P.L.E.D.G.E.
Providing Leadership Experiences through Development,
Guidance and Engagement
A Three-Phase System of Development
Revised 2011
PER0135
Contents
Membership
Page 3
PLEDGE Program Description and Objectives
Page 4
Description of the Three-Phase Program
Page 5
Phase I Exploring Leadership
Page 6
Phase II Preparation for the Role of the Principal
Overview
Induction Level
Preparing for Principal Certification Level
Tools and Resources
Experienced Principal Level
Page 8
Page 9
Page 10
Page 11
Page 13
Page 16
Phase III Developing Principal Program
Overview
Developing Principal Level
Experienced Principal Level
Mentoring Principal Level
Page 17
Page 18
Page 19
Page 21
Page 22
Monitoring Program Improvement
Page 23
Appendix I (List of Forms)
Forms and Documents
Page 26
Page 28
L.E.A.D. Appraisal System for Administrators
Page 80
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P.L.E.D.G.E. Committee Members
Susan Ranew
Alan Cox
Deborah Iseman
Michael Hitsman
Dr. Keith Brown
Lydia Martin
Jennifer Avellino
Jonetha Maness
Dr. Eliah Watlington
Dr. James Burnham
Dr. Robert Shockley
Assistant Superintendent of Human Resources
Executive Director of Secondary Education
Executive Director of Professional Development
Elementary Principal
High School Principal
K-8 Assistant Principal
Elementary Assistant Principal
Elementary Assistant Principal
Florida Atlantic University
Florida Atlantic University
Florida Atlantic University
District Review Panel Members
Sue Ranew
Dr. Owen Roberts
Dr. Christine Taylor
Genelle Yost
Kevin Perry
Alan Cox
Deborah Iseman
Dr. Eliah Watlington
Dr. James Burnham
Assistant Superintendent of Human Resources
Assistant Superintendent for Curriculum and Accountability
Area Assistant Superintendent
Area Assistant Superintendent
Area Assistant Superintendent
Executive Director of Secondary Education
Executive Director of Professional Development
Florida Atlantic University
Florida Atlantic University
School Board Members
Dr. John Carvelli
Kathryn Hensley
Carol Hilson
Troy Ingersoll
Dr. Judi Miller
Superintendent of Schools
Michael J. Lannon
Deputy Superintendent
Sandra Wolfe
Consultants
Dr. Phil Schlechty
Dr. Mark Rolewski
Dr. Joe Bondi
CEO of The Schlechty Center
Center for Data-Driven Reform In Education
at Johns Hopkins University
Educational Consultant
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P.L.E.D.G.E. Program Description
P.L.E.D.G.E.: (Providing Leadership Experiences through Development, Guidance and
Engagement) was developed through collaboration with the Departments of Professional
Development and Human Resources, Florida Atlantic University and The Schlechty Center to build
leadership capacity at all levels of the organization in St. Lucie County School District. The
P.L.E.D.G.E. Program is a competency-based developmental program that is tailored to the needs of
leaders in a learning organization and is aligned with the Florida Principal Leadership Standards and
Competencies.
P .L.E.D.G.E. Objectives
To provide a sequential, comprehensive, competency-based program of study designed to
develop school leaders in a learning organization
To clearly define the expectations of leaders in improving curriculum, instruction and
student achievement
To prepare and support leaders in their respective roles
To ensure that engaging work for all drives the district direction
To link the development of leaders to authentic district/school work
To develop understanding of leadership roles in a learning organization
To understand the value of strategic thinking, planning, and execution of leadership work
To understand the difference between the managerial role versus the leadership role of
principal
To understand that leadership development is a shared responsibility
To establish collegial and collaborative work as the norm
To provide field experiences and/or on the job preparation to demonstrate proficiency in
each of the Florida Principal Leadership Standards
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P.L.E.D.G.E.: A Three-Phase Program of Leadership Development
P.L.E.D.G.E. is designed to include three phases of leadership development, which include:
Phase One – Exploration of Leadership
Participants in Phase One are educators with a desire to explore the role of a
leader in a learning organization. At this level, experiences and professional
development are provided to increase understanding of the role and
responsibilities needed for an entry level administrative position. Participants
also increase their understanding of the organizational structure of the school
district.
Phase Two – Preparation for the Role of the Principal
Participants in Phase Two are assistant principals in St. Lucie County who
continue their development through authentic work based on district beliefs which
are aligned to the Florida Principal Leadership Standards. In this phase, assistant
principals begin their preparation for the role of the principal, and upon successful
completion obtain principal certification
Phase Three – Developing Principal Program
Participants in Phase Three are principals who continue their development
through collegial, collaborative and authentic work aligned to the Florida
Principal Leadership Standards.
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Phase One – Exploring Leadership in St. Lucie County
Purpose: Phase I of this leadership program is intended to have participants explore
St. Lucie County School District’s organizational structure, core business and what leaders
need to know and be able to do in a learning organization. Experiences and professional
development are intentionally designed to increase understanding of the role and
responsibilities needed for an entry level, school-based administrative position.
Leadership Awareness: At this level, participants are educators who have a Bachelor’s
Degree. The purpose of this session is to encourage potential leaders to earn a degree in
Educational Leadership. This session is led by university and district level administrators.
Exploration of Leadership I: At the Exploration of Leadership I level, participants must
hold Educational Leadership Certification. This stage focuses on the process St. Lucie
County uses to interview and select assistant principals. It also includes an opportunity for a
shadowing experience as well as other job embedded professional development.
Exploration of Leadership II: At the Exploration of Leadership II level, participants must
hold Educational Leadership Certification. This stage focuses on the organizational structure
of the school district. Sessions include an overview of each of the district’s divisions along
with an overview of the role and responsibilities of district level administrators and leaders.
Assistant Principal Pool: At this level, interested, qualified applicants apply for an
Assistant Principal position and complete a researched-based assessment. Individuals who
are successful on the assessment participate in a district-level team interview to determine
their knowledge and skill for the position. Successful candidates are entered into the
Assistant Principal Pool for a period of two years. When a vacancy occurs, Principals review
all of the candidates in the pool for site based interviews. Those individuals whose
qualifications best meet the needs of the school, are selected for an interview. A listing of
three recommended candidates for consideration is submitted by the Principal to the
Superintendent. The candidate selected by the Superintendent is recommended to the School
Board for appointment to the position.
If a candidate is not selected for a position within a two-year period, the candidate must reapply for the position and entrance into the assistant principal pool.
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Phase Two – Preparation for the Role of the Principal
Overview of the Levels of Participation
Phase Two of this leadership program is intended to result in participants being fully prepared to
assume the role of school principal as defined by the Florida Principal Leadership Standards.
Preparation for the Role of the Principal is designed to include three levels of leadership
development:
Induction Level Assistant Principal: Newly appointed assistant principals work at this
level during their first three years as an assistant principal in St. Lucie County. Induction
activities include attendance at assistant principal meetings, online leadership development
and on-the-job experiences aligned to the Florida Principal Leadership Standards. In this
initial stage, newly appointed assistant principals become clear about their role as an
instructional leader in a learning organization under the supervision and guidance of the
building level principal. Professional learning for this group focuses on instructional
leadership development and other needs as determined by assessments.
Preparing for Principal Certification Level: Participants in this level are assistant
principals in St. Lucie County who are invited to participate in a competency-based program
of development under the direction of a highly effective/effective principal and an
experienced leadership team. The Preparing for Principal Certification Program includes job
embedded activities, participation in prescribed school and district professional development
as well as elements of the William Cecil Golden Professional Development Program for
School Leaders. The professional development and authentic work is designed to prepare the
Intern for the role of principal. Emphasis will be on the role of the school leader in
improving curriculum, instruction and student achievement. Upon successful completion the
Intern can add Principal Certification to his/her professional certificate.
Experienced Assistant Principal Level: At this level, the experienced assistant principal
has obtained School Principal Certification and commits to further leadership development
through college course work, affiliation with peers in small learning communities, as well as
participation in state, local, national organizations. Prescribed professional development and
experiences at this level are aligned to the Florida Principal Leadership Standards. The
experienced assistant principal remains under the tutelage of the building level principal. In
addition he/she also seeks mentors who can provide further support as he/she continues
his/her development as an instructional leader. Participation at this level continues until the
experienced assistant principal is appointed as principal.
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Induction Level Assistant Principals
Purpose: Upon appointment as an assistant principal, the new administrator enters into the
Induction Level of the P.L.E.D.G.E. Program. The assistant principal begins development by
selecting and documenting professional development aligned to his/her needs in the LEAD
Learning Plan. In addition, the administrator attends monthly assistant principal meetings,
participates in site based training and prescribed professional development for this level of the
program (see Leadership Development Matrix). Assistant principals are assigned multiple jobembedded opportunities that are monitored and appraised by their supervising principal. The
assistant principal maintains a portfolio documenting professional growth experiences and work
assigned.
Order of Events
1. The new assistant principal is assigned to a school under the tutelage of the school’s
principal.
2. The supervising principal guides the professional growth of the assistant principal through
monitoring LEAD Learning Plan, overseeing job embedded tasks, and through appraising the
assistant principal’s performance at mid-year and end-of-the-year.
3. The new assistant principal begins a portfolio documenting completion of professional
development and significant work that has been assigned. The portfolio documentation is
reviewed during mid-year and end-of-the-year evaluation sessions.
4. The assistant principal meets with other Induction Level Assistant Principals during monthly
Assistant Principal Meetings to collaborate, share and learn. These sessions are under the
direction of district level administrators and focus on strategies for dealing with relevant
issues and the day-to-day challenges of the assistant principalship.
5. Upon successful demonstration of the Florida Principal Leadership Standards at the Entry
Level, completion of the required professional development, and the recommendation of the
supervising principal, the Induction Level Assistant Principal may be invited to participate in
the Preparing for Principal Certification Program.
