image of the school via impressions created by the students and staff � Shares leadership and decision-making with others in the community and within the school
� Mobilizes the resources of families, business, and community members in support of the school’s goals
� Develops and sustains family-school-community-higher education partnerships, coalitions, and networks
� Nurtures relationships within and external to the school � Actively engages the community to create shared responsibility for student and school success � Has created a process that enables the school to connect students to the health, human and social
services they need to stay focused on learning
� Continuously builds family and community involvement in appropriate policy implementation, program
planning, and assessment
� Has a personal professional development plan for his/her own continuous improvement related to
community and stakeholder partnerships
Decision Making Strategies – High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect
and analyze data for continuous school improvement
Sample Key Indicators The High Performing Leader:
� Defines success based upon results
� Frames, analyzes, and resolves problems using appropriate problem solving techniques and decision
making skills
� Routinely views events and problems from multiple perspectives
� Leads and decides from a position of confidence
� Uses multiple sources of data to inform decisions
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� Considers moral and ethical implications of policy options and political strategies when making decisions
� Exhibits forcefulness and self-confidence in making decisions, when appropriate
� Delegates authority and responsibility clearly and appropriately to accomplish organization goals
� Promotes student learning as the driving force for curriculum, instruction, and institutional decision-making
� Becomes aware of an unsettled question or undesirable situation, breaks it into parts, and examines those
parts before proceeding to problem solving
� Conforms to appropriate legal standards
� Evaluates the quality of information being used when making decisions � Continuously builds family and community involvement in appropriate policy implementation, program
planning, and assessment � Has a personal professional development plan for his/her own continuous improvement related to
decision-making strategies and their use
Diversity - High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal,
and cultural relationships in the classroom, the school and the local community.
Sample Key Indicators The High Performing Leader � Uses interpersonal skills appropriate to the situation
� Promotes multicultural awareness, gender sensitivity, and racial and ethnic appreciation in all aspects of
the educational organization
� Communicates effectively with various cultural, ethnic, racial, and special interest groups in the community
� Works with the staff to develop instructional content that provides for the diverse perspectives appropriate
to the situation � Continuously builds school community involvement in appropriate policy implementation, program
planning, and assessment
� Manages situations and interacts effectively with diverse individuals and groups
� Conforms to legal and ethical standards related to diversity
� Anticipates the needs and concerns of others and is proactive in dealing with them
� Handles crisis communications and conflict management effectively
� Arranges for students and families whose home language is not English to engage in school activities and
communication through oral and written translations
� Hires, develops, and retains a diverse staff
� Serves as a role model in relations with various cultural, ethnic, racial, and special interest groups in the
community
� Has a personal professional development plan for his/her own continuous improvement related to diversity
Technology – High Performing Leaders plan and implement the integration of technological and electronic tools in
teaching, learning, management, research, and communication responsibilities.
Sample Key Indicators The High Performing Leader � Manages the staff and teachers in their use of the technology, telecommunications and information
systems to enrich curriculum instruction, and assessment
� Creates and communicates a clear vision of technology integration for the school community
� Plans for the increased development and implementation of technology
� Models the use of technology as a tool in support of both educational and community activities.
� Develops an effective professional development plan for individual teachers and the entire school for
technology usage to support curriculum-based integration practices
� Implements innovative strategies for promoting the effective integration of technology throughout the
teaching and learning environment
� Obtains whatever resources are necessary to increase access to educational technologies for the school
� Provides educational and technical support to increase the use of technology already in the
school/classroom
� Uses technology for student assessment and the evaluation of the impact of technological and
instructional initiatives
� Has a personal professional development plan for his/her own continuous improvement related to
technology
Learning, Accountability, and Assessment – High Performing Leaders monitor the success of all students in the learning environment, align the
curriculum, instruction, and assessment processes to promote effective student performance, and use a
variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all
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participants engaged in the educational process.
Sample Key Indicators The High Performing Leader � Creates a school culture that is comfortable using data
� Uses multiple sources of data to manage the accountability and instructional improvement process
� Assesses student progress using a variety of appropriate techniques and informational sources
� Monitors and assesses instructional programs, activities, and materials
� Uses the methods and principles of program evaluation in the school improvement process
� Develops and demonstrate skills in evaluating instructional strategies and materials
� Trains the staff in the use of diagnostic tools to assess, identify, and apply instructional improvement
� Utilizes successful schools with similar demographics to identify strategies for improving student
achievement
� Has a personal professional development plan for his/her own continuous improvement related to
learning, accountability and assessment
Human Resource Development – High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop
mentor and partnership programs, and design and implement comprehensive professional growth plans for
all staff – paid and volunteer
Sample Key Indicators The High Performing Leader � Works collaboratively with teachers to plan for individual professional development � Uses supervisory models appropriate to individual staff members to improve teaching and learning
� Applies adult learning strategies to professional development � Uses the methods and principles of personnel evaluation � Operates within the provisions of each contract as well as established enforcement and grievance
procedures � Sets high expectations and standards for the performance of all teachers and staff � Empowers the staff � Creates a staff culture of continuous professional development tied to student learning and other school
goals � Hires and retains high-quality teachers and holds them responsible for student learning � Works with staff so they have the skills to ensure that all students are engaged in active learning � Provides opportunities for teachers to think, plan, and work together � Pursues improvement of his/her own professional development � Has a personal professional development plan for his/her own continuous improvement related to human
resource development
Ethical Leadership – High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.
Sample Key Indicators The Leader at Every Level 2: � Manifests a professional code of ethics and values
� Makes decisions based on the legal, moral and ethical implications of policy options and political
strategies
� Creates, models and implements a set of values for the school
� Develops well-reasoned educational beliefs based upon an understanding of teaching and learning
� Understands ethical and legal concerns educators face when using technology throughout the teaching
and learning environment
� Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people
� Acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory
applications
� Demonstrates ability to make decisions within an ethical context
___________ 1 Sample Key Indicators for Ethical Leadership are the same at all three levels. Ethical
Leadership Standards are identical for all educational leaders
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SECTION V
PROGRAM ASSESSMENTS
• Leadership Standards Assessment Matrix • COMPLETED PNP-4 Principal Leadership Standards Competency Rating
Form
174
PREPARING NEW PRINCIPALS PROGRAM
Leadership Standards Assessment Matrix
PNP Participant’s Name _______________________________________________ School _________________________ Date ________________________
Rate the following standards based on the PNP participant’s level of performance observed through Assigned Field Experiences, Feedback and Reflection an/or
Transfer/Application of Professional Development Training in the Leadership Standards; use KEY below chart to indicate method of assessment.
For standards areas rated Does Not Meet during the first year of participation, recommendations for remediation are required using the Interim Review Form provided in
the Performance Appraisal Document for School-Based Administrators. Recommendations that are not met within the expected program timeline must be reflected on
the final Program Recommendation and Completion Form and if an extension is requested and approved, a Professional Improvement Plan must also be attached.
STANDARD HIGH
PERFORMING
MEETS/EXCEEDS
EXPECTATIONS
DOES NOT MEET
EXPECTATIONS
RECOMMENDATIONS
FOR REMEDIATION
MET
YES/NO
NOTES
Instructional Leadership Instructional Leadership
Managing the Learning
Environment
Learning, Accountability,
and Assessment
Operational Leadership Decision Making Strategies
Technology
Human Resources
Development
Ethical Leadership
School Leadership Vision
Community and
Stakeholder Partnerships
Diversity
KEY: OFE-Observations/Field Experiences IFR-Interview/Feedback/Reflection PDA-Professional Development Application/Evidence
_____________________________________________________ ________________________________________________ PNP Participant’s Signature Date Supervising Principal’s Signature Date
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PREPARING NEW PRINCIPALS PROGRAM
Principal Leadership Standards Competency Dimension/Indicators 1 of 10 pages
Rating Form
Participant: ______________________________________________________________
Reviewer: ________________________________________________________________
Directions:
Preparing new administrators to become high performing leaders is an ongoing process. A variety of
field experiences and training opportunities should be provided to each program participant. Continual
observation(s) and feedback by the Supervising Principal and Support Team is critical to the process of
enhancing skills and strengthening developmental areas.
This document is intended to further define mastery of the required leadership competencies. Areas
identified as “developing” are based on the participant’s self-appraisal, PLI report, and collaborative
recommendations and field experience observations of the Supervising Principal and Support Team.
The participant and Support Team will select assignments covering the leadership standards in the
identified areas of developmental need.
The Supervising Principal and Support team will use the PNP-4 Rating Form to determine competency
in each of the three categories of leadership standards: Instructional Leadership, Operational
Leadership, and School Leadership. If the individual dimension ratings within the standards categories
do not meet expectations, additional remedial training will be required as evidence of mastery prior to
successful completion of the program.
The participant will complete assignments and/or provide products/evidence to document competency
within each standard by using the PNP Leadership Standards Documentation Log. Support
documentation should be placed behind each of the corresponding logs for that leadership standard.
I. Knowledge of instructional leadership standard as related to curriculum development and
continuous school improvement process.
� Meets Expectations � Does Not Meet ___________ Reviewer Initials
1. Given a scenario, assess the curriculum and school-wide professional development needs of an
instructional program.
2. Given a set of school data, identify appropriate objectives and strategies for developing,
implementing, assessing, and revising a school improvement plan.
Instructional Leadership
MIS 05.07
09/10
PNP - 4
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3. Given a school data set, determine an appropriate instructional improvement strategy.
4. Identify functions and implications of various curriculum designs.
5. Given grade level data on reading, identify strategies to align curriculum, instruction, and
assessment.
II. Knowledge of instructional leadership standard as related to research-based best practices
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given school-based student assessment data on reading performance, identify research-based
reading instruction to improve student achievement.
2. Given school-based student assessment data on reading performance, identify instructional
strategies to facilitate students’ phonemic awareness, phonics, fluency, vocabulary, and reading
comprehension throughout the content areas.
3. Given a scenario, which may include data, identify programs or initiatives that are research-
based to integrate reading, writing, and mathematics across all subject areas to increase student
achievement.
4. Given a description of recurring problems in student performance in a content area, select
strategies for engaging teachers in ongoing study of current best practices.
5. Identify scientifically based research applications to effective teaching and learning methods.
6. Identify practices in teacher planning, instructional organization, and classroom management that
enhance student learning and achievement.
7. Identify instructional delivery methods that enhance student learning and achievement.
III. Knowledge of instructional leadership standard as related to school culture
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given data from a school climate survey, identify appropriate strategies for improving student
learning.
2. Given data from a school climate survey, identify factors contributing to morale and
performance.
IV. Knowledge of instructional leadership standard as related to instructional design, teaching and
learning
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given taxonomy of learning, identify instructional objectives to facilitate varying levels of
learning.
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2. Identify age-appropriate learning strategies based on principles of human growth and
development.
3. Identify practices for evaluating the appropriateness of instructional strategies.
4. Identify practices for evaluating the appropriateness of instructional materials.
V. Knowledge of instructional leadership standard as related to instructional program for students
with special needs
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given student special needs characteristics in a specific classroom and walk-through observation
notes, identify an appropriate instructional adaptation/modification to provide for students with
special needs in that classroom.
2. Given an IEP, determine whether or not provisions made are adequate to meet student needs.
VI. Knowledge of instructional leadership standard as related to federal and state law in
education and schooling
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a scenario, identify the state requirements for students to participate in interscholastic or
extracurricular student activities.
2. Given a scenario, identify employee and student rights and responsibilities under federal statutes.
VII. Knowledge of managing the learning environment standard as related to tort and contract
liability in the operation of Florida public schools
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a scenario, identifying legal standards of negligent tort liability applicable to school
employees and districts.
2. Given a scenario, identify legal standards of intentional tort liability applicable to school
employees and districts.
3. Given a scenario, identify legal standards that are applicable to site administrators in negotiating
contracts for goods and services.
VIII. Knowledge of managing the learning environment standard as related to funding of Florida
Schools
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given an FTE report, identify, interpret, and apply each formula factor used in computing the
Florida Education Finance Program allocation.
2. Given a school budget, identify funding categories available to a school beyond the Florida
Education Finance Program allocation.
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3. Given a school budget, identify or apply the processes of planning, developing, implementing,
and evaluating a budget.
VIX. Knowledge of managing the learning environment standard as related to financial accounting and
auditing
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given an FTE audit report (i.e., State, district, or school), identify categories that are out of
compliance with Florida Statures (e.g., Attendance records, teacher certification, vocational time
cards, ESE and ESOL student records).
2. Given a school internal funds audit report, identify violations of the Stare Board of Education
policies and procedures for the administration and accounting of internal funds (e.g., fund
raisers, purchases, monthly financial reports, bonding of the treasurer).
X. Knowledge of managing the learning environment standard as related to facilities management
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a State request for a school room utilization update, identify the requirements of the
Florida Inventory of School Houses as specified in Florida Statures (e.g., space requirements for
ESE, vocational courses, class size reduction).
2. Given a school building’s security plan, determine compliance with Florida Statutes and State
Board of Education rules.
XI. Knowledge of managing the learning environment standard as related to student services
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a school guidance report, determine compliance with Florida Statutes.
2. Given a faculty handbook, identify the duties of school administrators governing student
discipline and school safety per Florida Statures (e.g., zero tolerance, discipline of exceptional
students, emergency management plan, Student Code of Conduct).
3. Given a parent request to administer medication, identify the guidelines in Florida Statures
regulating the administration of prescribed medications to students by public school employees.
XII. Knowledge of managing the learning environment standard as related to student and parental
rights
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given the student/parent handbook, determine compliance with Florida Statutes governing
parents’ rights and responsibilities and/or student’s rights and privacy to access student
educational records (e.g. deny, release, challenge content, FERPA).
179
2. Given a scenario, identify standards and procedures applicable to United States Citizenship and
Immigration Services and student attending public schools.
XIII. Knowledge of managing the learning environment standard as related to federal law for
education and schooling
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a scenario, identify exceptional education entitlements, equal access for students and staff
with disabilities, and related rights under federal statutes.
XIV. Knowledge of learning, accountability and assessment standard as related to state law for
education and schooling
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a scenario, identify legal standards and procedures applicable to school accountability
legislation.
2. Given a scenario, identify the standards and procedures applicable to the Meta Consent Decree.
XV. Knowledge of learning, accountability and assessment standard as related to measurement of
effective student performance
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given data (e.g., national, state, district, school, classroom, individual student), analyze student
achievement.
2. Given a scenario, determine aspects of adequate progress of the lowest 25% in reading and
mathematics at the school level.
3. Given school data sets with differing accountability designations compare and contrast multiple
measures of data to analyze school needs.
4. Given school data, analyze or develop a plan to address statewide requirements for student
assessment (e.g. FCAT science, reading, math, writing)
5. Given school data, analyze or develop a plan to address national requirements for student
assessment (e.g. NCLB science, reading, math, writing).
XVI. Knowledge of learning, accountability and assessment standard as related to assessment
instruments and their applications
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a scenario, identify the appropriate type of formal assessment instrument (e.g., norm
referenced, criterion referenced) to determine student strengths and needs.
2. Given a scenario, identify the appropriate informal assessment instrument (e.g., observations,
checklists, inventories, interviews) to determine student strengths and needs.
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XVII. Knowledge of learning, accountability and assessment standard as related to diagnostic
tools to assess, identify, and apply instructional improvement
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a data set of reading test results for ESE or ESOL students, identify diagnostic tools
appropriate for assessing student learning needs.
2. Given a data set of reading rest results for ESE or ESOL students, identify appropriate
instructional strategies to improve student performance in reading.
I. Knowledge of technology standard in the use of technology for teaching and learning
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a technology plan, identify hardware, software, and related technologies appropriate to
design and delivery of instruction.
2. Given a technology plan to integrate technology to improve student performance in a subject
area identify appropriate technology applications to address student performance needs.
II. Knowledge of technology standard related to school operations
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a school technology plan, assess compliance with State technology goals (e.g., copyright
law, Internet usage, digital learning environment, instructional leadership, Florida’s Digital
Educators, access to technology, infrastructure, support).
2. Given a scenario, select computer hardware and software appropriate to school operations.
3. Given a scenario, identify components of a technology infrastructure related to school and
student safety.
4. Given a scenario, select Web-based communication applications.
5. Given a scenario, select presentation software applications.
III. Knowledge of human resource development standard as related to recruitment, selection,
induction, and retention of staff
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given policies for teacher recruitment, selection, induction, professional development, and
retention, determine compliance with Florida Statutes and No Child Left Behind legislation.
Operational Leadership
181
2. Given an out-of-field teacher report, identify various methods for acquiring Florida Teacher
Certification (e.g., highly qualified teachers, critical shortage, special needs).
3. Given a sample of an interview, identify violations of Federal and State laws that protect an
applicant from job discrimination (e.g., AIDS, civil rights, Americans with Disability Act).
IV. Knowledge of human resource development standard as related to performance assessment
procedures
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given an instructional assessment instrument, determine compliance with Florida Statutes and
State Board regulations for employee evaluation (i.e., management of students, maintenance of
discipline, knowledge of subject matter, pay for performance, use of technology, criteria for
continuous improvement).
2. Given an unsatisfactory performance evaluation, identify the Florida statutory requirements to
facilitate employee growth (i.e., the performance improvement plan, notification of deficiencies,
conference for the record).
3. Given an individual professional development plan, determine compliance with Florida Statutes
governing the School Community Professional Development Act (i.e., requirement to establish
and maintain an Individual Professional Development Plan for each teacher).
V. Knowledge of human resource development standard as related to managing personnel records
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a sample of content from an employer’s personnel file, determine compliance with Florida
Statutes governing personnel files.
2. Given public information requests, determine compliance with Florida Statutes governing access
to personnel files and records (e.g., medical records, complaints related to investigation, payroll
deduction records, social security numbers).
VI. Knowledge of human resource development standard as related to processes and procedures for
discipline, dismissal, and non-renewal of school employees
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a recommendation to terminate an employee’s contract, identify the school site
administrator’s responsibilities regarding termination as required in Florida Statutes (e.g., union
contract, professional service contract, annual contract, continuing contract).
2. Given case studies with accompanying documentation, identify and apply the Standard of Just
Cause for any adverse employment decision as required by Florida Statutes (e.g., dismissal,
suspension, demotion, reinstatement).
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VII. Knowledge of human resource development standard as related to collective bargaining
agreements
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a collective bargaining agreement, identify the role of the administrator in managing the
contract per Florida Statures (e.g., grievances, school policies, enforcement, and punitive actions
related to all classifications of school personnel).
VIII. Knowledge of human resource development standard as related to data analysis
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given school or classroom data, analyze teacher performance over time.
IX. Knowledge of human resource development standard as related to state law for education and
schooling
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a scenario, identify standards and procedures applicable to State certification, selection,
evaluation, discipline, and reappointment of school district employees.
X. Knowledge of ethical leadership standard as related to ethical conduct
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given the Code of Ethics of the Education Profession in Florida, identify violations of ethical
conduct as stated in Florida Statutes (e.g., conviction of a crime involving moral turpitude, gross
insubordination, misconduct in office, neglect of obligations to students, public, school
personnel).
XI. Knowledge of ethical leadership standard as related to federal and state law for education and
schooling
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a scenario, identify judicially recognized rights and responsibilities guaranteed under the
Constitution (e.g., 1st, 4
th, 14
th amendments).
2. Given a scenario, identify the statutory powers and duties of the Florida Board of Education,
Commissioner of Education, local school boards, superintendents, and principals.
3. Given a situation, identify standards and procedures of State administrative law, public
disclosure, record keeping, and child welfare.
XII. Knowledge of decision-making strategies standard as related to federal and/or state law for
education and schooling
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a scenario, identify standards and procedures applicable to federal and/or state statutory
provisions for accomplished practices, student progression, compulsory school attendance,
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sexual harassment, charter schools, alternative schools, safe schools, curricula, and facilities.
XIII. Knowledge of decision-making strategies standard as related to change
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Apply current concepts of leadership (e.g., systems theory, change theory, situational leadership,
visionary leadership, transformational leadership, learning organizations).
2. Select examples of organizational conditions or leadership actions that create positive attitudes
toward change.
XIV. Knowledge of decision-making strategies standard as related to data analysis
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given school data, perform procedural measures for school grade calculation.
2. Given an Instructional Leadership Plan-of-Action, identify criteria for learning gains of varying
subgroups using disaggregated data.
I. Knowledge of community and stakeholder partnerships standard as related to community
relations
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Select strategies to promote community cooperation and partnerships.
II. Knowledge of community and stakeholder partnerships standard as related to assessment
instruments and their applications
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given an audience, interpret standardized test results (e.g., percentiles, stanines, raw scores, scale
scores).
III. Knowledge of community and stakeholder partnerships standard as related to state law for
education and schooling
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a situation, identify reporting procedures of the Florida Department of Law
Enforcement’sMissing Children Program.
2. Given a scenario, interpret School Advisory Committee (SAC) requirements as identified in
State statutes.
IV. Knowledge of community and stakeholder partnerships standard as related to student
services
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
School Leadership
184
1. Given case studies of students with disabilities, identify the accommodations and services
required per Florida Statutes (e.g., Florida Diagnostic and Learning Resource Centers, ADA
facilities, interagency support services).
V. Knowledge of community and stakeholder partnerships standard as related to student and
parental rights and responsibilities
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given the student/parent handbook, identify rights and responsibilities of students, parents, and
guardians per Florida Statutes (i.e. notification, due process hearings, student academic progress,
school choice preference, health examinations/immunizations, student academic improvement
plan, truancy procedures, instructional materials).
VI. Knowledge of diversity standard as related to federal and state law for education and schooling
and organizational communication
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a scenario, apply legal interpretations of the purpose and intent of federal statutes related
to equal access and the prohibition of all forms of discrimination in public schools.
2. Given a scenario, identify effective, research-based communication strategies.
VII. Knowledge of vision standard that works to relate state standards, the needs of the students, the
community, and the goals of the school
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Identify effective strategies for communicating relevant information about state standards,
student needs, community needs, and the goals of the school to appropriate stakeholders.
2. Identify effective strategies for communicating relevant information about the instructional
program to the community, staff, and district personnel.
3. Identify practices and implications of effective communication and interpersonal relationships.
VIII. Knowledge of vision standard as related to data analysis
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given school data, develop and organize a school action-plan that includes methods and
approaches to communicate the need for the plan to teachers, students, and the community.
IX. Effective Writing and Data Analysis for a School-based Application
� Meets Expectations � Does Not Meet ____________ Reviewer Initials
1. Given a scenario including data, analyze, interpret, and evaluate data for a specific target audience.
185
SECTION VI
LEADERSHIP DEVELOPMENT RESOURCES
186
• William Cecil Golden Overview and Website Resources • Educational Impact Information and Directions
The William Cecil Golden School Leadership Development Program
Overview
Florida's Principal Leadership Standards require high-performing instructional leaders that possess and utilize
the competencies and skills necessary to successfully lead the improvement of student achievement in our
public schools. The William Cecil Golden School Leadership Development Program was established by the
2006 Florida Legislature to provide a high quality, competency-based, customized, comprehensive and
coordinated statewide professional development system for current and emerging school leaders. The program
initially called DELTA (Developing Educational Leaders for Tomorrow’s Achievers) is aligned with and
supports Florida's Principal Leadership Standards, the standards of the National Staff Development Council, the
Florida Professional Development Protocol Standards and NCLB requirements for high quality professional
development.
The William Cecil Golden School Leadership Development Program consists of several distinct components
that are integrated with Florida's Continuous Improvement Model that focuses on student achievement.
Components of the program address the needs of emerging school leaders engaged in formal educational
leadership programs, district principal preparation programs and district professional development programs for
current school leaders. Development of the components of the WCG Program is being coordinated by a unique
statewide partnership involving educational leadership development providers with proven expertise in this
area.
Critical Components of the WCG Program include:
• Training in Instructional Leadership (tools for effective classroom visits, literacy leadership, using data
to drive instruction, etc.)
• Training in Effective Business Practices (training related to high priority education issues, strategies for
personnel recruitment and retention, Florida's Continuous Improvement Model, technology, etc.)
• Parent, Community and Business Outreach Training (parental outreach strategies, leveraging business
and community partnerships, communication strategies, etc.)
• Ongoing Mentoring and Coaching (provided by a network of highly qualified, retired school leaders
trained to use their knowledge and experience to support the effective implementation of the DELTA
program)
• Online resources and support of all stages of school leadership development for Florida’s school leaders
The William Cecil Golden School Leadership Development Program provides Florida with the opportunity to
develop the highly qualified school leaders needed to effectively lead our schools to higher student
achievement.
For more information regarding the Program contact:
• Henry Pollock, Director of Educator Retention Programs, Florida Department of Education at
henry.pollock@fldoe.org
187
Copyright © 2006 Florida Department of Education
Florida School Leaders - Florida Department of Education
Approval Resources
Educational Leadership and School Principal certification program approval resources
All of the following links will open in new windows.
Principal Leadership Standards
State Statute 1012.986 William Cecil Golden School Leadership Development Program
State Board of Education Rules:
• 6A-5.080 Florida Principal Leadership Standards
• 6A-5.081 Approval of School Leadership Programs
• 6A-4.0081 Florida School Leaders Certification
• 6A-4.0082 Specialization Requirements for Educational Leadership Certification
• 6A-4.0083 School Principal Certification
Department of Education:
• Memo: Adoption of Rule 6A-5.081, Approval of School Leadership Programs
• Memo: Changes In Certification Rules
• Attachment: Changes In Certification Rules
• Workpaper: Standards for Approval of School Principal Preparation Programs
• Workpaper: Criteria for Transitional Approval of School Principal Preparation Programs
• Workpaper: Matrix for Educational Leadership Components
• Workpaper: Matrix for School Principal Professional Development Components
• Workpaper: Matrix for ASAP Educational Leadership Modules
• Workpaper: Rubric for Evaluation/Transitional Approval of School Principal Preparation Programs
(revised format 3/17/08)
• Workpaper: Checklist for Evaluation/Transitional Approval of School Principal Preparation Programs
(revised format 3/17/08)
• Workpaper: Rubric for Evaluation of Educational Leadership Preparation Programs (revised format
3/17/08)
• Workpaper: Checklist for Evaluation of Educational Leadership Preparation Programs (revised format
3/17/08)
Copyright © 2006 Florida Department of Education
Aligning Classroom Assessment with High Stakes Testing
A free CEC micro-module on high stakes testing.
Arts in Education 7-12
A free CEC online module providing research, background, and practical strategies for using the fin
performing arts in innovative ways at the secondary school level to motivate and enhance student learning.
Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and Diversity
(Learning Styles, Culture)
Arts in Education K-6
A free CEC online module promoting a heightened awareness of the importance of the fine and the performing
arts for teaching reading.
Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and Diversity
(Learning Styles, Culture)
Building Instructional Leadership Teams: The Mission of the Principal as Instructional Leader
A free CEC micro-module on instructional leadership teams and how the principal is the instructional le
the school.
Classroom Walk-Through
The NEFEC created Classroom Walk-Through Online Support Tool is an important supplementary
of expert commentary, practice walk-throughs and assistance for developing reflective prompts.
Classroom Walk-Through for Florida K-
The NEFEC created Classroom Walk-Through for Florida K
reference for principals who would like to see examples of the reading indicators depicted in a classroom
setting.
Creating a Learning Community
This ASAP module provides practical strategies to assist school leaders in creating a learning community
will shape a school's shared vision, facilitate committees, and establish a climate that supports a collegial and
caring environment that enhances student achievement. Module includes pre and post assessments that become
part of your Individual Leadership Development Plan.
Creating Parent Partnerships
A free CEC online module for principals and assistant principals on methods to promot
involvement.
188
Online Resources
Aligning Classroom Assessment with High Stakes Testing
h stakes testing.
A free CEC online module providing research, background, and practical strategies for using the fin
performing arts in innovative ways at the secondary school level to motivate and enhance student learning.
Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and Diversity
A free CEC online module promoting a heightened awareness of the importance of the fine and the performing
Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and Diversity
Building Instructional Leadership Teams: The Mission of the Principal as Instructional Leader
module on instructional leadership teams and how the principal is the instructional le
Through Online Support Tool is an important supplementary
throughs and assistance for developing reflective prompts.
-3 Reading
Through for Florida K-3 Reading Online Resource Tool provides a quick
reference for principals who would like to see examples of the reading indicators depicted in a classroom
This ASAP module provides practical strategies to assist school leaders in creating a learning community
will shape a school's shared vision, facilitate committees, and establish a climate that supports a collegial and
caring environment that enhances student achievement. Module includes pre and post assessments that become
ship Development Plan.
A free CEC online module for principals and assistant principals on methods to promote effective parent
A free CEC online module providing research, background, and practical strategies for using the fine and
performing arts in innovative ways at the secondary school level to motivate and enhance student learning.
Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and Diversity
A free CEC online module promoting a heightened awareness of the importance of the fine and the performing
Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and Diversity
Building Instructional Leadership Teams: The Mission of the Principal as Instructional Leader
module on instructional leadership teams and how the principal is the instructional leader of
Through Online Support Tool is an important supplementary warehouse
throughs and assistance for developing reflective prompts.
3 Reading Online Resource Tool provides a quick
reference for principals who would like to see examples of the reading indicators depicted in a classroom
This ASAP module provides practical strategies to assist school leaders in creating a learning community that
will shape a school's shared vision, facilitate committees, and establish a climate that supports a collegial and
caring environment that enhances student achievement. Module includes pre and post assessments that become
e effective parent
Data Analysis for Instructional Leaders
NEFEC created online data analysis and interpretation c
Data Analysis: A Comprehensive Overview of the Process
A web-based resource developed by PAEC that provides an overview of the process that should be used in data
analysis based on the latest strategic leadership research.
Decision Making Methods
This module provides strategies and practice for effective and decisive decision making in a variety of everyday
and crisis situation, as well as an understanding of the role of decision making in school leadership.
FCIM Online Support Tool
This NEFEC created online tool provides a diverse set of resources for instructional leaders who are either in
the process of implementing the Continuous Improvement Model or are seeking to raise their own awareness of
the steps in this powerful school reform process.
High Quality Teaching and Learning in the Science Classroom: What the Administ
A web-based resource developed by PAEC that provides both a video interview and video vignettes of
classroom activity demonstrating high yield strategies for science instruction.
Improving Literacy Instruction in Middle and High Schools
Created by the Florida Center for Reading Research at FSU, this guide on the improvement of literacy is
for principals of both middle and high schools and is based on scientific research on reading and reading
instruction and on studies of successful schools and interviews with successful principals.
Improving Practice in Literacy (7-12)
This ASAP module addresses reading in the content areas and the concept of reading instruction a
secondary level. Leaders will learn to recognize and promote effective literary instruction at the secondary
level. Module includes pre and post assessments that become part of your Individual Leadership Development
Plan.
Improving Practice in Literacy (K-6)
This ASAP module provides an introduction to the fundamental components of literacy
speaking, and listening - and will help leaders to recognize and promote effective literacy instruction at the
elementary level. Module includes pre and post assessments that become part of your Individual Leadership
Development Plan.
Improving Practice in Mathematics
This ASAP module introduces leaders (even those without a mathematical background) to best practices in
mathematics education. The content assists leaders in recognizing appropriate instruction and relevant
terminology for discussions relating to mathematics education. Module includes pre and post assessments that
189
NEFEC created online data analysis and interpretation course for educational leaders.
Data Analysis: A Comprehensive Overview of the Process
eveloped by PAEC that provides an overview of the process that should be used in data
analysis based on the latest strategic leadership research.
This module provides strategies and practice for effective and decisive decision making in a variety of everyday
situation, as well as an understanding of the role of decision making in school leadership.
tool provides a diverse set of resources for instructional leaders who are either in
the process of implementing the Continuous Improvement Model or are seeking to raise their own awareness of
the steps in this powerful school reform process.
High Quality Teaching and Learning in the Science Classroom: What the Administrator Needs to Know
based resource developed by PAEC that provides both a video interview and video vignettes of
classroom activity demonstrating high yield strategies for science instruction.
Improving Literacy Instruction in Middle and High Schools
Created by the Florida Center for Reading Research at FSU, this guide on the improvement of literacy is
for principals of both middle and high schools and is based on scientific research on reading and reading
instruction and on studies of successful schools and interviews with successful principals.
This ASAP module addresses reading in the content areas and the concept of reading instruction a
Leaders will learn to recognize and promote effective literary instruction at the secondary
level. Module includes pre and post assessments that become part of your Individual Leadership Development
This ASAP module provides an introduction to the fundamental components of literacy
and will help leaders to recognize and promote effective literacy instruction at the
elementary level. Module includes pre and post assessments that become part of your Individual Leadership
This ASAP module introduces leaders (even those without a mathematical background) to best practices in
t assists leaders in recognizing appropriate instruction and relevant
terminology for discussions relating to mathematics education. Module includes pre and post assessments that
eveloped by PAEC that provides an overview of the process that should be used in data
This module provides strategies and practice for effective and decisive decision making in a variety of everyday
situation, as well as an understanding of the role of decision making in school leadership.
tool provides a diverse set of resources for instructional leaders who are either in
the process of implementing the Continuous Improvement Model or are seeking to raise their own awareness of
rator Needs to Know
based resource developed by PAEC that provides both a video interview and video vignettes of
Created by the Florida Center for Reading Research at FSU, this guide on the improvement of literacy is written
for principals of both middle and high schools and is based on scientific research on reading and reading
instruction and on studies of successful schools and interviews with successful principals.
