Reflection Assessment of the strength and weaknesses of SBEC Post –Self Assessment compared to the SBEC Pre Self Assessment.
Strengths: Post-Assessment
The domains and competencies below were strengths on my Pre-Assessment.
Domain I—Leadership of the Educational Community – Competencies 1 – 3:
The superintendent knows how to act with integrity, fairness, and in an ethical manner in order to promote the success of all students.
DOMAIN II—INSTRUCTIONAL LEADERSHIP – COMPETENCIES 5 – 7:
- The superintendent knows how to act with integrity, fairness, and in an ethical manner in order to promote the success of all students.
Domain I, II and the competencies directly correlate with my current job description responsibilities as well other transfer of learning experiences from previous positions. In my current position I work closely with student, parents, and teachers to ensure that the needs of all children are meet successfully. I constantly interact with students, parents, teachers, and district staff to promote high standards of conduct, ethical principles, and with integrity in decision-making. Policy and procedures are visited ongoing as needed throughout the year.
Areas where I consider myself competent but not yet a strength: Post-Assessment
The competency areas below were rated in need of improvement on my Pre-Assessment.
Even, though I have shown improvement in these competency areas since the Pre-Assessment I lack the experience involved at the district level. I am comfortable with the knowledge and skills foundation that I have developed through the course work assignments and my intern experiences and interview reflections.
Domain 1- Leadership of the Educational Community - Competency 4
The superintendent knows how to respond to and influence the larger political, social, economic, legal, and cultural context, including working with the board of trustees, to achieve the district's educational vision.
- provide leadership in defining superintendent-board roles and establishing mutual expectations.
- communicate and work effectively with board members in varied contexts, including problem-solving and decision-making contexts.
- access and work with local, state, and national political systems and organizations to elicit input on critical educational issues.
DOMAIN III—ADMINISTRATIVE LEADERSHIP – COMPETENCIES 8 – 9
My experience is these areas are at the campus level, so with opportunities of exposure at the district level I will develop strengths to lead in these activities. Attending board meetings has assisted with advancing my knowledge about the leadership and management of district budgeting, resource utilization, financial management, and technology application. Continue visits with district personnel that lead in the areas will also be utilized to build the learning foundation. The course work completed in School Finance will continue to be a wealthy and informative reference as I continue to grow in these areas.
Competency 8 Area:
5 competent areas
The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management, and technology application.
The superintendent knows how to:
- apply procedures for effective budget planning and management.
- work collaboratively with board of trustees and appropriate personnel to develop district budgets.
- facilitate and evaluate effective account auditing and monitoring that complies with legal requirements and local district policy.
- establish district procedures for accurate, effective, ethical purchasing and financial record keeping and reporting.
- acquire, allocate, and manage resources according to district vision and priorities, including obtaining and using funding from various sources.
- use district and staff evaluation data for personnel policy development and decision making.
- use revenue forecasting and enrollment forecasting to address personnel and budgetary needs accurately.
Competency 9 Area:
5 competent areas:
The superintendent knows how to apply principles of leadership and management to the district's physical plant and support systems to ensure a safe and effective learning environment.
- apply strategies for ensuring the safety of students and personnel and for addressing emergencies and security concerns.
- develop and implement procedures for emergency planning and for responding to crises.
- apply procedures for ensuring the effective operation and maintenance of district facilities.
- implement evaluate appropriate procedures to ensure efficient, effective district transportation services, food services, health services, and other services.
- apply legal concepts, regulations, and codes as required.
Competency 10
3 competent areas:
The superintendent knows how to apply organizational, decision-making, and problem-solving skills to comply with federal and state requirements and facilitate positive change in varied contexts.
The superintendent knows how to:
· implement appropriate leadership skills, techniques, and group process skills to define roles, assign functions, delegate effectively, and determine accountability for goal attainment.
· implement processes for gathering, analyzing, and using data for informed decision making to attain district goals.
· identify, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills.
Areas needing improvement: Post-Assessment
The areas were rated in need of improvement on the Pre-Assessment.
Competency 9
2 areas need improvement
The superintendent knows how to apply principles of leadership and management to the district's physical plant and support systems to ensure a safe and effective learning environment.
· apply procedures for planning, funding, renovating, and/or constructing school facilities to support the district’s mission and goals.
· implement strategies that enable the district's physical plant, equipment, and support systems to operate safely, efficiently, and effectively.
Competency 10
2 areas need improvement
The superintendent knows how to apply organizational, decision-making, and problem-solving skills to comply with federal and state requirements and facilitate positive change in varied contexts.
The superintendent knows how to:
· use strategies for working with others, including the board of trustees, to promote collaborative decision making and problem solving, facilitate team building, and develop consensus.
· encourage and facilitate positive change, enlist support for change, and overcome obstacles to change in varied educational contexts.
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