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Preparing for Principal Certification Level
Entry into this level of the program is by invitation from the District Review Panel and is based on
the assistant principal’s successful completion of the Induction Level, performance appraisals and a
recommendation from the supervising principal showing his/her support of the candidate.
Assistant principals at this level are titled ―Intern Principal,‖ until the successful completion of the
program. It should be noted that principals appointed without Florida Principal Certification, are
expected to participate in the Preparing for Principal Certification Program and are titled as an
―Interim Principal‖ until successful completion of this program.
The Preparing for Principal Certification Program provides multiple opportunities for Intern/Interim
Principals to participate in competency-based professional development and to practice application
of the knowledge gained for the purpose of developing management and leadership skills necessary
for the role of the school leader. The program begins by using valid data gathered from selfassessments, appraisal instruments, and other evaluation tools. A customized competency-based
learning plan is developed and monitored by an experienced leadership team comprised of the
school’s principal, area assistant superintendent and a district administrator. This experienced
leadership team meets at least three times a year to provide support, feedback, and coaching on
performance as the Intern/Interim progresses through the program. If necessary, the team develops a
remediation plan to address areas needing improvement.
The focus of this program is to engage the administrator in solving on-the-job problems with greatest
emphasis on the role of a school leader in improving curriculum, instruction and student
achievement. A portfolio of evidence to document the mastery of the Florida Principal Leadership
Standards is kept by the Intern/Interim Principal and reviewed and assessed by the leadership team
each time they meet.
Order of Events:
1. The assistant principal/principal is invited to participate in the Preparing for Principal
Certification Program and is designated as an Intern/Interim Principal.
2. The Intern/Interim Principal works under the tutelage of a highly effective/effective
principal, and an experienced leadership team which includes the principal, area assistant
superintendent, and a district administrator.
3. The Intern/Interim Principal takes multiple assessments to determine strengths and areas in
need of development.
4. A customized learning plan based on data gathered from self-assessment and appraisal
instruments aligned with program competencies is developed for the Intern/Interim Principal.
The Leadership Development Matrix with recommendations and requirements for the
Intern/Interim Principal guides the development of the learning plan.
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Order of Events for Preparing for Principal Certification (continued)
5. Multiple job-embedded experiences are provided to the participant throughout the program
and are designed to provide application, practice and reflection on skills and procedures
essential for leading school improvement and student achievement. Opportunities to share
the work accomplished occurs with the leadership team and other colleagues. A portfolio
documenting work and professional development, aligned to the Florida Principal Leadership
Standards, is maintained by the Intern/Interim Principal.
6. The annual School Improvement Plan focuses on improving curriculum, instruction and
student achievement and guides the daily work of the Intern/Interim Principal.
7. Throughout the program, the leadership team meets regularly with the Intern/Interim
Principal to:
a. develop the customized learning plan;
b. monitor the work and professional development;
c. provide support;
d. assess the mastery of required curriculum competencies;
e. monitors progress of school improvement plan goals;
f. appraise the Intern/Interim Principal using the LEAD appraisal instrument (mid year
and end-of-year).
8. Throughout the program the Intern/Interim Principal has opportunities to appraise the
professional development that has been provided and give feedback about the level of
satisfaction with the program as it pertains to curriculum and delivery of content. This is
done through surveys.
9. Upon successful completion of all the requirements of the program and a satisfactory
evaluation on the LEAD appraisal instrument, the District Review Panel recommends to the
Superintendent that the Intern/Interim Principal receives Principal Certification.
10. With support from a highly effective/effective principal and leadership team, if it is deemed
by the District Review Panel that an Intern/Interim Principal has not successfully completed
the requirements of the program, the Intern/Interim Principal is asked to exit the program and
is not recommended to the Superintendent for Principal Certification.
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Preparing for Principal Certification Tools and Resources
Assessments: The Intern/Interim Principal uses all of the following assessments to determine
his/her leadership capabilities. The results from these assessments are used by the leadership team to
design a customized learning plan that focuses on developing areas of needs as well as strengths.
These assessments are completed before the first leadership team meeting.
1. Florida 360 Assessment by Educational Impact (Fee) http://www.myflorida360.com/index.html
2. William Cecil Golden Prior Learning Inventory (self-assessment)
http://floridaschoolleaders.org
3. William Cecil Golden Principal Leadership Standards Inventory
http://floridaschoolleaders.org
Customized Learning Plan: Once the above assessments are completed, the leadership team
convenes to review the results and to create a customized competency-based learning plan that
includes professional development, ESOL/ELL and other statutory requirements, job-embedded
work and other development opportunities. The agreed upon plan becomes the course of study/work
for the Intern/Interim Principal. He/She begins to document the successful completion of
professional development and assigned tasks in a learning portfolio. Throughout the program the
leadership team meets (at least three times per year) to guide and support the Intern/Interim Principal
and to provide timely feedback and guidance on his/her performance as it pertains to the
demonstration of the Florida Principal Leadership Standards. (The professional development that is
assigned is selected from the Leadership Development Matrix which is aligned to the Florida Principal Leadership
Standards and from the William Cecil Golden Website.)
Leadership Team Membership Profile and Duties: The leadership team is comprised of
a highly effective/effective principal, an area assistant superintendent, and a district level
administrator(s). The qualification for district level administrators to serve on the team requires that
each has been a successful principal prior to the appointment to a district level position. The
leadership team monitors and assesses the progress of the Intern/Interim Principal by reviewing:
 Results on assessments
 Portfolio work
 School Improvement Plan Goals and Objectives
 LEAD appraisals
 Satisfaction with Experiences
Throughout the entire program the team works to support the Intern/Interim Principal so that he/she
may receive timely feedback and guidance on his/her performance in specific activities and overall
progress in the demonstration of the Florida Principal Leadership Standards. The team also obtains
candidate feedback on the quality of the overall experiences that are prescribed to improve program
quality.
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Preparing for Principal Certification Tools and Resources (continued)
District Review Panel Membership Profile and Duties: The District Review Panel is
comprised of the area assistant superintendent, Supervising Principal, Assistant Superintendent for
Curriculum, Accountability and Assessment, Assistant Superintendent for Human Resources,
Executive Director of Professional Development and a representative from Florida Atlantic
University. The panel has four key responsibilities:
 to review possible candidates for the Preparing for Principal Program and extend invitations
to participate;
 to make a recommendation to the superintendent regarding principal certification;
 to collaborate to recommend additional assistance to program completers who do not meet
performance expectations during their first two years as a school principal;
 to review the satisfaction level of program completers as well as the district with the
program completers, during their first year as principals and use the data to make
recommendations to strengthen the program.
School Improvement Plan: The School Improvement Plan guides the daily work that
emphasizes the improvement of curriculum, instruction and student achievement at the school level.
Progress towards goal achievement is monitored by the experienced leadership team. Goal
obtainment is reviewed at the end of the SIP cycle and is included as part of the appraisal process.
L.E.A.D.: Leader’s Evaluation of Accomplishments and Development (L.E.A.D.) is St. Lucie
County’s appraisal instrument for administrators. This appraisal instrument is aligned with the
Florida Principal Leadership Standards and is used to evaluate administrator’s performance in each
of the ten Florida Principal Leadership Standards.
The Intern/Interim Principal is provided with feedback during the mid-year and end-of-the-year
appraisal conferences. During appraisal conferences, the Intern/Interim Principal provides
documentation to support the work that aligns to the Florida Principal Leadership Standards. The
LEAD School Based Administrator Performance Standard Rubric guides the conversation.
Job Embedded Leadership Tasks: The district has determined indicators listed under the
Florida Principal Leadership Standards that describe tasks that Intern/Interim Principals must be able
to master to complete the Preparing for Principal Certification Program. All of the indicators can be
demonstrated either through completion of an assessment, job-embedded work, professional
development activities, and/or through other experiences prescribed by the leadership team. The
leadership team must concur that all indicators have been successfully mastered prior to
recommending the Intern/Interim Principal for principal certification. Many of the William Cecil
Golden ASAP Modules provide job-embedded tasks that align to these indicators.
St. Lucie County Leadership Development Matrix: The Leadership Development
Matrix lists required and suggested professional development opportunities for the Intern/Interim
Principals who are preparing for principal certification. Accompanying this matrix is another
document that correlates the workshops to the Florida Principal Leadership Standards and specific
indicators. A description of professional development is also included in this document.
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William Cecil Golden ASAP Module Matrix: Recommended professional development
opportunities that are incorporated into the customized learning plan are part of the William Cecil
Golden School Leadership Development Program. Included in this document is the correlation of
each of the ASAP modules to the Florida Principal Leadership Standards.
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Experienced Assistant Principal Level
When an experienced assistant principal earns Florida Principal Certification he/she continues
learning by continually assessing his/her leadership strengths/needs and developing a LEAD
Learning Plan. The LEAD Learning Plan defines professional development and job-embedded
activities that are designed to increase effectiveness of the administrator. The supervising principal
assists in the development of the learning plan and monitors the assistant principal’s progress.
The supervising principal assigns, recommends, monitors progress and oversees tasks, committee
work, readings, professional development and shadowing experiences. In addition, the supervising
principal appraises the assistant principal using the LEAD appraisal instrument which is aligned to
the Florida Principal Leadership Standards and makes recommendations based on the appraisal
results. The supervising principal provides guidance and finds additional resources to support the
growth and development of the assistant principal until he/she is appointed to the role of principal.
Once the assistant principal is appointed as a principal, he/she will enter the Developing Principal
Program.
Order of Events
1. The experienced assistant principal has Florida Principal Certification and is assigned to a
school under the tutelage of the school’s principal.
2. Assessments determine strengths and areas in need of continued development.
3. The supervising principal guides the professional growth of the assistant principal
through monitoring the LEAD Learning Plan, and assigning and overseeing job
embedded tasks, committee work, attendance at Assistant Principal Meetings, readings,
shadowing experiences and through appraising the assistant principal (see Leadership
Development Matrix and LEAD Appraisal Instrument).