This ASAP module addresses reading in the content areas and the concept of reading instruction at the
Leaders will learn to recognize and promote effective literary instruction at the secondary
level. Module includes pre and post assessments that become part of your Individual Leadership Development
This ASAP module provides an introduction to the fundamental components of literacy - reading, writing,
and will help leaders to recognize and promote effective literacy instruction at the
elementary level. Module includes pre and post assessments that become part of your Individual Leadership
This ASAP module introduces leaders (even those without a mathematical background) to best practices in
t assists leaders in recognizing appropriate instruction and relevant
terminology for discussions relating to mathematics education. Module includes pre and post assessments that
become part of your individual Leadership Development Plan.
New Math Standards: What Every Principal Needs to Know
A PAEC on-line resource that provides instructional leaders with informat
the mathematics standards for Florida grades K
parents for curriculum changes.
Parent Partnerships
This ASAP module highlights ways to guide parent involvement rather than simply let it happen.
background, insights, strategies, and materials for effectively using parent skills to support
learning. Module includes pre and post assessments that become part of your Individual Leadership
Development Plan.
Peer Coaching
A CEC on-line course that guides administrators on how to initiate a peer coaching program within their school.
Principal as Instructional Leader in Math: A Facilitator’s Toolkit
A web-based resource developed by PAEC to provide principals with materials to work with math faculty
members when introducing the Math Classroom Walk
to the FOCUS on Student Achievement: FCIM.
Principal as Instructional Leader in Science: A Facilitator's Toolkit
A web-based resource developed by PAEC to provide principals with materials to work with science faculty
members when introducing the Science Classroom Walkthrough as a model and to show the connection to the
FOCUS on Student Achievement: FCIM.
Principal Portal Training Module
A free CEC online tutorial module on how to access online resour
Principal's Role in Improving Reading and Literacy
This free CEC online module provides principals with a basic
to read along with practical advice on leading reading reform in the school.
Reading to Inquire and Learn in Math: An Administrator’s Guide to Teaching Reading in the Math Content
Area
A web-based resource developed by PAEC that assists the principal in understa
organized and represented and presents information that will support the need to emphasize reading in the math
content area.
190
become part of your individual Leadership Development Plan.
New Math Standards: What Every Principal Needs to Know
line resource that provides instructional leaders with information about the proposed revisions to
the mathematics standards for Florida grades K – 12 and offers a guide for preparing students, teachers and
This ASAP module highlights ways to guide parent involvement rather than simply let it happen.
background, insights, strategies, and materials for effectively using parent skills to support
learning. Module includes pre and post assessments that become part of your Individual Leadership
line course that guides administrators on how to initiate a peer coaching program within their school.
Principal as Instructional Leader in Math: A Facilitator’s Toolkit
based resource developed by PAEC to provide principals with materials to work with math faculty
members when introducing the Math Classroom Walk-Through monitoring process and to show its connection
to the FOCUS on Student Achievement: FCIM.
Leader in Science: A Facilitator's Toolkit
developed by PAEC to provide principals with materials to work with science faculty
members when introducing the Science Classroom Walkthrough as a model and to show the connection to the
US on Student Achievement: FCIM.
A free CEC online tutorial module on how to access online resources through the Principal Portal website.
Principal's Role in Improving Reading and Literacy
This free CEC online module provides principals with a basic understanding of the complex nature of learning
to read along with practical advice on leading reading reform in the school.
Reading to Inquire and Learn in Math: An Administrator’s Guide to Teaching Reading in the Math Content
based resource developed by PAEC that assists the principal in understanding how math content is
organized and represented and presents information that will support the need to emphasize reading in the math
ion about the proposed revisions to
and offers a guide for preparing students, teachers and
This ASAP module highlights ways to guide parent involvement rather than simply let it happen. It provides
background, insights, strategies, and materials for effectively using parent skills to support and enhance student
learning. Module includes pre and post assessments that become part of your Individual Leadership
line course that guides administrators on how to initiate a peer coaching program within their school.
based resource developed by PAEC to provide principals with materials to work with math faculty
cess and to show its connection
developed by PAEC to provide principals with materials to work with science faculty
members when introducing the Science Classroom Walkthrough as a model and to show the connection to the
ces through the Principal Portal website.
understanding of the complex nature of learning
Reading to Inquire and Learn in Math: An Administrator’s Guide to Teaching Reading in the Math Content
nding how math content is
organized and represented and presents information that will support the need to emphasize reading in the math
Reading to Inquire and Learn in Science: An Administrator’s Guide to Content Area Reading
in the Science Classroom
A web-based resource developed by PAEC that will assist the principal in understanding how science content is
organized and represented and presents information that will support the need to emphasize reading in the
science content area.
Student Achievement Data: The Basics
A free CEC online module that defines and clarifies various types of student achievement data and introduces
ways to gather and organize data effectively.
Supporting K-3 Literacy Leadership
A web-based resource developed by PAEC that provi
components of reading and what a K-3 principal needs to know about strategic leadership tools necessary to
guide effective K-3 reading instruction.
Supporting Teachers through Coaching, Mentoring and Support
A free CEC online module that provides practical strategies for developing and sustaining a climate of
and mentoring within the school.
Teaching All Students to Read in Elementary School
Created by the Florida Center for Reading Research at FSU, this guide on reading instruction in your school can
help you identify the most critical changes that must be made. It describes the types of instruction and
leadership activities necessary to help all children becom
on scientific research on reading and reading instruction, as well as on studies of successful schools and
interviews with successful principals.
Teaching and Learning in the Math Classroom: What the Administrator Needs to Know
This web-based resource developed by PAEC provides bot
activity demonstrating high yield strategies for math instruction.
Team Building
This ASAP module provides information and describes the skills needed for teaming to make a difference at the
school site. Effective school teams make a difference for students and teachers in a variety of ways, but before
colleagues can function effectively as a team,
Module includes pre and post assessments that become part of your Individual Leadership Development Plan.
Technology in Educational Administration
A free CEC micro-module on technology in educational administration.
What Every Teacher Should Know and Do
This ASAP module focuses on the vital importance of teachers' organizational skills and of being
191
Reading to Inquire and Learn in Science: An Administrator’s Guide to Content Area Reading
based resource developed by PAEC that will assist the principal in understanding how science content is
organized and represented and presents information that will support the need to emphasize reading in the
A free CEC online module that defines and clarifies various types of student achievement data and introduces
ys to gather and organize data effectively.
based resource developed by PAEC that provides principals with explanations about the five
3 principal needs to know about strategic leadership tools necessary to
Supporting Teachers through Coaching, Mentoring and Support
A free CEC online module that provides practical strategies for developing and sustaining a climate of
Teaching All Students to Read in Elementary School
ida Center for Reading Research at FSU, this guide on reading instruction in your school can
help you identify the most critical changes that must be made. It describes the types of instruction and
leadership activities necessary to help all children become proficient readers in elementary school and is based
on scientific research on reading and reading instruction, as well as on studies of successful schools and
Teaching and Learning in the Math Classroom: What the Administrator Needs to Know
based resource developed by PAEC provides both a video interview and video vignettes of classroom
activity demonstrating high yield strategies for math instruction.
e provides information and describes the skills needed for teaming to make a difference at the
Effective school teams make a difference for students and teachers in a variety of ways, but before
colleagues can function effectively as a team, everyone involved must learn how to be a member of a team.
Module includes pre and post assessments that become part of your Individual Leadership Development Plan.
Technology in Educational Administration
module on technology in educational administration.
What Every Teacher Should Know and Do
This ASAP module focuses on the vital importance of teachers' organizational skills and of being
Reading to Inquire and Learn in Science: An Administrator’s Guide to Content Area Reading – What to Expect
based resource developed by PAEC that will assist the principal in understanding how science content is
organized and represented and presents information that will support the need to emphasize reading in the
A free CEC online module that defines and clarifies various types of student achievement data and introduces
des principals with explanations about the five
3 principal needs to know about strategic leadership tools necessary to
A free CEC online module that provides practical strategies for developing and sustaining a climate of coaching
ida Center for Reading Research at FSU, this guide on reading instruction in your school can
help you identify the most critical changes that must be made. It describes the types of instruction and
e proficient readers in elementary school and is based
on scientific research on reading and reading instruction, as well as on studies of successful schools and
Teaching and Learning in the Math Classroom: What the Administrator Needs to Know
h a video interview and video vignettes of classroom
e provides information and describes the skills needed for teaming to make a difference at the
Effective school teams make a difference for students and teachers in a variety of ways, but before
everyone involved must learn how to be a member of a team.
Module includes pre and post assessments that become part of your Individual Leadership Development Plan.
This ASAP module focuses on the vital importance of teachers' organizational skills and of being organized,
preparation and its importance, as well as what to expect of students, school, and district politics during the first
weeks of the school year. The module includes practical suggestions for prioritizing tasks and getting
organized. Module includes pre and post assessments that become part of your Individual Leadership
Development Plan.
Copyright © 2006 Florida Department of Education
192
preparation and its importance, as well as what to expect of students, school, and district politics during the first
The module includes practical suggestions for prioritizing tasks and getting
udes pre and post assessments that become part of your Individual Leadership
Florida Department of Education
preparation and its importance, as well as what to expect of students, school, and district politics during the first
The module includes practical suggestions for prioritizing tasks and getting
udes pre and post assessments that become part of your Individual Leadership
193
SECTION VII
Florida School Principal
Certification Recommendation
Form
194
MIS 05.10
2/08
PNP-7
PREPARING NEW PRINCIPALS PROGRAM
FLORIDA SCHOOL PRINCIPAL CERTIFICATION
RECOMMENDATION FORM
Participant Name: _________________________________________________________________
Location: _________________________________________ School Year ________-___________
REQUIREMENTS: (Principal to complete)
Did participant receive a “meets expectations” rating on each of the Principal Leadership Standards and
Principal Leadership Competency Rating Form: Yes _________ No __________
Did participant demonstrate significant progress on his/her Individual Leadership Development Plan
(ILDP) goals? Yes _________ No__________
If no to either of the above questions, specify areas requiring further leadership skill development:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
RECOMMENDATIONS: (Choose statements that apply)
Principal: I recommend __________________________________ for School Principal Certification.
Principal: I recommend __________________________________ continue in the program for one
additional year; reasons cited below.
Principal: I recommend __________________________________ withdraw from the training program
and not be reappointed as an AP for the following school year.
Principal: I recommend __________________________________ be reappointed as Assistant Principal at
(location) __________________ for (school year) _________________.
Support Team Members: I recommend __________________________________ for School Principal
Certification.
Yes ______ No ______ Support Team Member: ____________________________________
Yes ______ No ______ Support Team Member: ____________________________________
Yes ______ No ______ Support Team Member: ____________________________________
195
Page 2 MIS 00.00
2/08
PNP-7
SUMMARY STATEMENT: (Principal to complete)
Explain reasons for recommendation of extension, withdrawal and/or non-reappointment.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
SIGNATURES: (Principal, Human Resources/Professional Development Director and PNP
Participant)
Supervising Principal: _____________________________________ Date: __________________
HRRPD Director: _____________________________________ Date: __________________
Participant: ______________________________________________ Date: __________________
Program Portfolio recommended to Superintendent for signature of approval:
Yes _________ No _________ Date ________________
SUPERINTENDENT:
Certification Statement
My signature below signifies approval of recommendation of School Principal Certification:
Superintendent’s signature: ____________________________________ Date: ______________
Extension Statement
My signature below signifies approval of recommendation of PNP Program extension for one year.
Superintendent’s signature: ____________________________________ Date: ______________
196
Section VIII
Program and Participant
Survey Forms
197
EVALUATION OF PNP ORIENTATION
For : PNP Program Participants and Supervising Administrators
Please reflect on your experience with today’s session and rate the experience by placing an “x” in the
appropriate column following each item.
Suggestions/Comments:
Very
High
High Medium Low Very
Low
Extent to which the session advanced my knowledge
about the program
Extent to which I was actively engaged as a learner
today
Extent to which I am confident about being a program
participant
Extent to which the training provided an appropriate
level of interaction with other participants
Extent to which material (video and print) were helpful
to my learning
Extent to which I believe I will be supported through
follow up and help by the project staff
Overall Rating of the Session
198
Administrator Survey
of the
Principal Certification Program
To Be Completed During Year Following
Assistant Principal’s PNP Program Completion
Name of AP/PNP Completer _____________________________________________________
School Site _________________________________ Dates of Program __________________
Current Position _____________________________________ Date ____________________
Core Curriculum Content Standard 1.4.3
Utilizing the ratings below, please give a rating by circling the appropriate number under each statement.
5= Strongly Agree 4= Agree 3= Neutral 2= Disagree 1= Strongly Disagree
Note: All comments are welcome. If a rating of less than a 4 is given, you must give an appropriate
explanation of how that particular component can be improved in the Comment section.
1. The requirements of my Principal Certification Program were aligned with the 10 Principal Leadership
Standards.
5 4 3 2 1
Comments:
2. I have received appropriate orientation to the Principal Certification Program and its requirements.
5 4 3 2 1
Comments:
3. I have received sufficient support and assistance through either a mentor, support team, or another
administrator.
5 4 3 2 1
Comments:
4. The requirements of my Principal Certification Program were relevant to my individual needs in developing
leadership capacity and meeting leadership competencies.
5 4 3 2 1
Comments:
199
Administrator Survey
Page 2
5. A variety of face to face, online, and combination trainings/classes/workshops have been made
available to me to sustain or enhance my professional growth.
5 4 3 2 1
Comments:
6. I have received sufficient “on the job” opportunities and field experiences to better prepare me
for the principalship.
5 4 3 2 1
Comments:
7. My graduate course work prepared me for the duty requirements and responsibilities of a school based
administrator.
5 4 3 2 1
Comments:
8. I received appropriate feedback from my mentor, support team or other administrator as I
completed the Principal Certification Program.
5 4 3 2 1
Comments:
200
First Year Principal Survey
3.3.1 Standard
To Be Completed By PNP Program Completer After First Year of Principalship
Name of First-Year Principal ______________________________School Site ______________________
Year of PNP Program _____________Year of 1st year Principalship ________________Date __________
1. The content of the Principal Certification Program that I completed as an Assistant Principal provided
what level of preparation?
Much more than adequate More than adequate Adequate Less than adequate None
What recommendations would you make for improving the content of the Principal Certification Program?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. As a first year principal, I would rate the support and assistance that I received from my mentor as:
Much more than adequate More than adequate Adequate Less than adequate None
What recommendations would you make for improving mentoring to first year principals?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. The preparation I received in the Principal certification program enhanced my knowledge, skills,
and abilities as a new Principal to successfully impact school improvement and student
growth/achievement.
Much more than adequate More than adequate Adequate Less than adequate None
Why or why not?______________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4. Most of the challenges that I encountered during my first year as a principal centered around
____________. (Name a topic…Personnel, Student Discipline, SIP Plans, Data Analysis, Budget,
School Law, Legal, Parent complaints, etc.)
Comments and/or recommendations for improvement in this area
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5. I would make the following recommendations to improve the Principal Preparation/Certification
Program (please be specific).
____________________________________________________________________________
____________________________________________________________________________
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New Principal Protégé ProgramNew Principal Protégé ProgramNew Principal Protégé ProgramNew Principal Protégé Program
2007-2008
New Principal Protégé: ____________________
Location: ____________________
Mentor: ____________________ Location: ____________________
School Year: ____________________
Department of Human Resources, Recruitment and Professional Development
Revised – 2007-2008 School Year
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Table of Contents
► Program Guidelines
• Participant Information/Superintendent’s Recommendation • Program Purpose Statement/Overview/Objectives
□ William Cecil Golden Leadership Development Program
• New Principal Mentor Responsibilities • Principal Protégé Responsibilities • Program Requirements Checklist
► Mentoring Information
• Resources Listing • Code of Ethics for Mentors Form • Mentoring Tips and Worksheets • Mentoring Log • Progress/Accountability
► Assessment
• Principal Leadership Standards Inventory (PLSI) • Self-Appraisal Form • Strengths and Developmental Needs Worksheet • Individual Leadership Development Plan (ILDP) • Goal Development and Performance Appraisal System for School Based
Administrators
► Florida Principal Leadership Standards
• Principal Leadership Standards • Sample Key Indicators
□ Entry Level Principal
□ Experienced Principal
□ High Performing Leader
► Program Completion Form
► Program and Participant Survey Forms
• NPP Program Orientation Evaluation Form • Program Satisfaction Survey
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Program Guidelines
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THE SCHOOL BOARD OF HIGHLANDS COUNTY
New Principal Protégé Program Participant Information
Biographical Information
New Principal____________________________________________________ School__________________________________________________________ Beginning date of Principalship ______________________________________
Superintendent’s Recommendation
New Principal Mentor Name_________________________________________ Title_______________________________ School______________________ For School Year __________________________________________________
Recommended Support Team Members (Optional: Superintendent’s Discretion)
_____________________________ ___________________________
____________________________________ _____________ Superintendent’s Signature (or Designee) Date
cc: Professional Development Office
Participant Portfolio
Elementary Program Advisor Dr. Richard Demeri, Principal Cracker Trail Elementary School
Secondary Program Advisor Mrs. Sandi Whidden, Principal Sebring Middle School
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Purpose Statement
The School Board of Highlands County’s New Principal Protégé Program, in conjunction with the Department of Education’s William Cecil Golden Professional Development for Leaders Program, (6A-5.081 FAC/1012.986 F.S.) will provide leadership training and experiences necessary for effective school leadership. The Program’s focus will be on preparing New School Principals to become Level III “high performing school leaders,” who direct change, enhance teacher performance and impact student achievement in a challenging and diverse educational environment.
Program Overview
It is essential to provide professional development and support to new Principals which will serve to build leadership at all levels and produce effective school leaders. This is driven by new demands for school leaders, the changing nature of school leadership, and the knowledge and skills required of Principals as instructional leaders. The Principal Protégé Program goals are as follows:
• Provide high standards for Principals as “school leaders” • Provide resources to support and enhance the Principal’s role as instructional
leader with a focus on student growth and achievement • Train and prepare Principals to deal with challenging growth opportunities • Develop high-performing Principals to serve as models for best practices and
serve as mentors to aspiring and beginning administrators The William Cecil Golden Professional Development Program for School Leaders Program Design includes Level I, Level II and Level III components. For the purposes of the district’s Principal Protégé Program, the focus will be on Level II and III professional leadership development for Principals who have demonstrated competency in all Florida Principal Leadership Standards and are “becoming” high-performing school leaders. Emphasis will be placed on the following objectives:
• To establish goals and strategies in conjunction with school/district support teams to effectively lead change
• To develop a learning project around the implementation of a school reform effort with a goal resulting in increased student achievement
The Principal Protégé Program Mentor will be assigned by the Superintendent and shall possess the attributes required to support the development of leadership aligned with accepted professional standards. In addition, the Program Mentor will:
School Board of Highlands County
PRINCIPAL PROTÉGÉ PROGRAMPRINCIPAL PROTÉGÉ PROGRAMPRINCIPAL PROTÉGÉ PROGRAMPRINCIPAL PROTÉGÉ PROGRAM
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1. Coordinate with and support the goals of the program, school, district and
protégé while nurturing collaboration between all parties 2. Model ethical school leadership behavior 3. Ensure the protégé understands the terms of the mentoring relationship 4. Build trust by consistently being sincere in communications with protégé,
reliable in meeting commitments and operating within areas of competence 5. Notice when the protégé is no longer benefiting from the relationship and
would be better served by another mentor/resource or has met the standards of leadership development offered by the mentor’s services
6. Assure that New Principal Protégé Program Leadership Competencies are complete
The Superintendent may also recommend additional support team members for the following purposes: leadership development in members’ area of expertise, shadowing, assessment of leadership standards competency and recommendations for remediation where appropriate. Support team members may consist of experienced District-Level Administrators, high-performing School-Based Administrators, former retired administrators, higher education partners, and regional consortium specialists. Program Objectives
Objectives for the New Principal Protégé Program will center around Level II and Level III Principal Leadership Competencies as outlined below.
Based upon revised State Board Rule 6A-5.081 and the new Florida Principal Leadership Standards, Level II School Leadership Criteria for Aspiring and/or Current Principals (new to the role of Principal) focuses initially on leadership skill development necessary to complete an approved district Principal Certification Program. Furthermore, the New Principal Protégé Program will also provide the Principal with additional tools/resources, training opportunities and experiences to support leadership development to meet Florida’s Principal Leadership Standards for “high performing” leaders. Emphasis will be on achieving and demonstrating competency in the following standards:
• Instructional Leadership • Decision Making Strategies • School Vision and Culture • Building Community and Stakeholder Partnerships
Level II Leadership Criteria
Level III Leadership Criteria
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Level III School Leadership Criteria focuses on the development of high performing Principals who have demonstrated competency in all Florida Principal Leadership Standards. It affords the Principal the opportunity to establish professional goals in a collaborative effort with his/her mentor and the Superintendent. These goals should be developed around learning projects that include:
• Implementing a school reform effort that results in increased student achievement
• Implementing processes or programs for school improvement that impact school culture and the learning environment
• Developing high performing Principals to serve as mentors to aspiring and beginning Principals
• Preparing Principals to deal with challenging professional growth opportunities
Program Eligibility The following qualifications must be met prior to becoming eligible to participate in the New Principal Protégé (NPP) Program:
1. Meet all minimum requirements for the Principal position based on the district’s application process and Board Approved Principal Job Description
a. Have completed a Florida State Approved Principal Preparation
Program (PNP) and hold School Principal Certification OR b. Hold an appropriate out-of-state administrative certification coverage
and be eligible for a certificate in Florida Educational Leadership c. Successfully complete the Targeted Selection Interview Process
2. Be selected by the Superintendent as a Principal in one of the district’s K-12 schools
Candidates selected from out-of-state who are eligible for a Florida Educator’s Certificate in Educational Leadership will remain on the Educational Leadership Certificate while participating in the NPP Program. Upon successful completion/ verification of the NPP Program and the Superintendent’s approval, a CT-125 Form entitled Florida District School Principal Certification Program Statement of Candidate’s Completion and Eligibility (attached) will be submitted to the Department of Education, Bureau of Educator Certification, along with the individual’s application for School Principal Certification.
Professional Development Training
Opportunities for ongoing leadership enhancement and development will be made available to New Principal Protégés throughout the Principalship experience and beyond. Based on program assessments and performance appraisals, specific training may also be provided by district specialists, educational/higher education partners, and regional consortia (pages 200-201) in identified developmental areas.
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Professional Improvement Plan
It is expected that Principal Protégés will receive effective or above rating levels in the ten leadership standards on the performance appraisal instrument. The Protégé should be able to demonstrate a level of competency in each of the standards to successfully complete the program within a two year time period. However, if the Protégé is unable to meet performance expectations as reflected on the performance appraisal instrument, remediation may be provided through the Performance Appraisal Professional Improvement Plan. The plan should articulate the specific areas needing improvement, measureable objectives and strategies for meeting the objectives, a timeline for improvement, and the method(s) of evaluation (see Attachment E, page 300, in Performance Appraisal Guidelines of LEAD Plan). The Superintendent, New Principal Protégé Program Mentor, and the Protégé will review the needs for professional development in areas targeted for improvement and communicate the selections to the Director of HRRPD. Options may include district in-service training, web-based training via DOE/WCG online leadership development modules and/or Educational Impact online modules, Leadership Academies, professional conferences, college courses, supervisor directed field experiences, shadowing, etc. In addition, a support team comprised of the NPP Program Mentor, an experienced district-based administrator (Assistant Superintendent for Curriculum and Instruction or designee), a high-performing instructional leader (current or retired Principal), a higher education partner representative (selected by Vice President of Educational Services for local community college), and/or educational consortia specialists (Coordinator of Professional Development for Heartland Educational Consortium) may be provided during the remediation period. Opportunities for professional growth and development to meet the objectives of the remediation plan should be discussed and determined collaboratively by the support team. Following the Professional Improvement Plan timeline, an evaluation will be conducted by the support team to assess if the plan objectives for remediation of the Protégé’s performance were met satisfactorily. The Superintendent will make the final rating determination as to whether performance expectations on the subsequent annual performance appraisal have been met. Furthermore, the support team will review the remediation plan results and process for the purposes of continuous improvement and revisions will be made as deemed necessary. Program Evaluation
Final program completion assessments, program and participant surveys, as well as administrative performance appraisals will be used to evaluate the Principal Preparation Program’s success in training and developing instructional leaders.
The results of the data listed above will be reviewed and evaluated by an assessment team consisting of the Director of Human Resources and Professional Development, Assistant Superintendent of Curriculum and Instruction (or
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designee), the NPP Program Mentor/Advisor, and a high performing instructional leader/Principal.
The assessment team will meet annually (after June 30 and prior to the start of the school year) to analyze the data, determine strengths and areas of improvement, and make recommendations for program changes. Affected program areas will be revised and included in the program orientation each year.
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The William Cecil Golden School Leadership Development Program
Overview
Florida's Principal Leadership Standards require high-performing instructional leaders that possess and
utilize the competencies and skills necessary to successfully lead the improvement of student
achievement in our public schools. The William Cecil Golden School Leadership Development Program
was established by the 2006 Florida Legislature to provide a high quality, competency-based,
customized, comprehensive and coordinated statewide professional development system for current and
emerging school leaders. The program initially called DELTA (Developing Educational Leaders for
Tomorrow’s Achievers) is aligned with and supports Florida's Principal Leadership Standards, the
standards of the National Staff Development Council, the Florida Professional Development Protocol
Standards and NCLB requirements for high quality professional development.
The William Cecil Golden School Leadership Development Program consists of several distinct
components that are integrated with Florida's Continuous Improvement Model that focuses on student
achievement. Components of the program address the needs of emerging school leaders engaged in
formal educational leadership programs, district principal preparation programs and district professional
development programs for current school leaders. Development of the components of the WCG Program
is being coordinated by a unique statewide partnership involving educational leadership development
providers with proven expertise in this area.
Critical Components of the WCG Program include:
• Training in Instructional Leadership (tools for effective classroom visits, literacy leadership,
using data to drive instruction, etc.)
• Training in Effective Business Practices (training related to high priority education issues,
strategies for personnel recruitment and retention, Florida's Continuous Improvement Model,
technology, etc.)
• Parent, Community and Business Outreach Training (parental outreach strategies, leveraging
business and community partnerships, communication strategies, etc.)
• Ongoing Mentoring and Coaching (provided by a network of highly qualified, retired school
leaders trained to use their knowledge and experience to support the effective implementation of
the DELTA program)
• Online resources and support of all stages of school leadership development for Florida’s school
leaders
The William Cecil Golden School Leadership Development Program provides Florida with the
opportunity to develop the highly qualified school leaders needed to effectively lead our schools to
higher student achievement.
For more information regarding the Program contact:
• Henry Pollock, Director of Educator Retention Programs, Florida Department of Education at
henry.pollock@fldoe.org
Copyright © 2006 Florida Department of Education
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Florida Principal Leadership Standards
Florida’s school leaders must possess the abilities and skills necessary to perform their designated tasks in a high-
performing manner. The school leader, commensurate with job requirements and delegated authority, shall
demonstrate competence in the following standards:
Instructional Leadership
Instructional Leadership High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply
best practices to student learning, especially in the area of reading and other foundational skills.
Managing the Learning Environment High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the
use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning
environment.
Learning, Accountability, and Assessment High Performing Leaders monitor the success of all students in the learning environment, align the curriculum,
instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks,
learning expectations, and feedback measures to ensure accountability for all participants engaged in the
educational process.
Operational Leadership
Decision Making Strategies High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and
analyze data for continuous school improvement.
Technology High Performing Leaders plan and implement the integration of technological and electronic tools in teaching,
learning, management, research, and communication responsibilities.
Human Resource Development High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor
and partnership programs, and design and implement comprehensive professional growth plans for all staff – paid
and volunteer.
Ethical Leadership
High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.
School Leadership
Vision High Performing leaders have a personal vision for their school and the knowledge, skills, and dispositions to
develop, articulate and implement a shared vision that is supported by the larger organization and the school
community.
Community and Stakeholder Partnerships High Performing Leaders collaborate with families, business, and community members, respond to diverse
community interests and needs, work effectively within the larger organization and mobilize community resources.
Diversity High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and
cultural relationships in the classroom, the school and the local community.
SBE Rule 6B-5.0012, Approved April 19, 2005
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Statewide Professional Development
The William Cecil Golden School Leadership Development Program provides Florida with the
opportunity to develop the highly qualified school leaders needed to effectively lead our schools to
higher student achievement. Systemic and meaningful education reform can be created at the state level
but its ultimate success is dependent upon the level of commitment and effort demonstrated at the local
level, especially within the schools.
The program provides the vehicle to empower and drive critical education reforms and initiatives via
WCG trained school leaders who will be informed and inspired to further increase student achievement.
This program is a systemic, statewide and continuous professional development program for principals
and other school leaders.
Historic partnerships have been leveraged with K-12 education partners to utilize existing delivery
systems to focus on improving the quality of school leadership at all levels. Typically, these
organizations have participated in random professional development activities for school administrators;
now for the first time, there is one coordinated professional development plan and system for all school
administrators statewide.
Support for Florida's Continuous Improvement Model
• Classroom Walk-Through for Reading Training Program
• PD3 (Professional Development Decisions using Data) Training Program
• Classroom Walk-Through Training Program
• FOCUS FCIM Training Program
Florida Leadership Training Modules
• SREB Training Program: Developing Internship Programs for School Leaders: A How-to Guide
for University and School District Partners
• SREB Training Program: Mentoring School Leaders in Competency-based Internships
• SREB Training Program: Leading Schoolwide Literacy Initiatives
• SREB Training Program: Creating a High-performance Learning Culture
• SREB Training Program: Prioritizing, Mapping and Monitoring the Curriculum
• SREB Training Program: Providing Focused and Sustained Professional Development
• SREB Training Program: Using Data to Focus Improvement
• SREB Training Program: Leading School Change to Improve Student Achievement
• SREB Training Program: Aligning Teacher Assignments and Student Work to Rigorous
Standards
• SREB Training Program: Designing Assessment to Inform Instruction
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DOE Leadership Academies
• Florida School Leadership Training Academy
• Florida Assistant Principal Regional Leadership Training Forums
• Florida Middle School Principal’s Training Academy
• Florida High School Principal’s Academy - “Breaking Ranks II” Training
• Ongoing Mentoring and Coaching
A key component of the William Cecil Golden School Leadership Program is the on-going follow-up
support provided by our network of highly qualified, retired school administrators. As Professional
Partners, they are trained to use their knowledge and experience to provide one-on-one coaching and
mentoring for Florida's school leaders.
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New Principal Mentor Responsibilities
• Length of Program The program length is determined by the Principal Protégé, New Principal Mentor, and the Superintendent. While the program is designed to be a one-year mentoring experience to support the new Principal’s field experiences and leadership development, an additional year of mentorship may be requested by the Principal Protégé and/or recommended by both the New Principal Mentor and Superintendent. The second year of mentorship may involve more or less scheduled meetings per semester as agreed upon by both parties. Additional professional development may also be recommended during the second year of NPP Program participation.
• Professional Development – New Principal Mentor The New Principal Mentor will agree to read the provided text entitled “The Mentor’s Guide.” Additional mentoring training may also be recommended and provided by the district’s Mentoring Program Advisors or through various other training opportunities.
• Number of Meetings The New Principal’s Mentor will meet with the Principal Protégé on a regular basis throughout the course of the first year. A recommended number of scheduled meeting dates should be discussed and planned based upon the Principal Protégé’s Self-Appraisal Form, Principal’s Leadership Standards Inventory (PLSI), identified developmental needs areas, and the New Principal Mentor’s observations. A minimum of two meetings per semester is advised for the first year of the Principal Protégé’s principalship experience. Regular on-going communication and feedback is a vital component of the Protégé’s success.
• Goal Development and Individual Leadership Development Plan (ILDP) The New Principal Mentor will work collaboratively with the Principal Protégé to develop goals and an Individual Leadership Development Plan (ILDP) based upon the Self-Appraisal and Principal Leadership Standards Inventory (PLSI). Level II or Level III School Leadership Criteria defined under Program Objectives should be considered to determine the leadership development plan. Experienced veteran Principals participating in the Program as first-time Florida Administrators may be identified as Level III School Leaders and the plan adjusted to accommodate the individual’s level of knowledge and expertise.
• Observations and Feedback The New Principal Mentor will provide feedback regarding the Principal Protégé’s performance and status of growth/learning experiences based upon observations using the William C. Golden Leadership Standards Sample Key Indicators provided in the portfolio. Second year Principal Protégé’s will be given the opportunity to participate in a 360 degree assessment with online leadership development modules to identify and further strengthen developmental areas.
• Recommended Ongoing Professional Development/Training The New Principal Mentor may make specific recommendations regarding relevant professional development needs to the Director of HRRPD. Every effort will be made to select appropriate/relevant training based upon the New Principal Mentor’s recommendations, and the Principal Protégé’s requests regarding developmental performance areas, legislative/program updates, or new educational initiatives. Participation in various leadership academies, conferences and/or online programs may be recommended by the NPP Mentor, Director of HRRPD, or required by the Superintendent.