4. The supervising principal assists the assistant principal in selecting mentors and other
resources to provide support.
5. The assistant principal meets with other assistant principals during monthly meetings to
collaborate, share and learn. These sessions are under the direction of district level
administrators and focus on the needs of school based administrators.
6. The assistant principal is appraised by the supervising principal on the LEAD
performance appraisal instrument.
7. The assistant principal remains in this level of the program until appointed to the role of
principal.
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Phase Three – Developing Principal Program
Phase Three of this system is intended to support principals in their role as an instructional leader in
a learning organization. The program is defined by the Florida Principal Leadership Standards.
The Developing Principal Program is designed to include two levels of leadership development. In
addition, an invitation is extended to highly effective or effective principals to become mentoring
principals. The three levels are as follows:
Developing Principal Level: Participants in this level are entry level principals in
St. Lucie County whose leadership is developed under the direction of the area assistant
superintendent, Deputy Superintendent and Superintendent. The cohort of new principals
meets monthly and topics for development are based on the needs of the group. Experienced
principals attend on a rotating basis to serve as role models and to address issues and
concerns.
In addition to the above professional development, the developing principal focuses his/her
training on priorities set by the school in the school improvement plan as well as district
initiatives. The Leadership Development Matrix also lists suggestions and requirements for
this level of the program. Developing principals are expected to attend monthly principal
meetings where professional development focuses on strategies for improving curriculum
and student achievement.
Experienced Principal Level: Principals who successfully complete the Developing
Principal Level continue to refine their skills as an instructional leader. The goal for their
work and development at this level is to lead their faculties and staffs to higher student and
staff engagement through collegial sharing and learning.
The experienced principal must also focus his/her training on priorities set by the school in
the school improvement plan as well as district initiatives. The Leadership Development
Matrix lists suggestions and requirements for this level of the program. Experienced
principals attend monthly principal meetings where professional development focuses on
strategies for improving curriculum and student achievement.
Mentoring Principal Level: Principals who are experienced and considered highly
effective/effective determined by district supervisors, are invited to become Mentoring
Principals. These principals attend additional training and serve as the supervising principal
to administrators who are in the Preparing for Principal Certification Program. These
principals also participate in the same training as described in the Experienced Principal
Level.
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Developing Principal Level
When an applicant is appointed to the role of principal, he/she enters the Developing Principal level
of the P.L.E.D.G.E. Program. If the principal does not hold Florida Principal Certification, he/she is
dually enrolled in this level of the program as well as the Preparing for Principal Certification
Program. The purpose of this level is to provide additional support for new principals as they lead
their schools during the first few years as a new principal. This program can last up to three years or
until the superintendent, deputy superintendent and supervising area assistant superintendent feel
that the additional support of membership in the cohort is no longer necessary.
The Developing Principal level begins with monthly gatherings with other new principals under the
direction of the Superintendent and Deputy Superintendent. Needs assessments are conducted to
learn the needs of the group. Experienced principals, as well as district staff, rotate into the monthly
gatherings to provide support in their areas of expertise.
During this level of the program, the Developing Principals have an opportunity to give input about
their satisfaction with the preparation received for the role of principal in regards to program
curriculum and/or expected outcomes. This is done through surveys as well as focus groups. The
information gathered is used to refine the design and delivery of the Preparing for Principal
Certification Program to meet quality standards. In addition, each of the Developing Principals
performance is assessed by the supervising area assistant superintendent using the LEAD appraisal
instrument. Performance is assessed to determine the impact on school improvement and student
learning. A database is used to track information on the principal’s performance as it pertains to
student achievement.
At any time within the first two years of this program, when the Developing Principal has
successfully completed the Preparing for Principal level, and is not meeting performance
expectations, a prescriptive plan is designed to provide assistance. The District Review Panel
convenes and makes recommendations for remediation. The remediation plan is documented
through the Performance Improvement Plan (PIP) located in LEAD and also in this document. The
principal’s improvement is closely monitored by the District Review Panel. The results of the
actions taken with regard to improvement will be documented and used for program improvements.
A team of district level leaders report their level of satisfaction with program completers as they
work in their first year as a school principal. This is done through an annual review of performance
and review of school data. Upon completion of the review, the results are shared with those who
implement the Preparing for Principal Program as well as the Developing Principal Program. The
results will be used for program improvement.
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Developing Principals Level
Order of Events
1. The applicant is appointed as principal and enters the Developing Principal Level of the
P.L.E.D.G.E. Program.
2. The Developing Principal is supervised, supported and appraised by an area assistant
superintendent.
3. The Developing Principal joins a cohort for support led by the Superintendent and Deputy
Superintendent. During these monthly sessions, the needs of the group are met through
professional learning.
4. During the Developing Principal Level, the new principal attends monthly principal meetings
that focus on curriculum and instruction.
5. Professional development focuses on needs of the school as well as district initiatives.
6. A Lead Learning Plan is developed by the supervisor and the administrator. It defines job
embedded activities as well as professional development that will increase the capacity of the
administrator as an instructional leader.
7. During the first year as a new principal, the Developing Principal has an opportunity to rate
their level of satisfaction with the Preparing for Principal Certification Program in regards to
the program curriculum and/or expected outcomes. The Deputy Superintendent or designee
will be responsible for collecting this data.
8. During the first year, the district rates their satisfaction with the Developing Principal as it
relates to his/her preparedness for the role of principal by reviewing the L.E.A.D. Appraisal
Instrument results.
9. When a Developing Principal does not meet performance expectations, a prescriptive plan is
designed to provide assistance. The District Review Panel convenes and makes
recommendations for remediation. The remediation plan is documented through the
Performance Improvement Plan (PIP) located in LEAD.
10. Results from appraisals are summarized and shared with the District Review Panel and used
to redesign and strengthen the programs. Reports are also shared with those who supervise
candidates and those who are responsible for delivering the program.
11. Revisions made to strengthen the program are documented each year in the P.L.E.D.G.E.
document.
12. Using performance data, the Superintendent, Deputy Superintendent and area assistant
superintendent determine when the principal is ready to exit the program and join the
Experienced Principal Level of P.L.E.D.G.E.
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Experienced Principal Level
When the Superintendent, Deputy Superintendent and area assistant superintendent determine that
the Developing Principal is ready to exit the Developing Principal Level, the principal enters the
Experienced Principal Level of P.L.E.D.G.E. The purpose of this level is for the experienced
principal to continue to develop as a leader in a learning organization. The professional learning at
this level focuses on instructional leadership. Through their development, experienced principals
begin/continue the transformation of their schools to highly effective/effective learning cultures.
The goal for their work and development at this level is to lead their faculties and staffs to higher
student and staff engagement and achievement through collegial sharing and learning.
Experienced Principal Level
Order of Events
1. The Superintendent, Deputy Superintendent and area assistant superintendent determine
that the Developing Principal is ready to exit the Developing Principal Level; the principal
enters the Experienced Principal Level of P.L.E.D.G.E.
2. The Experienced Principal is supervised, supported and appraised by an area assistant
superintendent.
3. The Experienced Principal attends monthly principal meetings that focus on curriculum and
instruction and other topics that are relevant to the development of an experienced
principal.
4. The supervising area assistant superintendent guides the professional growth of the
principal through monitoring of the Lead Learning Plan and the School Improvement Plan.
5. The Experienced Principal continues leadership development through college coursework,
professional development, and participation in local, state and national associations as well
as in learning communities with faculty, staff and peers.
6. The Experienced Principal is appraised by the supervising area assistant superintendent
using the LEAD appraisal instrument.
7. Experienced Principals, who are considered highly effective/effective, are invited to
become Mentoring Principals.
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Mentoring Principal Level
Principals who are experienced and considered highly effective/effective are invited to become
Mentoring Principals. These principals attend additional training and serve as the supervising
principal to assistant principals who are in the Preparing of Principal Certification Program.
These principals also participate in the same training as described in the Experienced Principal
Level.
Mentoring Principal Level
Order of Events
1. The highly effective/effective Experienced Principal is invited to become a Mentoring
Principal.
2. The Mentoring Principal attends training on how to support and mentor the Intern/Interim
Principal.
3. An Intern Principal is assigned to the Mentoring Principal.
4. The Mentoring Principal provides guidance, problem solving resources, modeling, support
and feedback to the Intern as he/she works through the Preparing for Principal Certification
Level of P.L.E.D.G.E.
5. The Mentoring Principal serves as a member of the Intern/Interim Principal’s Leadership
Team.
6. All of the events listed in the Experienced Principal Level also apply to this level.
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Monitoring Improvement of the Preparing Principal Certification Program
Element for Preparing for Principal Certification Program
The district collects data on each participant who enters into the Preparing for Principal Certification
Program. This will be addressed in Survey 5 by using a one-character code to describe the status of
the participant. The codes used are those defined by the Florida Department of Education.
Element for Primary Purpose of Professional Development
The district collects data regarding elements of the William Cecil Golden Professional Development
Program as well as those district leadership offerings not provided through W.C. G. Professional
Development Program. This will be collected through the department’s regular professional
development data Survey 5 reporting process. The codes used are those defined by the Florida
Department of Education.
Program Performance Data
The district will collect and maintain a database that includes placement rates, rehire rates and
retention rates of those participants who have completed the Preparing for Principal Certification
Program.
Program Completer’s Performance Data
The district will maintain data for elements of the Program Completer’s performance to include the
following:
The Mastery of Standards of the Program Competencies
Those Recommended for Principal Certification
The Impact on School Improvement and Student Achievement
Those who do not meet expectations during the first two years as a principal
Satisfaction of the district with the principal during their first year as a principal
Satisfaction of Program Completers with their preparedness for their first year as a principal
Continuous Improvement Review
The District Review Panel will conduct an annual evaluation of all data elements pertaining to the
continuous improvement monitoring as listed above and use the results of the evaluation to refine the
design and delivery of the program to meet quality standards. By June 30th, a narrative describing
the evaluation of the program will be disseminated to district and school based leaders. Any
recommended changes that result from the program evaluation will be updated in the P.L.E.D.G.E.
manual by August 1st.