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Principal Protégé Responsibilities
• Pre-Meeting Requirements The Principal Protégé will complete the Self-Appraisal Form and PLSI (online) prior to the initial meeting with the assigned mentor and be prepared to discuss his/her prior experiences and reflective practices.
• Number of Meetings The Principal Protégé will agree to meet with the New Principal Mentor on a regular basis with the number of meetings determined and agreed upon by both parties and scheduled in advance of meeting dates.
• Goal Development and Individual Leadership Development Plan (ILDP)
The Principal Protégé agrees to work collaboratively with the New Principal Mentor to develop goals and complete an online ILDP based upon the Self Appraisal and the PLSI; Level II or Level III School Leadership Criteria as described and defined under Program Objectives should be considered to determine the Principal Protégé’s Leadership Development Plan.
• Recommended Professional Development Text
The Principal Protégé will agree to read the provided text entitled “The New Principal’s Field Book” and be prepared to discuss with the New Principal Mentor throughout the program. In addition, the Principal Protégé will agree to participate in relevant professional development training, conferences, leadership academies, committees, learning communities, etc. as part of the Principal Protégé Program to further refine and enhance development of “high performing” leadership skills and expertise. Specific activities such as inservice workshops, district events, and various other committees, teams, task force or meetings may be recommended by the Superintendent and/or New Principal Mentor.
Survey Assessment Forms Upon completion of the NPP program, the New Principal Protégé and Principal
Mentor will complete a program assessment survey to be returned to the Department of HRRPD; the surveys will be shared with the program stakeholders and used to determine program strengths and/or possible revisions for the purpose of continuous improvement.
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New Principal Protégé Program Requirements Checklist
__________ Principal Protégé and assigned Mentor schedule orientation meeting with Director of HRRPD to review and discuss program guidelines and requirements and sign Mentor Code of Ethics Form
__________ Ongoing – New Principal Mentor to read “The Mentoring Guide” __________ Ongoing – Principal Protégé to read “The New Principal’s Fieldbook” and
discuss with New Principal Mentor __________ Principal Protégé to complete Principal Leadership Standards
Inventory (PLSI) on-line and Self-Appraisal Form __________ Ongoing – Mentor to review mentoring tips and worksheets and
additional resources regarding effective mentoring skills provided in resource listing
__________ Principal Protégé and Mentor collaborate to complete Strengths and
Developmental Needs Worksheet based upon PLSI and Self Appraisal Form
__________ Mentor maintains Mentoring Log to date/describe communications,
discussions, meetings and observations regarding Principal Protégé’s leadership experiences and competencies
__________ Principal Protégé to begin development of Individual Leadership
Development Plan (if initiated as part of PNP Program, will be a continuation); ILDP should include leadership development needs and goals based on Strengths and Developmental Needs Worksheet and PLSI
__________ Principal Protégé to review with Mentor the Level II/Level III
Leadership Standards Competencies (based on Sample Key Indicators) and collaboratively develop the project outline for leading school change and improving student achievement
__________ Mentor reviews district Performance Appraisal System Guidelines
and Instrument with Protégé __________ Principal Protégé and Mentor periodically review ILDP to determine
progress of goals and project and provide feedback __________ Principal Protégé Competency Completion Form signed by New
Principal Mentor. The Mentor and Superintendent may recommend a one-year extension of program if determined necessary for further support and development
__________ Mentor and Protégé complete participant and program survey forms
and return to HRRPD
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Mentoring
Information and
Recommended
Resources
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NPP Program Resources
Required Resources
“The New Principal’s Field Book” by Pam Robbins • Harvey Alvy “The Mentors Guide” by Lois J. Zachary www.josseybass.com
Additional Resources
“Mentoring Principals” by Paul Young
Corwin Press 2005 “Principal Training on the Ground” by Sandra Stein Heinemann, 2003 www.wallacefoundation.org (Leadership initiatives) info@EducationResources-LLC.com Department of Education William Cecil Golden School Leadership Development Program Website FloridaSchoolLeaders.org
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Code of Ethics for Mentors I will conduct myself in a manner that serves the goal of doing what is best for students. I will coach the Protégé with the goal of supporting the development of leadership aligned with accepted professional standards with a focus on goals related to student growth and achievement. I will build trust in my mentor relationships by consistently being sincere in my communications, reliable in meeting my commitments, and by operating within my areas of competence. I will, at the beginning of each mentoring relationship, ensure that the Protégé understands the terms of the mentoring agreement. I will respect the confidentiality of the protégé’s information, except as otherwise authorized by the protégé, or as required by law. I will coordinate with and support the goals of the school and district, while guarding confidentiality and nurturing collaboration among all parties. I will be alert to noticing when the Protégé is no longer benefiting from our relationship and thus would be better served by another mentor or by another resource and, at the appropriate time, I will encourage the Protégé to make that change. I will avoid conflicts between my interests and the interests of the Protégé. Whenever the potential for a conflict of interest arises, I will discuss the conflict with the Protégé to reach agreement on how to deal with it in whatever way best serves the Protégé, the school, and the students. I will model ethical school leadership behavior. _________________________________ ______________ Signature of New Principal Mentor Date _________________________________ ______________ Name of New Principal Protégé School Sign and return to Department of HRRPD after NPP Orientation Meeting;
retain a copy for NPP Portfolio record
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Mentor’s Worksheet for Evaluating Protégé’s Goals
Instructions: Answer the following questions to gauge the clarity of your
Protégé’s goals.
Specific
o What is it the Protégé is trying to accomplish in this relationship? o Are the Protégé’s goals specific, concrete, and clear?
Measurable
o Are the goals capable of being measured? o In what ways can success be measured?
Action Oriented
o Are the goals future oriented? o What results should you be able to see when the Protégé’s goals are accomplished?
o What concrete things will the Protégé be able to do as a result of accomplishing the
goals identified?
Realistic
o Are goals achievable within the availability of your time?
o Are there other resources that need to be available in order to achieve the goals?
Timely
o Is the time allocated for accomplishing the learning goals reasonable? o Has a completion date been set for attaining the goals?
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Stated Goal: To seek assistance in finding a job situation in the next 12 to 18 months that will pay more, have opportunities for growth, and be closer to my family.
Specific: What is it the Protégé is trying to accomplish in this relationship? Are the Protégé’s
goals specific, concrete, clear?
Protégé states that she wants to find a situation where she can better balance work and family life. Her mother is becoming increasingly infirm, and she states she needs to earn more, take on more responsibility at work, and be closer to her mom. Things I would like to know: What does “pay more” mean? What kind of opportunities for growth is she looking for? Is she talking about career advancement? Knowledge enhancement?
Measurable: Are the goals capable of being measured? In what ways can success be measured?
I certainly will know more about this once I have a clearer idea of the answers to question above.
Success can be measured easily once she puts the dollar sign on. Distance is readily measured. In terms of career advancement, I need to know what her goals are and what her definition is for those terms.
Action Oriented: Are the goals future oriented? What results should you be able to see when the Protégé’s goals are accomplished? What concrete things will the Protégé be able to do as a result of accomplishing the goals identified?
No problem here. I should be able to see a woman who is feeling more balanced, satisfied, and enthusiastic about her work and less guilty about the geographic distance. Eventually she will be ready to move. When she does, hopefully she will learn a way of thinking about career development from an ongoing growth perspective.
Realistic: Are goals achievable within the availability of your time? Are there other resources necessary in order to achieve the goals?
I see my job as guiding her through the process. Initially our time will be spent in getting more clarity wit this opportunity thing. She is going to have to find time to do a lot of the investigative work herself. I can set her on the right course, but she will have lots of decisions ahead of her. She is going to work on defining the career advancement piece. She may need to go to a career placement agency, recruitment agency, or similar companies to get access to some of the resources she will need. She will need to get on-line and stay on-line, and do plenty of networking.
Timely: Is the time allocated for accomplishing learning goals reasonable? Has a completion date been set for attainment of the goals?
Yes, assuming she is willing to dedicate time and energy to the task. She has laid out a framework in broad brush strokes. I will want to urge her to be more specific when we see how things develop.
S A M P L E Completed Mentor’s Worksheet for Evaluating Protégé Goals
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New Principal Protégé Program
MENTORING LOG
Mentoring Principal:_____________________________________ School: ___________________
Principal Protégé _______________________________________ School Year: ______________
DATE START TIME and
END TIME MENTORING ACTIVITY TYPE OF CONTACT HRS
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New Principal Protégé Program
MENTORING LOG
Mentoring Principal:______________________________ School: __________________
Principal Protégé ________________________________ School Year: ______________
DATE START TIME and
END TIME MENTORING ACTIVITY TYPE OF CONTACT HRS
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New Principal Protégé Program
MENTORING LOG
Mentoring Principal:______________________________ School: ____________________
Principal Protégé ________________________________ School Year: ______________
DATE START TIME and
END TIME MENTORING ACTIVITY TYPE OF CONTACT HRS
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Progress and Accountability Information and Tips taken from “The Mentors Guide” by Lois J. Zachary
Accountability Assurances Accountability is the conscious melding of self-responsibility and rigor. Accountability assurance is based on considered commitment to and clear understanding of the responsibilities of each mentoring partner. The defining accountability question is, how are we going to hold ourselves and each other accountable in this mentoring relationship? Answering the question calls for clarity-the kind of clarity that Patrick Lencioni writes about in The Five Temptations of a CEO (1998), where he states, “You can’t hold people accountable for things that aren’t clear.”
Those who are engaged in an informal mentoring relationship may view an imposed accountability procedure as cumbersome. However, unless external accountability measures are built in, whether self or other imposed, the temptation is to sidestep it altogether. The accountability conversation provides a touchstone for the relationship. When used thoughtfully, it becomes an ongoing quality assurance conversation.
There are three levels of accountability that mentoring partners ought to address: accountability for the relationship, accountability for the learning process, and the accountability for the achievement of the learning goals. The chart below provides some prototypical questions associated with each level. Levels of Ongoing Accountability
The relationship
How are we doing? What is the quality of our interaction? In what ways might we strengthen our relationship?
The learning process
Is the process we are using working to facilitate your learning? In what ways are your learning needs being met? Not met? What might we do to make the process work better for you? What do we need to change or strengthen? What are you learning about yourself as a learner in this process?
Progress toward learning goals
What progress are you making toward realizing your learning goals? What is your greatest success thus far? What is your biggest frustration? What gives you the most satisfaction about what you are learning?
As you think about meeting the challenge of mutual accountability in a mentoring
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relationship, consider how best to encourage and support accountability. Encouraging Accountability Accountability conversations do not have to be formal, but they do need to be meaningful and regular. Periodically asking, “How is it going?” keeps accountability at the forefront. Posing a simple question regularly instead of waiting until something goes amiss, offers a non-threatening approach. When checking in is an established, normative port of the relationship, it takes the pressure off and encourages accountability. In some situations, more detailed accountability mechanisms are appropriate. If this is not the case, the mentor and mentee could choose to develop a list of itemized questions to discuss at predefined milestones in the relationship. Supporting Accountability The responsibility for accountability rests with the mentoring partners. Some mentors suggest that mentees summarize the mentoring session at the close of the interaction and record what they have learned. At the beginning of the next session, mentees review that summary. This ensures continuity and a jumping-off point for talking about progress made since the previous mentoring session or conversation. Other mentors make process notes for themselves and continue to add to them and review them throughout the mentoring relationship. This is particularly helpful when mentoring at a distance or when there is time distance between mentoring interactions. By saving these notes, each partner has a record of the mentoring journey that becomes a helpful point of departure in assessing the learning experience. Group mentoring situations offer a unique opportunity for supporting accountability. Using a round-robin approach to summarize and end the session both reinforces the learning and reminds mentees of what they need to do. Beginning the next session with a progress report since the previous session helps focus the interaction and abbreviate start-up time. E-mail or handwritten notes, sharing an interesting article, and a quick telephone call are little ways of supporting accountability. Critical Aspects of Accountability Three aspects of accountability are critical to mutual accountability for building and maintaining the relationship: ground rules, confidentiality safeguards, and boundary setting. Ground Rules for the Relationship We sometimes take partnering for granted and assume that it will happen naturally. This assumption often undermines the relationship. Establishing ground rules helps manage expectations in a mentoring relationship. Ground rules are the norms of accepted behaviors, rules of the road, guidelines, or conventions that partners agree to abide by in a partnership. They should not restrict the relationship, but rather encourage and support accountability. At a minimum, a mentoring partnership agreement should outline the norms of the relationship. The following common mentoring norms can be used to start the discussion on ground rules:
• Our meetings begin and end on time • Each of us actively participates in the relationship • Our communication is open, candid, and direct
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• We will respect our differences and learn from them • We will honor each other’s expertise and experience • We will safeguard confidentiality • We will manage our time well • We will put interruptions aside
The most challenging part of the ground rule conversation is the discussion about what happens if and when these rules are not followed. What will happen if one partner dominates the relationship? What are the sanctions if appointment times are not honored? What happens when confidentiality is compromised? In a formal mentoring situation, there may be additional programmatic sanctions imposed that will need to be taken into consideration. Checking in to determine whether the ground rules are working effectively at the beginning or end of the first several mentoring sessions helps smooth the way and avoid difficulties later on. Whatever both partners ultimately decide about the ground rules of their mentoring partnership, they should consider establishing checkpoints to monitor the status of the relationship and agree in advance on what those will be. Confidentiality Safeguards Breach of confidentiality is a major stumbling block in mentoring relationships. Although mentees often confide in mentors and mentors in mentees, many people have differing expectations of what that confidentiality means. Being a confidant does not always mean that person you trust automatically safeguards confidentiality the way you would. Generally people do not like to talk about confidentiality; they just assume it. And because they assume it, assumptions remain undisclosed and untested. Instead, mentors and mentees must continuously check out their own assumptions if they are to share mutual accountability for the mentoring partnership. It is hard to talk about confidentiality because people are afraid it will undermine trust and fear a conversation about it will be offensive. They see confidentiality as a particularly difficult issue to discuss when there appears to be no immediate reason to do so. The truth of the matter is that there are many different expectations about what confidentiality means in a relationship. Some people view confidential information as private, restricted, secret, undisclosed, and classified. For others, confidentiality has a limited duration. It is important to talk candidly with mentees and agree on every aspect of confidentiality in a mentoring relationship. Getting the conversation about confidentiality started is sometimes awkward. We examine two possible approaches that can be used independent of each other or in combination to frame the conversation: perception identification and assumption testing. In perception identification, the mentor and mentee begin the discussion of confidentiality using a free association exercise. They individually write down words associated with the word confidentiality, thereby generating a list that can serve as a basis for discussion. Ultimately the partners will come to mutual agreement about what confidentiality will mean in their relationship.
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There must be clarity about what confidentiality means within a particular mentoring relationship. The object is to create consensus about what is confidential and what is not that makes sense for the mentoring partners and promotes open and candid communication-communication that is authentic and free flowing-without getting so specific that conversation is restricted, unnatural, and guarded. Delimiting confidentiality is part of the boundary-setting process and helps ensure accountability within the relationship. Boundary Setting A frank discussion about the limits and boundaries of the mentoring relationship enables mentoring partners to sustain the focus on learning, manage expectations, and ensure mutual accountability throughout the duration of the relationship. Boundaries that go undefined frequently undermine the relationship by deflecting energy away from the learning focus of the relationship. When boundaries are too loose, they may be misinterpreted, and when they are too rigid, they incapacitate the relationship. Boundaries are not always clear-cut, however, and may vary according to circumstance. There are boundaries that we set for ourselves and boundaries that we set in partnership with others. There are boundaries that are evident at the beginning of the relationship and boundaries that need to be set during the relationship. Personal boundary setting during the negotiating phase helps mentors maintain the delicate balance between meeting their own needs and those of their mentees. The most overlooked aspect of boundary setting has to do with access, which directly relates to managing expectations: What kind of access does the mentee have to you? What is the limit? Does being a mentor mean the mentee has unlimited access to you for the duration of the relationship? Is an appointment needed? What kind of telephone access does the mentee have to you? Will your mentee need to go through a gatekeeper to get to you? It is important for mentors to communicate what they are willing to do and unwilling to do in the relationship. Once they become aware of their own boundaries, the next step is to decide what they expect from the mentee to respect these boundaries. A list of boundaries can be used as a basis for conversation with mentee at the appropriate time in the negotiating process. Mentees also need to set boundaries for themselves. Relationship boundary setting requires a discussion about the boundaries of the relationship. Guidelines for safeguarding confidentiality are an example of a partnership boundary. Guidelines for maintaining contact are another. Access is yet another. Despite best intentions, boundaries are crossed and limits are exceeded. Crossing boundaries affects the mentoring relationship and the learning taking place within it. The best way to handle this is to be prepared with a strategy to deal with boundary crossing if and when it occurs.
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Assessment
• Principal Leadership Standards Inventory (PLSI)
• Self-Appraisal Form
• Strengths and Developmental Needs Worksheet
• Individual Leadership Development Plan (ILDP)
230
William Cecil Golden Florida School Leaders Program
Online Support Resources
Principal Leadership Standards Inventory
The Principal Leadership Standards Inventory provides educational leaders with a self-
evaluation process to help inventory their current practices and identify their strengths and
weaknesses for each of the Florida Principal Leadership Standards.
To access Principal Leadership Standards Inventory online in the WCG Resource
Library, login at the home page.
Copyright © 2006 Florida Department of Education
http://www.floridaschoolleaders.org
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NEW PRINCIPAL PROTÈGÈ PROGRAM
Principal Protégé: Date: _______________
Note: Mark (����) in the appropriate column for each skill area where you
feel you have either significant strength or significant developmental need.
StrengthStrengthStrengthStrength NeedNeedNeedNeed Instructional LeadershipInstructional LeadershipInstructional LeadershipInstructional Leadership
1. Instructional Leadership __________ __________
2. Managing the Learning Environment __________ __________
3. Learning, Accountability, and Assessment __________ __________
Operational LeadershipOperational LeadershipOperational LeadershipOperational Leadership
4. Decision Making Strategies __________ __________
5. Technology __________ __________
6. Human Resource Development __________ __________
7. Ethical Leadership __________ __________
School LeadershipSchool LeadershipSchool LeadershipSchool Leadership
8. Vision __________ __________
9. Community and Stakeholder Partnerships __________ __________
10. Diversity __________ __________
FUNCTIONSFUNCTIONSFUNCTIONSFUNCTIONS 1. Curriculum __________ __________
2. Personnel __________ __________
3. Student Services (includes discipline) __________ __________
4. Student Activities __________ __________
5. Transportation __________ __________
6. Finance/Budget __________ __________
7. Facilities __________ __________
8. Community Relations __________ __________
OTHER AREASOTHER AREASOTHER AREASOTHER AREAS 1. School law __________ __________
2. School Board Policy __________ __________
3. Records/Reports __________ __________
4. __________ __________
5. __________________ __________ __________
PPPPRINCIPAL PROTÈGÈRINCIPAL PROTÈGÈRINCIPAL PROTÈGÈRINCIPAL PROTÈGÈ SELFSELFSELFSELF----APPRAISAL FORMAPPRAISAL FORMAPPRAISAL FORMAPPRAISAL FORM
FLORIDA PRINCIPALFLORIDA PRINCIPALFLORIDA PRINCIPALFLORIDA PRINCIPAL STANDARDSSTANDARDSSTANDARDSSTANDARDS
232
NEW PRINCIPAL PROTÈGÈ PROGRAM
STRENGTHS AND DEVELOPMENTAL NEEDS WORKSHEETSTRENGTHS AND DEVELOPMENTAL NEEDS WORKSHEETSTRENGTHS AND DEVELOPMENTAL NEEDS WORKSHEETSTRENGTHS AND DEVELOPMENTAL NEEDS WORKSHEET
Principal Protégé: Date: _________________
Mentor: _____________________________________________________________________
Note: Mark (����) a skill area only if the participant has a significant strength or significant
developmental need in the area.
FLORIDA PRINCIPALFLORIDA PRINCIPALFLORIDA PRINCIPALFLORIDA PRINCIPAL STANDARDSSTANDARDSSTANDARDSSTANDARDS StrengthStrengthStrengthStrength NeedNeedNeedNeed
Instructional LeadershipInstructional LeadershipInstructional LeadershipInstructional Leadership
1. Instructional Leadership __________ __________
2. Managing the Learning Environment __________ __________
3. Learning, Accountability, and Assessment __________ __________
Operational LeadershipOperational LeadershipOperational LeadershipOperational Leadership
4. Decision Making Strategies __________ __________
5. Technology __________ __________
6. Human Resource Development __________ __________
7. Ethical Leadership __________ __________
School LeadershipSchool LeadershipSchool LeadershipSchool Leadership
8. Vision __________ __________
9. Community and Stakeholder Partnerships __________ __________
10. Diversity __________ __________
FUNCTIONSFUNCTIONSFUNCTIONSFUNCTIONS 1. Curriculum __________ __________
2. Personnel __________ __________
3. Student Services (includes discipline) __________ __________
4. Student Activities __________ __________
5. Transportation __________ __________
6. Finance/Budget __________ __________
7. Facilities __________ __________
8. Community Relations __________ __________
OTHER AREASOTHER AREASOTHER AREASOTHER AREAS 1. School law __________ __________
2. School Board Policy __________ __________
3. Records/Reports __________ __________
4. __________ __________
5. __________________ __________ __________
Individual Leadership Development PlanIndividual Leadership Development PlanIndividual Leadership Development PlanIndividual Leadership Development Plan
The Individual Leadership Development Plan (ILDP) is an electronic tool to assist in
organizing, planning and monitoring your professional development as a school leader. The
233
tool allows you to incorporate your school’s student data, school improvement goals and
your personal leadership development plan into one electronic document.
Directions:
Website: www.FloridaSchoolLeaders.org
Type in user name and choose password
LOGIN: Under “TOOLS” on the left, click on “Individual Leadership Development Plan”
Leadership Development Progress Log
The Leadership Development Progress Log allows you to track your ongoing leadership
development through the Prior Learning Inventory, Principal Leadership Standards
Inventory, Individual Leadership Development Plan Activities and other resources.
To access Leadership Development Progress Log online in the WCG Resource Library, login
at the home page.
Click “e-Annual Professional Development Plan” button
Step 1) Select school district
Select school
Next
Step 2) Select name from list
Don’t see your name? Click on “Don’t see your name?”
Create an account (read directions carefully)
Next
Place a printed copy of your ILDP behind this tab.
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Principal Leadership Standards
Sample Key Indicators
For
The Entry Level Principal
Florida Department of Education
235
Florida Department of Education
Principal Leadership Standards
Entry Level PrincipalEntry Level PrincipalEntry Level PrincipalEntry Level Principal
Vision – High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate
and implement a shared vision that is supported by the larger organization and the school community.
Sample Key Indicators at the Entry Level: � Can describe how to develop and implement a shared vision and strategic plan for the school
� Works with staff, students and families to achieve the school’s vision
� Can describe how instructional objectives, curricular goals and the shared vision relate to each other
� Allows time for the achievement of goals
� Identifies needs that will be targeted in the shared vision and strategic plan
� Communicates the school’s vision, mission and priorities to the community
� Understands the basic concepts of the change process
� Is aware that external influences have impact upon the school
� Establishes plans to accomplish goals
� Relates the vision, mission and goals to students
� Understands the effect of having a community of learners working together
� Articulates and reinforces the vision in written and spoken communications
Instructional Leadership – High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best
practices to student learning, especially in the area of reading and other foundational skills.
Sample Key Indicators at the Entry Level � Sets annual learning gains, school improvement goals and other targets for instructional improvement
� Uses data as a component of planning for instructional improvement
� Includes provisions in the instructional program for students with special needs
� Engages staff in ongoing study of current best practices
� Reads research, applied theory and informed practice related to the curriculum
� Works to create high expectations and standards among the staff, teachers and community members
� Relates content and instruction to the achievement of established standards by students
� Provides instructional leadership
� Is aware of research on instructional effectiveness and will use it as needed
� Demonstrates knowledge of student performance evaluation
� Has identified skills necessary for the planning and implementation of improvements of student learning
� Assesses the curriculum needs in a particular setting
� Works to relate state standards, the needs of the students, the community and the goals of the school
� Understands the effect that a positive school culture has on student learning
� Recognizes differences in the staff’s desire and willingness to focus energy on achieving educational excellence
� Identifies teaching and learning needs among the staff and teachers
� Communicates the instructional program to the community, the staff and district personnel
� Models professionalism, collaboration and continuous learning
� Understands and recognizes the benefits for students in:
○ balanced reading instruction
○ curriculum integration
○ active teaching and learning strategies
○ standards-based instructional programs
○ the use of technology for instructional purposes
○ aligning classroom assessments to standards
Managing the Learning Environment –
High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of
resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment.
Sample Key Indicators at the Entry Level: � Administers policies that provide a safe school environment
� Has a plan for the accomplishment of strategic goals
� Manages the daily operations of the school
� Is aware of the various fiscal and non-fiscal resources for the school including business and community resources
� Manages the school to promote and encourage student learning
1
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� Uses financial resources and capital goods and services to support school priorities � Uses an efficient budget planning process
� Uses school resources to achieve curricular and instructional goals
� Understands techniques and organizational skills useful in leading and managing a complex and diverse organization
� Plans and schedules one’s own and others’ work so that priorities and goals can be met
� Conforms to legal and ethical standards in the management of the learning environment
Community and Stakeholder Partnerships –
High Performing Leaders collaborate with families, business, and community members; respond to diverse community
interests and needs; work effectively within the larger organization; and mobilize community resources.
Sample Key Indicators at the Entry Level: � Understands how student and family conditions affect learning � Identifies opinion leaders in the community and their relationships to the school � Communicates the school’s vision, mission and priorities to the community � Understands the effect that school image caused by impressions created by the students and staff and its use in
promoting the school � Uses shared leadership and decision-making model in the operation of the school
� Identifies resources of families, business and community members that could support the school
� Understands the benefits of having and using a variety of partnerships, coalitions and network
� Establishes relationships within and external to the school
� Actively engages the community to promote student and school success � Relies on agencies to connect students to the health, human and social services they need to stay focused on learning � Provides opportunities to involve family and community in a broad range of school activities
Decision Making Strategies –
High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data
for continuous school improvement.
Sample Key Indicators at the Entry Level:
� Establishes goals and targets
� Is developing a set of problem solving techniques and decision making skills
� Understands that events and problems can have a variety of explanations
� Can explain and defend decisions made
� Uses data to inform decisions
� Uses others to assist in the accomplishment of organization goals
� Supports student learning when making curricular and instructional decisions
� Has a problem-solving model to use when confronted with unsettled questions or undesirable situations
� Conforms to appropriate legal standards
� Makes decisions in a timely fashion using the best available information
� Provides opportunities to involve family and community in a broad range of school activities
Diversity – High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural
relationships in the classroom, the school and the local community.
Sample Key Indicators at the Entry Level: � Has skills necessary for interactive and interpersonal situations
� Understands how multicultural awareness, gender sensitivity and racial and ethnic appreciation affect an educational
organization
� Is able to interact with the various cultural, ethnic, racial and special interest groups in the community
� Is aware of how the teaching staff provides for the diverse perspectives appropriate to the student population and school
community
� Provides opportunities to involve the school community in a broad range of school activities
� Interacts effectively with diverse individuals and groups
� Conforms to legal and ethical standards related to diversity
� Is perceptive and tactful in dealing with diverse populations
� Recognizes when crisis communications are necessary and is building a repertoire of skills to deal with them
� Arranges for students and families whose home language is not English to engage in school activities and communication
through oral and written translations
� Defuses contentious situations
� Has a plan for the hiring and retention of a diverse staff
� Has a plan to develop ways to improve relations with various cultural, ethnic, racial and special interest groups in the
community
Technology –
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High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning,
management, research, and communication responsibilities.
Sample Key Indicators at the Entry Level: � Is aware of the technology, telecommunications and information systems and their uses to enrich curriculum, instruction
and assessment
� Plans for technology integration for the school community
� Works with tech-savvy staff to plan for increased technology usage
� Models the use of technology as a tool in support of both educational and community activities
� Develops an effective teacher professional development plan to increase technology usage
� Has assessed and analyzed the extent to which technology has been integrated throughout the teaching and learning
environment
� Within the available resources, increases access to educational technologies within and beyond the school
� Has a plan for the provision of support to increase the use of technology already in the school/classrooms
� Uses technology to support the educational efforts of staff and teachers
Learning, Accountability, and Assessment –
High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and
assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and
feedback measures to ensure accountability for all participants engaged in the educational process.
Sample Key Indicators at the Entry Level: � Uses data to assess and monitor school improvement
� Uses multiple sources of data to inform decisions and improvement processes
� Monitors and assesses student progress
� Monitors and assesses the progress of activities
� Demonstrates an understanding of the methods and principles of program evaluation
� Develops and demonstrates skills in evaluating instructional strategies and materials
� Understands how to use diagnostic tools to assess, identify and apply instructional improvement
� Works with staff to identify strategies for improving student achievement appropriate to the school population
Human Resource Development –
High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and
partnership programs, and design and implement comprehensive professional growth plans for all staff – paid and volunteer.
Sample Key Indicators at the Entry Level: � Uses multiple data sources in working with teachers to plan for individual professional development � Utilizes a variety of supervisory skills to improve teaching and learning � Understands adult learning strategies useful for assisting staff in professional development � Demonstrates an understanding of the methods and principles of personnel evaluation � Operates within the provisions of each contract as well as established enforcement and grievance procedures � Sets high expectations and standards for the performance of all teachers and staff � Empowers others to achieve personal, professional and organizational goals � Connects professional growth plans and professional development to individual teacher and school learning goals � Understands the processes necessary for use in the hiring and retention of high quality teachers � Sets expectations that will ensure that all students are engaged in active learning � Provides opportunities for teachers to think, plan and work together � Pursues improvement of his/her own professional development
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Ethical Leadership –
High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.
Sample Key Indicators The Leader at Every Level1: � Manifests a professional code of ethics and values
� Makes decisions based on the legal, moral and ethical implications of policy options and political strategies
� Creates, models and implements a set of values for the school
� Develops well-reasoned educational beliefs based upon an understanding of teaching and learning
� Understands ethical and legal concerns educators face when using technology throughout the teaching and learning
environment
� Develops a personal code of ethics embracing diversity, integrity and the dignity of all people
� Acts in accordance with federal and state constitutional provisions, statutory standards and regulatory applications
� Demonstrates ability to make decisions within an ethical context
1 Sample Key Indicators for Ethical Leadership is the same at all three levels. Ethical Leadership Standards are identical for all
educational leaders.
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Principal Leadership Standards
Sample Key Indicators
For
The Experienced Principal Level
Florida Department of Education
240
Florida Department of Education
Principal Leadership Standards
The Experienced PrincipalThe Experienced PrincipalThe Experienced PrincipalThe Experienced Principal
Vision –
Experienced leaders have a personal vision for their school and the knowledge, skills, and dispositions to
develop, articulate and implement a shared vision that is supported by the larger organization and the school
community.
Sample Key Indicators The Experienced Principal: � Develops and implements a shared vision and strategic plan for the school
� Develops and implements a shared vision that places student and faculty learning at the center
� Motivates staff, students and families to achieve the school’s vision
� Aligns instructional objectives and curricular goals with the shared vision
� Allows time for the achievement of goals
� Works with faculty to identify instructional and curricular needs
� Interacts with the community concerning the school’s vision, mission and priorities
� Uses the basic concepts of the change process � Responds to external influences that impact upon the school
� Working with staff and others, establishes plans to accomplish goals
� Relates the vision, mission, and goals to the instructional needs of students
� Works to create a community of learners among the staff, students and faculty
� Articulates and reinforces the vision in written and spoken communications � Has a personal professional development plan for his/her own continuous improvement related to vision and
vision development
Instructional Leadership –
Experienced Leaders promote a positive learning culture, provide an effective instructional program, and apply
best practices to student learning, especially in the area of reading and other foundational skills.
Sample Key Indicators The Experienced Principal: � Plans for the achievement of annual learning gains, school improvement goals, and other targets
� Uses more than one source of data to plan and assess instructional improvement
� Includes provisions in the instructional program for students with special needs
� Engages staff in ongoing study of current best practices
� Describes where research, applied theory, and informed practice were used in making curricular decisions
� Has high expectations and standards for the academic and social development of students
� Demands content and instruction that ensures student achievement of established standards
� Provides instructional leadership with consideration for the community, its makeup and its diversity
� Has knowledge of research on instructional effectiveness
� Coaches staff and teachers on the evaluation of student performance
� Develops skills necessary for the planning and implementation of improvement of student learning
� Identifies the curriculum needs for different student populations
� Develops curriculum aligned to state standards
� Builds a positive school culture for learning
� Understands and promotes conditions that enhance the staff’s desire and willingness to focus energy on
achieving educational excellence
� Insures that teachers get the help they need to improve teaching and learning
� Communicates the instructional program to the community, the staff, and district personnel
� Models professionalism, collaboration and continuous learning related to instructional leadership
� Understands, recognizes and supports:
o balanced reading instruction
o curriculum integration
o active teaching and learning strategies
o standards-based instructional programs
o the use of technology for instructional purposes
o aligning classroom assessments to standards
Managing the Learning Environment –
Experienced Leaders manage the organization, operations, facilities and resources in ways that maximize the
use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning
environment.