District Satisfaction with Program Completers
The process the district uses for determining how satisfied they are with the level of preparedness of
program completers in their first year as a school principal is through the LEAD appraisal
instrument. This instrument is aligned to the Florida Principal Leadership Standards. The District
Review Panel will review a summary of performance to determine strengths and areas needing
improvement relating to program curriculum and/or expected outcomes. These results will be shared
with staff responsible for delivering the program as well as those who serve on Leadership Teams.
23
Satisfaction of Program Completers
At the completion of the principal’s first year, an exit interview will be held by the
Deputy Superintendent or designee regarding the program completer’s satisfaction with his/her
preparedness for the first year as a school principal. Data collected from the interview process will
be related to program curriculum and/or expected outcomes.
The District Review Panel will review the data to determine strengths and areas needing
improvement relating to program curriculum and/or expected outcomes. These results will be shared
with staff responsible for delivering the program as well as those who serve on Leadership Teams.
24
Appendix I
Forms and Documents
Preparing for Principal Certification Summary Sheet
Page 28
Critical Conversation Form
Page 29
LEAD: Performance Improvement Plan
for Intern/Interim Principals
Page 30
Customized Learning Plan for Intern/Interim Principals
Page 31
Leadership Team Membership Form
Page 32
Portfolio Documentation Checklist
Page 33
Florida Principal Leadership Standards
and Indicators
Pages 34-42
Providing Leadership Development in St. Lucie County
through Professional Development Matrix
Pages 43-45
Professional Development Descriptions
Pages 46-52
Correlation of Leadership Workshops to
Florida Principal Standards
Pages 54-57
ASAP Educational Leadership Development
Program Component Matrix
Pages 58-62
Leadership Team Meeting Forms (Initial, Other, Final)
Pages 63-67
Sample St. Lucie County School Score Cards
Pages 68-69
Sample of Customized Learning Plan
Pages 70-71
Candidate Feedback Form
Page 72
Sample Developmental Activities and Strategies
Pages 74-75
Florida 360 Assessment Results (Sample)
Pages76-78
25
Preparing for Principal Certification Summary Sheet
Intern/Interim Principal
Participant’s Name
Social Security Number
Supervising Principal
District Administrator
Area Assistant Superintendent
District Administrator
Date of Entry
Areas to be Rated
Instructional Leadership
Date of Completion
Date of Review
Signatures of the District Review
Meets Expectations
Panel Members
Needs Further Development
Rating
Unsatisfactory
Technology
Meets Expectations
Needs Further Development
Unsatisfactory
Learning, Assessment and Accountability
Meets Expectations
Needs Further Development
Unsatisfactory
Decision Making Strategies
Meets Expectations
Needs Further Development
Unsatisfactory
Vision
Meets Expectations
Needs Further Development
Unsatisfactory
Human Resource Development
Meets Expectations
Needs Further Development
Unsatisfactory
Ethical Leadership
Meets Expectations
Needs Further Development
Unsatisfactory
Managing the Learning Environment
Meets Expectations
Needs Further Development
Unsatisfactory
Community and Stakeholder Partnership
Meets Expectations
Needs Further Development
Unsatisfactory
Diversity
Meets Expectations
Needs Further Development
Unsatisfactory
Communication
Meets Expectations
Needs Further Development
Unsatisfactory
Meets Expectations
Needs Further Development
Unsatisfactory
Recommend Principal Certification
to the Superintendent
Change
Recommendation of the District
Review Panel
1. Supervising Principal
2. Area Assistant Superintendent
3. Assistant Superintendent
4. Assistant Superintendent
5. Executive Director
6. University Partner
Remain and continue development
Exit the Program
Recommendation of the Superintendent
for Principal Certification:
Signature of the Superintendent
Principal Certification
Granted
Date
26
Preparing for Principal Certification
Critical Conversation Form (optional)
Intern/Interim Principal Name
Date
Directions: In consideration of the critical conversation, determine which leadership standard and
indicator(s) were evidenced in your work. The work you are describing should be significant and
led by you. All work pertaining to the critical incident must be complete so that the results are
known. The summary of the work should be no more than 2 typed pages and the presentation to
colleagues should take no more than five minutes.
Describe in detail the significant situation or task that was accomplished. This work must
have been led by the Intern/Interim Principal.
Describe all of action steps that were taken including tasks that were delegated.
Describe the results achieved and the evidence to support the achievement of the results.
Which leadership standard and indicator(s) were evidenced in your work
Florida Principal Leadership Standard:
Indicators:
Signature of Supervising Principal
Date
The signature by the Supervising Principals indicates that
the work on this task was led by the Intern/Interim
Principal and that the results stated are valid.
27
LEAD: Performance Improvement Plan
Complete this form when “Unsatisfactory” performance is detected.
Name:
Position:
Location:
School Year:
Description of current performance
Description of expected performance
Actions to be taken by the appraisee to improve performance
Resources to be supplied to support performance improvement
Timeline for performance improvement activities
Summary of the actions taken and outcomes.
Notification Conference
Initials
Date
Progress Conference
Initials
Date
Outcomes Conference
Initials
Appraiser
Appraiser
Appraiser
Appraisee
Appraisee
Appraisee
Date
28
Customized Learning Plan for Intern/Interim Principals
Name
Position
Location
School Year
Assessment Results: Summarize the assessment results as it relates to Intern/Interim Principal’s strengths and areas needing
development. (Attach actual results.)
Proposed Professional Development: What professional development will support the needs and strengths described above? Reference
the Leadership Development Matrix and list the prescribed professional development experiences.
District PD:
Wm. Cecil Golden PD:
Proposed Experiences and Tasks: In addition to the above professional development, what other experiences or tasks will support the
needs and strengths of the Intern/Interim Principal?
Documentation: For all activities the desired results should be determined beforehand, and evidence of successful completion kept in
the portfolio. The portfolio is reviewed by the leadership team each time they convene to assess progress.
Inservice History: Inservice history should be attached as proof of attendance and successful completion of assigned professional
development. Certificates of successful completion for out-of-district and online courses will also be considered as evidence of successful
completion. (Complete HRD0042 for out-of-district and online courses.)
Initial Conference
Mid-Year Review Conference
End-of-Year Conference
Leadership Team Signatures
Intern/Interim Principal
Date
Leadership Team Signatures
Intern/Interim Principal
Date
Leadership Team Signatures
Intern/Interim Principal
Date
30
Leadership Team Membership Form
Role
Supervising Principal
Role
Name
Name
Is the Supervising Principal
High-Performing?
Has the District
Administrator previously
served as a Principal?
Yes or No
All Areas of Certification
All Areas of Certification
Past Positions Held/Yrs of
Experience in each position
Past Positions Held/Yrs of
Experience in each position
Role
Area Assistant Superintendent
Name
Has the Area Assistant
Superintendent previously
served as a Principal?
Role
District Administrator
Yes or No
Other
Name
Yes or No
Has this person previously
served as a Principal?
Areas of Certification
Areas of Certification
Past Positions Held/Yrs of
Experience in each position
Past Positions Held/Yrs of
Experience in each position
Yes or No
31
Name______________________________________________
 Assessments (results attached)
 Florida 360 Assessment by Educational Impact (fee)
 William Cecil Golden Prior Learning Inventory (self-assessment)
 William Cecil Golden Principal Leadership Standards Inventory
School________________________
http://www.myflorida360.com/index.html
http://floridaschoolleaders.org
http://floridaschoolleaders.org
 Documentation for Required Professional Development
 ESOL for Administrators
 All those listed in the Matrix marked Required









Customized Learning Plan with documentation of successful completion of required PD and Tasks
Documentation of Mastery of all 72 indicators under the Florida Principal Leadership Standards
Certificates of Completion for all ASAP Modules
Survey and Focus Group Input about Preparing for Principal Certification Curriculum and Outcomes
Leadership Team Meeting Notes
LEAD Appraisal Instrument completed by Supervising Principal
Program Summary Form completed by the District Review Panel
Leadership Team Membership Form
Performance Improvement Plan (if needed)
32
Documentation of Mastery of Leadership Standards and
Indicators Form for Intern/Interim Principals
Intern/Interim Principal’s Name
Supervising Principal
District Administrator
Area Assistant Superintendent
Other District Administrator
Indicator
Mastery Documentation through Assessment Results,
Observation, Participation or Leading an Experience
Date
Verified by
1.0 VISION
1. Develops a vision for the school that is
aligned to the district vision and supported
by the school community.
2. Uses knowledge, skills and disposition
to implement a shared vision.
3. Maintains a steady flow of two-way
communication to keep the vision alive and
important.
4. Uses the vision to guide and define
decisions.
33
Indicator
Mastery Documentation through Assessment Results, Observation,
Participation or Leading an Experience
Date
Verified by
2.0 INSTRUCTIONAL LEADERSHIP
1. Leader is highly visible and
promotes a positive learning culture.
2. Sets, monitors and adjusts school
improvement goals and other targets
for instructional improvement.
3. Uses data as a component of
planning for instructional
improvement.
4. Applies best practices to student
learning especially in the area of
reading, math, writing and science.
5. Ensures there is an alignment
between the school’s curriculum and
the Next Generation Sunshine State
Standards.
6. Identifies teaching and learning
needs and uses the information to
create teacher’s individual
professional development plans.
7. High priority is set for monitoring
and supporting quality instruction and
student learning.
8. Bases curricular decisions on
research, applied theory and informed
practice.
9. Demonstrates knowledge of
curriculum and instruction.
34
3.0 MANAGING THE LEARNING ENVIRONMENT
Indicator
Mastery Documentation through Assessment Results, Observation,
Participation or Leading an Experience
Date
Verified by
1. Administers policies that provide
for a safe school environment.
2. Manages the school’s staff
effectively encouraging the
contribution of their best efforts to the
school’s success.
3. Manages the daily operations of the
school.
4. Conforms to legal and ethical
standards in the management of the
learning environment.
5. Manages the school to promote and
encourage student learning.
6. Manages fiscal, non-fiscal,
business and community resources to
maximize the instructional
organization.
7. Keeps appropriate audience and
constituencies informed about the
school and its functions.
8. Handles student misconduct in a
firm, fair and consistent manner.
9. Recognizes when crisis
communications are necessary and is
building a repertoire of skills to deal
with them.
35
4.0 COMMUNITY AND STAKEHOLDER PARTNERSHIPS
Indicator
Mastery Documentation through Assessment Results, Observation,
Participation or Leading an Experience
Date
Verified by
1. Collaborates with families,
businesses and community members
to support the accomplishment of
school goals.
2. Identifies opinion leaders in the
community and their relationships to
the school.
3. Communicates the school’s vision,
mission and priorities to the
community.
4. Manages and markets the image of
the school.
5. Uses shared leadership and
decision-making model in the
operation of the school.
6. Identifies resources of families,
business, and community members
that could support the school.
7. Identifies other agencies to
connect students to the health, human
and social services they need to stay
focused on learning.
36
Indicator
Mastery Documentation through Assessment Results, Observation,
Participation or Leading an Experience
Date
Verified by
5.0 DECISION MAKING STRATEGIES
1. Engages all staff in the use of
multiple sources of data to make and
defend decisions that improve
teaching and learning.
2. Uses collaborative problem solving
with the Building Level Planning
Team to ensure that all staff are
involved in critical decisions that
affect them.
3. Prioritizes student learning when
making curricular and instructional
decisions.
4. Decisions conform to appropriate
legal standards.
5. Makes informed decisions in a
timely fashion using the best available
information.
6. Provides opportunities to involve
family and community in the decision
making process.
37
Indicator
Mastery Documentation through Assessment Results, Observation,
Participation or Leading an Experience
Date
Verified by
6.0 DIVERSITY
1. Uses interpersonal skills
appropriate to the situation.
2. Promotes multicultural awareness,
gender sensitivity, and racial and
ethnic appreciation.
3. Is able to interact with the various
cultural, ethnic, racial, and special
interest groups in the community.
4. Ensures that all students have equal
access to all parts of the school’s
curricular, co-curricular and extracurricular programs.
5. Conforms to legal and ethical
standards related to diversity.
6. Interacts effectively with diverse
individuals and groups.
38
Indicator
Mastery Documentation through Assessment Results, Observation,
Participation or Leading an Experience
Date
Verified by
7.0 TECHNOLOGY
1. Plans for the integration of
technology, telecommunications and
information systems to enrich
curriculum, instruction, and
assessment.
2. Uses technology effectively to
communicate with staff, students,
families and community.
3. Works with tech-savvy staff to plan
professional development for
increased technology usage in the
school/classrooms.
4. Models the use of and expects staff
to use technology to increase
engagement in learning.
5. Has assessed and analyzed the
extent to which technology has been
integrated throughout the teaching and
learning environment.
39
Indicator
Mastery Documentation through Assessment Results, Observation,
Participation or Leading an Experience
Date
Verified by
8.0 LEARNING, ACCOUNTABILITY AND ASSESSMENT
1. Collects data to assess and monitor
the success of all students in the
learning environment.
2. Uses multiple sources of data to
make informed decisions and improve
instruction.
3. Holds reflective conversations with
teachers about data for the purpose of
improvement in teaching and learning.
4. Construct data dashboards/data
walls to set and monitor performance
goals.
5. Works with staff to identify
strategies for improving student
achievement appropriate to the school
population
6. Develops and demonstrates skills
in evaluating instructional strategies
and materials.
7. Utilizes proper diagnostic tools to
assess and identify strategies for
improved instruction.
40
Indicator
Mastery Documentation through Assessment Results, Observation,
Participation or Leading an Experience
Date
Verified by
9.0 HUMAN RESOURCE DEVELOPMENT
1. Uses multiple data sources as they
work with teachers to plan and
monitor individual professional
development aligned to schools goals.
(IPDP)
2. Uses standards of performance
evaluation to assist teachers in their
development.
3 Establishes professional learning
communities with teachers to achieve
common goals.
4. Demonstrates and understanding of
principles of personnel evaluation and
the importance of providing honest
and timely feedback.
5. Operates within the provisions of
each contract as well as established
enforcement and grievance
procedures.
6. Sets high expectations and
standards for the performance of all
teachers and staff.
7. Develops and mentors others to
increase the capacity of organization.
8. Ensures that new staff is inducted
into the school’s culture successfully.
9. Hires and retains high quality
teachers and holds them accountable
for student learning.
10. Pursues improvement of his/her
own professional development.
11. Provides opportunities for
teachers to think, plan, and work
together.
41
Indicator
Mastery Documentation through Assessment Results, Observation,
Participation or Leading an Experience
Date
Verified by
10. ETHICAL LEADERSHIP
1. Manifests a professional code of
ethics and values.
2. Makes decisions based on the legal,
moral and ethical implications of
policy options and political strategies.
3. Creates, models and implements a
set of values for the school
4. Develops well-reasoned
educational beliefs based upon an
understanding of teaching and
learning.
5. Understands ethical and legal
concerns educators face when using
technology throughout the teaching
and learning environment.
6. Develops a personal code of ethics
embracing diversity, integrity, and the
dignity of all people.
7. Acts in accordance with federal and
state constitutional provisions,
statutory standards, and regulatory
applications.
8. Demonstrates ability to make
decisions within an ethical context.
42
PROVIDING LEADERSHIP DEVELOPMENT
IN ST. LUCIE COUNTY
THROUGH PROFESSIONAL DEVELOPMENT
EL-Exploration of Leadership
IAP- Induction Level Assistant Principals
PPC-Preparing for Principal Certification
EAP-Experienced APs
DP-Developing Principals
EP-Experienced Principals
MP-Mentoring Principal
R: Required
S: Suggested
Red: District Offered Courses
P: Personal Learning Plan Opportunity X: If not yet completed; required
Blue: William Cecil Golden Professional Development
Professional Development Experiences
Teacher Inquiry
Advanced Excel and Lotus
A Framework for Understanding Poverty
Budget Essentials
Classroom Walkthrough
Data for Instructional Decision Making
Exploration of Leadership I and II
Facilitative Leadership
Interest Based Decision Making
Labor Relations and Progressive Discipline
Managing Time Effectively
Annual Update: Out of Field and Highly Qualified
Professional Learning Communities
Recruitment, Retention and Evaluation Systems Overview
Green: Schlechty Center
EL IAP
S
S
S
S
S
S
S
R
S
S
S
R
R
S
R
S
R
R
Pink: Other
PPC
S
S
S
R
X
R
EAP
R
S
S
X
X
X
DP
X
S
S
X
X
X
EP
X
S
S
X
X
X
MP
X
S
S
X
X
X
R
X
X
S
X
R
X
S
X
X
S
X
R
X
S
X
X
S
X
X
X
S
X
X
S
X
X
X
S
X
X
S
X
X
X
43
Professional Development Experiences
Scheduling
SREB: Creating a High Performing Learning Culture
Understanding Position Control and Hiring
Union Contracts are Binding
Working with the Media to Enhance the School Image
Monthly AP Meetings
Monthly Principal Meetings
ESOL for Administrators
Now Discover Your Strengths
Individual Professional Development Plan
Classroom Observation
Lesson Study
Developing New Assistant Principals *New and/or New to the District
Developing New Principals *New and/or New to the District
WCG: ASAP Building Classroom Community
WCG: ASAP Creating a Community
WCG: ASAP Decision Making Methods
WCG: ASAP Developing Stakeholder Relationships
WCG: ASAP Diversity
WCG: ASAP Effective Communication
WCG: ASAP Effectively Managing the Learning Environment
WCG: ASAP Entering School as a New Principal
WCG: ASAP Essentials of Instructional Leadership
WCG: ASAP Improving Practice in Literacy 7-12
WCG: ASAP Improving Practice in Literacy K-6
WCG: ASAP Improving Practice in Mathematics
WCG: ASAP Individual Leadership Development Plan
WCG: ASAP Introduction to Student Achievement Tests
WCG: ASAP Leading Human Resource Development
WCG: ASAP Parent Partnerships
WCG: ASAP Shaping a Collaborative Learning Culture
WCG: ASAP Team Building
EL IAP
S
S
S
R
S
R
R
S
S
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
R
S
R
R
S
R
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
PPC
S
S
S
X
S
R
R
S
R
X
R
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
EAP
S
S
S
X
S
R
R
S
X
X
X
*
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
DP
S
S
R
X
S
EP
S
S
X
X
S
MP
S
S
X
X
S
R
R
S
X
X
X
R
R
S
X
X
X
R
R
S
X
X
X
R
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
*
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
44
Professional Development Experiences
WCG: ASAP The Ethical Educator
WCG: ASAP Using Student Data to Impact Teaching and
Learning
WCG: ASAP Using Technology for Instructional Purposes
WCG: ASAP What Every Teacher Should Know and Do
WCG: CEC Module
Data Analysis for Instructional Leaders
WCG: CEC Module
Data Analysis: A Comprehensive Overview of the Process
WCG:
CEC Module
New Math Standards: What Every Principal Needs to Know
WCG:
CEC Module
Student Achievement Data: The Basics
WCG:
CEC Module
Supporting Teachers through Coaching, Mentoring and Support
WCG:
CEC 3 Day Academy
Florida Assistant Principal Regional Leadership Training Forums
WCG:
CEC Weeklong Summer Academy
Florida School Leadership Training Academy
WCG:
CEC Academy
Florida Middle School Principal’s Training Academy
WCG: Introduction to the Florida Principal Leadership
Standards
WCG: Principal Leadership Standards Inventory
(40 Questions on 10 Standards)
WCG: Prior Learning Inventory
EL IAP PPC EAP DP
P
P
P
P
P
P
P
P
P
P
EP
P
P
MP
P
P
P
R
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
S
R
X
P
P
P
P
S
S
S
S
R
S
S
R
(Self assessment of work completed aligned to the 10 Standards)
Educational Impact: Florida 360 Assessment (fee)
R
45
Professional Development Descriptions
Course Name
Description
Presenter
# of
Hours or
Sessions
Teacher Inquiry
Explores the use of Action Research to improve the quality of teacher
performance and student achievement. This module will take the
participant through all of the steps so that he/she can use the inquiry
process to improve professional practice.