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Sample Key Indicators The Experienced Principal: � Develops and administers policies that provide a safe school environment
� Applies operational plans and processes to accomplish strategic goals
� Attends to student learning goals in the daily operation of the school
� Identifies and analyzes the major sources of fiscal and non-fiscal resources for the school including business
and community resources
� Is building a culture of learning at the school � Manages financial and material assets and capital goods and services in order to allocate resources
according to school priorities
� Uses an efficient budget planning process that involves staff and community
� Demonstrates ability to identify and organize resources to achieve curricular and instructional goals.
� Is developing techniques and organizational skills necessary to lead/manage a complex and diverse
organization
� Plans and schedules one’s own and others’ work so that resources are used appropriately in meeting
priorities and goals
� Conforms to legal and ethical standards in the management of the learning environment � Has a personal professional development plan for his/her own continuous improvement related to managing
the learning environment
Community and Stakeholder Partnerships –
Experienced Leaders collaborate with families, business, and community members, respond to diverse
community interests and needs, work effectively within the larger organization and mobilize community
resources.
Sample Key Indicators The Experienced Principal: � Addresses student and family conditions affecting learning � Identifies major opinion leaders in the community and their relationships to school goals and programs � Communicates the school’s vision, mission and priorities to the community � Demonstrates concern for the image of the school via impressions created by the students and staff, and
serves as primary spokesperson in the community.
� Shares leadership and decision-making with others
� Seeks resources of families, business, and community members in support of the school’s goals
� Develops partnerships, coalitions, and networks
� Uses relationships within and external to the school to support the school � Actively engages the community to share responsibility for student and school success � Involves staff in connecting students to the health, human and social services they need to stay focused on
learning
� Involves family and community in appropriate policy implementation, program planning, and assessment
efforts � Has a personal professional development plan for his/her own continuous improvement related to community
and stakeholder partnerships
Decision Making Strategies – Experienced Leaders plan effectively, use critical thinking and problem solving techniques, and collect and
analyze data for continuous school improvement.
Sample Key Indicators The Experienced Principal:
� Uses goals and targets to manage activities
� Uses a variety of problem solving techniques and decision making skills to resolve problems
� Provides more than one explanation for events and problems
� Displays confidence in his/her own behavior
� Uses more than one source of data to inform decisions
� Understands moral and ethical implications of policy options and political strategies
� Recognizes situations that require forcefulness and self-confidence in making decisions
� Delegates tasks clearly and appropriately to accomplish organization goals
� Focuses upon student learning as a driving force for curriculum, instruction, and institutional decision-making
� Analyzes unsettled questions or undesirable situations before jumping to conclusions
� Conforms to appropriate legal standards
� Has a process for gathering information to use when making decisions
� Involves family and community in appropriate policy implementation, program planning, and assessment
efforts � Has a personal professional development plan for his/her own continuous improvement related to decision-
making strategies and their use
Diversity –
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Experienced Leaders understand, respond to, and influence the personal, political, social, economic,
legal, and cultural relationships in the classroom, the school and the local community.
Sample Key Indicators The Experienced Principal: � Selects from a variety of interpersonal skills in any given situation
� Recognizes and responds to multicultural, gender, racial, and ethnic needs in the organization
� Communicates with various cultural, ethnic, racial, and special interest groups in the community
� Monitors the delivery of instructional content that provides for the diverse perspectives appropriate to the
situation
� Involves school community in appropriate policy implementation, program planning, and assessment efforts
� Interacts effectively with diverse individuals and groups
� Conforms to legal and ethical standards related to diversity
� Perceives the needs and concerns of others and is able to deal tactfully with them
� Handles crisis communications in both oral and written form
� Arranges for students and families whose home language is not English to engage in school activities and
communication through oral and written translations
� Hires, develops, and retains a diverse staff
� Represents the school and the educational establishment in relations with various cultural, ethnic, racial, and
special interest groups in the community � Has a personal professional development plan for his/her own continuous improvement related to diversity
Technology – Experienced Leaders plan and implement the integration of technological and electronic tools in teaching,
learning, management, research, and communication responsibilities.
Sample Key Indicators The Experienced Principal: � Implements a plan for the use of technology, telecommunications and information systems to enrich
curriculum instruction, and assessment
� Develops a plan for technology integration for the school community
� Discovers practical approaches for developing and implementing successful technology planning
� Models the use of technology as a tool in support of both educational and community activities
� Develops an effective teacher professional development plan to increase technology usage to support
curriculum-based integration practices
� Promotes the effective integration of technology throughout the teaching and learning environment
� Increases access to educational technologies for the school
� Provides support for teachers to increase the use of technology already in the school/classrooms
� Uses technology to support the analysis and use of student assessment data � Has a personal professional development plan for his/her own continuous improvement related to technology
Learning, Accountability, and Assessment – Experienced Leaders monitor the success of all students in the learning environment, align the curriculum,
instruction, and assessment processes to promote effective student performance, and use a variety of
benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged
in the educational process.
Sample Key Indicators The Experienced Principal: � Creates a school leadership team which is comfortable using data
� Uses multiple sources of data to manage the accountability process
� Assesses student progress using a variety of techniques and information
� Monitors and assesses instructional programs, activities, and materials
� Uses the methods and principles of program evaluation in the school improvement process
� Develops and demonstrate skills in evaluating instructional strategies and materials
� Uses diagnostic tools to assess, identify, and apply instructional improvement
� Identifies successful schools with similar demographics to use as a source for ideas for improving student
achievement � Has a personal professional development plan for his/her own continuous improvement related to learning,
accountability, and assessment
Human Resource Development – Experienced Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor
and partnership programs, and design and implement comprehensive professional growth plans for all staff –
paid and volunteer.
Sample Key Indicators The Experienced Principal: � Works collaboratively with teachers to plan for individual professional development � Utilizes a variety of supervisory models to improve teaching and learning
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� Applies adult learning strategies to professional development � Uses the methods and principles of personnel evaluation � Operates within the provisions of each contract as well as established enforcement and grievance procedures � Sets high expectations and standards for the performance of all teachers and staff � Empowers the staff � Manages a program of continuous professional development tied to student learning and other school goals � Hires and retains high-quality teachers � Works with staff so they have the skills to ensure that all students are engaged in active learning � Provides opportunities for teachers to think, plan, and work together � Pursues improvement of his/her own professional development � Has a personal professional development plan for his/her own continuous improvement related to human
resource development
Ethical Leadership – Experienced Leaders act with integrity, fairness, and honesty in an ethical manner.
Sample Key Indicators The Leader at Every Level2: � Manifests a professional code of ethics and values
� Makes decisions based on the legal, moral and ethical implications of policy options and political strategies
� Creates, models and implements a set of values for the school
� Develops well-reasoned educational beliefs based upon an understanding of teaching and learning
� Understands ethical and legal concerns educators face when using technology throughout the teaching and
learning environment
� Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people
� Acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory
applications
� Demonstrates ability to make decisions within an ethical context
2 Sample Key Indicators for Ethical Leadership are the same at all three levels. Ethical Leadership Standards are identical for all
educational leaders.
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Principal Leadership Standards
Sample Key Indicators
For
The High Performing Principal Level
Florida Department of Education
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Florida Department of Education
Principal Leadership Standards
High Performing LeaderHigh Performing LeaderHigh Performing LeaderHigh Performing Leader
Vision –
High Performing Leaders have a personal vision for their school and the knowledge, skills, and
dispositions to develop, articulate and implement a shared vision that is supported by the larger
organization and the school community.
Sample Key Indicators The High Performing Leader: � Facilitates the development and implementation of a shared vision and strategic plan for the school
� Facilitates the development and implementation of a shared vision that places student and faculty
learning at the center
� Creates conditions that motivate staff, students and families to achieve the school’s vision
� Aligns instructional objectives and curricular goals with the shared vision
� Allows time for the achievement of goals
� As part of the planning process, works with faculty and other stakeholders to identify needs
� Interacts with the community concerning the school’s vision, mission and priorities
� Embraces and uses the basic concepts of the change process
� Develops and implements a plan to shape/use the external influences that impact upon the school � Using a collaborative process, establishes plans to accomplish goals
� Relates the vision, mission, and goals to the welfare and learning needs of the students
� Develops a community of learners centered on student learning
� Articulates and reinforces the vision in written and spoken communications � Has a personal professional development plan for his/her own continuous improvement related to
vision and vision development
Instructional Leadership –
High Performing Leaders promote a positive learning culture, provide an effective instructional program,
and apply best practices to student learning, especially in the area of reading and other foundational
skills.
Sample Key Indicators The High Performing Leader: � Works with staff, teachers, parents and students to achieve annual learning gains, school
improvement goals, and other targets
� Uses multiple sources of data, some of which are self-generated, to plan and assess instructional
improvement
� Includes provisions in the instructional program for students with special needs
� Engages staff in ongoing study of current best practices
� Bases curricular decisions on search, applied theory, and informed practice
� Collaboratively determines high expectations and standards for the academic and social development
of all students
� Aligns content and instruction that ensures student achievement of established standards
� Provides instructional leadership with consideration for the community’s values, goals, social needs
and changing conditions
� Uses knowledge of research on instructional effectiveness to inform decision
� Uses student performance evaluation to improve instruction
� Uses skills necessary for the planning and implementation of improvement of student learning
� Assesses the varying curriculum needs at the school
� Develops curriculum aligned to state standards based upon the needs of the students, the community
and the goals of the school
� Has created and manages a positive school culture for learning
� Creates conditions that enhance the staff’s desire and willingness to focus energy on achieving
educational excellence
� Coaches to improve teaching and learning
� Communicates the instructional program to the community, the staff, and district personnel
� Models professionalism, collaboration and continuous learning related to instructional leadership
� Understands, recognizes and provides resources and motivation for
o balanced reading instruction
o curriculum integration
o active teaching and learning strategies
o standards-based instructional programs
o the use of technology for instructional purposes
o aligning classroom assessments to standards
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Managing the Learning Environment –
High Performing Leaders manage the organization, operations, facilities and resources in ways that
maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and
effective learning environment.
Sample Key Indicators The High Performing Leader � Develops and administers policies that provide a safe school environment
� Establishes and implements operational plans and processes to accomplish strategic goals
� Ties the daily operations of the school to school and student learning goals
� Identifies, analyzes, and works to improve the major sources of fiscal and non-fiscal resources for the
school including business and community resources
� Develops and sustains the culture of learning at the school
� Acquires and manages financial and material assets and capital goods and services, allocating
resources according to school priorities
� Develops an efficient budget planning process that is driven by school priorities and involves staff and
community
� Identifies and organizes resources to achieve curricular and instructional goals
� Demonstrates techniques and organizational skills necessary to lead/manage a complex and diverse
organization
� Plans and schedules one’s own and others’ work so that resources are used appropriately, and short-
and long-term priorities and goals are met
� Conforms to legal and ethical standards in the management of the learning environment � Has a personal professional development plan for his/her own continuous improvement related to
managing the learning environment
Community and Stakeholder Partnerships –
High Performing Leaders collaborate with families, business, and community members, respond to
diverse community interests and needs, work effectively within the larger organization and mobilize
community resources.
Sample Key Indicators The High Performing Leader � Enables staff and teachers to address student and family conditions affecting learning � Uses major opinion leaders in the community to support and promote school goals and programs � Communicates the school’s vision, mission and priorities to the community � Manages and markets the image of the school via impressions created by the students and staff � Shares leadership and decision-making with others in the community and within the school
� Mobilizes the resources of families, business, and community members in support of the school’s
goals
� Develops and sustains family-school-community-higher education partnerships, coalitions, and
networks
� Nurtures relationships within and external to the school � Actively engages the community to create shared responsibility for student and school success � Has created a process that enables the school to connect students to the health, human and social
services they need to stay focused on learning
� Continuously builds family and community involvement in appropriate policy implementation, program
planning, and assessment
� Has a personal professional development plan for his/her own continuous improvement related to
community and stakeholder partnerships
Decision Making Strategies – High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and
collect and analyze data for continuous school improvement
Sample Key Indicators The High Performing Leader:
� Defines success based upon results
� Frames, analyzes, and resolves problems using appropriate problem solving techniques and decision
making skills
� Routinely views events and problems from multiple perspectives
� Leads and decides from a position of confidence
� Uses multiple sources of data to inform decisions
� Considers moral and ethical implications of policy options and political strategies when making decisions
� Exhibits forcefulness and self-confidence in making decisions, when appropriate
� Delegates authority and responsibility clearly and appropriately to accomplish organization goals
� Promotes student learning as the driving force for curriculum, instruction, and institutional decision-
making
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� Becomes aware of an unsettled question or undesirable situation, breaks it into parts, and examines
those parts before proceeding to problem solving
� Conforms to appropriate legal standards
� Evaluates the quality of information being used when making decisions � Continuously builds family and community involvement in appropriate policy implementation, program
planning, and assessment � Has a personal professional development plan for his/her own continuous improvement related to
decision-making strategies and their use
Diversity - High Performing Leaders understand, respond to, and influence the personal, political, social, economic,
legal, and cultural relationships in the classroom, the school and the local community.
Sample Key Indicators The High Performing Leader � Uses interpersonal skills appropriate to the situation
� Promotes multicultural awareness, gender sensitivity, and racial and ethnic appreciation in all aspects
of the educational organization
� Communicates effectively with various cultural, ethnic, racial, and special interest groups in the
community
� Works with the staff to develop instructional content that provides for the diverse perspectives
appropriate to the situation � Continuously builds school community involvement in appropriate policy implementation, program
planning, and assessment
� Manages situations and interacts effectively with diverse individuals and groups
� Conforms to legal and ethical standards related to diversity
� Anticipates the needs and concerns of others and is proactive in dealing with them
� Handles crisis communications and conflict management effectively
� Arranges for students and families whose home language is not English to engage in school activities
and communication through oral and written translations
� Hires, develops, and retains a diverse staff
� Serves as a role model in relations with various cultural, ethnic, racial, and special interest groups in
the community
� Has a personal professional development plan for his/her own continuous improvement related to
diversity
Technology – High Performing Leaders plan and implement the integration of technological and electronic tools in
teaching, learning, management, research, and communication responsibilities.
Sample Key Indicators The High Performing Leader � Manages the staff and teachers in their use of the technology, telecommunications and information
systems to enrich curriculum instruction, and assessment
� Creates and communicates a clear vision of technology integration for the school community
� Plans for the increased development and implementation of technology
� Models the use of technology as a tool in support of both educational and community activities.
� Develops an effective professional development plan for individual teachers and the entire school for
technology usage to support curriculum-based integration practices
� Implements innovative strategies for promoting the effective integration of technology throughout the
teaching and learning environment
� Obtains whatever resources are necessary to increase access to educational technologies for the
school
� Provides educational and technical support to increase the use of technology already in the
school/classroom
� Uses technology for student assessment and the evaluation of the impact of technological and
instructional initiatives
� Has a personal professional development plan for his/her own continuous improvement related to
technology
Learning, Accountability, and Assessment – High Performing Leaders monitor the success of all students in the learning environment, align the
curriculum, instruction, and assessment processes to promote effective student performance, and use a
variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all
participants engaged in the educational process.
Sample Key Indicators The High Performing Leader � Creates a school culture that is comfortable using data
� Uses multiple sources of data to manage the accountability and instructional improvement process
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� Assesses student progress using a variety of appropriate techniques and informational sources
� Monitors and assesses instructional programs, activities, and materials
� Uses the methods and principles of program evaluation in the school improvement process
� Develops and demonstrate skills in evaluating instructional strategies and materials
� Trains the staff in the use of diagnostic tools to assess, identify, and apply instructional improvement
� Utilizes successful schools with similar demographics to identify strategies for improving student
achievement
� Has a personal professional development plan for his/her own continuous improvement related to
learning, accountability and assessment
Human Resource Development – High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel,
develop mentor and partnership programs, and design and implement comprehensive professional
growth plans for all staff – paid and volunteer
Sample Key Indicators The High Performing Leader � Works collaboratively with teachers to plan for individual professional development � Uses supervisory models appropriate to individual staff members to improve teaching and learning
� Applies adult learning strategies to professional development � Uses the methods and principles of personnel evaluation � Operates within the provisions of each contract as well as established enforcement and grievance
procedures � Sets high expectations and standards for the performance of all teachers and staff � Empowers the staff � Creates a staff culture of continuous professional development tied to student learning and other school
goals � Hires and retains high-quality teachers and holds them responsible for student learning � Works with staff so they have the skills to ensure that all students are engaged in active learning � Provides opportunities for teachers to think, plan, and work together � Pursues improvement of his/her own professional development � Has a personal professional development plan for his/her own continuous improvement related to human
resource development
Ethical Leadership – High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.
Sample Key Indicators The Leader at Every Level3: � Manifests a professional code of ethics and values
� Makes decisions based on the legal, moral and ethical implications of policy options and political
strategies
� Creates, models and implements a set of values for the school
� Develops well-reasoned educational beliefs based upon an understanding of teaching and learning
� Understands ethical and legal concerns educators face when using technology throughout the
teaching and learning environment
� Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people
� Acts in accordance with federal and state constitutional provisions, statutory standards, and
regulatory applications
� Demonstrates ability to make decisions within an ethical context
3 Sample Key Indicators for Ethical Leadership are the same at all three levels. Ethical Leadership Standards are identical for all
educational leaders.
249
New Principal Protégé
Program
District Program Completion Form
Florida District School Principal
Certification Program Statement of
Candidate’s Completion and Eligibility
250
THE SCHOOL BOARD OF HIGHLANDS COUNTY
New New New New Principal Protégé ProgramPrincipal Protégé ProgramPrincipal Protégé ProgramPrincipal Protégé Program
Recommendation Form
To: Superintendent of Schools The School Board of Highlands County
STATEMENT OF COMPLETION VERIFICATION:
I verify that (participant’s name)______________________________________ has successfully completed the New Principal Protégé Program and has demonstrated competency in all of the Florida Principal Leadership Standards based on program requirements for school leaders.
STATEMENT OF EXTENSION RECOMMENDATION:
I recommend that (participant’s name)_________________________________ continue in the New Principal Protégé Program for one additional year to provide the opportunity for further leadership development in identified areas of need (refer to Administrative Performance Appraisal Interim Review Form, Performance Appraisal Instrument, and/or Professional Improvement Plan).
________________________________________ ____________________
New Principal Protégé School
________________________________________ ____________________
Principal Mentor Date
________________________________________ ____________________
Superintendent’s Approval Date
251
252
NPP Program and
Participant
Survey Forms
253
First Year Principal Survey
3.3.1 Standard
To Be Completed By PNP Program Completer After First Year of Principalship
Name of First-Year Principal ______________________________School Site ______________________
Year of PNP Program _____________Year of 1st year Principalship ________________Date __________
1. The content of the Principal Certification Program that I completed as an Assistant Principal provided what
level of preparation?
Much more than adequate More than adequate Adequate Less than adequate None
What recommendations would you make for improving the content of the Principal Certification Program?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. As a first year principal, I would rate the support and assistance that I received from my mentor as:
Much more than adequate More than adequate Adequate Less than adequate None
What recommendations would you make for improving mentoring to first year principals?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. The preparation I received in the Principal certification program enhanced my knowledge, skills, and abilities
as a new Principal to successfully impact school improvement and student growth/achievement.
Much more than adequate More than adequate Adequate Less than adequate None
Why or why not?________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Most of the challenges that I encountered during my first year as a principal centered around ____________.
(Name a topic…Personnel, Student Discipline, SIP Plans, Data Analysis, Budget, School Law, Legal, Parent
complaints, etc.)
Comments and/or recommendations for improvement in this area
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5. I would make the following recommendations to improve the Principal Preparation/Certification Program
(please be specific).
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
254
DISTRICT SATISFACTION SURVEY OF PNP/NPP PROGRAM COMPLETERS
This form should be submitted by Supervising Principals and Principal Mentors of PNP and NPP Program participants to assess the level of knowledge and skills demonstrated one year after program completion. Please use this instrument as a tool to help determine the level of leadership competency achieved through the Principal Preparation Programs (PNP and/or NPP) provided by the district. It should be noted that individuals completing the rating form be aware that no PNP/NPP program completer is expected to achieve high ratings in all areas during the entry-level years of their leadership experience. Please rate the program’s overall success in how well the participants were prepared for their administrative roles through their participation in the leadership development program(s). This data will be utilized to assess program components to further strengthen and enhance the leadership preparation of the participants as well as provide input for the continuous improvement of the program(s). Results will be shared with staff responsible for the delivery and supervision of program candidates; selected staff will also conduct an annual review for possible program revisions.
Place a rating of 1-10 with 1 being the lowest and 10 being the highest in the appropriate blank.
Program Assessment of Principal Leadership Standards
INSTRUCTIONAL LEADERSHIP Instructional Leadership High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills.
1 2 3 4 5 6 7 8 9 10 _______
Managing the Learning Environment High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment.
1 2 3 4 5 6 7 8 9 10 _______
Learning, Accountability, and Assessment High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process
1 2 3 4 5 6 7 8 9 10 _______
OPERATIONAL LEADERSHIP Decision Making Strategies High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement
1 2 3 4 5 6 7 8 9 10 _______
Technology High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement.
1 2 3 4 5 6 7 8 9 10 _______
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Human Resource Development High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff – paid and volunteer.
1 2 3 4 5 6 7 8 9 10 _______
Ethical Leadership High Performing Leaders act with integrity, fairness, and honesty in an ethical manner
1 2 3 4 5 6 7 8 9 10 _______
SCHOOL LEADERSHIP Vision High Performing leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community.
1 2 3 4 5 6 7 8 9 10 _______
Community and Stakeholder Partnerships High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources.
1 2 3 4 5 6 7 8 9 10 _______
Diversity High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community.
1 2 3 4 5 6 7 8 9 10 _______
Final Rating Score _______
KEY: Ratings of 8-10 are considered a strength (final rating 80-100); ratings of 5-8 are considered adequate or effective (final rating 50-80); ratings of 1-5 are considered a developmental need or emerging skill (final rating 10-50).
Program Satisfaction Statements
I am satisfied that the components of the (circle one) PNP or NPP Leadership Preparation Program meet the District’s needs in preparing administrators to become high performing leaders of learning.
1 2 3 4 5 6 7 8 9 10 _______
I am satisfied with the leadership competencies demonstrated by the (circle one) Assistant Principal or New Principal whom I supervised/mentored while completing the PNP or NPP Leadership Training Program(s).
1 2 3 4 5 6 7 8 9 10 _______
256
Professional Development/Leadership
Training for Administrators
WCG Online Resources Educational Impact Online
Resources
Administrative Degree Programs and Certification Requirements
Management Training Opportunities
Professional Development Plan
257
Professional Development and Management Training
Opportunities
FOR SCHOOL-BASED AND DISTRICT-LEVEL ADMINISTRATORS
Administrator/Leadership Professional Development and Training Opportunities:
� WCG Leadership Training for Administrators WCG online assessment and training modules/ASAP, online Educational Impact assessment and training modules, partnerships with higher educational institutes (USF-Lakeland, SFCC), agency resources providing professional leadership training (CEC, SREB), regional consortia (PAEC, NEFEC, HEC), state conferences and leadership academies � Leadership Training for Aspiring Administrators Educational Leadership Degree and other leadership course information available online and through certification office � SACS � PDA/Technology � 7 Habits of Highly Effective Leaders � FPMS Professional Consultants � ESOL for Administrators Online course through Ctech Ed and/or face to face training provided by district on rotating basis � SearchSoft Solutions Online Application System � Smart Find Express Automated Sub Calling System � Performance Pay � Differentiated Pay � Retirement/FRS information � Recruitment 101 � Legislative Updates in Professional Development and Certification � Professional Development Protocol Site Review Training � No Child Left Behind – Highly Qualified Teacher Training � Classroom Walk-through Training (CWT) Webinars, regional consortia (NEFEC,
HEC), Professional Consultants � Targeted Selection Training Regional consortia (HEC), Professional Partnerships � Employee Discipline and Documentation � Guidelines for Conducting Instructional and Support Performance Appraisals � HCEA and HCESPA Contract Update Review � Management Training - Audio Conferences and Webinars, etc.
� How to Deal with Difficult Employees � Discipline and Documentation Process � Time Management and Organizational Training � Conflict Resolution � Team Building
258
The School Board of Highlands County
ESOL REQUIREMENTSESOL REQUIREMENTSESOL REQUIREMENTSESOL REQUIREMENTS ESOL (English to Speakers of Other Languages) is a professional field of study which trains classroom teachers to meet the needs of ELL (English Language Learners) students who are learning English as a second language.
The current subject(s) being taught determines ESOL Category.
(Category I)
ESOL Endorsement 300 inservice pts.
(Category II)
60 inservice pts.
(Category III)
18 inservice pts.
(Category IV)
60 inservice pts.
English Language Arts Reading Writing Includes Elementary, Middle School, High School and ESE
Math Science Social Studies Computer Literacy ESE – All other core academic areas
Art Foreign Language Journalism Media Specialists Music P.E. R.O.T.C. Instructors Social Workers School Psychologists All Resource Teachers Vocational ESE – OT’s, PT’s, SLP’s All other electives
School Administrators Guidance Counselors
Category I Must complete at least one ESOL course per school year
until requirements have been met. See “Option A & B” below.
Category II, III, IV Must complete category requirements in the first school year.
Category I (two options)Category I (two options)Category I (two options)Category I (two options)
Option A ESOL EOption A ESOL EOption A ESOL EOption A ESOL Ennnndorsementdorsementdorsementdorsement The ESOL endorsement is a rider added to an existing approved subject area on an educator’s certificate. An endorsement does not provide appropriate certification by itself; it must be attached to a core academic subject area. Listed below are the 5 course requirements for the ESOL endorsement (300 in-service credit points or 15 college semester credits): 1. ESOL Applied Linguistics 60 pts. 2. ESOL Cross Cultural Communication 60 pts. 3. ESOL Curriculum and Materials Development 60 pts. 4. ESOL Testing and Evaluation 60 pts. 5. ESOL Methods of Teaching (ESOL Strategies equates to this course) 60 pts.
Option B ESOL KOption B ESOL KOption B ESOL KOption B ESOL K----12 certification12 certification12 certification12 certification
Certified teachers may obtain “coverage” in basic ESOL K-12 by • Obtaining 120 hours in ESOL approved courses (any of the above 2 courses) AND • A passing score on the ESOL K-12 subject area exam (SAE)
Upon completion of all requirements, you MUST contact the Human Resources Certification Office to add ESOL coverage to your certificate.
259
MIS 00.00 5/2008
APPENDIX A
Name: ________________________________________ School: _______________________ Hire Date: _________________ Current Teaching Assignment: __________________________
� Category I (Primary provider of English or Language Arts, Reading and Writing, including Elementary Ed and
ESE courses)
Course Points Completion Date ESOL Applied Linguistics 60 ________________________ ESOL Cross Cultural Communication 60 ________________________ ESOL Curriculum and Materials Development 60 ________________________ ESOL Testing and Evaluation 60 ________________________ ESOL Methods of Teaching 60 ________________________ (ESOL Strategies equates to this course)
� Category II (Math, Science, Social Studies and Computer Literacy, ESE core academic)
Course Points Completion Date ESOL Strategies 60 ________________________
� Category III (All other areas Art, Music, PE, Media, ROTC, School–based Psychologists
and Social Workers, OT’s PT’s and SLP’s.)
Course Points Completion Date ESOL 18 hour course 18 ________________________
� Category IV (All Administrators and Guidance Counselors)
Course Points Completion Date ESOL for Administrators 60 ________________________
� Indicate acceptable transfer credit and attach transcript or Inservice Transfer Record.
Participant’s Signature: ______________________________________ Date: _______________ Program Director’s Signature: __________________________________ Date: _______________ White: HRRPD Yellow: Employee
The School Board of Highlands County
ESOL Plan of Study
OPTION B: • Any of the above two (2) courses AND
• A passing score on the ESOL K-12 Subject Area Exam
OPTION A: Complete all five (5) courses for 300 points
260
Online Resources
Aligning Classroom Assessment with High Stakes Testing
A free CEC micro-module on high stakes testing.
Arts in Education 7-12
A free CEC online module providing research, background, and practical strategies for using the
fine and performing arts in innovative ways at the secondary school level to motivate and
enhance student learning.
Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and
Diversity (Learning Styles, Culture)
Arts in Education K-6
A free CEC online module promoting a heightened awareness of the importance of the fine and
the performing arts for teaching reading.
Standards: Instructional Leadership (Literacy, Foundation Skills, Instructional Programs) and
Diversity (Learning Styles, Culture)
Building Instructional Leadership Teams: The Mission of the Principal as Instructional Leader
A free CEC micro-module on instructional leadership teams and how the principal is the
instructional leader of the school.
Classroom Walk-Through
The NEFEC created Classroom Walk-Through Online Support Tool is an important
supplementary warehouse of expert commentary, practice walk-throughs and assistance for
developing reflective prompts.
Classroom Walk-Through for Florida K-3 Reading
The NEFEC created Classroom Walk-Through for Florida K-3 Reading Online Resource Tool
provides a quick reference for principals who would like to see examples of the reading
indicators depicted in a classroom setting.
Creating a Learning Community
This ASAP module provides practical strategies to assist school leaders in creating a learning
community that will shape a school's shared vision, facilitate committees, and establish a climate
that supports a collegial and caring environment that enhances student achievement. Module
includes pre and post assessments that become part of your Individual Leadership Development
Plan.
Creating Parent Partnerships
A free CEC online module for principals and assistant principals on methods to promote
effective parent involvement.
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Data Analysis for Instructional Leaders
NEFEC created online data analysis and interpretation course for educational leaders.
Data Analysis: A Comprehensive Overview of the Process
A web-based resource developed by PAEC that provides an overview of the process that should
be used in data analysis based on the latest strategic leadership research.
Decision Making Methods
This module provides strategies and practice for effective and decisive decision making in a
variety of everyday and crisis situation, as well as an understanding of the role of decision
making in school leadership.
FCIM Online Support Tool
This NEFEC created online tool provides a diverse set of resources for instructional leaders who
are either in the process of implementing the Continuous Improvement Model or are seeking to
raise their own awareness of the steps in this powerful school reform process.
High Quality Teaching and Learning in the Science Classroom: What the Administrator Needs to
Know
A web-based resource developed by PAEC that provides both a video interview and video
vignettes of classroom activity demonstrating high yield strategies for science instruction.
Improving Literacy Instruction in Middle and High Schools
Created by the Florida Center for Reading Research at FSU, this guide on the improvement of
literacy is written for principals of both middle and high schools and is based on scientific
research on reading and reading instruction and on studies of successful schools and interviews
with successful principals.
Improving Practice in Literacy (7-12)
This ASAP module addresses reading in the content areas and the concept of reading instruction
at the secondary level. Leaders will learn to recognize and promote effective literary instruction
at the secondary level. Module includes pre and post assessments that become part of your
Individual Leadership Development Plan.
Improving Practice in Literacy (K-6)
This ASAP module provides an introduction to the fundamental components of literacy -
reading, writing, speaking, and listening - and will help leaders to recognize and promote
effective literacy instruction at the elementary level. Module includes pre and post assessments
that become part of your Individual Leadership Development Plan.
Improving Practice in Mathematics
This ASAP module introduces leaders (even those without a mathematical background) to best
practices in mathematics education. The content assists leaders in recognizing appropriate
instruction and relevant terminology for discussions relating to mathematics education. Module
262
includes pre and post assessments that become part of your individual Leadership Development
Plan.
New Math Standards: What Every Principal Needs to Know
A PAEC on-line resource that provides instructional leaders with information about the proposed
revisions to the mathematics standards for Florida grades K – 12 and offers a guide for preparing
students, teachers and parents for curriculum changes.
Parent Partnerships
This ASAP module highlights ways to guide parent involvement rather than simply let it
happen. It provides background, insights, strategies, and materials for effectively using parent
skills to support and enhance student learning. Module includes pre and post assessments that
become part of your Individual Leadership Development Plan.
Peer Coaching
A CEC on-line course that guides administrators on how to initiate a peer coaching program
within their school.
Principal as Instructional Leader in Math: A Facilitator’s Toolkit
A web-based resource developed by PAEC to provide principals with materials to work with
math faculty members when introducing the Math Classroom Walk-Through monitoring process
and to show its connection to the FOCUS on Student Achievement: FCIM.
Principal as Instructional Leader in Science: A Facilitator's Toolkit
A web-based resource developed by PAEC to provide principals with materials to work with
science faculty members when introducing the Science Classroom Walkthrough as a model and
to show the connection to the FOCUS on Student Achievement: FCIM.
Principal Portal Training Module
A free CEC online tutorial module on how to access online resources through the Principal Portal
website.
Principal's Role in Improving Reading and Literacy
This free CEC online module provides principals with a basic understanding of the complex
nature of learning to read along with practical advice on leading reading reform in the school.
Reading to Inquire and Learn in Math: An Administrator’s Guide to Teaching Reading in the
Math Content Area
A web-based resource developed by PAEC that assists the principal in understanding how math
content is organized and represented and presents information that will support the need to
emphasize reading in the math content area.