Participants will learn advanced features of Lotus Notes that will
enable them to manage their time efficiently.
Day one of this two day workshop focuses on how poverty impacts
learning, work habits, or decision making. The reality of being poor
brings out a survival mentality and turns attention away from
opportunities taken for granted by everyone else.
Online Module
Online
Nicholas Zrallack
TBA
Deb Kohuth
2 Days
Advanced Excel and Lotus
A Framework for Understanding
Poverty
Sandy Akre
Deborah Iseman
Budget Essentials
Classroom Walkthrough
Data for Instructional Decision
Making
Day two focuses on the cognitive structures so vital to effective
learning and academic success. Students from poverty especially often
miss out on these mental building blocks. This session is packed with
powerfully effective, easy-to-use strategies based on Dr. Ruby K.
Payne’s book Understanding Learning: the How, the Why, the What.
This day provides tools to help students learn vital content while
building new cognitive abilities into their brains.
Budget Essentials is designed so participants will acquire knowledge
and skills for maintaining an effective school budget.
This three day workshop will provide educators with the means to use
brief classroom visits, research-based tools and data collection
software on a handheld device, to quickly collect data about critical
instructional practices. Also included are tools to conduct reflective
discussions on the data that lead to action planning, which will guide
instruction and classroom practice.
The overarching goal of this in-depth training is to have participants
learn how to routinely use information from data to improve
instruction and student learning. Creating data dashboards and data
walls are an outcome of this training.
Each school has a trainer.
Tim Bargeron
3 Hours
Deborah Iseman
3 Days
Mark Rolewski and various other leaders
TBA
46
Exploration of Leadership I and II
Facilitative Leadership
Interest Based Decision Making
Labor Relations and Progressive
Discipline
Managing Time Effectively
Annual Update: Out of Field and
Highly Qualified
Professional Learning
Communities
Recruitment, Retention and
Evaluation Systems Overview
Scheduling
SREB: Creating a High
Performing Learning Culture
Exploration of Leadership I: At the Exploration of Leadership I
level, participants must hold Educational Leadership Certification.
This stage focuses on the process St. Lucie County uses to interview
and select assistant principals. It also includes an opportunity for a
shadowing experience as well as other job embedded professional
development.
Exploration of Leadership II: At the Exploration of Leadership II
level, participants must hold Educational Leadership Certification.
This stage focuses on the organizational structure of the school district.
Sessions include an overview of each of the district’s divisions along
with an overview of the role and responsibilities of district level
administrators and leaders.
During this 3 day workshop, administrators will learn how to tap the
creativity, experience and commitment of those with whom they work.
Various District and School Leaders
2 Hours each
month
Debra Kohuth
3 Days
This session will introduce the process of using interest-based decision
making to achieve a common understanding and resolution to an issue.
This session will review issues relating to labor law and the
supervisor’s role in a school district. In addition, administrators will
learn how to implement progressive discipline that aligns with
bargaining unit contracts.
This session explores ways to effectively use time by eliminating time
wasters and finding strategies to become more productive.
During this session, administrators will learn to identify out of field
and highly qualified teachers. In addition, participants will learn state
requirements for reporting and monitoring.
Participants will be able to complete professional growth activities
designed to enhance student achievement, collaboration with peers,
and individual learning as part of a collegial group.
Participants will be able to implement all aspects of the district
evaluation systems for each employee group. In addition, participants
will learn key functions of the recruitment and retention process.
This program will teach participants how to create a block or
traditional schedule using the Skyward Scheduling Program.
During this 4 day workshop, school teams will understand in highperformance learning cultures, all members of the school community
share beliefs about ability and achievement, efficacy and effort, and
power and control, and these beliefs are visible in structures in the
physical environment, policies and procedures, and group
relationships. Concepts such as distributed accountability have real
meaning. This module helps participants explore each of these
concepts and apply them to their schools, as they learn how to work as
a team of leaders to build a high-performance learning culture.
Kathy McGinn and Sue Ranew
3 Hours
Dave Richeson, Beth Coke, Sue Ranew, Maurice
Bonner
3 Hours
Deborah Iseman
2 Hours
Kathy Huie
2 Hours
Online Module
Online
Sue Ranew and Maurice Bonner
2 Hours
Skyward/Terence O’Leary
TBA
Deborah Iseman
4 Days
47
Union Contracts are Binding
Working with the Media to
Enhance the School Image
Monthly AP Meetings
Monthly Principal Meetings
ESOL for Administrators
Understanding Position Control
and Hiring
Lesson Study
Classroom Observation
Individual Professional Plan
During this session participants will review all three bargaining unit
contracts and discuss Hot Topics.
This session gives participants the opportunity to learn and practice
strategies for dealing with the media. In addition, participants will
learn strategies that enable them to communicate clearly and
effectively with parents, school committees and community
organizations.
The monthly AP Meetings focus on the district’s initiatives and
strategies for improving curriculum and instruction. There are sessions
that are specifically designed to meet the needs of new assistant
principals as well as special sessions for those who are preparing for
principal certification. Many of the topics that are on the leadership
matrix are taught during the AP Meetings.
The monthly Principal Meetings focus on the district’s initiatives and
strategies for improving curriculum and instruction. There are sessions
that are specifically designed to meet the needs of new principals as
well as special sessions for those who are more experienced. At least
one session is dedicated for sharing of best practices by principals.
Many of the topics that are on the leadership matrix are taught during
the Principal Meetings.
This program is designed to enable participants to increase their
knowledge of the role and responsibilities of administrators in Florida
regarding limited English proficient (LEP)/English language learner
(ELL) students.
This program will teach participants how to utilize the Skyward
Human Resources software to select and hire applicants for all
positions.
This online program takes participants through the process of learning
how to facilitate lesson study with teachers.
This online program takes participants through the process of
facilitating peer observations so that teachers will get the maximum
benefit from observing in a colleagues classroom.
This online program takes participants through the process of how to
monitor and facilitate the creation of Individual Professional
Development Plans
Sue Ranew and Kathy McGinn
2 Hours
Janice Karst
3 Hours
Alan Cox
Kevin Perry
Christine Taylor
Genelle Yost
Deborah Iseman
Karlheinz Haas
Alan Cox
Kevin Perry
Christine Taylor
Genelle Yost
Deborah Iseman
Karlheinz Haas
Daylong
each month
Online through http:/cteched.com
60 Hours
Skyward/Steve Valencia/Maurice Bonner/Kris
Worley
3 Hours
Online on the PD Portal
3 hours
Online on the PD Portal
3 hours
Online on the PD Portal
1 hour
Daylong
each month
48
WCG: ASAP Essentials of
Instructional Leadership
WCG: ASAP Improving Practice
in Literacy 7-12
WCG: ASAP Improving Practice
in Literacy K-6
WCG: ASAP Improving Practice
in Mathematics
WCG: Individual Leadership
Development Plan
WCG: ASAP Introduction to
Student Achievement Tests
WCG: ASAP Leading Human
Resource Development
WCG: ASAP Parent
Partnerships
WCG: ASAP Shaping a
Collaborative Learning Culture
This module is a guide to various independent and collaborative
strategies and activities that promote effective instructional leadership.
An effective instructional leader recognizes that improving student
achievement is directly related to fostering excellence in teaching and
learning.
This 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 literacy instruction at the secondary
level.
This 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.
This module introduces leaders (even those without a mathematics
background) to best practices in mathematics education. The content
will assist leaders in recognizing appropriate instruction and relevant
terminology for discussions relating to mathematics education.
The Individual Leadership Development Plan 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.
This module is the first in a series of modules that will deal with the
use and analysis of data to improve student achievement, enhance your
skills as an instructional leader, and improve teacher effectiveness.
This module defines and clarifies various types of student achievement
data and introduces how data can be gathered and organized effectively
by educators.
This module focuses on understanding the importance of leading
human resource development. It exposes the rationale for the
importance of human capital, the contemporary view of staff
development, and various components of school improvement.
This 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.
This module provides practical strategies for shaping a collaborative
school culture, one that will foster rich learning environments where
student achievement is enhanced.
Online at
www.floridaschoolleaders.org
10 Hours
Online at
www.floridaschoolleaders.org
10 Hours
Online at
www.floridaschoolleaders.org
10 Hours
Online at
www.floridaschoolleaders.org
10 Hours
Online at
www.floridaschoolleaders.org
N/A
Online at
www.floridaschoolleaders.org
10 Hours
Online at
www.floridaschoolleaders.org
10 Hours
Online at
www.floridaschoolleaders.org
10 Hours
Online at
www.floridaschoolleaders.org
10 Hours
49
WCG: ASAP Team Building
WCG: ASAP The Ethical
Educator
WCG: ASAP Using Student
Data to Impact Teaching and
Learning
WCG: ASAP Using Technology
for Instructional Purposes
WCG: ASAP What Every
Teacher Should Know and Do
WCG: CEC Module
Creating Parent Partnerships
WCG: CEC Module
Data Analysis for Instructional
Leaders
WCG: CEC Module
Data Analysis: A Comprehensive
Overview of the Process
WCG: CEC Module
New Math Standards: What Every
Principal Needs to Know
This 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.
This module focuses on the behaviors and attitudes that define ethical
leadership and contains scenarios that help learners discriminate
among a variety of behaviors in identifying the ethical ideal.
This module is a follow-up to Introduction to Student Achievement
Data. It reviews the types of visual representation of data (bar graphs,
pie charts, line charts, scatter plots), and presents ways to interpret the
visual representations (things to think about and question when
viewing the data and setting curriculum and classroom improvement
plans based on the data). A number of forms and templates are
provided for teachers to print out and use as they plan for teaching and
learning using data.
This module focuses on Information and Communications
Technologies (ICT) in the context of an education program delivery.
The evolution of ICT in present day society is happening more rapidly
than any other development in social, economic, or political domains.
This 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.
A free CEC online module for principals and assistant principals on
methods to promote effective parent involvement.
NEFEC created online data analysis and interpretation course for
educational leaders.
Online at
www.floridaschoolleaders.org
10 Hours
Online at
www.floridaschoolleaders.org
10 Hours
Online at
www.floridaschoolleaders.org
10 Hours
Online at
www.floridaschoolleaders.org
10 Hours
Online at
www.floridaschoolleaders.org
10 Hours
Online at
www.principalportal.net/index.cgi?action=learning
Online at
www.floridaschoolleaders.org
Up to 10
Hours
Up to 10
Hours
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.
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.
Online at
www.principalportal.net/index.cgi?action=learning
Up to 10
Hours
Online at
www.principalportal.net/index.cgi?action=learning
Up to 10
Hours
50
WCG: CEC Module
Student Achievement Data: The
Basics
WCG: CEC Module
Supporting Teachers through
Coaching, Mentoring and Support
WCG: CEC 3 Day Academy
Florida Assistant Principal
Regional Leadership Training
Forums
WCG: CEC Weeklong Summer
Academy
Florida School Leadership
Training Academy
WCG: CEC Academy
Florida Middle School Principal’s
Training Academy
WCG: CEC Module
Introduction to the Florida
Principal Leadership Standards
WCG: Principal Leadership
Standards Inventory
(40 Questions on 10 Standards)
WCG: Prior Learning Inventory
(Self assessment of work
completed aligned to the 10
Standards)
A free CEC online module that defines and clarifies various types of
student achievement data and introduces ways to gather and organize
data effectively.
A free CEC online module that provides practical strategies for
developing and sustaining a climate of coaching and mentoring within
the school.
Three (3) day Forums include development of a personal professional
learning plan to guide leadership development.
Online at
www.principalportal.net/index.cgi?action=learning
Up to 10
Hours
Online at
www.principalportal.net/index.cgi?action=learning
Up to 10
Hours
Online at
www.floridaschoolleaders.org
7 Hours per
day
Five (5) day summer leadership academies involving 3 member teams
from all Florida school districts. Topics this year include Strategies for
Strengthening Instructional Leadership and Change Leadership for
Effective Learning Communities.
Includes training in planning and conducting an action research project
for their school and ongoing mentoring in developing effective
leadership skills.
This module introduces the Florida Principal Leadership Standards,
their origins, and ways in which aspiring and current administrators
can acquire the skills and knowledge that will demonstrate mastery of
the Standards.
The Leadership Development Standards Inventory provides
educational leaders with a self-evaluation process to inventory their
current practices and identify strengths and weaknesses for each of the
ten Florida Principal Leadership Standards.
Online at
www.floridaschoolleaders.org
7 Hours per
day
Online at
www.floridaschoolleaders.org
7 Hours per
day
www.principalportal.net/mod_princleadstandards/
3 Hours
Online at
www.floridaschoolleaders.org
N/A
The Prior Learning Inventory helps correlate your prior learning to the
ten 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.
Online at
www.floridaschoolleaders.org
N/A
51
Educational Impact: Florida 360
Assessment (Fee)
A quick, simple, and convenient way to capture accurate and reliable
feedback from multiple sources on the overall performance of Florida
Principals and Assistant Principals. This powerful tool was designed to
align to the Florida Principal Leadership Standards and key indicators.
The objective feedback is provided to the participants anonymously
and within a secure online environment: View pintable reports
displaying graphical and numerical ratings which incorporate the
learner's competence and importance ratings. Group scores are also
available. The 360 includes a Personal Learning Plan as well as a host
of different professional development resources which are aligned to
each indicator.
Online at
http://www.myflorida360.com/index.html
N/A
52
Correlation of Leadership Workshops to Florida
Principal Standards
Teacher
Inquiry
Advanced
Excel
And Lotus
Vision
Instructional Leadership
Managing the Learning
Environment
Community and
Stakeholder Partnership
Decision Making Strategies
Budget
Essentials
1
4
3, 4,8,9
Classroom
Walk
Through
Data for
Decision
Making
Strategies
1, 4
1,3,4,5,7,8,9
1,3,4,5,7,8,9
1,3,5
1,2,3,4,5,6
3,5,6
6
1
4
Diversity
1,2,3,4,5,6
Technology
Learning, Accountability
and Assessment
Human Resource
Development
Ethical Leadership
A Framework
For
Understanding
Poverty
2,3
1
5
4
4
1,3, 5
1, 3,5
1,2,3,5,7
1,2,3,4,5,6,7
11
8
53
Correlation of Leadership Workshops to Florida
Principal Standards
Lesson Study
Vision
Instructional Leadership
Managing the Learning
Environment
Community and
Stakeholder Partnership
Decision Making
Strategies
2, 3, 4, 5,8, 9
4
Diversity
Facilitative
Leadership
1-4
Interest Based Classroom
Decision
Observation
Making
2-4
1,3
1
2,4,
2, 4, 7,9
2,3,5
2,5
1,2,4,5
1,2,3,4,5
1,2,3,6
1,2,3,6
Labor Relations
and Progressive
Discipline
ESOL for
Administrators
1,4
4
4, 5
1,2,3,4,6,7
4
13
1-6
Technology
Learning, Accountability
and Assessment
Human Resource
Development
Ethical Leadership
3,5,6,7
3,5,7
6,7,11
5, 11
5
2,4,5,6
7
7
54
Correlation of Leadership Workshops to Florida
Principal Standards
Managing
Time
Effectively
Annual
Update: Out
of Field and
Highly
Qualified
Vision
2-4
Instructional Leadership
2
Managing the Learning
Environment
Community and
Stakeholder Partnership
Decision Making Strategies
1,3,6
Diversity
Technology
Learning, Accountability
and Assessment
Human Resource
Development
Ethical Leadership
Professional
Learning
Communities
2,3,4,5,7,8, 9
4,5
2
4
1,2, 3, 4
1,3,
1,3
3,4,5
1,2,3,5,6
2
1,2,3,5,7
4
9
Individual
Professional
Development
Plan
6
3,4
5,6,7
5
Recruitment,
Retention and
Evaluation
Systems
Overview
3, 4
3
1
3,5,7
7,8,9
1,6,10,
Monthly
Meetings for
APs and
Princials
Throughout
the course of
the year, all of
the Florida
Principal
Leadership
Standards are
addressed.
The titles of
the workshops
that are
addressed
during AP and
Principal
Meetings are
shaded in
gray.
3,4
55
Correlation of Leadership Workshops to Florida
Principal Standards
Scheduling
Vision
2-4
SREB:
Creating a
High
Performance
Learning
Culture
1-4
Instructional Leadership
1,2, 3, 4, 5
1-9
Managing the Learning
Environment
Community and
Stakeholder Partnership
Decision Making Strategies
4
3,7,8
3
1,2,,3,5,6
Diversity
1,2,4,5
1-6
Technology
4
1,2,3,4,
Learning, Accountability
and Assessment
Human Resource
Development
Ethical Leadership
2
1,2,3,5,7
Understanding
Position
Control and
Hiring
Union
Contacts are
Binding
4
Working with
the Media to
Enhance
School Image
1,2
1,4,6,
1-7
9
1,3,4,6,7
4
1,2,3,5,6
1,3,6
1,3,6,8,10,11
5
3,4
5,7
7
56
Effective Communications
Skills
Using Student Data to Impact
Teaching and Learning
Essentials of Instructional
Leadership
Developing Stakeholder
Relationships
Entering School as a New
Principal
The Ethical Educator
Using Technology for
Instructional Purposes
Building Classroom
Community
Shaping a Collaborative
School Culture
Leading Human Resource
Development
Effectively Managing the
Learning Environment
Introduction to Student
Achievement Tests
Decision-Making Methods
What Every Teacher Should
Know and Do
Improving Practice in
Mathematics
Parent Partnerships
Improving Practice in Literacy
7-12
Improving Practice in Literacy
K-6
Vision
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
1. Knowledge of vision standard as related to data analysis
Given school data, develop and organize a school actionplan that includes methods and approaches to
communicate the need for the plan to teachers, students,
and the community.
2. Knowledge of vision standard that works to relate state
standards, the needs of the students, the community, and
the goals of the school
Identify effective strategies for communicating relevant
information about state standards, student needs,
community needs, and the goals of the school to
appropriate stakeholders.
Identify effective strategies for communicating relevant
information about the instructional program to the
community, staff, and district personnel.
3. Knowledge of vision standard as related to effective use
of written English, appropriate word choice, and its
articulation
Given a school-based document, identify the conventions
of standard written English and appropriate word choice.
Given a school-based document, identify diction and tone
appropriate to a given audience
Instructional Leadership
1. Knowledge of instructional leadership standard as related
to curriculum development and continuous school
improvement process
Given a scenario, assess the curriculum and school-wide
professional development needs of an instructional program
Given a set of school data, identify appropriate objectives
and strategies for developing, implementing, assessing, and
revising a school improvement plan
Given a school data set, determine an appropriate
instructional improvement strategy
Identify functions and implications of various curriculum
designs
Given grade level data on reading, identify strategies to
align curriculum, instruction, and assessment
Diversity
Principal Leadership Standards
Creating a Learning
Community
Team Building
ASAP Educational Leadership Development Program Component
Matrix of Required Professional Development
Showing Where the Indicators of Competency
for the Principal Leadership Standards are
Taught and Assessed in the Educational
Leadership Program
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
57
X
X
Effective Communications
Skills
Using Student Data to Impact
Teaching and Learning
Essentials of Instructional
Leadership
Developing Stakeholder
Relationships
Entering School as a New
Principal
The Ethical Educator
Using Technology for
Instructional Purposes
Building Classroom
Community
Shaping a Collaborative
School Culture
X
Diversity
X
Leading Human Resource
Development
X
Effectively Managing the
Learning Environment
X
Introduction to Student
Achievement Tests
X
Decision-Making Methods
X
What Every Teacher Should
Know and Do
X
Improving Practice in
Mathematics
X
Parent Partnerships
Team Building
Improving Practice in Literacy
7-12
2. Knowledge of instructional leadership standard as related
to research-based best practices
Given school-based student assessment data on reading
performance, identify research-based reading instruction to
improve student achievement.