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Reading to Inquire and Learn in Science: An Administrator’s Guide to Content Area Reading –
What to Expect in the Science Classroom
A web-based resource developed by PAEC that will assist the principal in understanding how
science content is organized and represented and presents information that will support the need
to emphasize reading in the science content area.
Student Achievement Data: The Basics
A free CEC online module that defines and clarifies various types of student achievement data
and introduces ways to gather and organize data effectively.
Supporting K-3 Literacy Leadership
A web-based resource developed by PAEC that provides principals with explanations about the
five components of reading and what a K-3 principal needs to know about strategic leadership
tools necessary to guide effective K-3 reading instruction.
Supporting Teachers through Coaching, Mentoring and Support
A free CEC online module that provides practical strategies for developing and sustaining a
climate of coaching and mentoring within the school.
Teaching All Students to Read in Elementary School
Created by the Florida Center for Reading Research at FSU, this guide on reading instruction in
your school can help you identify the most critical changes that must be made. It describes the
types of instruction and leadership activities necessary to help all children become proficient
readers in elementary school and is based on scientific research on reading and reading
instruction, as well as on studies of successful schools and interviews with successful principals.
Teaching and Learning in the Math Classroom: What the Administrator Needs to Know
This web-based resource developed by PAEC provides both a video interview and video
vignettes of classroom activity demonstrating high yield strategies for math instruction.
Team Building
This ASAP module provides information and describes the skills needed for teaming to make a
difference at the school site. Effective school teams make a difference for students and teachers
in a variety of ways, but before colleagues can function effectively as a team, everyone involved
must learn how to be a member of a team. Module includes pre and post assessments that
become part of your Individual Leadership Development Plan.
Technology in Educational Administration
A free CEC micro-module on technology in educational administration.
What Every Teacher Should Know and Do
This ASAP module focuses on the vital importance of teachers' organizational skills and of being
organized, preparation and its importance, as well as what to expect of students, school, and
district politics during the first weeks of the school year. The module includes practical
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suggestions for prioritizing tasks and getting organized. Module includes pre and post
assessments that become part of your Individual Leadership Development Plan.
Copyright © 2006 Florida Department of Education
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Getting Started
www.educationalimpact.comwww.educationalimpact.comwww.educationalimpact.comwww.educationalimpact.com
Welcome to Educational Impact’s Online Learning Academy! Before you log on to EI’s site, take a minute to review the Getting Started information below. When you are ready, you can access EI’s online programs via the Internet at www.educationalimpact.com. Your ID and Password will provide you with access to the EI online programs you have purchased. If you want to preview a short 1-2 minute video highlight from all 34 programs in EI’s academy, an ID is not required. Please click on “program previews” on the Educational Impact home page
STEP ONE: Logging In
The “Click here to LOG-IN” button is located in the top right corner of EI’s homepage. Enter your …
User Name/ID #: 48530000 Password: turnsshops
STEP TWO: Getting Your Computer Ready
To view all of video in EI’s programs, you may need to install “QuickTime” on the computers you
intend to work from, both at home and at school. Many computers already have QuickTime installed. However if yours does not, QuickTime
STEP THREE: Taking Virtual Tour of EI’s Program Features
We recommend you view the 11-minute “EI Tour” to make sure you are taking advantage of all the program features EI offers.
Click on the “Getting Started” icon on the log in page. If you do not want to view the entire tutorial, use the tutorial menu to select the specific feature you want to learn more about.
STEP FOUR: Selecting Media Settings
Log in and select the program and module you wish to view.
Select the correct media setting to view the video com-
ponent. Low for dial-up
and high for high band-
width connections.
If you experience delays
in video playback, switch from the “High Bandwidth” to the
“Low Bandwidth” or “Audio Only”. Do not click on “Play”;
the movie will begin on its own when all content has been
downloaded.
IMPORTANT - Several months ago, Microsoft unexpectedly provided Internet Explorer users with updates and security
patches that occasionally cause the Educational Impact programs to run incorrectly. In the rare instance you experience
problems viewing the video in the EI program, we encourage you to access the EI programs by using a Firefox, Netscape or
Safari browser - instead of Internet Explorer. These three browsers can be downloaded free of charge from the EI log in
page. If you experience any technical difficulties, we are here to help you. Call 888-207-9856.
can be easily installed from the EI login page
1. Click on “Software Check” to determine if you already have QuickTime.
2. If QuickTime is not on your computer, you will be prompted to download it.
3. Click on “Installing QuickTime.” (If you are still experiencing difficulty you may have to contact your network person or IT coordinator to help you.)
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EDUCATIONAL LEADERSHIP Procedures for Implementation of Rule 6A-4.0082 - July 1, 2007
Specialization Requirements:
(1) Hold a master’s or higher degree
(2) Document successful completion of the Florida Educational Leadership core curriculum by one of the
following plans:
Plan 1. Complete an approved Florida pre-service degree program in Educational Leadership
Plan 2. Hold a graduate degree major in Educational Administration, Administration and Supervision, or
Educational
Leadership awarded by an accredited or approved institution Plan 3. Hold a graduate degree major in a subject
other than Educational Administration, Administration and Supervision, or Educational Leadership and complete a
Department of Education approved modified Florida program in Educational Leadership
Plan 4. Hold a graduate degree major in a subject other than Educational Administration, Administration and
Supervision, or Educational Leadership and have completed thirty (30) semester hours of graduate credit which
includes credit in each of the principal leadership standard areas and an internship or a course with associated
field experience in educational leadership
Plan 5. Completion of an Educational Leadership training program approved by the Department of Education and
offered by a Florida public school district
The Educational Leadership Core Curriculum is based upon the Florida Principal Leadership Standards.
� The ten (10) Principal Leadership Standards are divided into three (3) broad categories that parallel
the three portions of the new FELE exam: Instructional Leadership, Operational Leadership, and
School Leadership. The 10 standards are presented below within the framework of the three broad
leadership categories.
� The full text of each standard is listed to better understand the bases for acceptance of the sample
course titles that follow.
� There is considerable overlap and interrelationship amongst the ten leadership standards. For this
reason the key leadership concepts are identified for each standard to provide additional guidance in
evaluating programs and courses.
� Note: One or more Florida universities may be shown in parentheses following a course title. This is
solely for reference and research purposes. Acceptance of the course title is not limited to the
identified Florida institution.
Instructional Leadership:
1. Instructional Leadership. High performing leaders promote a positive learning culture,
provide an effective instructional program and apply best practices to student
learning, especially in the area of reading and other foundational skills. Key
concept: leadership in relation to teaching, curriculum, and learning.
Instructional Leadership (UNF)
School Curriculum Improvement (USF)
The School Curriculum (UF)
Curriculum Leadership in Schools (UNF)
Educational Leadership: Instruction (UF)
Designing, Implementing, and Evaluating Curriculum (FSU)
Problems in Curriculum and Instruction: Middle School
Principles of Learning and Instructional Practice (UF)
Application of Learning Theory to Instruction (FIU)
Teaching Reading in the Elementary School
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Bases of Curriculum and Instruction Theory (UF)
Teaching Math in the Middle and Secondary School
Instructional Strategies for Emotionally Handicapped Students
Planning and Organizing for Instruction in the Elementary School (USF)
Learning Principles Applied to Instruction (USF)
2. Managing the Learning Environment. High performing leaders manage the
organization, operations, facilities and resources in ways that maximize the use of
resources in an instructional organization and promote a safe, efficient, legal and
effective learning environment. Key concept: leadership in relation to school
organization, administration, law, and finance.
Educational Organization and Administration (UF/UWF)
Organizational Leadership in Education (UF)
Law and Education (UWF)
The Principalship (UF/FIU/USF)
Public School Finance (UF)
Educational Management Development (FSU)
Organizational Theory (FSU)
Educational Administration
Principles of Educational Administration (USF)
Public School Law (UF)
3. Learning, Accountability, and Assessment. High performing leaders monitor the success
of all students in the learning environment; align the curriculum, instruction and
assessment processes to promote effective student performance; and use a variety of
benchmarks, learning expectations and feedback measures to ensure accountability for all
participants engaged in the educational process. Key concept: leadership in relation to student success via educational measurement, assessment, evaluation, and
accountability.
Educational Assessment
Data Driven Decisions in an Educational Setting (UWF)
Educational Measurement (FSU)
Assessment in General and Exceptional Student Education (FSU/UF)
Measurement and Evaluation in Education (FIU)
Measurement and Assessment
Evaluation in the School Program (UF)
Foundations of Measurement (UWF)
Applied Program Evaluation (UWF)
. Operational Leadership:
4. Decision Making Strategies. High performing leaders plan effectively, use critical thinking
and problem solving techniques, and collect and analyze data for continuous school
improvement. Key concept: leadership in relation to leadership theory, application, and
decision making to improve schools.
Educational Leadership
Application of Leadership Theory
Leadership in Education: School Improvement Theory and Practice
(UWF)
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Introduction to Leadership Development (FSU)
Case Studies in School (USF)
Systems Approach for Program Planning, Evaluation and Development
(USF)
Decision-Oriented Educational Research (FSU)
5. Technology. High performing leaders plan and implement the integration of technological
and electronic tools in teaching, learning, management, research and communication
responsibilities. Key concept: leadership in relation to understanding and using
technology.
Information Management Technology in Education (FSU)
Microcomputers for School Management
Microcomputer Application for Administrators (FIU)
Utilization of Computers in Educational Leadership (UF)
Instructional Management and Technology (UWF)
Educational Management Systems (UNF)
6. Human Resource Development. High performing leaders recruit, select, nurture and,
where appropriate, retain effective personnel; develop mentor and partnership programs;
and design and implement comprehensive professional growth plans for all staff, paid and
volunteer. Key concept: leadership in relation to personnel administration and
development.
Personnel Administration in Education (FSU)
Human Resource Development in Education (UNF)
Administration of School Personnel Policies and Practices
Designs for In-Service Personnel Development (FSU)
Administration of School Personnel (UWF/UF)
Labor Relations in Public Education (UF)
Lifelong Learning and Professional Development (UNF)
7. Ethical Leadership. High performing leaders act with integrity, fairness, and honesty in an
ethical manner. Key concept: leadership in relation to personal ethics
Ethics and Educational Leadership (FIU) Values and Ethics in Education (UF)
. School Leadership:
8. Vision. High performing leaders have a personal vision for their school and the knowledge,
skills and dispositions to develop, articulate and implement a share vision that is
supported by the larger organization and the school community. Key concept: leadership
in relation to the leadership traits of the individual.
School Leadership
Leadership for School Renewal (FSU)
Educational Leadership: The Individual (UF)
9. Community and Stakeholder Partnerships. High performing leaders collaborate with
families and business and community members, respond to diverse community interests
and needs, work effectively within the larger organization and mobilize community
resources. Key concept: leadership in relation to working with and within the
community.
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Education, Communication, and Change
Community Partnerships (UWF)
School and Community Relations (UWF)
Communications in Educational Leadership (UF/FIU)
Developing School and Community Resources (UNF)
10. Diversity. High performing leaders understand, respond to, and influence the personal,
political, social, economic, legal, and cultural relationships in the classroom, the school
and the local community. Key concept: leadership in relation to understanding and
addressing diversity issues.
Foundations for Leading in Diverse Environments (UWF)
Cultural and Social Foundations of Education (UNF)
Consultation and Assessment with Culturally and Linguistically Diverse
Populations
Notes on Plan 4:
1 This is a graduate level course analysis plan. If credit in the ten standards is not found, the
SOE should provide an outline of specific deficiencies as one method of demonstrating
completion of the Florida Educational Leadership Core Curriculum.
2 The 30 semester hours of graduate credit does not have to be in educational
administration. Therefore, the master's degree in the other subject satisfies the total credit
hour requirement for this plan.
3 Acceptable Non-Degree Programs: If an individual has completed a program in
educational leadership that does not terminate in a degree, the program will still be
acceptable if 8 of the 10 standards and the internship/field experience are identified in the
program.
4 Credit In: The course work in this course analysis plan does not require "three semester
hours" for each standard. More than one standard may be contained within a single
course description. However, the general expectation is that one 3 semester hour course
would cover no more than 2 standards. Exceptions to this general policy should be
reviewed with supervisor.
5 Comprehensive Body of Course Work in Educational Administration/Leadership: As noted
in the discussion of the principal leadership standards on page 1, there is considerable
overlap and interrelationship amongst the leadership standards which in turn is reflected in
many of the educational leadership courses. Due to the interrelatedness of the 10
standards, extensive review of course descriptions, and the requirement for “credit in”
each standard (see note #4 immediately above), the completion of 30 or more semester
hours of graduate credit in educational administration/leadership with at least 8 standards
and the internship/field experience identified will be viewed as a comprehensive body of
course work in Educational Leadership acceptable to meet plan 4.
6 Prefixes: Acceptable courses will generally have education prefixes. However, some may
not, especially courses in the Operational Leadership category (standards 4, 5, 6, and 7)
and the School Leadership standard for Vision (standard 8).
7 Internship/Field Experience Requirement:
Consider satisfied when at least one course title includes one of the following or similar terms: practicum, field
experience, internship, supervised practice, field project, etc…
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Consider satisfied if a review of a course description indicates an internship or field experience was required for the
course.
An educational leadership or principal internship, practicum, or supervised field experience may also be used to
satisfy one or more of the 10 standards as follows: 1-3 semester hours = 1 standard, 4-6 semester hours = 2
standards.
8. Elective Credit: Other graduate education courses may be applied as elective credit if necessary as in the
following samples:
The Politics of Education Seminar in Educational Foundations Educational Research
Policy Development Case Studies in School Administration History of Education
Additional Requirements for issuance of a Professional Certificate covering Educational Leadership: (1) Passing score on the General Knowledge Test (2) Passing score on the Professional Education Test (3) Passing score on the Florida Educational Leadership Examination (FELE)
This requirement is satisfied by passing all 3 portions of the “old” FELE, or all 3 portions of the “new” FELE.
Portions of the “old” and “new” cannot be combined. Note: The proposed date of administration for the
“new” FELE exam is July 2008. (4) Complete course deficiencies in Professional Preparation (if applicable)
Most individuals do not complete programs in Educational Leadership/Administration without being
previously teacher trained. However, this requirement is still necessary for those who are not. (5) Professional Education Competence Demonstration (PEC)
The PEC is not required for issuance of a Professional Certificate reflecting only the Educational
Leadership administrative coverage. Process applications for additional coverages as follows:
1. If the individual holds a Temporary Certificate or Official Statement in only Educational Leadership
and applies for another subject coverage, the PEC will be required to be certified in the new
coverage (if not already met).
2. If the individual holds a Professional Certificate covering only Educational Leadership, the PEC
will not be required when the individual applies for the addition of a coverage or endorsement.
Other Information:
1. Out-of-State Certificate reciprocity provisions beginning July 1, 2000 for a Professional Certificate apply to
Educational Leadership. The administrative certificate from another state must have been issued at the
master’s or higher level.
2. District Employment of Noncertificated Administrators. Florida Statutes (7-1-2002) provide the district school
board with authority to create alternative training for individuals employed as school principals who do not hold a
Florida Educator's Certificate.
3. The Course Code Directory lists Educational Leadership as an appropriate coverage for school principals and
assistant principals. The certification coverage of School Principal is available, but no longer required in the Course
Code Directory. However, districts may require their principals to hold certification in School Principal per district
policy.
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SCHOOL PRINCIPAL Procedures for Implementation of Rules 6A-4.0083 and 6A-4.0085 - July 1, 2007 and November 8, 1988
Following are the certification implementation procedures of these rules, only. Implementation of the program through which prospective principals document and demonstrate duties and competencies which is part of Rule 6A-4.0083 is not covered here, as that program is administered at the district level. The requirements listed below are a paraphrase of these rules. This certification is an option for positions as a school principal in accordance with the Course Code Directory.
Plan 1: 6A-4.0083
The applicant must:
1. Submit an application and fee for the addition of School Principal.
2. Hold (not just qualify for) a valid Florida Professional Certificate covering Educational
Leadership, Administration, or Administration and Supervision (not just Supervision).
3. Document successful performance of the duties and competencies of the school principalship.
A completed form CT-125 signed by the superintendent shall be official verification of this item.
Many times a CT-125 form is submitted that is not completed. All principalship requirements on the CT-125
form must be checked ("X") for acceptance by BEC..
Districts can submit form CT-125 in hardcopy format only. Districts cannot submit this form electronically
through BEC-PASS.
4. Complete item 3 (above) as a full-time employee of a Florida public school district in a leadership
position through which the applicant can fully demonstrate the competencies associated with the
Florida Principal Leadership Standards.
There is no specific timeline for participation in and completion of the district program which may
be more or less than one full year.
The applicant is not limited to positions such as assistant principal, intern principal, or interim
principal while completing the district program. Other positions in which leadership competencies
can be fully demonstrated are also acceptable.
Processing specialist should consult with supervisor if position identified on CT-125 is questionable.
Note: When School Principal is added to the Professional Certificate the Level I administrative coverage is dropped.
Plan 2: 6A-4.0085
The applicant must:
1. Submit an application and fee for the addition of School Principal.
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2. Hold a valid Florida Educator's Certificate covering Administration, Supervision, or Administration and Supervision
issued prior to July 1, 1986.
3. Document service as a school principal for not less than one (1) year prior to July 1, 1986.
4. Document current assignment as a school principal.
A letter from the school district superintendent shall be official verification of items 3 and 4.
Note: When School Principal is added to the Professional Certificate the Level I administrative coverage is dropped.
School Principal 08.28.2007
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Professional
Development
Plan
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The School Board of Highlands CountyThe School Board of Highlands CountyThe School Board of Highlands CountyThe School Board of Highlands County
PROFESSIONAL DEVELOPMENPROFESSIONAL DEVELOPMENPROFESSIONAL DEVELOPMENPROFESSIONAL DEVELOPMENT PLANT PLANT PLANT PLAN
Developed by the Department of Human Resources, Recruitment and Professional Development in collaboration with the Departments of
Curriculum and Instruction, Management Information Services, Exceptional Student Education, Student Services, Support Services
Departments and K-12 Schools
Mission StatementMission StatementMission StatementMission Statement The School Board of Highlands County will provide relevant, focused, ongoing professional development to employees at all levels in the District as well as Substitutes, as defined in 1012.98 F.S., No Child Left Behind and the National Staff Development Council.
• The Department of Human Resources, Recruitment, and Professional Development coordinates and facilitates the professional development training and activities of the district’s schools and departments in collaboration with the Departments of Curriculum and Instruction, Management Information Systems, Exceptional Student Education, Student Services, K-12 schools, and various other Support Services Departments.
ObjectivesObjectivesObjectivesObjectives The School Board of Highlands County will provide professional development opportunities that serve to strengthen employee knowledge, skills and abilities in order to perform their jobs effectively and successfully, to use the knowledge and skills to enhance every student’s learning experience and to impact student growth and achievement through measurable assessment processes.
StrategiesStrategiesStrategiesStrategies Planning
• Professional Development provided by Schools and District Departments will be assessed, developed, designed, implemented, and evaluated to meet district, state and federal standards. This ongoing process will primarily involve the Department of Human Resources, Recruitment and Professional Development, Department of Curriculum and Instruction, Department of Management Information Systems, Exceptional Student Education Department, the Student Services Department and all Elementary, Middle and High Schools.
• The planning process for certificated personnel will include providing relevant/appropriate professional development for administrators, classroom teachers, various resource teachers, and licensed instructional staff.
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► The process will involve administrative review of teachers’ Individual Professional Development Plans (IPDP’s), School Improvement Plans, Individual Leadership Development Plans (ILDP’s), address employee surveys and performance appraisal feedback, identify compliance with mandated federal/state/district programs and initiatives, and consider
the personal career goals of individual employees.
• Professional development/training for various categories of support employees will be provided by individual district departments, individual schools, and/or collectively through the Department of Human Resources, Recruitment, and Professional Development.
Delivery
• Professional Development Record System - utilize My-Points.org electronic inservice data system for notification, sign-up, follow-up, coordination and maintenance of records; easy access and review of individual records/points and certification by faculty, school, and district staff
• Delivery Methods – provide face-to-face, web-based/online, Blackboard learning system, district-shared resources, first class email, conference folders, professional learning communities, as well as traditional “paper methods” of memos, flyers, technical assistance papers to distribute training and/or support information
• Instruction – provide various district, state, and national consultants, specialists, and trainers, who are considered “experts in the field” and use learning strategies appropriate to the intended goal of the professional development; applies knowledge of human learning and change including modeling effective teaching practices to include practice and feedback
• Content - areas of professional development will include but not be limited to Sunshine State Standards, subject content, teaching methods, technology, assessment and data analysis, classroom management, and school safety
Follow-up
• Transfer to students – workshop/training facilitator or instructor will provide the opportunity for input and feedback and documents the extent to which participants use the knowledge and skills learned in training to successfully instruct their students (My-Points.org component is one avenue of documentation)
• Coaching and mentoring – Peer and Mentor teachers are provided to all new teachers on Temporary Educator Certificates; National Board Certified Teachers (NBCT’s) are either requested and/or recommended to assist and support new teachers on Professional Educator Certificates with less than three years of teaching experience; all peer/mentor teachers and NBCT’s receive additional training to assist teachers in the acclimation to the school environment including appropriate application of knowledge and learned skills in the classroom (Peer/Mentor Teacher Portfolio provides documentation)
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• Electronic – various web-based resources and assistance that lend to follow-up may be provided by first class email and conference folders, Atomic Learning, interactive textbook websites, Harry Wong Online Classroom Management, Yes Teach, DELTA website, etc.
Evaluation
• Implementation – formal evaluations of delivered professional development are conducted by district departments and schools through various avenues to assess, plan, develop and/or delete training programs provided by the district and schools during the previous year
• Methods - include but are not limited to: Workshop/training/inservice evaluations conducted immediately after activity rating all aspects of effectiveness/appropriateness of training program; surveys, emails, My-Points.org using feedback of application component, informal administrator observations, communication/observation with peer and mentor teachers and performance appraisals
► Evaluation methods used to determine the effect of professional development training on student achievement may be demonstrated through state and/or district standardized tests, teacher-constructed tests and action research
• Results – used as part of needs assessment process to continue and/or plan and develop future professional development; assesses participation, successful implementation, classroom/job application of new knowledge or learned skills, provides links to IPDP’s/ILDP’s and student performance/achievement gains
Expenditures
• The district will document expenditures of resources in the areas of professional development provided to employees via the Comprehensive Planning Process for all schools and departments. The schools and departments will account for the percentage of their allocated budgets spent on Sunshine State Standards, Subject Content, Teaching Methods, Technology, Assessment/Data Analysis, Classroom Management and School Safety and provide the documentation to the Department of Human Resources and the Director of Finance for auditing and reporting purposes.
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PROFESSIONAL DEVELOPMENT TRAINING
Roles and Responsibilities of District Schools and Departments
Departments – Instructional: Curriculum and Instruction Assessment trainings:
♦ FLKRS ♦ DIBELS ♦ FCAT ♦ MAZE ♦ CELLA ♦ KAPLAN ♦ THINK-Link
Sunshine State Standards in all content areas
High-Yield Instructional Strategies
Capturing Kids Hearts
Read 180
Curriculum Mapping
Earobics
Quadrant D
Language!
Classroom Walk Thru
Instructional Strategies in Math, Reading, Language Arts, Science, and Career and
Technical Education
LCRT (Reading Coaches) Professional Development Meeting for 2007-2008 – per month
Ruby Payne - Framework of Poverty
Career and Technical Education
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• Industry Recognized Certification - This is a critical area under SB 1232 and CTE programs are going to be spending a great deal of time and effort getting the CTE teachers prepared to offer Industry Recognized Certifications to the students in their courses.
• Workforce Education and Development - A major element of CTE courses and is a bit different than instructional strategies.
• Budgeting and Resource Management - Another important area for CTE
teachers as they have to manage many external fund raising accounts, plan for Perkins support, and manage limited school budgets for labs.
• Machine, Power Tool, and Material Safety for Career and Technical Education - We can not assume instructors and staff associated with CTE labs are current with tool and machine safety and chemical safety.
• Livestock Handling and Safety - One of the critical areas for Ag teachers -
weigh-ins and tagging animals, trailering animals, etc.
Exceptional Student Education Exceptional Student Education teachers are trained to provide the unique educational services identified for each student. Teachers are provided opportunities for specialized inservice training, administrative support and program support through the services of the Exceptional Student Education Department. Ongoing training/workshops/inservice activities offered each school year:
• New Exceptional Student Education Teacher Training Instructional, All Levels
• Local Education Agency (LEA) Training Instructional and Administrators, All Levels o Individuals with Disabilities Education Act 2004 (IDEA 2004)
• Seminar on IDEA 2004 Legal Issues Instructional and Administrators, All Levels
• Individual Education Program (IEP) Monthly Training
Instructional, All Levels o Quality IEP Components and Electronic A-3 IEP o New ESE Teachers Strand o Experienced ESE Teachers Strand
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• IDEA Clerk/Paraprofessional Training
o Electronic A-3 IEP
• Non Violent Crisis Intervention Training (CPI) All Levels, Instructional, Administrators and Paraprofessionals o Initial Certification Training o Autism Spectrum Disorder Strand o Recertification Training
• My Reading Coach – Technology Based Reading Program
Instructional, All Levels • Professional Study Groups/Action Research
o Itinerant ESE Instructional Staff Monthly Meetings
• Alternate Assessment Training Instructional, All Levels
• Self Determination and Transition Training Instructional, Secondary Level
• Positive Behavior Support (PBS)
Instructional, Administrative, All Levels o School Team Training o Ongoing Support for PBS Schools
• Second Step Curriculum Training
Instructional, All Levels • Classroom Management Training
Instructional, All Levels
• CHAMPs – A Proactive and Positive Approach to Classroom Management Instructional, All Levels
• Transdisciplinary Team Training Instructional, Paraprofessional, All Levels o Monthly Meetings with Selected Schools
• Annual Medicaid Training -
Speech Pathologists, Occupational Therapists, Physical Therapists, Mental Health Therapists, School Social Workers, School Psychologists, Speech Paraprofessionals and Enhancement Paraprofessionals
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• Parent Advisory Quarterly Meetings - All Schools Represented by
Parents of Students with Disabilities, Program Specialists, Administrators • ESE Department Meetings Monthly at Each School
Instructional, Administrators, All Levels o Facilitated by Program Staffing Specialists
• Weekly Classroom Support/Mentoring for Selected ESE Behavior Intervention Classrooms from Contracted Consultant Instructional, All Levels
• Assistive Technology Training for Selected Classrooms – How to Use Intellikeys, DynaVox, Alpha Smart and Other Augmentative Communication Devices
Instructional and Parents of Students with Disabilities, All Levels
• Movement Opportunities Via Education (MOVE) - Instructional, All Levels
• Taking Care of Your Back – Proper Techniques for Lifting
Instructional and Paraprofessionals, All Levels
• Speech/Language/Hearing Monthly Meetings Itinerant Speech Staff
• Physical Therapy/Occupational Therapy/Adaptive Physical Education Monthly Meetings Itinerant Staff
• Data Collection Training
Instructional, Paraprofessional, All Levels
• Handwriting without Tears Instructional, Elementary Level o Ongoing Support to Selected Classrooms by OTs
• Recording for the Blind and Dyslexic (RFBD)
Instructional, All Levels o Training to use Equipment and Materials
• Pre-K Disabilities Classrooms Ongoing Support o Curriculum and Transition to Kindergarten
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• Florida Inclusion Network (FIN) Training for Selected Schools
Instructional, All Levels o Inclusion, Co-Teaching and Differentiated Instruction
• Gifted Endorsement Classes
Instructional, All Levels
• Florida School for the Deaf and Blind – Training and Support for Students with Multiple Disabilities
• ESE Procedures – Implementing Special Programs and Procedures
Heartland Educational Consortium
Heartland Educational Consortium provides educational services to six rural districts in central Florida: Desoto, Glades, Hardee, Hendry, Highlands, and Okeechobee. The consortium facility is located in northern Lake Placid, Florida on Highway 27. The facility includes two primary training rooms with Internet accessibility, LCD projection and individual, mobile, lap top computers. The primary training rooms can accommodate between 28-40 people interacting at tables. A third, smaller training room can accommodate 20-24 people interacting at tables. The Office of Professional Development (OPD) at Heartland Educational Consortium is committed to excellence. Our job is to develop and provide on-going support to teachers, administrators, support staff, and the schools in our six school districts. OPD organizes and provides a variety of learning opportunities for executive, administrative, instructional and support personnel to assist them in their quest for improving overall student achievement. The department provides quality and results-oriented training so that all participants are equipped with strategies that engage students in rigorous and relevant curriculum.
A needs assessment is developed and distributed on an annual basis to all teachers and administrators in six districts to determine their professional development needs. Workshops and trainings are then offered throughout the school year and summer. OPD assists each school district in their ongoing effort toward aligning professional development trainings with the National Staff Development Standards and the Florida Professional Development Evaluation System Protocol Standards.
OPD plays a vital role in helping each of the school districts in achieving their own district goals by ensuring a variety of development opportunities that tap stakeholder’s potential while enhancing the knowledge and skills needed for
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professional growth. These opportunities help staff succeed in their job, remain current on the latest research in their field, and help prepare them for possible advancement.
Human Resources, Recruitment, and Professional Development Programs:
� Professional Educator Competency (PEC) Program � Preparing New Principals (PNP) Program � Alternative Certification Training (ACT) for Teachers Program � Peer/Mentor Teacher Program � New Principal Mentorship Program � Paid Internship Program � SFCC Tuition Payment Program
District Approved Add-On Programs:
� English for Speakers of Other Languages (ESOL) � Gifted Endorsement � Reading Endorsement � Athletic Coaching Endorsement
Instructional employee training/workshops/inservice activities offered each school year:
� Clinical Educator Training � New Teacher Orientation (NTO)
� No Child Left Behind/Highly Qualified Teacher � Teacher Certification � Professional Ethics � Sexual Harassment � Diversity � Classroom Management � Instructional Strategies � District policies and procedures
� Crisis Intervention Training for New Teachers � Alcohol/Drug Awareness � Bloodborne Pathogens � Student Intervention Services � Violence Prevention/Behavioral Strategies � Gang Awareness � Exceptional Student Education Services � School Safety
� Mentor Teacher Training � Peer Teacher Training
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� Recruitment 101 Administrator Training:
� DELTA Leadership Training for Administrators (HEC) � Leadership Training for Aspiring Administrators (HEC) � SACS � PDA/Technology � 7 Habits of Highly Effective Leaders � FPMS � ESOL for Administrators (online course) � SearchSoft Solutions Online Application System � Smart Find Express Automated Sub Calling System � Performance Pay � Differentiated Pay � Retirement/FRS information � Recruitment 101 � Legislative Updates in Professional Development and Certification � Professional Development Protocol Site Review Training � No Child Left Behind – Highly Qualified Teacher Training � Classroom Walk-through Training (CWT) webinar/DOE � Employee Discipline and Documentation � Guidelines for conducting instructional/support performance appraisals � Management Training - Audio Conferences/Webinars
� How to deal with difficult employees � Time Management and Organizational Training � Conflict Resolution � Team Building
New Substitute Training/Certificate Renewal Training/Sub Professional Development:
� Bencor Plan � Bloodborne Pathogens � District policies/procedures � Student Code of Conduct � School Safety � Professional Ethics � Equity – Discrimination/Sexual Harassment � Diversity � Classroom Management � Child Abuse Hotline � Smart Find Express Automated Sub Calling System � Cert Renewal and PD Topics: Strategic Tutoring, Gang Awareness,
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Bullying/Cyber Bullying, Behavior Intervention Techniques, Drug/Alcohol Awareness
Support Staff Training:
� OJT � Program/job updates � Custodial Training � Family Medical Leave Act � Customer Service Skills � Conflict Management � Team Building � Electronic Personnel Action Forms � Smart Find Express Automated Sub Calling System � Emergency Procedures - Deputy Superintendent � Retirement/FRS information
Management Information Services � Classroom Technology � Digital Storytelling � Excel 07 � FirstClass Email � LPE Smartboard � Office 07 � Online Resources � Smartboard I � Smartboard II � Web I � Web II � Word 07
Tech Resource Teachers Train-the-Trainer � Pinnacle Gradebook � Integrating Technology � Office 07 � Smartboard � Online Resources � Teacher Web Pages/FirstClass Email
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Curriculum/Instructional Technology
Type of Training Reason Training Dates Attendees CELLA Assessment / ELL 2007-2008 Admin & Support
CELLA Assessment / ELL 2007-2008 Admin & Support FCAT Writing + Assessment 2007-2008 Admin & Support FCAT R/M/S Assessment 2007-2008 Admin & Support FLKRS Kindergarten
Readiness 2007-2008 Admin & Support
Kaplan FCAT Readiness 2007-2008 Admin & Support Pinnacle Grade Book 2007-2008 Instructional Genesis Student Database 2007-2008 Support Genesis Student Database 2007-2008 Support School Stream Electronic Forms 2007-2008 Admin & Support Records Management
Records Management/Laws
2007-2008 Admin & Support
Student Services
Student Services Professional Development Opportunities
Topic Purpose Frequency Target Audience
First Aid/CPR/AED
Train all interested staff in life saving techniques certified by the American Red Cross. All schools are mandated by the State of Florida to have an AID and someone trained to use it present at home sporting events. The School Health Services Act requires that 2 people other than health room staff must be certified in CPR and First Aid. This course meets the training necessary to meet that mandate.
Offered yearly by Am. Red Cross Instructors
Coaches, health room staff and all other SBHC employees
First Aid/CPR/AED Instructor certification
Have trained American Red Cross Instructors at each school so the Principal can schedule the First Aid/CPR/AED classes at their convenience for their employees
Offered yearly by Am. Red Cross
Principal’s Designee or interested SBHC employees
Blood borne Pathogens
OSHA required training for all new employees on Hepatitis B and HIV/AIDS, their source, symptoms, transmission, prevention and the Districts Exposure Plan
Monthly New Subs and Teachers
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A video “Blood borne Pathogens—A Lesson to Live By” is shown in Workshops also
ATOD Awareness Update
To help new teachers understand the need for alcohol, tobacco and other drug (ATOD) prevention education programs in our schools, identify the dangers of “Gateway Drugs”, recognize signs and symptoms of ATOD use and abuse and become aware School Board policies regarding substance abuse.
Yearly New Teachers
District Health Advisory
This meeting is a joint effort between Safe and Drug Free Schools and School Health to keep schools, teachers, parents and the community aware of issues involving health, PE, safety and drug use in Highlands County Schools
5 times each school year by SDFS Coor.
Parents, SBHC employees and other interested community members
Red Ribbon Week
This is a National Drug Prevention Awareness Campaign that brings attention to the problems our youth and adults face with drugs and addiction in our community during the last week of October. Inservices, Red Ribbons, literature, contests and school programs present the consequences of illegal drug use and the importance of staying drug free. We will have our 2nd Red Ribbon Run this year to give staff and students the opportunity to make a public commitment to combat alcohol, tobacco and other illegal drug use.
Annually SBHC staff, students and parents
Student Service Inservice Meetings
From problem solver to solution seeker: “a practical approach” is a one-day professional development program involving the utility of solution-focused brief counseling in schools
One day quarterly
Guidance counselors, school psychologist & social workers
School Psychologist Presentation
WJIII Tests of Achievement: fine points of administration
Offered annually
New Guidance Counselors
School Psychologist Presentation
Functional behavior assessment; introduction to Burks Behavior Rating scales, second edition: a revision of the Burks Behavior Rating Scales; Introducing the Vineland II: a revision of the standard in adaptive behavior assessment
One day quarterly
Guidance counselors
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School Social Workers Presentation
Beginning teachers abuse, neglect and suicide training is a 2 hour professional development program that covers child abuse, suicide and crisis intervention procedures
Annually New teachers
School Social Workers Presentation
A brief refresher course on child abuse and suicide is presented at faculty meetings in a fixed routine of succession between the three towns within the district
Annually All faculty
Student Services Inservice Meeting
Topics covered early intervention strategies/aggressive youth; prevention workshop – abuse, violence
One day quarterly
Guidance counselors, school psych. & social workers
Back to school staff meeting
Good shepherd hospice bereavement programs; procedural safeguards update; student observation strategies and referrals; background information for referrals involving bilingual students; indicator IV; state assessment schedule; Elementary Level: steps to respect: a bulling prevention program; student progression plan update; mentoring/networking; Secondary Level: student progression plan update; course recovery; majors/minors; EPEP/career choice; Career Academy at South Florida Community College
Annually Guidance counselors, registrars, school psychologist & social workers
Student Services
Student Services Professional Development Opportunities
Topic Purpose Frequency Target Audience
First Aid/CPR/AED
Train all interested staff in life saving techniques certified by the American Red Cross. All schools are mandated by the State of Florida to have an AID and someone trained to use it present at home sporting events. The School Health Services Act requires that 2 people other than health room staff must be certified in CPR and First Aid. This course meets the training necessary to meet that mandate.
Offered yearly by Am. Red Cross Instructors
Coaches, health room staff and all other SBHC employees
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First Aid/CPR/AED Instructor certification
Have trained American Red Cross Instructors at each school so the Principal can schedule the First Aid/CPR/AED classes at their convenience for their employees
Offered yearly by Am. Red Cross
Principal’s Designee or interested SBHC employees
Blood borne Pathogens
OSHA required training for all new employees on Hepatitis B and HIV/AIDS, their source, symptoms, transmission, prevention and the Districts Exposure Plan A video “Blood borne Pathogens—A Lesson to Live By” is shown in Workshops also
Monthly New Subs and Teachers
ATOD Awareness Update
To help new teachers understand the need for alcohol, tobacco and other drug (ATOD) prevention education programs in our schools, identify the dangers of “Gateway Drugs”, recognize signs and symptoms of ATOD use and abuse and become aware School Board policies regarding substance abuse.
Yearly New Teachers
District Health Advisory
This meeting is a joint effort between Safe and Drug Free Schools and School Health to keep schools, teachers, parents and the community aware of issues involving health, PE, safety and drug use in Highlands County Schools
5 times each school year by SDFS Coor.
Parents, SBHC employees and other interested community members
Red Ribbon Week
This is a National Drug Prevention Awareness Campaign that brings attention to the problems our youth and adults face with drugs and addiction in our community during the last week of October. Inservices, Red Ribbons, literature, contests and school programs present the consequences of illegal drug use and the importance of staying drug free. We will have our 2nd Red Ribbon Run this year to give staff and students the opportunity to make a public commitment to combat alcohol, tobacco and other illegal drug use.
Annually SBHC staff, students and parents
Student Service Inservice Meetings
From problem solver to solution seeker: “a practical approach” is a one-day professional development program involving the utility of solution-focused brief counseling in schools
One day quarterly
Guidance counselors, school psychologist & social workers
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School Psychologist Presentation
WJIII Tests of Achievement: fine points of administration
Offered annually
New Guidance Counselors
School Psychologist Presentation
Functional behavior assessment; introduction to Burks Behavior Rating scales, second edition: a revision of the Burks Behavior Rating Scales; Introducing the Vineland II: a revision of the standard in adaptive behavior assessment
One day quarterly
Guidance counselors
School Social Workers Presentation
Beginning teachers abuse, neglect and suicide training is a 2 hour professional development program that covers child abuse, suicide and crisis intervention procedures
Annually New teachers
School Social Workers Presentation
A brief refresher course on child abuse and suicide is presented at faculty meetings in a fixed routine of succession between the three towns within the district
Annually All faculty
Student Services Inservice Meeting
Topics covered early intervention strategies/aggressive youth; prevention workshop – abuse, violence
One day quarterly
Guidance counselors, school psych, social wkrs
Back to school staff meeting
Good Shepherd Hospice bereavement programs; procedural safeguards update; student observation strategies and referrals; background information for referrals involving bilingual students; indicator IV; state assessment schedule; Elementary Level: steps to respect: a bulling prevention program; student progression plan update; mentoring/networking; Secondary Level: student progression plan update; course recovery; majors/minors; EPEP/career choice; Career Academy at South Florida Community College
Annually Guidance counselors, registrars, school psychologist & social workers
Departments – Support/Non-instructional: Facilities The Facilities Department provides opportunities for: 1. Individualized participation in course study to obtain CEU's to stay accredited in
employee disciplines. 2. Training and industry workshops that is researched and recommended by trade
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section leads. 3. State required workshops for licensure re-certification. 4. Local and district software training. 5. Manufacturer's field training for equipment. 6. Standardized training of departmental procedural requirements for new
employees. 7. District mandated training of state requirements for the operation of fleet
vehicles. Finance/Payroll
The Department provides employees with one “outside” professional development opportunity per fiscal year. Some examples are: Customer Service Skills, Stress Management, Team Building, etc.
Staff may participate in district-delivered training opportunities that include but are not limited to: Retirement (FRS), MIS Technology training, Electronic Personnel Action Form (E-PAF) training, Family Medical Leave Act, and other state/district updates affecting department staff.
Workshops/trainings provided by Finance/Payroll Staff include but are not limited to: Health Fair, Wellness Program, EZ Stub Electronic Pay Stub, Blue Cross & Blue Shield/Blue Options Program, Health/Benefits Package and Salary Information at Mass Processing for New Hires and New Teacher Orientation.
Food and Nutrition Services
F&N Professional Development Opportunities Topic Purpose Frequency Target
Audience ServeSafe Certification
ServSafe® is a two-day comprehensive food safety education and training program developed by the Educational Foundation of the National Restaurant Association that is widely recognized by many state and local jurisdictions. The program combines thorough training in all areas of food safety. The ServSafe® certificate verifies that an individual has successfully passed the ServSafe® Food Protection Manager Certification Examination
Offered quarterly by DOE
Managers and Assistant Managers, Food Service Aides
Food Safety/HACCP
Food Safety/HACCP is a one-day course which will focus on safe food handling techniques and proper monitoring for food safety from the time
Offered quarterly by DOE
Managers and Assistant
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edible items (fresh, frozen, and dry goods) are delivered, stored, prepared, and maintained prior service to the customer. Hazard Analysis of Critical Control Points (HACCP) focuses on the flow of food in the food safety process from delivery to service. The course is also designed to assist sponsor representatives with reviewing and updating Standard Operating Procedures required with
Food Safety Programs.
Managers, Food Service Aides
Fruits and Vegetables Galore
Fruits and Vegetables Galore is a one and a half day professional development program that educates managers and other frontline staff on creative techniques to get students excited about eating a variety of colorful fruits and vegetables daily. Resource material will be provided to all conference participants. The program will cover: Quality Produce for Quality Meals Principals for Storing Produce Preparing Fruits and Vegetable: Tricks of the Trade
Offered annually by DOE
Managers and Assistant Managers, Food Service Aides
Healthy Edge Healthy Edge: Building Healthy School Meals is a professional development program that educates child nutrition professionals about many aspects of nutrition. The program helps professionals: Satisfy program requirements outlined in USDA's School Meals Initiative for Healthy Children Offer nutritious and appealing meals that satisfy the dietary needs and food preferences of children Implement the best practices presented in Keys to Excellence in School Food and Nutrition Programs Satisfy the nutrition education specialized training requirement of School Nutrition Association Certification
Offered annually by DOE
Managers and Assistant Managers, Food Service Aides
Cost Control Cost Control: Cost Control is a professional development program that educates child nutrition professionals how to manage costs and maintain a financially successful program. The course includes ten modules of training: o Introduction to Cost Control o Understanding Profit and Lost Statements
Offered annually by DOE
Managers and Assistant Managers
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o Revenue and Income o Food Cost o Reducing Food Cost o Labor Cost o Reducing Labor Cost o Determining the Breakeven Point o Budget o Increasing Revenue
Summer Food Service Program
SFSP Accelerated Training, SFSP Expanded Training SFSP Seamless Summer Topics Covered: o Updates to Regulations o CNP Web Sponsor and Site Application, Budget and Checklist
o CNP Web Claims o Menu Planning o Food Safety o Procurement o FSMC Contracts o Record-keeping o Sponsor and Site Visits o State and USDA Review o Health Inspections o Timelines o Outreach o Civil Rights
Offered annually by DOE
Managers and Assistant Managers
Provision 2 Topics to be covered: o Provision 2 overview o Provision 2 currently in Florida o Financial impact of Provision 2 o Calculating percentages monthly versus annually
o Provision 2 and CNP system Meal counts/base year and non-base years
o Filing claims o Maintaining documentation o Provision 2 extension o Returning to traditional NSLP o Common errors CRE preparation o SA established guidelines/standards to operate on provision 2
FN Director’s Update
○Fall Food Service Directors and Supervisors (FSNA
Industry Seminar) Offered Quarterly
Coordinator and Area
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○Summer Food Service Directors and Supervisors ○Spring Food Service Directors and Supervisors(FSNA
Annual Conference)
by DOE Managers
National School Lunch and Breakfast Program
Topics to be covered: o CNP Sponsor Application o CNP Site Application o Civil Rights o Free and Reduced Price Policy o Verification and Certification o Counting and Claiming Procedures o Claims o Productions Records and Portion Control o Menu Planning Options o Offer Vs Serve o School Meal Initiative (SMI) o Food Safety/HACCP o Procurement
Offered Annually by DOE
Coordinator and Area Managers
Monthly HSCB F&N Manager Meetings
Topics will include development/review of department policies and procedures, sharing of best practices, menu development, etc.
Held monthly by Coordinator
Site Managers
Back to School Staff Meeting
Topics covered: o Team Work o Dress Code o Department Policies and Procedures o Menus o Previous Year Accomplishments/Next Year Goals
o Civil Rights
Held annually by Coordinator
All F& N Staff
Highlands County School Nutrition Association Meetings
Topics include o Food Service management o Sanitation o Nutrition o Offer Vs Serve o Production Records o Wellness Program o
Monthly Meeting
Any HSCB F&N employee is welcome to attend
Purchasing The anticipated annual staff development plans for the Purchasing Department staff are as follows: Clerical Staff - Microsoft Sessions offered by our MIS Staff
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Property Management Clerk - FASBO Conference and Seminars available there Delivery Workers - Forklift Training & Microsoft Sessions Inventory Specialist - Microsoft Sessions offered by our MIS Staff District Receptionist - Selected Receptionist seminar & Microsoft Sessions Print Shop Publisher - Design graphics training & Microsoft Sessions Mechanic/Parts Room - Navistsar parts program training sessions Transportation Not all of the job development opportunities result in certification; attendance/participation in workshops, seminars and meetings is recommended to enhance employees’ applied knowledge and skills in the transportation department’s career development. Participation in selected professional development activities/events are mandated to comply with State and/or District/Department requirements. Department Career Categories: Administrative Staff Clerical Staff Garage Fleet Staff Bus Operator & Attendant Support Staff Administrative Staff: 1.) Attend in-house departmental meetings and workshops. It is a
collaborative effort of information sharing, updating, and notification of student curriculum enhancement combined with school hours, route scheduling, staff and vehicle availabilities. The objective is to work cohesively with compliance of local board policies and state legislative laws.
2.) The Department of Human Resources offers ongoing supervisory/management enhancement programs and seminars in staff development, policy and procedures.
3.) The MIS/Technology Department offers computer training, application of software use in data retrieval, reporting and processing and tools in navigating the student database “Genesis” for reporting student eligibility for FTE & FEFP Funding.
4.) Selected staff will attend Exceptional Student Educational (ESE) workshops, IEP Team meetings, State and National Conferences for Transportation - “related service” knowledge in laws, litigation and safety best practices.
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5.) Certification/Renewals with the Department of Education and Transportation: Initial - Forty (40) Hour State Certification in DOE “School Bus Operator & Attendant Curriculum;” Twelve (12) Hours annually of in-service training.
6.) Commercial Driver License (CDL) Examiner Testing Renewal & Compliance.
7.) CPI Nonviolent Crisis Intervention Renewal Certification compliance every two (2) years for quality control.
8.) Office of the Attorney General Workshops in cooperation with other governmental agencies concerning all facets of safety in the School Environment. Example: EMS, Fire Rescue, Homeland Security.
Clerical Staff:
1.) Receive initial on-the-job training of department procedures and proper
use of equipment. 2.) Human Resources, MIS/Technology offer additional training workshops
and seminars in professional development. 3.) Opportunities to visit other Transportation Departments in the state for
observation of new or updated equipment, procedures, and related software inquiries periodically come available.
Garage Fleet Staff: 1.) All mechanics must receive and maintain certification by The Department
of Education. Mechanics must participate in this and other relevant/mandated training programs offered by DOE.
2.) Garage staff (upon the initial hire orientation) receive training in department protocol, procedures and the proper use of shop equipment.
3.) Periodic workshops are held with vehicle manufacturers for equipment updates - both technical and diagnostic.
4.) Zee Medical Service offers informative demonstrations regarding the proper use of First Aid Equipment.
Bus Operator and Attendant Staff:
1.) Staff who transport students are trained based on required state
standards and must posses a Florida School Bus Operator or Attendant Certificate of Training. In addition to pre-employment training of forty (40) hours, the annual in-service training of twelve (12) hours will be offered in First Aid, CPI Nonviolent Crisis Intervention, Securing Car Seats
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and Wheelchairs, Security and Safety protocol, compliance with all changes and updates to Federal and State Laws/guidelines.
2.) MIS/Technology Department offers computer/technology workshops. 3.) Department meetings between the Garage Fleet & Operations are
conducted to share information on various department concerns as well as equipment and vehicle manufacture updates.
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School-Based Professional Development for
Instructional Employees
Title of Training or
Inservice ELEMENTARY MIDDLE HIGH
I. Orientation & Induction
Employee Handbook • • • Code of Ethics • • • Florida EAP’s • • • Student Prog Plan • • • Code of Conduct • • • Perf Appraisal • • • IPDP’s • • • CERT Training • • • Emer Mgt Training • • • “Buddy System” • School Safety: Firedrills, Tornado Drills, Lockdowns, etc.
• • •
Parent Conferences/Communication
• • •
II. Technology Pinnacle Gradebook • • • First Class E-Mail • • • A-3 • Smart Find Express • • • My-Points.org • • • Connect Ed • • • School Stream • • • SIP • • • Atlas Curr Mapping • • • CWT • • • SearchSoft Online App Harcourt Web Resources • Success Maker • Electronic Lesson Plans • • • Smartboard/Mimio Board • •
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III. Data KAPLAN Achvmnt Planner • • • ThinkLink • DIBELS • Earobics • PMRN • • • MAZE • MS ORF • IV. Subject Content/SSS Reading/L.Arts/Writing • • Reading/Content Area • Math • • • Science • • • Social Science • • • HAART • • Guidance • • • ESE: IEP’s • • • ESE: My Reading Coach • IDEA: J. Weatherly • • • ESE: CPI • • • Read 180/Language • • Literacy 1st/Read’g 1st • • • ESE Strategies • • • ESOL Strategies • • • Florida Writing + • FCAT: Reading, Math, Science
• • •
Harcourt Math • Scott Foresman Reading
•
Accelerated Reader • Handwriting • V. Other Generic Areas Classroom Mgt/H. Wong • • • High Yield Instruct Strat’s • • • Thinking Maps • • Social Skills • • Lesson Planning • • • “TEAM Biz” •
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Freshman Foundation: Team Building, Collabora- tion, Book Reviews
•
Prof Learning Communities • • • Positive Behavior Support • Textbook Adoption • • • PDCA/CIMS • • • Frameworks of Poverty • • • Model Schools/Daggett • • • Conflict Management • • • Mentoring • • • SACS Review Training • • •
School-Based Professional Development for
Non-Instructional Support Employees
Title of Training or Inservice
ELEMENTARY MIDDLE HIGH
I. Orientation & Induction
• • •
Ethics - Prof Conduct • • • Stdnt Code of Conduct • • • Performance Appraisal • • • Emer Mtg Training • • • CERT Training • • • “Buddy System” • II. Technology First Class Email • • • Smart Find Express • • • School Stream Forms • • • Genesis – stnt database • • • CIMS – emp database III. Other OJT – separate sites • • • Customer Svc Skills • • • Diversity/Poverty • • • Conflict Resolution • • • Team Building • • • Daggett: RRR • • •
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Section III
ADMINISTRATIVE ASSESSMENT
COMPONENTS
Performance Appraisal Procedures
Statutory Requirements
Performance Appraisal Instrument for
Assistant Principals
Principals
District-Level Administrators
Performance Pay Guidelines and
Performance-Based Pay Determination Form
Leadership Standards and Sample Key Indicators
Interim Review Form and
Professional Improvement Plan
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THE SCHOOL BOARD OF HIGHLANDS COUNTY
Performance Appraisal Guidelines and Performance-Based Pay Plan
For School-Level Administrators
HISTORICAL OVERVIEW
The Performance-Based Pay Plan for School-Based Administrators was revised in November 2003.
The revision was developed through collaborative discussions of school-based administrators, school
board members and selected district staff with the final revision being approved by Superintendent
Wally Cox.
The original Performance-Based Pay Plan for Administrators in June, 2002, was developed through
the cooperative efforts of school-based and district-based administrators. Representatives from the
elementary, middle and high schools were asked to participate by Superintendent Wally Cox.
The Administrator Performance-Based Pay Committee members included:
Dr. Debra Elliott
Betty Ford-Smith
Ruby Handley
Foylen Kraft
Dr. Anne Lindsay
Sandi Whidden
Wally Cox, Superintendent Advisor
Mike Averyt Advisor
Jim Bible Advisor
Beginning July 1, 2008, to meet The Department of Education’s William Cecil Golden (WCG)
Florida Principal Leadership Standards as per 1012.986 F.S., the revision of the Performance
Appraisal System and Performance-Based Pay Plan for School-Level Administrators was developed
as an integral component of the district’s Leadership Effectiveness, Assessment, and Development
(L.E.A.D.) Management Program for Administrators (previously Human Resources Management
Development or HRMD Plan).
The L.E.A.D. Program’s Performance Appraisal and Performance-Based Pay Plan for School-Based
Administrators was revised and reviewed by the Superintendent, Deputy Superintendent, Assistant
Superintendent for Curriculum and Instruction, Director of Human Resources, Recruitment, and
Professional Development, and selected Elementary and Secondary Principals. Pursuant to
submission and review by The Department of Education, The School Board of Highlands County
will provide final review and approval of the plan.
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INTRODUCTION
The objectives of the School-Level Administrative Performance Appraisal System are:
� To develop performance expectations with each educational leader that are aligned with state
and district leadership standards, focused on instructional leadership that impacts student
growth and achievement, and taking into consideration the uniqueness of each position,
location, and school climate
� To gather valid and reliable evaluative data that may be utilized in decision-making related to
performance assessments, promotions, rewards, assignments, reassignments, remediation or
termination
� To appraise the performance of each educational leader in terms of well-defined performance
expectations and standards of leadership competency
� To assess the support, resources, and professional development provided to school leaders
that enhance teacher performance and affect student growth/achievement
� To promote individual as well as organizational growth
� To provide each educational leader with individualized feedback, coaching and technical
assistance in order to facilitate the achievement of his/her identified goals and objectives
� To determine recipients of Tier I and Tier II Performance-Based Pay
The performance of instructional leaders will be assessed based on the following:
Level Assistant Principal Principal
� I Entry Level 1-3 years as an AP 1-3 years as a Principal
� II Experienced 4+ years as an AP 4-7 years as a Principal
� III Career Principals N/A 8+ years as a Principal
The three rating components of the School-Based Administrative Performance Appraisal System
will include:
� Accountability Ratings
� Goal Outcome Ratings
� Leadership Standards/Areas of Responsibility Performance Ratings
The components listed above will be used to determine eligibility for Performance-Based Pay (see
Tier I and Tier II criteria).
ORIENTATION
The Superintendent or designee will provide an orientation session for all principals, assistant
principals and district-level administrators. The orientation will focus on the performance appraisal
guidelines and requirements, procedures, and the roles of all individuals involved in the performance
appraisal system.
Appropriate training will be provided to all individuals who serve as appraisers in the performance
appraisal system. Training topics may include but not be limited to: WCG Leadership Standards;
performance indicators; various other web-based leadership development programs; strategic
planning and goal-setting; feedback, mentoring and coaching; interaction management; facilitation
skills, etc.
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SECTION I
PERFORMANCE APPRAISAL SYSTEM PROCEDURES
The steps outlined below are to be followed in implementing the Performance Appraisal System.
Both the evaluator and the administrator should review each procedure carefully before initiating
this process.
Step 1: Performance Appraisal Planning Session (July – September)
The immediate supervisor will meet with the administrator before September 30 of the ensuing
school year for a collaborative goal-setting session. For administrators employed after September
30, appropriate adjustments will be made.
During this collaborative planning session, mutual agreement on established goals and related
professional development shall be developed as follows:
Required:
a. Three (3) SIP (School Improvement Plan) Goals – a minimum of three goals (#1-3 on
Performance Appraisal) focused on student achievement will be developed collaboratively
with the supervising administrator
o State specific plans for obtaining professional development to support meeting
student achievement goals (i.e., FPMS training, Principal/Assistant Principal
Curriculum Workshops, SREB, STEM, NGSSS, etc.)
b. One (1) Professional Job-Embedded Goal – goal #4 should be a professional goal based on
the ILDP (Individual Leadership Development Plan) in conjunction with the Performance
Appraisal Leadership Standards to
1) Strengthen knowledge, skills, and abilities that impact performance as an instructional
leader
2) Improve areas of development or deficiency that impact performance as an
instructional leader
o State specific plans for obtaining professional development to support meeting
job-embedded goal (i.e., WCG Leadership Standards Training, Leadership
Conferences, Ethics/Diversity, etc.)
c. One (1) Personal Growth/Career Goal – goal #5 should be a goal used to enhance areas of
career aspirations or pertinent development opportunities for growth in areas affecting the
skills necessary to achieve career goals
o State specific plans for obtaining professional development to support meeting
personal growth/career goal (i.e., Microsoft Word or Excel technology
training, Conflict Resolution, Managing Difficult Employees, Communication
Skills, etc.)
Step 2: Data Collection (September-March)
During the course of the year, pertinent data will be collected regarding the performance of the
administrator. Parent and customer input may be included. Documentation may be in the form of a
portfolio, log or other appropriate method (see Attachment A). The Preparing New Principals
(PNP) Program Portfolio for new Assistant Principals and New Principal Protégé (NPP) Program
Notebook for new Principals may be used as support documentation.
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Step 3: Interim Performance Review Session (January-February)
Supervisor and administrator will meet to review status of goals and any issues or concerns. The
Interim Review Form for Administrators (see Attachment B) may be used when deemed
appropriate.
Step 4: Feedback and Coaching (January-February)
Supervisor will provide feedback to the administrator. This is a time to modify the goals and plans.
Additional professional development opportunities and/or learning experiences in relevant
leadership competency areas may be recommended.
Step 5: Review Session (February-March)
Prior to contract renewal, the immediate supervisor will meet with the administrator for an annual
performance review session. During this conference, the supervisor, as well as the administrator will
present a status report of pertinent data regarding accomplishment of goals and performance of
assigned responsibilities aligned with the Principal Leadership Standards’ areas and levels.
Step 6: Data Collection (May and June)
The supervisor and the administrator will provide any quantitative and/or qualitative data as
documentation to satisfy goals, areas of leadership responsibility and criteria for Performance-Based
Pay.
Step 7 Performance Appraisal System Conference (prior to June 30)
After the review of all data, documentation (portfolio) and observations, the supervisor will
complete the written Performance Appraisal (see Attachment C). A subsequent conference will be
held with the administrator to discuss the contents of the appraisal instrument which will then be
signed and a copy provided to the administrator. The appropriate level of performance pay will be
recommended at this time by the Superintendent or his/her designee using the Performance-Based
Pay Determination Form (see Attachment D).
Step 8: Feedback and Assistance
For each area of responsibility area rated “Needs Improvement” or below, the supervisor and
administrator will collaboratively formulate a plan of assistance. This plan, placed on the
Professional Improvement Plan Form (see Attachment E) will include specific objectives, specific
types of assistance, timelines, and method of evaluation.
SECTION II
RATING SYSTEM
The following rating system will be used to document performance. Rating scores will be assigned
to each goal and leadership standards area of responsibility by the evaluator to indicate performance.
Rating Level: 3 – High Performing 0 - Unsatisfactory
2 – Effective N/A – Not Applicable
1 – Needs Improvement
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This document contains key indicators for each of the areas of responsibility aligned with the WCG
Leadership Standards; using the key indicators based on the level of the school-based leader (Level
I, II, III), demonstration of performance of leadership standards for each of the areas of
responsibility will be rated accordingly. The code “Not Applicable” may be used when the area of
responsibility is not assigned or not appropriate for the specific administrative position.
Each administrator and his/her evaluator should discuss the level at which they are being evaluated,
the expectations of the leadership role, the leadership standards and key indicators, and the
performance appraisal rating process during the performance appraisal planning session each year.
The accumulation of low accountability ratings (school grades), an overall “needs improvement” or
below rating on the goals section (two or more goals receiving “needs improvement” ratings) and
three (3) or more “needs improvement” or below ratings on the ten Leadership Standards Areas of
Responsibility will be considered grounds for non-reappointment or change of assignment. Any
performance appraisal area receiving more than one (1) “needs improvement” rating may result in
placement on a Professional Improvement Plan. One “unsatisfactory” rating in any area will result
in placement on a Professional Improvement Plan (see attachment E); failure to demonstrate
improvement in the rating area within the prescribed timeline could also result in non-reappointment.
SECTION III
PERFORMANCE-BASED PAY PLAN FOR SCHOOL ADMINISTRATORS
The qualifications for The School Board of Highlands County Performance-Based Pay for School-
Level Administrators are founded on references to criteria outlined in statute/rule listed below and
the DOE William Cecil Golden Leadership Standards. Eligibility for Tier I and Tier II performance
pay is derived from the district’s Administrative Performance Appraisal Instrument for School-Level
Administrators which focuses on school improvement goals and student achievement.
Currently, the district does not have a Merit Award Pay (MAP) Plan in place; however, should the
district develop a MAP Plan in the future, the Performance Appraisal Instrument will be revised to
reflect the requirements listed in statute below.
1012.01 Definitions.--As used in this chapter, the following terms have the following
meanings:
(3) ADMINISTRATIVE PERSONNEL.--"Administrative personnel" includes K-12 personnel who
perform management activities such as developing broad policies for the school district and
executing those policies through the direction of personnel at all levels within the district.
Administrative personnel are generally high-level, responsible personnel who have been
assigned the responsibilities of system-wide or school-wide functions, such as district school
superintendents, assistant superintendents, deputy superintendents, school principals, assistant
principals, career center directors, and others who perform management activities.
The information provided below relates to the development and approval of the district’s Merit Award Pay (MAP) Plan.
1012.225 Merit Award Program for Instructional Personnel and School-Based Administrators.--
(1) ELIGIBILITY.--In order to be eligible for funding under this section, a district school board must adopt a Merit Award Program plan that provides for an assessment and a merit award
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based on the performance of students assigned to the employee's classroom or school pursuant
to paragraph (3)(a) or paragraph (3)(b). Charter schools may participate in the program by
using the district's Merit Award Program plan or may adopt an alternative Merit Award Program plan as provided in paragraph (5)(b). All instructional personnel, as defined in s. 1012.01(2)(a)-
(d), and school-based administrators, as defined in s. 1012.01(3)(c), are eligible as individuals
or as instructional teams to receive merit awards, with the exception of substitute teachers. In
order to receive a merit award as an instructional team under this section, team members must
be assessed on the performance of students assigned to the team members' classrooms or
within the members' academic sphere of responsibility. The district school board may not
require instructional personnel or school-based administrators to apply for an award, or make
any presentation, in order to be assessed for or receive a merit award. A plan is subject to
negotiation as provided in chapter 447. The Department of Education may not distribute any
portion of pro rata funding to a district, or to a district for a charter school within the district, if
the district or charter school chooses not to adopt a Merit Award Program plan under this
section. Undistributed funds shall be considered unobligated and shall revert to the fund from which the appropriation was made in accordance with s. 216.301.
(2) PAY SUPPLEMENTS STRUCTURE.--Merit Award Program plans shall provide for the annual
disbursement of merit-based pay supplements to high-performing employees in the manner described in this subsection.
(a) Each Merit Award Program plan must designate the top instructional personnel and school-
based administrators to be outstanding performers and pay to each such employee who
remains employed by a Florida public school or who retired after qualifying for the award, by
September 1 of the following school year, a merit-based pay supplement of at least 5 percent
of the average teacher's salary for that school district not to exceed 10 percent of the average
teacher's salary for that school district. The amount of a merit award may not be based on
length of service or base salary. Pay supplements shall be funded from moneys appropriated by
the Legislature under this section and from any additional funds that are designated by the
district for the Merit Award Program. School districts are not required to implement this section
unless the program is specifically funded by the Legislature. By October 1 of each year, each
school district shall provide documentation to the Department of Education concerning the
expenditure of legislative appropriations for merit-based pay, and shall refund undisbursed
appropriations to the department. If such undisbursed funds are not remitted to the
department by November 1, the department shall withhold an equivalent amount from the district's allocation of appropriations made under s. 1011.62.
(b) A Merit Award Program plan may include additional pay supplements under this section for employees who manifest exemplary work attendance.
(c) Merit-based pay supplements shall be awarded in addition to any general increase or other
adjustments to salaries which are made by a school district. An employee's eligibility for or
receipt of merit-based pay supplements shall not adversely affect that employee's opportunity
to qualify for or to receive any other compensation that is made generally available to other similarly situated district school board employees.
(3) ASSESSMENT.--
(a) The school district's assessment of an instructional personnel staff member must consider
the performance of students assigned to his or her classroom or, in the case of co-teaching or
team teaching, within his or her academic sphere of responsibility.
(b) The assessment of a school-based administrator must consider the performance of students assigned to his or her school.
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(c) A district school board must evaluate student performance for purposes of this section
based upon student academic proficiency or gains in learning or both, as measured by
statewide standardized tests, or, for subjects and grades that are not measured by the
statewide assessment program, by national, state, or district-determined testing instruments
that measure the Sunshine State Standards, curriculum frameworks, or course descriptions for
the content area assigned and grade level taught. This portion of the employee assessment shall be weighted at not less than 60 percent of the overall evaluation.
(d) For purposes of this section, measures adopted by the district school board to assess
instructional personnel and school-based administrators must balance student performance-
based on academic proficiency and gains in learning so that top-performing eligible employees have an opportunity to receive an award under this section.
(e) Using assessment criteria adopted by the district school board, a professional practices
component for the assessment of instructional personnel must be based on the principal's
assessment of the instructional personnel and the assessment of school-based administrators
must be based on the district superintendent's assessment of the administrator. This portion of the employee assessment shall be weighted at up to 40 percent of the overall evaluation.
Performance-related assessment criteria adopted by the district school board for personnel assessments by principals and superintendents shall include:
1. The ability to maintain appropriate discipline.
2. The outstanding knowledge of subject matter, with the ability to plan and deliver high-quality instruction and the high-quality use of technology in the classroom.
3. The ability to use diagnostic and assessment data and design and to implement
differentiated instructional strategies in order to meet individual student needs for remediation or acceleration.
4. The ability to establish and maintain a positive collaborative relationship with students' families for the purpose of increasing student achievement.
5. The Florida Educator Accomplished Practices and any other professional competencies,
responsibilities, and requirements, as established by rules of the State Board of Education and
policies of the district school board.
6. For school-based administrators, in addition to subparagraphs 1.-5.:
a. The ability to manage human, financial, and material resources so as to maximize the share
of resources used for direct instruction, as opposed to overhead or other purposes; and
b. The ability to recruit and retain high-performing teachers.
7. Other appropriate factors identified by the district school board.
(4) DUTIES.--
(a) Each district school board shall inform its employees of the criteria and procedures
associated with the school district's Merit Award Program plan.
(b)1. Upon request, the department shall provide technical assistance to school districts for the purpose of aiding the development of Merit Award Program plans. The advice and
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recommendations offered by the department under this paragraph are not subject to the
requirements of chapter 120.
2. The department shall collect and disseminate best practices for district-determined testing instruments and Merit Award Program plans.
(5) REVIEW OF PERFORMANCE-BASED PAY PLANS.--
(a) Each participating district school board must submit its Merit Award Program plan to the
Commissioner of Education for review by October 1 of each year. The plan must include the
negotiated, district-adopted plan or charter school adopted plan if the district does not submit a
plan intended for use in the following year. The commissioner shall complete a review of each
plan submitted and determine compliance with the requirements of this section by November
15 of each year. If a submitted plan fails to meet the requirements of this section, the
commissioner must identify in writing the specific revisions that are required. Revised plans
must be finalized and resubmitted by a school district, or by a charter school if the district does
not submit a plan, for the commissioner's review by January 31 of each year. The commissioner
shall certify those school district or charter school plans that do not comply with this section to
the Governor, the President of the Senate, and the Speaker of the House of Representatives by February 15 of each year.
(b) Any charter school that does not follow the school district's salary schedule may adopt its
own performance-based plan in accordance with this section. Charter school proposals shall be
included with the school district plans or may be submitted independently if the district does
not submit a plan.
(c) Each district school board shall establish a procedure to annually review both the
assessment and compensation components of its plan in order to determine compliance with
this section. After this review and by October 1 of each year, the district school board shall
submit a report to the Commissioner of Education, along with supporting documentation that
will enable the commissioner to verify the district's compliance with this section during the prior
school year. The commissioner shall submit a report to the Governor, the President of the
Senate, and the Speaker of the House of Representatives certifying those school district or
charter school plans that do not comply with this section or whose plans were not implemented in accordance with this section by December 1 of each year.
(d) For purposes of the 2007-2008 school year, the plan submitted as required in paragraph
(a) applies to the 2007-2008 school year as well as the 2008-2009 school year. Thereafter, all
plans submitted and approved within the timelines set forth in paragraph (a) apply to the
following school year.
(6) SUBSEQUENT REVISIONS OF APPROVED PLANS.--Any revision to an approved Merit Award
Program plan must be approved by the district school board and reviewed by the commissioner to determine compliance with this section.
(7) RULEMAKING.--The State Board of Education shall adopt rules relating to the calculation of
average teacher salaries per district, reporting formats, and the review of plan procedures pursuant to ss. 120.536(1) and 120.54 for purposes of administering this section. The State
Board of Education must initiate the rulemaking process within 30 days after this act becomes law.
History.--s. 1, ch. 2007-3; s. 9, ch. 2007-234.
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Attachment A
THE PORTFOLIO
(Optional)
The essential purpose of an administrator’s portfolio is to accumulate data to document
improvement in student achievement and provide support evidence that can be used to assess the
administrator’s performance. The information collected should be related to the role, responsibilities
and duties of the administrator. The portfolio is used in combination with information obtained from
other reliable sources to make a fair and valid judgment about the degree to which an administrator
is successfully performing his/her duties. The portfolio should contain accurate information related
to the competencies that the administrator is expected to demonstrate with regard to the leadership
standards outlined in the district’s L.E.A.D. Management Plan. Other sources of documentation may
include the Preparing New Principals (PNP) Program Portfolio (for new Assistant Principals
currently participating in the program) and the New Principal Protégé (NPP) Portfolio (for new
Principals currently participating in the program).
Step One:
Study the administrator areas of responsibility and develop an understanding of the sample
key indicators of competencies for the level of leadership standards being assessed. Develop
goals that reflect personal and professional focus and emphasis for the year. District goals
that may be identified by the Superintendent should also be included. Data is collected from
a variety of sources that are indicative and descriptive of what the administrator does to
demonstrate the areas of responsibility. The items placed in the portfolio are ones that do not
require additional paperwork; they are actual samples of the administrator’s work. A staff
member may be asked to assist in accumulating the items needed in the portfolio. It should
also be developed over a period of time and reflect many “snapshots” of the administrator’s
work.
Step Two:
Periodically the portfolio should be reviewed to assess its contents and to decide which items
best validate that the duties and responsibilities outlined in the administrator’s job description
have been demonstrated. The review should also consider how the documentation is
providing evidence of competency in the leadership standards for the appropriate areas.
Administrators should make sure that the documents are primary evidence of the areas of
responsibility and provide proof or documentation of results.
Step Three:
The Performance Appraisal Process will be completed by June 30.
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Attachment B
THE SCHOOL BOARD OF HIGHLANDS COUNTY
INTERIM REVIEW FORM FOR ADMINISTRATORS
This form will be used for Administrators identified as needing additional support and assistance in
targeted performance developmental areas. Prior performance appraisal ratings or district support
team observations may necessitate such assistance.
Administrator’s Name _________________________________ Title:_______________________
Supervisor/Evaluator’s Name ___________________________ Title: ______________________
Administrative Hire Date ___________________Mid-year Review Date ____________________
List Deviations from Expectations:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Describe Special Circumstances, Where Applicable:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Type of Recommended Special Assistance or Intervention:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Expected Outcome:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Beginning Date: ____________________________ Ending Date: _________________________
Achieved Desired Results: ________________________ yes __________________________ no
If No, Provide Explanation:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Recommended Action:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Supervisor/Evaluator’s Signature: _______________________________ Date: ______________
Administrator’s Signature: _____________________________________ Date: ______________
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Performance Pay Assessment Guidelines
TIER I INCENTIVE PAY
5% Performance-Based Pay Criteria for School-Level Administrators
(Assistant Principals and Principals)
FIRST-YEAR PRINCIPALS AND ASSISTANT PRINCIPALS ARE NOT ELIGIBLE FOR INCENTIVE PAY
To qualify annually for the 5% Performance-Based Pay, a school-level administrator must meet ALL
of the following criteria:
1. Accountability rating: Receive or maintain an “A” school grade
2. Meet Adequate Yearly Progress (AYP) as defined by “No Child Left Behind” legislation
3. Receive no “needs improvement” ratings on goals or leadership standards performance
areas
4. Receive “high performing” ratings on four (4) out of five (5) goals
5. Must receive “high performing” on the three (3) Superintendent-directed (SIP/student
achievement) goals
6. Receive “high performing” ratings on nine (9) out of ten (10) leadership standards
performance areas (provide documentation to support rating)
TIER II INCENTIVE PAY
Performance-Based Pay for School-Level Administrators
FIRST-YEAR PRINCIPALS AND ASSISTANT PRINCIPALS ARE NOT ELIGIBLE FOR INCENTIVE PAY
1. Receive or maintain an “A” on school grade (3%)
2. Receive or maintain a “B” on school grade (2%)
3. *Increase school grade by at least one letter grade (1%) OR
4. Meet Adequate Yearly Progress (AYP) as defined by No child Left Behind legislation
(1%) AND
5. Receive no “needs improvement” ratings on goals or leadership standards performance
areas
6. Receive “high performing” ratings on three (3) out of five (5) goals; must receive “high
performing” on two (2) Superintendent-directed (SIP/student achievement) goals
7. Receive “high performing” ratings on seven (7) out of ten (10) leadership standards
performance areas (provide documentation to support rating)
“Qualification” for monetary recognition does not guarantee same, as this must be a final
recommendation of the Superintendent.
*Baseline school grade would be determined during the principal’s first year at that school.
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Attachment C
PERFORMANCE APPRAISAL
For School-Level Administrators
Administrator’s Name ________________________________ Employee ID # ______________
Position/Title ________________________________School ____________________________
Evaluator’s Name____________________________________ School-Year _______________
*******************************************************************************
Accountability Ratings:
School Grades
Check appropriate box
School Grade
A
School Grade
B
School Grade
C
School Grade
D
School Grade
F
1% given for each first time improvement movement made to a letter grade
Example:
School “X” 04/05 SY = D 1% for first improvement movement
05/06 SY = C to a higher letter grade
06/07 SY = D No % for second improvement movement
07/08 SY = C to same letter grade
Increased school grade from ________ to ________
Met AYP ________ yes ________no
Student Achievement Bonus ________yes ________no
Describe Data Used __________________________________________________
School Grade ________ Met AYP ________yes ________ no
Met Grade Increase ________yes ________no
Accountability Rating Qualifies for Tier I ________ yes ________ no
Accountability Rating Qualifies for Tier II _______ yes ________ no ________%
Professional Development Plan/Goals:
Goals should be developed collaboratively from School Improvement Plans and Individual Leadership Development
Plans (ILDP); Superintendent-directed or supervisor-directed student achievement goals should be included in the first
three goals.
SIP Goal 1:
_________________________________________________________________________________
Strategies for Accomplishment:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Professional Development Plan:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
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SIP Goal 2:
_________________________________________________________________________________
Strategies for Accomplishment:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Professional Development Plan:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
SIP Goal 3:
_________________________________________________________________________________
Strategies for Accomplishment:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Professional Development Plan:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Professional Goal 4:
_________________________________________________________________________________
Strategies for Accomplishment:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Professional Development Plan:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Personal Growth Goal 5:
_________________________________________________________________________________
Strategies for Accomplishment:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Professional Development Plan:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Goal Performance Rating
High Performing Effective Needs Improvement Unsatisfactory
3 2 1 0
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High Performing – Met or exceeded goal
• Outcome was highly successful with clear evidence of results reflected in
student growth/achievement, successful programs/projects and /or
professional or personal accomplishment.
• Accomplished within stated timeline.
• Level of challenge, difficulty and scope of implemented strategies meet high
performing standards.
• Progressed as planned – strategically organized and well thought-out.
Effective – Met goal or made significant progress toward meeting goal.
• Outcome yielded acceptable level of results as reflected in student
growth/achievement, successful programs/projects and/or professional or
personal accomplishment.
• Accomplished within stated timeline.
• Level of challenge, difficulty and scope of implemented strategies meet
performance standards.
• Progressed as planned – strategically organized and well thought-out.
Needs Improvement – Was minimally successful in meeting goal.
• Outcome yielded a level of results that was minimally successful as reflected in
limited student growth/achievement, limited success in implementation of new
project/program and/or limited personal accomplishment.
• Organization, strategic planning and implementation need revision.
Unsatisfactory - Goal was not met.
• Did not attain a successful result in student/growth achievement,
implementation of new project/program or personal accomplishment.
• Planning lacked organization or strategies were not implemented as planned.
SIP Goal 1: Outcome Rating _________________________
Comments on goal and professional development results:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
SIP Goal 2: Outcome Rating _________________________
Comments on goal and professional development results:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
SIP Goal 3: Outcome Rating _________________________
Comments on goal and professional development results:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Professional Goal 4: Outcome Rating _________________________
315
Comments on goal and professional development results:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Personal Growth Goal 5: Outcome Rating _________________________
Comments on goal and professional development results:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Leadership Standards:
Performance Rating
High Performing Effective Needs Improvement Unsatisfactory
3
Demonstrates in-depth
knowledge of job;
applies appropriately
and consistently;
highly effective in
administering role and
responsibilities
2
Demonstrates
knowledge of job;
applies adequately;
effective in
administering role
and responsibilities
1
Demonstrates limited
knowledge of job;
not able to apply
adequately;
minimally effective
in administering role
and responsibilities
0
Demonstrates little to no
evidence of knowledge
of job or how to apply;
not effective in
administering role and
responsibilities
Leadership Standards - Use Attached Sample Key Indicators for (check one):
____Level I Assistant Principals and Entry Level Principals (1-3 years of experience)
____Level II Experienced Assistant Principals (4+ years) and Principals (4-7 years of experience)
____Level III Career Principals (8+ years of experience)
Leadership Standards Rating
Instructional Leadership:
Instructional Leadership
Managing the Learning Environment
Learning, Accountability, and Assessment
Operational Leadership:
Decision Making Strategies
Technology
Human Resources Development
Ethical Leadership
Met Directed/SIP Goals ________ yes ________ no
Received “High Performing” on 4 out of 5 goals ________
Received “High Performing” on 3 out of 5 goals ________
Did not qualify for Tier I or II: _______
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School Leadership:
Vision
Community and Stakeholder Partnerships
Diversity
Received High Performing on 8 out of 10
Received High Performing on 6 out of 10
Does not qualify for Tier I or II:
(Must not receive any ratings below Effective to qualify for I or II)
Comments:
____________
____________
____________
Performance Pay Rating Computation
Type:
Rating:
Complete appropriate level
Accountability/School Grade
Goal Outcome
Leadership Performance
Transfer Final Performance Appraisal
rating to Superintendent’s/Designee’s
Determination Form
Qualifies for (check ONE):
5% Tier I Performance Pay _________
4% Tier II Performance Pay ________
3% Tier II Performance Pay ________
2% Tier II Performance Pay ________
1% Tier II Performance Pay ________
Evaluator Comments:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
This evaluation has been fully discussed with me, and:
I agree with its content I disagree with its content**
_____________________________ _____________________________ __________
Administrator Evaluator Date
** I am aware that I may send a letter within ten (10) days to the Superintendent of Schools and a copy to the evaluator
stating reasons for my disagreement. I may also provide additional documentation to support my reasons. This
letter will be placed on file with my evaluation.
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Attachment D
THE SCHOOL BOARD OF HIGHLANDS COUNTY
ADMINISTRATOR PERFORMANCE APPRAISAL
Performance-Based Pay Determination Form
PRINCIPAL ASSISTANT PRINCIPAL DISTRICT ADMINISTRATOR
Name_____________________________________ School/Department _____________________
OBJECTIVES:
� To develop performance expectations with each educational leader that are aligned with state
and district leadership standards, focused on instructional leadership and student
growth/achievement; taking into consideration the uniqueness of each position and location
� To gather valid and reliable evaluative data that may be utilized in decision-making related to
performance assessments, promotions, rewards, assignments, reassignments, remediation or
termination
� To appraise the performance of each educational leader in terms of well-defined performance
expectations and standards of leadership competency
� To assess the support, resources, and professional development provided to school leaders
that enhance teacher performance and affect student growth/achievement
� To promote individual as well as organizational growth
� To provide each educational leader with individualized feedback, coaching and technical
assistance in order to facilitate the achievement of his/her identified goals and objectives
� To determine recipients of Tier I and Tier II Performance-Based Pay
All administrators will complete the Professional Development Plan in consultation with the
immediate supervisor and/or support team before September 30 of each year, or before the end of the
first forty five (45) days of employment. Documentation of performance goals should be provided
to demonstrate desired results. School Improvement Plans will be used in conjunction with
Individual Leadership Development Plans to develop goals and determine Performance Appraisal
Rating scores. Portfolios (optional) should provide evidence/documentation of goal accomplishment
and expected competency in each of the leadership standards.
Reappointment for - school year: yes _______________no_______________
Recommended for Tier I Performance-Based Pay: yes______ no______ percentage ___________
Recommended for Tier II Performance-Based Pay: yes______ no ______ percentage ___________
___________________________________ _____________________________
Administrator’s Signature Date
___________________________________ _____________________________
Evaluator’s/Superintendent’s Signature Date
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Attachment E
PROFESSIONAL IMPROVEMENT PLAN FOR ADMINISTRATORS
Administrator’s Name: _____________________________________________________________
Position: _____________________________________ School/Department: ___________________
Supervisor’s/Evaluator’s Name: ______________________________________________________
Position: _________________________________________________________________________
PLAN INFORMATION:
Date of Feedback and Assistance Session: ______________________________________________
Areas of Responsibility rated “Needs Improvement” or “Unsatisfactory”: _____________________
_________________________________________________________________________________
_________________________________________________________________________________
Specific Objectives: _______________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Timeline for Improvement: __________________________________________________________
_________________________________________________________________________________
Method of Evaluation: _____________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Employee will be notified if further development is needed after improvement plan is implemented
and timeline for improvement is complete and/or if improvement plan objectives were met
satisfactorily.
Administrator’s Signature:__________________________________ Date:____________________
Evaluator’s Signature: ____________________________________ Date:____________________
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Principal Leadership Standards
Sample Key Indicators
For
The Entry Level Principal
Florida Department of Education
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Florida Department of Education
Principal Leadership Standards
Entry Level Principal
Vision – High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop,
articulate and implement a shared vision that is supported by the larger organization and the school community.
Sample Key Indicators at the Entry Level: � Can describe how to develop and implement a shared vision and strategic plan for the school
� Works with staff, students and families to achieve the school’s vision
� Can describe how instructional objectives, curricular goals and the shared vision relate to each other
� Allows time for the achievement of goals
� Identifies needs that will be targeted in the shared vision and strategic plan
� Communicates the school’s vision, mission and priorities to the community
� Understands the basic concepts of the change process
� Is aware that external influences have impact upon the school
� Establishes plans to accomplish goals
� Relates the vision, mission and goals to students
� Understands the effect of having a community of learners working together
� Articulates and reinforces the vision in written and spoken communications
Instructional Leadership – High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply
best practices to student learning, especially in the area of reading and other foundational skills.
Sample Key Indicators at the Entry Level � Sets annual learning gains, school improvement goals and other targets for instructional improvement
� Uses data as a component of planning for instructional improvement
� Includes provisions in the instructional program for students with special needs
� Engages staff in ongoing study of current best practices
� Reads research, applied theory and informed practice related to the curriculum
� Works to create high expectations and standards among the staff, teachers and community members
� Relates content and instruction to the achievement of established standards by students
� Provides instructional leadership
� Is aware of research on instructional effectiveness and will use it as needed
� Demonstrates knowledge of student performance evaluation
� Has identified skills necessary for the planning and implementation of improvements of student learning
� Assesses the curriculum needs in a particular setting
� Works to relate state standards, the needs of the students, the community and the goals of the school
� Understands the effect that a positive school culture has on student learning
� Recognizes differences in the staff’s desire and willingness to focus energy on achieving educational excellence
� Identifies teaching and learning needs among the staff and teachers
� Communicates the instructional program to the community, the staff and district personnel
� Models professionalism, collaboration and continuous learning
� Understands and recognizes the benefits for students in:
○ balanced reading instruction
○ curriculum integration
○ active teaching and learning strategies
○ standards-based instructional programs
○ the use of technology for instructional purposes
○ aligning classroom assessments to standards
Managing the Learning Environment – High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the
use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning
environment.
Sample Key Indicators at the Entry Level: � Administers policies that provide a safe school environment
� Has a plan for the accomplishment of strategic goals
� Manages the daily operations of the school
� Is aware of the various fiscal and non-fiscal resources for the school including business and community
resources
� Manages the school to promote and encourage student learning
1
321
� Uses financial resources and capital goods and services to support school priorities � Uses an efficient budget planning process
� Uses school resources to achieve curricular and instructional goals
� Understands techniques and organizational skills useful in leading and managing a complex and diverse
organization
� Plans and schedules one’s own and others’ work so that priorities and goals can be met
� Conforms to legal and ethical standards in the management of the learning environment
Community and Stakeholder Partnerships – High Performing Leaders collaborate with families, business, and community members; respond to diverse
community interests and needs; work effectively within the larger organization; and mobilize community resources.
Sample Key Indicators at the Entry Level: � Understands how student and family conditions affect learning � Identifies opinion leaders in the community and their relationships to the school � Communicates the school’s vision, mission and priorities to the community � Understands the effect that school image caused by impressions created by the students and staff and its use in
promoting the school � Uses shared leadership and decision-making model in the operation of the school
� Identifies resources of families, business and community members that could support the school
� Understands the benefits of having and using a variety of partnerships, coalitions and network
� Establishes relationships within and external to the school
� Actively engages the community to promote student and school success � Relies on agencies to connect students to the health, human and social services they need to stay focused on
learning � Provides opportunities to involve family and community in a broad range of school activities
Decision Making Strategies – High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and
analyze data for continuous school improvement.
Sample Key Indicators at the Entry Level:
� Establishes goals and targets
� Is developing a set of problem solving techniques and decision making skills
� Understands that events and problems can have a variety of explanations
� Can explain and defend decisions made
� Uses data to inform decisions
� Uses others to assist in the accomplishment of organization goals
� Supports student learning when making curricular and instructional decisions
� Has a problem-solving model to use when confronted with unsettled questions or undesirable situations
� Conforms to appropriate legal standards
� Makes decisions in a timely fashion using the best available information
� Provides opportunities to involve family and community in a broad range of school activities
Diversity – High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and
cultural relationships in the classroom, the school and the local community.
Sample Key Indicators at the Entry Level: � Has skills necessary for interactive and interpersonal situations
� Understands how multicultural awareness, gender sensitivity and racial and ethnic appreciation affect an
educational organization
� Is able to interact with the various cultural, ethnic, racial and special interest groups in the community
� Is aware of how the teaching staff provides for the diverse perspectives appropriate to the student population and
school community
� Provides opportunities to involve the school community in a broad range of school activities
� Interacts effectively with diverse individuals and groups
� Conforms to legal and ethical standards related to diversity
� Is perceptive and tactful in dealing with diverse populations
� Recognizes when crisis communications are necessary and is building a repertoire of skills to deal with them
� Arranges for students and families whose home language is not English to engage in school activities and
communication through oral and written translations
� Defuses contentious situations
� Has a plan for the hiring and retention of a diverse staff
� Has a plan to develop ways to improve relations with various cultural, ethnic, racial and special interest groups in
the community
322
Technology –
High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning,
management, research, and communication responsibilities.
Sample Key Indicators at the Entry Level: � Is aware of the technology, telecommunications and information systems and their uses to enrich curriculum,
instruction and assessment
� Plans for technology integration for the school community
� Works with tech-savvy staff to plan for increased technology usage
� Models the use of technology as a tool in support of both educational and community activities
� Develops an effective teacher professional development plan to increase technology usage
� Has assessed and analyzed the extent to which technology has been integrated throughout the teaching and
learning environment
� Within the available resources, increases access to educational technologies within and beyond the school
� Has a plan for the provision of support to increase the use of technology already in the school/classrooms
� Uses technology to support the educational efforts of staff and teachers
Learning, Accountability, and Assessment – High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction,
and assessment processes to promote effective student performance, and use a variety of benchmarks, learning
expectations, and feedback measures to ensure accountability for all participants engaged in the educational process.
Sample Key Indicators at the Entry Level: � Uses data to assess and monitor school improvement
� Uses multiple sources of data to inform decisions and improvement processes
� Monitors and assesses student progress
� Monitors and assesses the progress of activities
� Demonstrates an understanding of the methods and principles of program evaluation
� Develops and demonstrates skills in evaluating instructional strategies and materials
� Understands how to use diagnostic tools to assess, identify and apply instructional improvement
� Works with staff to identify strategies for improving student achievement appropriate to the school population
Human Resource Development – High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and
partnership programs, and design and implement comprehensive professional growth plans for all staff – paid and
volunteer.
Sample Key Indicators at the Entry Level: � Uses multiple data sources in working with teachers to plan for individual professional development � Utilizes a variety of supervisory skills to improve teaching and learning � Understands adult learning strategies useful for assisting staff in professional development � Demonstrates an understanding of the methods and principles of personnel evaluation � Operates within the provisions of each contract as well as established enforcement and grievance procedures � Sets high expectations and standards for the performance of all teachers and staff � Empowers others to achieve personal, professional and organizational goals � Connects professional growth plans and professional development to individual teacher and school learning goals � Understands the processes necessary for use in the hiring and retention of high quality teachers � Sets expectations that will ensure that all students are engaged in active learning � Provides opportunities for teachers to think, plan and work together � Pursues improvement of his/her own professional development
Ethical Leadership – High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.
Sample Key Indicators The Leader at Every Level1: � Manifests a professional code of ethics and values
� Makes decisions based on the legal, moral and ethical implications of policy options and political strategies
� Creates, models and implements a set of values for the school
� Develops well-reasoned educational beliefs based upon an understanding of teaching and learning
� Understands ethical and legal concerns educators face when using technology throughout the teaching and
learning environment
� Develops a personal code of ethics embracing diversity, integrity and the dignity of all people
� Acts in accordance with federal and state constitutional provisions, statutory standards and regulatory applications
� Demonstrates ability to make decisions within an ethical context
1 Sample Key Indicators for Ethical Leadership is the same at all three levels. Ethical Leadership Standards are
identical for all educational leaders.
323
Principal Leadership Standards
Sample Key Indicators
For
The Experienced Principal Level
Florida Department of Education
324
Florida Department of Education
Principal Leadership Standards
The Experienced Principal
Vision – Experienced leaders have a personal vision for their school and the knowledge, skills, and dispositions to
develop, articulate and implement a shared vision that is supported by the larger organization and the school
community.
Sample Key Indicators The Experienced Principal: � Develops and implements a shared vision and strategic plan for the school
� Develops and implements a shared vision that places student and faculty learning at the center
� Motivates staff, students and families to achieve the school’s vision
� Aligns instructional objectives and curricular goals with the shared vision
� Allows time for the achievement of goals
� Works with faculty to identify instructional and curricular needs
� Interacts with the community concerning the school’s vision, mission and priorities
� Uses the basic concepts of the change process � Responds to external influences that impact upon the school
� Working with staff and others, establishes plans to accomplish goals
� Relates the vision, mission, and goals to the instructional needs of students
� Works to create a community of learners among the staff, students and faculty
� Articulates and reinforces the vision in written and spoken communications � Has a personal professional development plan for his/her own continuous improvement related to
vision and vision development
Instructional Leadership – Experienced Leaders promote a positive learning culture, provide an effective instructional program, and apply
best practices to student learning, especially in the area of reading and other foundational skills.
Sample Key Indicators The Experienced Principal: � Plans for the achievement of annual learning gains, school improvement goals, and other targets
� Uses more than one source of data to plan and assess instructional improvement
� Includes provisions in the instructional program for students with special needs
� Engages staff in ongoing study of current best practices
� Describes where research, applied theory, and informed practice were used in making curricular
decisions
� Has high expectations and standards for the academic and social development of students
� Demands content and instruction that ensures student achievement of established standards
� Provides instructional leadership with consideration for the community, its makeup and its
diversity
� Has knowledge of research on instructional effectiveness
� Coaches staff and teachers on the evaluation of student performance
� Develops skills necessary for the planning and implementation of improvement of student
learning
� Identifies the curriculum needs for different student populations
� Develops curriculum aligned to state standards
� Builds a positive school culture for learning
� Understands and promotes conditions that enhance the staff’s desire and willingness to focus
energy on achieving educational excellence
� Insures that teachers get the help they need to improve teaching and learning
� Communicates the instructional program to the community, the staff, and district personnel
� Models professionalism, collaboration and continuous learning related to instructional leadership
� Understands, recognizes and supports:
o balanced reading instruction
o curriculum integration
o active teaching and learning strategies
o standards-based instructional programs
o the use of technology for instructional purposes
o aligning classroom assessments to standards
325
Managing the Learning Environment – Experienced Leaders manage the organization, operations, facilities and resources in ways that maximize the
use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning
environment.
Sample Key Indicators The Experienced Principal: � Develops and administers policies that provide a safe school environment
� Applies operational plans and processes to accomplish strategic goals
� Attends to student learning goals in the daily operation of the school
� Identifies and analyzes the major sources of fiscal and non-fiscal resources for the school
including business and community resources
� Is building a culture of learning at the school � Manages financial and material assets and capital goods and services in order to allocate
resources according to school priorities
� Uses an efficient budget planning process that involves staff and community
� Demonstrates ability to identify and organize resources to achieve curricular and instructional
goals.
� Is developing techniques and organizational skills necessary to lead/manage a complex and
diverse organization
� Plans and schedules one’s own and others’ work so that resources are used appropriately in
meeting priorities and goals
� Conforms to legal and ethical standards in the management of the learning environment � Has a personal professional development plan for his/her own continuous improvement related to
managing the learning environment
Community and Stakeholder Partnerships – Experienced Leaders collaborate with families, business, and community members, respond to diverse
community interests and needs, work effectively within the larger organization and mobilize community
resources.
Sample Key Indicators The Experienced Principal: � Addresses student and family conditions affecting learning � Identifies major opinion leaders in the community and their relationships to school goals and
programs � Communicates the school’s vision, mission and priorities to the community � Demonstrates concern for the image of the school via impressions created by the students and
staff, and serves as primary spokesperson in the community.
� Shares leadership and decision-making with others
� Seeks resources of families, business, and community members in support of the school’s goals
� Develops partnerships, coalitions, and networks
� Uses relationships within and external to the school to support the school � Actively engages the community to share responsibility for student and school success � Involves staff in connecting students to the health, human and social services they need to stay
focused on learning
� Involves family and community in appropriate policy implementation, program planning, and
assessment efforts � Has a personal professional development plan for his/her own continuous improvement related to
community and stakeholder partnerships
Decision Making Strategies – Experienced Leaders plan effectively, use critical thinking and problem solving techniques, and collect and
analyze data for continuous school improvement.
Sample Key Indicators The Experienced Principal:
� Uses goals and targets to manage activities
� Uses a variety of problem solving techniques and decision making skills to resolve problems
� Provides more than one explanation for events and problems
� Displays confidence in his/her own behavior
� Uses more than one source of data to inform decisions
� Understands moral and ethical implications of policy options and political strategies
� Recognizes situations that require forcefulness and self-confidence in making decisions
� Delegates tasks clearly and appropriately to accomplish organization goals
� Focuses upon student learning as a driving force for curriculum, instruction, and institutional
decision-making
� Analyzes unsettled questions or undesirable situations before jumping to conclusions
� Conforms to appropriate legal standards
� Has a process for gathering information to use when making decisions
326
� Involves family and community in appropriate policy implementation, program planning, and
assessment efforts � Has a personal professional development plan for his/her own continuous improvement related to
decision-making strategies and their use
Diversity – Experienced Leaders understand, respond to, and influence the personal, political, social, economic,
legal, and cultural relationships in the classroom, the school and the local community.
Sample Key Indicators The Experienced Principal: � Selects from a variety of interpersonal skills in any given situation
� Recognizes and responds to multicultural, gender, racial, and ethnic needs in the organization
� Communicates with various cultural, ethnic, racial, and special interest groups in the community
� Monitors the delivery of instructional content that provides for the diverse perspectives appropriate
to the situation
� Involves school community in appropriate policy implementation, program planning, and
assessment efforts
� Interacts effectively with diverse individuals and groups
� Conforms to legal and ethical standards related to diversity
� Perceives the needs and concerns of others and is able to deal tactfully with them
� Handles crisis communications in both oral and written form
� Arranges for students and families whose home language is not English to engage in school
activities and communication through oral and written translations
� Hires, develops, and retains a diverse staff
� Represents the school and the educational establishment in relations with various cultural, ethnic,
racial, and special interest groups in the community � Has a personal professional development plan for his/her own continuous improvement related to
diversity
Technology – Experienced Leaders plan and implement the integration of technological and electronic tools in teaching,
learning, management, research, and communication responsibilities.
Sample Key Indicators The Experienced Principal: � Implements a plan for the use of technology, telecommunications and information systems to
enrich curriculum instruction, and assessment
� Develops a plan for technology integration for the school community
� Discovers practical approaches for developing and implementing successful technology planning
� Models the use of technology as a tool in support of both educational and community activities
� Develops an effective teacher professional development plan to increase technology usage to
support curriculum-based integration practices
� Promotes the effective integration of technology throughout the teaching and learning environment
� Increases access to educational technologies for the school
� Provides support for teachers to increase the use of technology already in the school/classrooms
� Uses technology to support the analysis and use of student assessment data � Has a personal professional development plan for his/her own continuous improvement related to
technology
Learning, Accountability, and Assessment – Experienced Leaders monitor the success of all students in the learning environment, align the curriculum,
instruction, and assessment processes to promote effective student performance, and use a variety of
benchmarks, learning expectations, and feedback measures to ensure accountability for all participants
engaged in the educational process.
Sample Key Indicators The Experienced Principal: � Creates a school leadership team which is comfortable using data
� Uses multiple sources of data to manage the accountability process
� Assesses student progress using a variety of techniques and information
� Monitors and assesses instructional programs, activities, and materials
� Uses the methods and principles of program evaluation in the school improvement process
� Develops and demonstrate skills in evaluating instructional strategies and materials
� Uses diagnostic tools to assess, identify, and apply instructional improvement
� Identifies successful schools with similar demographics to use as a source for ideas for improving
student achievement � Has a personal professional development plan for his/her own continuous improvement related to
learning, accountability, and assessment
327
Human Resource Development – Experienced Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop
mentor and partnership programs, and design and implement comprehensive professional growth plans for
all staff – paid and volunteer.
Sample Key Indicators The Experienced Principal: � Works collaboratively with teachers to plan for individual professional development � Utilizes a variety of supervisory models to improve teaching and learning � Applies adult learning strategies to professional development � Uses the methods and principles of personnel evaluation � Operates within the provisions of each contract as well as established enforcement and grievance
procedures � Sets high expectations and standards for the performance of all teachers and staff � Empowers the staff � Manages a program of continuous professional development tied to student learning and other
school goals � Hires and retains high-quality teachers � Works with staff so they have the skills to ensure that all students are engaged in active learning � Provides opportunities for teachers to think, plan, and work together � Pursues improvement of his/her own professional development � Has a personal professional development plan for his/her own continuous improvement related to
human resource development
Ethical Leadership – Experienced Leaders act with integrity, fairness, and honesty in an ethical manner.
Sample Key Indicators The Leader at Every Level2: � Manifests a professional code of ethics and values
� Makes decisions based on the legal, moral and ethical implications of policy options and political
strategies
� Creates, models and implements a set of values for the school
� Develops well-reasoned educational beliefs based upon an understanding of teaching and
learning
� Understands ethical and legal concerns educators face when using technology throughout the
teaching and learning environment
� Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people
� Acts in accordance with federal and state constitutional provisions, statutory standards, and
regulatory applications
� Demonstrates ability to make decisions within an ethical context
2 Sample Key Indicators for Ethical Leadership are the same at all three levels. Ethical Leadership Standards are
identical for all educational leaders.
328
Principal Leadership Standards
Sample Key Indicators
For
The High Performing Principal Level
Florida Department of Education
329
Florida Department of Education
Principal Leadership Standards
High Performing Leader
Vision – High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions
to develop, articulate and implement a shared vision that is supported by the larger organization and the
school community.
Sample Key Indicators The High Performing Leader: � Facilitates the development and implementation of a shared vision and strategic plan for the
school
� Facilitates the development and implementation of a shared vision that places student and
faculty learning at the center
� Creates conditions that motivate staff, students and families to achieve the school’s vision
� Aligns instructional objectives and curricular goals with the shared vision
� Allows time for the achievement of goals
� As part of the planning process, works with faculty and other stakeholders to identify needs
� Interacts with the community concerning the school’s vision, mission and priorities
� Embraces and uses the basic concepts of the change process
� Develops and implements a plan to shape/use the external influences that impact upon the
school � Using a collaborative process, establishes plans to accomplish goals
� Relates the vision, mission, and goals to the welfare and learning needs of the students
� Develops a community of learners centered on student learning
� Articulates and reinforces the vision in written and spoken communications � Has a personal professional development plan for his/her own continuous improvement
related to vision and vision development
Instructional Leadership – High Performing Leaders promote a positive learning culture, provide an effective instructional program,
and apply best practices to student learning, especially in the area of reading and other foundational skills.
Sample Key Indicators The High Performing Leader: � Works with staff, teachers, parents and students to achieve annual learning gains, school
improvement goals, and other targets
� Uses multiple sources of data, some of which are self-generated, to plan and assess
instructional improvement
� Includes provisions in the instructional program for students with special needs
� Engages staff in ongoing study of current best practices
� Bases curricular decisions on search, applied theory, and informed practice
� Collaboratively determines high expectations and standards for the academic and social
development of all students
� Aligns content and instruction that ensures student achievement of established standards
� Provides instructional leadership with consideration for the community’s values, goals, social
needs and changing conditions
� Uses knowledge of research on instructional effectiveness to inform decision
� Uses student performance evaluation to improve instruction
� Uses skills necessary for the planning and implementation of improvement of student learning
� Assesses the varying curriculum needs at the school
� Develops curriculum aligned to state standards based upon the needs of the students, the
community and the goals of the school
� Has created and manages a positive school culture for learning
� Creates conditions that enhance the staff’s desire and willingness to focus energy on
achieving educational excellence
� Coaches to improve teaching and learning
� Communicates the instructional program to the community, the staff, and district personnel
� Models professionalism, collaboration and continuous learning related to instructional
leadership
� Understands, recognizes and provides resources and motivation for
o balanced reading instruction
o curriculum integration
o active teaching and learning strategies
o standards-based instructional programs
o the use of technology for instructional purposes
o aligning classroom assessments to standards
330
Managing the Learning Environment – High Performing Leaders manage the organization, operations, facilities and resources in ways that
maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and
effective learning environment.
Sample Key Indicators The High Performing Leader � Develops and administers policies that provide a safe school environment
� Establishes and implements operational plans and processes to accomplish strategic goals
� Ties the daily operations of the school to school and student learning goals
� Identifies, analyzes, and works to improve the major sources of fiscal and non-fiscal
resources for the school including business and community resources
� Develops and sustains the culture of learning at the school
� Acquires and manages financial and material assets and capital goods and services,
allocating resources according to school priorities
� Develops an efficient budget planning process that is driven by school priorities and involves
staff and community
� Identifies and organizes resources to achieve curricular and instructional goals
� Demonstrates techniques and organizational skills necessary to lead/manage a complex and
diverse organization
� Plans and schedules one’s own and others’ work so that resources are used appropriately,
and short- and long-term priorities and goals are met
� Conforms to legal and ethical standards in the management of the learning environment � Has a personal professional development plan for his/her own continuous improvement
related to managing the learning environment
Community and Stakeholder Partnerships – High Performing Leaders collaborate with families, business, and community members, respond to diverse
community interests and needs, work effectively within the larger organization and mobilize community
resources.
Sample Key Indicators The High Performing Leader � Enables staff and teachers to address student and family conditions affecting learning � Uses major opinion leaders in the community to support and promote school goals and
programs � Communicates the school’s vision, mission and priorities to the community � Manages and markets the image of the school via impressions created by the students and
staff � Shares leadership and decision-making with others in the community and within the school
� Mobilizes the resources of families, business, and community members in support of the
school’s goals
� Develops and sustains family-school-community-higher education partnerships, coalitions,
and networks
� Nurtures relationships within and external to the school � Actively engages the community to create shared responsibility for student and school
success � Has created a process that enables the school to connect students to the health, human and
social services they need to stay focused on learning
� Continuously builds family and community involvement in appropriate policy implementation,
program planning, and assessment
� Has a personal professional development plan for his/her own continuous improvement
related to community and stakeholder partnerships
Decision Making Strategies – High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect
and analyze data for continuous school improvement
Sample Key Indicators The High Performing Leader:
� Defines success based upon results
� Frames, analyzes, and resolves problems using appropriate problem solving techniques and
decision making skills
� Routinely views events and problems from multiple perspectives
� Leads and decides from a position of confidence
� Uses multiple sources of data to inform decisions
� Considers moral and ethical implications of policy options and political strategies when making
decisions
� Exhibits forcefulness and self-confidence in making decisions, when appropriate
331
� Delegates authority and responsibility clearly and appropriately to accomplish organization
goals
� Promotes student learning as the driving force for curriculum, instruction, and institutional
decision-making
� Becomes aware of an unsettled question or undesirable situation, breaks it into parts, and
examines those parts before proceeding to problem solving
� Conforms to appropriate legal standards
� Evaluates the quality of information being used when making decisions � Continuously builds family and community involvement in appropriate policy implementation,
program planning, and assessment � Has a personal professional development plan for his/her own continuous improvement
related to decision-making strategies and their use
Diversity - High Performing Leaders understand, respond to, and influence the personal, political, social,
economic, legal, and cultural relationships in the classroom, the school and the local community.
Sample Key Indicators The High Performing Leader � Uses interpersonal skills appropriate to the situation
� Promotes multicultural awareness, gender sensitivity, and racial and ethnic appreciation in all
aspects of the educational organization
� Communicates effectively with various cultural, ethnic, racial, and special interest groups in
the community
� Works with the staff to develop instructional content that provides for the diverse perspectives
appropriate to the situation � Continuously builds school community involvement in appropriate policy implementation,
program planning, and assessment
� Manages situations and interacts effectively with diverse individuals and groups
� Conforms to legal and ethical standards related to diversity
� Anticipates the needs and concerns of others and is proactive in dealing with them
� Handles crisis communications and conflict management effectively
� Arranges for students and families whose home language is not English to engage in school
activities and communication through oral and written translations
� Hires, develops, and retains a diverse staff
� Serves as a role model in relations with various cultural, ethnic, racial, and special interest
groups in the community
� Has a personal professional development plan for his/her own continuous improvement
related to diversity
Technology – High Performing Leaders plan and implement the integration of technological and electronic tools in
teaching, learning, management, research, and communication responsibilities.
Sample Key Indicators The High Performing Leader � Manages the staff and teachers in their use of the technology, telecommunications and
information systems to enrich curriculum instruction, and assessment
� Creates and communicates a clear vision of technology integration for the school community
� Plans for the increased development and implementation of technology
� Models the use of technology as a tool in support of both educational and community
activities.
� Develops an effective professional development plan for individual teachers and the entire
school for technology usage to support curriculum-based integration practices
� Implements innovative strategies for promoting the effective integration of technology
throughout the teaching and learning environment
� Obtains whatever resources are necessary to increase access to educational technologies for
the school
� Provides educational and technical support to increase the use of technology already in the
school/classroom
� Uses technology for student assessment and the evaluation of the impact of technological
and instructional initiatives
� Has a personal professional development plan for his/her own continuous improvement
related to technology
332
Learning, Accountability, and Assessment – High Performing Leaders monitor the success of all students in the learning environment, align the
curriculum, instruction, and assessment processes to promote effective student performance, and use a
variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all
participants engaged in the educational process.
Sample Key Indicators The High Performing Leader � Creates a school culture that is comfortable using data
� Uses multiple sources of data to manage the accountability and instructional improvement
process
� Assesses student progress using a variety of appropriate techniques and informational
sources
� Monitors and assesses instructional programs, activities, and materials
� Uses the methods and principles of program evaluation in the school improvement process
� Develops and demonstrate skills in evaluating instructional strategies and materials
� Trains the staff in the use of diagnostic tools to assess, identify, and apply instructional
improvement
� Utilizes successful schools with similar demographics to identify strategies for improving
student achievement
� Has a personal professional development plan for his/her own continuous improvement
related to learning, accountability and assessment
Human Resource Development – High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop
mentor and partnership programs, and design and implement comprehensive professional growth plans
for all staff – paid and volunteer
Sample Key Indicators The High Performing Leader � Works collaboratively with teachers to plan for individual professional development � Uses supervisory models appropriate to individual staff members to improve teaching and
learning
� Applies adult learning strategies to professional development � Uses the methods and principles of personnel evaluation � Operates within the provisions of each contract as well as established enforcement and
grievance procedures � Sets high expectations and standards for the performance of all teachers and staff � Empowers the staff � Creates a staff culture of continuous professional development tied to student learning and
other school goals � Hires and retains high-quality teachers and holds them responsible for student learning � Works with staff so they have the skills to ensure that all students are engaged in active
learning � Provides opportunities for teachers to think, plan, and work together � Pursues improvement of his/her own professional development � Has a personal professional development plan for his/her own continuous improvement
related to human resource development
Ethical Leadership – High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.
Sample Key Indicators The Leader at Every Level3: � Manifests a professional code of ethics and values
� Makes decisions based on the legal, moral and ethical implications of policy options and
political strategies
� Creates, models and implements a set of values for the school
� Develops well-reasoned educational beliefs based upon an understanding of teaching and
learning
� Understands ethical and legal concerns educators face when using technology throughout the
teaching and learning environment
� Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people
� Acts in accordance with federal and state constitutional provisions, statutory standards, and
regulatory applications
� Demonstrates ability to make decisions within an ethical context
3 Sample Key Indicators for Ethical Leadership are the same at all three levels. Ethical Leadership Standards are
identical for all educational leaders.
333
THE SCHOOL BOARD OF HIGHLANDS COUNTY
Performance Appraisal Guidelines and Performance-Based Pay Plan
For District-Level Administrators
INTRODUCTION
The purposes of the district-level administrative appraisal system include:
1. Development and refinement of leadership skills
2. Assessment of current levels of performance
3. Determination of term of employment
4. Qualification for performance-based pay
ORIENTATION
The Superintendent or designee will provide an orientation session and/or update when necessary for
all principals, assistant principals and district-level administrators. The orientation will focus on the
performance appraisal procedures and the roles of all individuals involved in the performance
appraisal system.
Appropriate training will be provided to all individuals who serve as appraisers in the performance
appraisal system. Training topics may include but not be limited to: strategic planning and goal-
setting; feedback and coaching; interaction management, team building, ethics, diversity, conflict
management, communication skills, organizational/time-management skills, budgetary planning, etc.
PERFORMANCE APPRAISAL SYSTEM PROCEDURES
The steps outlined below are to be followed in implementing the Performance Appraisal System for
District-Level Administrators. Both the evaluator and the administrator should review each
procedure carefully before initiating this process.
Step 1: Performance Appraisal Planning Session (July – August)
The immediate supervisor will meet with the administrator by the end of August of the ensuing
school year for a goal-setting session. For administrators beginning during the school year,
appropriate adjustments will be made.
During this planning session, mutual agreement on established goals shall be the result of
consideration of pertinent factors, including but not limited to the following:
a. district goals and comprehensive plan;
b. administrator’s goals and career aspirations;
c. limiting factors not within the control of the administrator;
d. resources necessary to accomplish goals;
e. the previous year’s performance appraisal and/or incomplete goals
f. federal/state/district updates/revisions requiring implementation of programs,
processes or procedures
g. unique job conditions.
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Step 2: Data Collection (September – March)
During the course of the year, the immediate supervisor will collect pertinent data regarding the
performance of the administrator. Additional sources of input may be appropriate (surveys –
internal and external stakeholders, observations, etc.). Likewise, the administrator should gather
documentation to verify goal attainment and performance of areas of responsibility. Documentation
may be in the form of a portfolio, log or other appropriate method (see attachment A).
Step 3: Interim Performance Review Session (Jan – Feb)
Supervisor and administrator will meet to review status of goals and any concerns. The Interim
Review Form (see Attachment B) may be used if the supervisor/evaluator determines goal progress
and performance need further development and intervention or improvement is recommended.
Step 4: Feedback and Coaching (Jan – Feb)
Supervisor will provide feedback to the administrator. This is an ongoing process with time
scheduled to modify the goals and plans.
Step 5: Annual Review Session (March - April)
Prior to contract renewal, the immediate supervisor will meet with the administrator for an annual
performance review session. During this conference, the supervisor as well as the administrator will
present pertinent data regarding accomplishment of goals and performance of assigned
responsibilities.
Step 6: Performance Appraisal System Conference (prior to May 1)
After the review of all documentation and observations, the supervisor will complete the written
Performance Appraisal (see Attachment C). A subsequent conference will be held with the
administrator to discuss the contents of the appraisal form which will then be signed and a copy
provided to the administrator. Appropriate incentives will be recommended at this time by the
Superintendent or his/her designee using the Performance-Based Pay Determination Form (see
Attachment D).
Step 7: Feedback and Assistance
For each area of responsibility rated “Needs Improvement” or below, the supervisor and
administrator will formulate a plan of assistance. This plan, placed on the Professional
Improvement Plan Form (see Attachment E), will include: area of responsibility rated “Needs
Improvement” or below; specific objectives; specific types of assistance; timelines; method of
evaluation.
RATING SYSTEM
The following rating system will be used to document performance. Numerical points will be
assigned to each goal and area of responsibility by the evaluator to indicate performance.
3 – High Performing
2 – Effective
1 – Needs Improvement
0 – Unsatisfactory
NA – Not Applicable
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REQUIREMENTS
� It is expected that each employee will be able to satisfactorily perform in each area of responsibility or
receive at least an “Effective” rating which indicates that acceptable expectations are being met
� A “High Performing” rating would be indicated when an administrator or evaluator presents documentation
or evidence reflecting a significantly higher level of performance on a continual basis
� If a rating of “Needs Improvement” is given, this indicates the administrator’s performance needs further
development in identified areas of responsibility in order to meet satisfactory expectations
� Unless otherwise noted, “Unsatisfactory” for an entry is defined as the failure to perform at an acceptable
level in an identified area of responsibility
� A “Needs Improvement” or below rating in any area will result in placement on a professional
improvement plan
� Two or more “Unsatisfactory” ratings on the overall performance appraisal will be considered grounds for
non-renewal of the employment contract or change of assignment
� The code “Not Applicable” may be used when the area of responsibility is not assigned or appropriate for
an administrator
This document contains indicators for each performance dimension area of responsibility in the
District-Level Performance Appraisal System. Administrators may not be required to exhibit all of
the indicators assigned to the area of responsibility to receive a “Satisfactory” rating; however, the
majority of key indicators should reflect satisfactory performance in that area of responsibility. Each
administrator and his/her evaluator should discuss this set of expectations during the performance
appraisal planning session each year.
RECOGNITION AND INCENTIVE PLAN
Pursuant to 1012.22, Florida Statutes and (6A-4.0083), Florida Administrative State Board Rules, a
comprehensive performance appraisal system must link rewards to performance. The School Board
of Highlands County performance pay plan for District-Level Administrators will include the
following:
Eligibility Criteria:
All administrators must have three (3) full years of documented administrative
experience with at least one (1) year in the district at the time of their appraisal to
be eligible for incentive pay
Two levels of monetary recognition:
1. Tier I – To qualify for $2,000.00 incentive pay annually, an administrator
must:
� receive no “Needs Improvement” (or below) ratings in any area or
goal,
� receive “High Performing” ratings on four (4) out of five (5) goals and
� receive “High Performing” ratings on nine (9) out of eleven (11) of the
performance dimensions areas of responsibility
2. Tier II – To qualify for $1,000.00 incentive pay annually, an administrator
must:
� receive no “Needs Improvement” (or below) ratings in any area or
goal,
� receive “High Performing” ratings on three (3) out of five (5) goals
and
� receive “High Performing” ratings on eight (8) out of eleven (11) of
the performance dimensions areas of responsibility
“Qualification” for monetary recognition does not guarantee same, as this must be a final recommendation of the Superintendent.
336
Attachment A
THE PORTFOLIO
(Optional)
The essential purpose of an administrator’s portfolio is to accumulate data (information) that can be
used to assess administrator performance. The information collected helps a supervisor to evaluate
the degree to which an administrator is or is not performing their job at a competent level. The
information collected should be related to the duties of the administrator. The portfolio is used in
combination with information obtained from other sources to make a fair and valid judgment about
the degree to which an administrator is successfully performing his/her duties. The portfolio should
contain accurate information related to the competencies that the administrator is expected to
demonstrate.
Step One:
Study the administrator’s areas of responsibility and develop an understanding of the key
indicators of competencies. Data collected from a variety of sources that are descriptive of
what the administrator does to demonstrate the areas of responsibility will be used to
determine the performance level. The items placed in the portfolio are ones that do not
require additional paperwork, however, should be samples of the administrator’s actual work.
A staff member may be asked to accumulate the items needed in the portfolio. It should also
be developed over a period of time and reflect many “snapshots” of the administrator’s work.
Step Two:
Periodically the portfolio should be reviewed to assess its contents and to decide which items
best validate that the duties and responsibilities have been demonstrated at an acceptable
level of performance. Administrators should make sure that the documents are primary
evidence of the areas of responsibility and provide proof or documentation of results.
Step Three:
The administrator prepares the portfolio for annual review by the evaluator. All conferences
are to be completed by May 1.
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Attachment B
THE SCHOOL BOARD OF HIGHLANDS COUNTY
INTERIM REVIEW FORM FOR ADMINISTRATORS
This form will be used for Administrators identified as needing additional support and assistance in
targeted performance developmental areas. Prior performance appraisal ratings or district support
team observations may necessitate such assistance.
Administrator’s Name _________________________________ Title:_______________________
Supervisor/Evaluator’s Name ___________________________ Title: ______________________
Administrative Hire Date ___________________Mid-year Review Date ____________________
List Deviations from Expectations:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Describe Special Circumstances, Where Applicable:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Type of Recommended Special Assistance or Intervention:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Expected Outcome:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Beginning Date: ____________________________ Ending Date: _________________________
Achieved Desired Results: ________________________ yes __________________________ no
If No, Provide Explanation:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Recommended Action:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Supervisor/Evaluator’s Signature: _______________________________ Date: ______________
Administrator’s Signature: _____________________________________ Date: ______________
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Performance Pay Assessment Guidelines
For District-Level Administrators
TIER I INCENTIVE PAY
To qualify annually for Tier I Performance-Based Pay, a district-level administrator must meet ALL
of the following criteria:
Tier I – To qualify for $2,000.00 incentive pay annually, an administrator must:
� receive no “Needs Improvement” (or below) ratings in any area or goal,
� receive “High Performing” ratings on four (4) out of five (5) goals and
� receive “High Performing” ratings on nine (9) out of eleven (11) of the
performance dimensions areas of responsibility
TIER II INCENTIVE PAY
To qualify annually for Tier II Performance-Based Pay, a district-level administrator must meet ALL
of the following criteria:
Tier II – To qualify for $1,000.00 incentive pay annually, an administrator must:
� receive no “Needs Improvement” (or below) ratings in any area or goal,
� receive “High Performing” ratings on three (3) out of five (5) goals and
� receive “High Performing” ratings on eight (8) out of eleven (11) of the
performance dimensions areas of responsibility
“Qualification” for monetary recognition does not guarantee same, as this must be a final
recommendation of the Superintendent.
339
Attachment C
THE SCHOOL BOARD OF HIGLANDS COUNTY
PERFORMANCE APPRAISAL
For District-Level Administrators
Administrator’s Name ________________________________ Employee ID # ______________
Position/Title ___________________________ Department ____________________________
Evaluator’s Name____________________________________ School-Year _______________
*******************************************************************************
Professional Development Plan/Goals:
Goals should be developed collaboratively from Individual Leadership Development Plans (ILDP)
and district or supervisor directed initiatives. They should be based on assessment of department or
district needs, federal or state legislative updates/mandates and program implementation, the
comprehensive planning process and/or individual professional development/career goals. The
Superintendent or supervisor/administrative designee directed goals should also be included where
applicable.
Goal Requirements:
• Five (5) goals required
• Goals 1-3 – Directly related to job performance areas or functions; impact or enhance
services, effectiveness, or efficiency through improvement/implementation of
programs, processes, or procedures; may be district/supervisor directed or driven by
federal or state legislative mandates
• Goals 4-5 – Professional growth goals - To enhance areas pertinent to career
goals/personal growth aspirations and/or to challenge limitations where growth is
desired in knowledge/skills/abilities; may be recommended by Superintendent and/or
supervising administrator
• Goals should be identifiable, specific and comprehensive to include strategies for
accomplishment, timelines, and expected outcome/results
Goal 1:
________________________________________________________________________________
Strategies for Accomplishment:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Goal 2:
_________________________________________________________________________________
Strategies for Accomplishment:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
340
Goal 3:
_________________________________________________________________________________
Strategies for Accomplishment:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Goal 4:
_________________________________________________________________________________
Strategies for Accomplishment:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Goal 5:
_________________________________________________________________________________
Strategies for Accomplishment:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Evaluator Comments and Ratings:
Performance Rating
High Performing Effective Needs Improvement Unsatisfactory
3 2 1 0
High Performing – Met or exceeded goal
• Outcome was highly successful with clear evidence of results reflected in
student growth/achievement, successful programs/projects and /or
professional or personal accomplishment.
• Accomplished within stated timeline.
• Level of challenge, difficulty and scope of implemented strategies meet high
performing standards.
• Progressed as planned – strategically organized and well thought-out.
Effective – Met goal or made significant progress toward meeting goal.
• Outcome yielded acceptable level of results as reflected in student
growth/achievement, successful programs/projects and/or professional or
personal accomplishment.
• Accomplished within stated timeline.
341
• Level of challenge, difficulty and scope of implemented strategies meet
performance standards.
• Progressed as planned – strategically organized and well thought-out.
Needs Improvement – Was minimally successful in meeting goal.
• Outcome yielded a level of results that was minimally successful as reflected in
limited student growth/achievement, limited success in implementation of new
project/program and/or limited personal accomplishment.
• Organization, strategic planning and implementation need revision.
Unsatisfactory - Goal was not met.
• Did not attain a successful result in student/growth achievement,
implementation of new project/program or personal accomplishment.
• Planning lacked organization or strategies were not implemented as planned.
Goal 1: Outcome Rating _________________________
Comments:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Goal 2: Outcome Rating _________________________
Comments:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Goal 3: Outcome Rating _________________________
Comments:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Goal 4: Outcome Rating _________________________
Comments:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Goal 5: Outcome Rating _________________________
Comments:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Received High Performing on @ least 4 out of 5 goals _________
Received High Performing on @ least 3 out of 5 goals _________
Does not qualify for Tier I or II for Goals Section _________
(Must not receive any below Effective ratings to qualify for I or II)
342
Leadership Performance Dimensions:
Management/Leadership Effectiveness - Community Building - Value Driven Stewardship -
Democratic Responsiveness - Integrity and Capacity of Both Individuals and Process -
Learning, Growth, and Development:
(1). ________Ethical Leadership and Personal Integrity: Maintains honesty in all professional
dealings; gains the trust and confidence of others in a fair and honest manner, taking time to relate
with people by building relationships and developing a community presence; engages in equitable,
non-discriminatory practices when applying district policies and abides by the principles of
professional conduct at all times.
Comments/Notes:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
(2). _______Vision: Creates and describes high-performing standards, conditions, or ideals-
involving others in the accomplishment while anticipating issues or challenges that may be on the
horizon; this quality must include the ability to guide a vision process that is collaborative.
Comments/Notes:
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
(3) _________Strategic Leadership: Sets an example that urges and challenges the
organization/school(s)/department(s) to evaluate decisions or positions and outcomes, solve
problems creatively, experiment when appropriate, and take action.
Comments/Notes:
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
(4). _________Collaborative Leadership and Team Work: Possesses an invitational style by
convening a broad-based coalition of key individuals to solve problems that may be broader in
nature than the specific responsibilities of the school, department/division, or district; works
effectively with others at all levels to achieve a common goal; builds the team by supporting
employees’ ideas and allowing input into the decision-making process; will put ideas into practice
whenever possible or appropriate.
Comments/Notes:
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
(5). ________Communication: Facilitates the flow of ideas, information, and understanding
between and among individuals-within the department, within the organization, and with community
stakeholders; advocates effectively in the interest of the school district.
Comments/Notes:
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
343
(6). ________ Planning and Budgeting: Forecasting, Goal Setting, Definition of Outcomes: Plans
and organizes work, setting realistic goals with measureable objectives for a work unit, program, or
project; reviews and understands budgetary information as it relates to direct responsibilities; works
with others to define desired outcomes and future destination points, participating in the district’s
comprehensive planning and budgeting process; communicates and defines values which are
guidelines for decisions and actions.
Comments/Notes:
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
(7). ________Problem Solving and Decision-Making: Analyzes situations, identifies alternative
solutions, and makes appropriate decisions; researches and learns about the issues facing the school,
department, or district.
Comments/Notes:
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
(8). ________Creativity, Innovation, and Risk Taking: Develops and applies new and innovative
ideas and practices to enhance programs, processes, performance and/or productivity; demonstrates
individual drive and accepts responsibility for actions.
Comments/Notes:
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
(9). ________Technology Competency: Plans and understands the technical environment utilizing
appropriate applications; performs work in a technically knowledgeable manner; continually learns
and stays abreast of current/updated methods, techniques, and ideas.
Comments/Notes:
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
(10). ________Appreciating Diversity/Creating and Promoting A Positive Environment: Works
with diverse individuals while appreciating, recognizing, and integrating differences of opinion and
culture that exists among others; must be able to acknowledge that each community is vibrant and
complex; creates an environment in which individuals are encouraged to develop toward their full
potential, inspiring and challenging employees to do their best and to believe their actions make a
difference; promotes a satisfying and empowering climate that encourages members to align
themselves and work toward achieving group goals and objectives; provides opportunities for
professional development for employees throughout the organization.
Comments/Notes:
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
(11). ________Coaching and Mentoring: Teaches and encourages employees to develop their
natural skills and abilities-to innovate and achieve; offers support to individuals who are confronted
344
with obstacles and challenges; shares/delegates authority and knowledge with others to help them
acquire and apply the knowledge, skills and abilities necessary to reach their potential; provides
opportunities for personal and professional growth to enhance career goals.
Comments/Notes:
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
Performance Rating
High Performing Effective Needs Improvement Unsatisfactory
3
Demonstrates in-depth
knowledge of job;
applies appropriately
and consistently;
highly effective in
administering role and
responsibilities;
very capable
2
Demonstrates basic
knowledge of job;
applies adequately;
effective in
administering role
and responsibilities;
capable
1
Demonstrates limited
knowledge of job;
not able to apply
adequately;
minimally effective
in administering role
and responsibilities;
not very capable
0
Demonstrates little to no
evidence of knowledge of
job or how to apply;
is not effective in
administering role and
responsibilities; incapable
Performance Pay Rating Computation
Type: Rating:
Goal Outcome
Leadership Performance Dimensions
Transfer Final Performance Appraisal
Rating to Superintendent’s/Designee
Determination Form
Qualifies for (check one):
Tier I Performance Pay ________
Tier II Performance Pay ________
Evaluator Comments:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
This evaluation has been fully discussed with me, and:
I agree with its content I disagree with its content**
______________________________ ____________________________ ____________
Administrator Evaluator Date
** I am aware that I may send a letter within ten (10) days to the Superintendent of Schools and a copy to the evaluator
stating reasons for my disagreement. I may also provide evidence/documentation to support my reasons. This letter
will be placed on file with my evaluation.
Received High Performing ratings on 9 out of 11 dimensions__________
Received High Performing ratings on 8 out of 11 dimensions__________
Does not qualify for Tier I or II on Performance Dimensions __________
(Must not receive any below Effective ratings to qualify for Tier I or II)
345
Attachment D
THE SCHOOL BOARD OF HIGHLANDS COUNTY
ADMINISTRATOR PERFORMANCE APPRAISAL
Performance-Based Pay Determination Form
PRINCIPAL ASSISTANT PRINCIPAL DISTRICT ADMINISTRATOR
Name_____________________________________ School/Department _____________________
OBJECTIVES:
� To develop performance expectations with each educational leader that are aligned with state
and district leadership standards; focusing on effective instructional leadership that impacts
student growth and achievement and/or effective administrative leadership focusing on
successfully providing quality support services, taking into consideration the uniqueness of
each position, location, and climate
� To gather valid and reliable evaluative data that may be utilized in decision-making related to
performance assessments, promotions, rewards, assignments, reassignments, remediation or
termination
� To appraise the performance of each educational leader in terms of well-defined performance
expectations and standards of leadership competency
� To assess the support, resources, and professional development provided to both school-
based leaders and district-level administrators to promote individual as well as organizational
growth
� To provide each educational leader with individualized feedback, coaching and technical
assistance in order to facilitate the achievement of his/her identified goals and objectives
� To determine recipients of Tier I and Tier II Performance-Based Pay
All administrators will complete the Professional Development Plan in consultation with the
immediate supervisor and/or support team before August 31 of each year, or before the end of the
first forty five (45) days of employment. Documentation of performance goals should be provided
to demonstrate desired results. School Improvement Plans will be used in conjunction with
Individual Leadership Development Plans to develop goals and determine Performance Appraisal
Rating scores for instructional leaders. Portfolios (optional) should provide evidence or
documentation of goal accomplishment and expected competency in each of the leadership
standards.
Reappointment for - school year: yes _______________no_______________
Recommended for Tier I Performance-Based Pay: yes______ no______ % or $ ___________
Recommended for Tier II Performance-Based Pay: yes______ no ______ % or $ ___________
___________________________________ _____________________________
Administrator’s Signature Date
___________________________________ _____________________________
Evaluator’s/Superintendent’s Signature Date
346
Attachment E
PROFESSIONAL IMPROVEMENT PLAN FOR ADMINISTRATORS
Administrator’s Name: _____________________________________________________________
Position: _____________________________________ School/Department: ___________________
________________________________________________________________________________
Supervisor’s/Evaluator’s Name: ______________________________________________________
Position: _________________________________________________________________________
PLAN INFORMATION:
Date of Feedback and Assistance Session: ______________________________________________
Areas of Responsibility rated “Needs Improvement” or “Unsatisfactory”: _____________________
_________________________________________________________________________________
_________________________________________________________________________________
Specific Objectives: _______________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Timeline for Improvement: __________________________________________________________
_________________________________________________________________________________
Method of Evaluation: _____________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Employee will be notified if further development is needed after improvement plan is implemented
and timeline for improvement is complete and/or if improvement plan objectives were met
satisfactorily.
Administrator’s Signature:__________________________________ Date:____________________
Evaluator’s Signature: ____________________________________ Date:____________________
Recommended