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.
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.
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
Identify scientifically based research applications to
effective teaching and learning methods
Identify practices in teacher planning, instructional
organization, and classroom management that enhance
student learning and achievement
Identify instructional delivery methods that enhance
student learning and achievement
3. Knowledge of instructional leadership standard as related
to school culture
Given data from a school climate survey, identify
appropriate strategies for improving student learning
Given data from a school climate survey, identify factors
contributing to morale and performance
4. Knowledge of instructional leadership standard as related
to instructional design, teaching and learning
Given taxonomy of learning, identify instructional
objectives to facilitate varying levels of learning
Identify age-appropriate learning strategies based on
principles of human growth and development
Identify practices for evaluating the appropriateness of
instructional strategies
Identify practices for evaluating the appropriateness of
instructional materials
Improving Practice in Literacy
K-6
Principal Leadership Standards
Creating a Learning
Community
ASAP Educational Leadership Development Program Component
Matrix of Required Professional Development
Showing Where the Indicators of Competency
for the Principal Leadership Standards are
Taught and Assessed in the Educational
Leadership Program
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
58
X
Essentials of Instructional
Leadership
Developing Stakeholder
Relationships
Entering School as a New
Principal
The Ethical Educator
Using Technology for
Instructional Purposes
Building Classroom
Community
Shaping a Collaborative
School Culture
X
Diversity
X
Leading Human Resource
Development
X
Effectively Managing the
Learning Environment
X
Introduction to Student
Achievement Tests
What Every Teacher Should
Know and Do
X
Decision-Making Methods
Improving Practice in
Mathematics
X
Parent Partnerships
Team Building
X
Effective Communications
Skills
1. Knowledge of community and stakeholder partnerships
standard as related to community relations
Select strategies to promote community cooperation and
partnerships
2. Knowledge of community and stakeholder partnerships
standard as related to assessment instruments and their
applications
Given an audience, interpret standardized test results
(e.g., percentiles, stanines, raw scores, scale scores).
3. Knowledge of community and stakeholder partnerships
standard as related to state law for education and schooling
Given a situation, identify reporting procedures of the
Florida Department of Law Enforcement’s Missing Children
Program.
Given a scenario, interpret school advisory committee
(SAC) requirements as identified in State statutes.
4. Knowledge of community and stakeholder partnerships
standard as related to student services
Given case studies of students with disabilities, identify
the accommodations and services required per Florida
Statutes (e.g., diagnostic and learning resource centers,
ADA facilities, interagency support services).
X
Using Student Data to Impact
Teaching and Learning
Community and Stakeholder Partnerships
Improving Practice in Literacy
7-12
5. Knowledge of instructional leadership standard as related
to instructional program for students with special needs
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
Given an IEP, determine whether or not provisions made
are adequate to meet student needs
6. Knowledge of instructional leadership standard as related
to state law in education and schooling
Given a scenario, identify the state requirements for
students to participate in interscholastic or extracurricular
student activities
7. Knowledge of instructional leadership standard as related
to federal law in education and schooling
Given a scenario, identify employee and student rights and
responsibilities under federal statutes
Improving Practice in Literacy
K-6
Principal Leadership Standards
Creating a Learning
Community
ASAP Educational Leadership Development Program Component
Matrix of Required Professional Development
Showing Where the Indicators of Competency
for the Principal Leadership Standards are
Taught and Assessed in the Educational
Leadership Program
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
59
1. Knowledge of decision making strategies standard as
related to state law for education and schooling
Given a scenario, identify standards and procedures
applicable to State statutory provisions for accomplished
practices, pupil progression, compulsory school attendance,
sexual harassment, charter schools, alternative schools,
safe schools, curricula, and facilities.
2. Knowledge of decision making strategies standard as
related to change
Apply current concepts of leadership (e.g., systems
theory, change theory, situational leadership, visionary
leadership, transformational leadership, learning
organizations).
Select examples of organizational conditions or
leadership actions that create positive attitudes toward
change.
3. Knowledge of decision making strategies standard as
related to data analysis
Given school data, perform school grade calculation.
Given an Instructional Leadership Plan-of-Action, identify
criteria for learning gains of varying subgroups using
disaggregated data.
Diversity
1. Knowledge of diversity standard as related to federal law
for education and schooling
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. Knowledge of diversity standard as related to
organizational communication
X
X
X
X
X
X
X
X
X
X
X
Effective Communications
Skills
Using Student Data to Impact
Teaching and Learning
Developing Stakeholder
Relationships
X
Essentials of Instructional
Leadership
Entering School as a New
Principal
X
X
The Ethical Educator
X
X
Using Technology for
Instructional Purposes
X
X
X
Building Classroom
Community
Shaping a Collaborative
School Culture
X
X
Diversity
X
Leading Human Resource
Development
X
Effectively Managing the
Learning Environment
Introduction to Student
Achievement Tests
What Every Teacher Should
Know and Do
Improving Practice in
Mathematics
Parent Partnerships
Decision-Making Methods
Decision Making Strategies
Improving Practice in Literacy
7-12
Team Building
5. Knowledge of community and stakeholder partnerships
standard as related to student and parental rights
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).
Improving Practice in Literacy
K-6
Principal Leadership Standards
Creating a Learning
Community
ASAP Educational Leadership Development Program Component
Matrix of Required Professional Development
Showing Where the Indicators of Competency
for the Principal Leadership Standards are
Taught and Assessed in the Educational
Leadership Program
X
X
X
X
X
X
X
60
Given a scenario, identify effective, research-based
communication strategies
3. Knowledge of diversity standard as related to conceptual
and organizational skills in written and oral communication
Given a school-based document, identify logical order in
a written passage.
Given a school-based document, identify irrelevant
sentences in a written passage
Given an audience and an occasion, identify an
appropriate topic for an oral presentation
Effective Communications
Skills
Using Student Data to Impact
Teaching and Learning
Essentials of Instructional
Leadership
Developing Stakeholder
Relationships
Entering School as a New
Principal
The Ethical Educator
Using Technology for
Instructional Purposes
Building Classroom
Community
Shaping a Collaborative
School Culture
Diversity
Leading Human Resource
Development
Effectively Managing the
Learning Environment
Introduction to Student
Achievement Tests
Decision-Making Methods
What Every Teacher Should
Know and Do
Improving Practice in
Mathematics
Parent Partnerships
Improving Practice in Literacy
7-12
Team Building
Improving Practice in Literacy
K-6
Principal Leadership Standards
Creating a Learning
Community
ASAP Educational Leadership Development Program Component
Matrix of Required Professional Development
Showing Where the Indicators of Competency
for the Principal Leadership Standards are
Taught and Assessed in the Educational
Leadership Program
X
X
X
X
X
X
Given a school-based example, identify logical fallacies.
Technology
X
1. Knowledge of technology standard in the use of
technology for teaching and learning
Given a technology plan, identify hardware, software, and
related technologies appropriate to design and delivery of
instruction
Given a technology plan to integrate technology to
improve student performance in a subject area identify
appropriate technology applications to address student
performance needs
2. Knowledge of technology standard related to school
operations
Given a school technology plan, assess compliance with
State technology goals (e.g., digital learning environment,
instructional leadership, Florida’s digital educators, access
to technology, infrastructure, support).
Given a scenario, select computer hardware and software
appropriate to school operations
Given a scenario, identify components of a technology
infrastructure related to school and student safety
Given a scenario, select Web-based communication
applications
Given a scenario, select presentation software
applications
X
X
X
X
X
X
X
X
X
Learning, Accountability, and Assessment
X
X
1. Knowledge of learning, accountability and assessment
standard as related to state law for education and schooling
Given a scenario, identify legal standards and procedures
applicable to school accountability legislation
X
X
61
Given a scenario, identify the standards and procedures
applicable to the Meta Consent Decree
2. Knowledge of learning, accountability and assessment
standard as related to measurement of effective student
performance
Given data (e.g., national, state, district, school,
classroom, individual student), analyze student
achievement
Given school data, analyze and construct science class
schedule to conform to statewide and national requirements
for FCAT science and No Child Left Behind
Given a scenario, calculate the Lower 25% of reading and
mathematics
Given school data sets with differing grade designations
(i.e., A, B, C, 3F schools) compare and contrast multiple
measures of data (e.g., demographic data,
parent/student/teacher surveys, graduation rate, AP
enrollment, extracurricular programs) to analyze school
needs
3. Knowledge of learning, accountability and assessment
standard as related to assessment instruments and their
applications
Given a scenario, identify the appropriate type of formal
assessment instrument (e.g., norm referenced, criterion
referenced) to determine student strengths and needs
Given a scenario, identify the appropriate informal
assessment instrument (e.g., observations, checklists,
inventories, interviews) to determine student strengths and
needs
4. Knowledge of learning, accountability and assessment
standard as related to diagnostic tools to assess, identify,
and apply instructional improvement
Given a data set of reading test results for ESE or ESOL
students, identify diagnostic tools appropriate for assessing
student learning needs
Given a data set of reading test results for ESE or ESOL
students, identify appropriate instructional strategies to
improve student performance in reading.
Human Resource Development
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Effective Communications
Skills
Using Student Data to Impact
Teaching and Learning
Essentials of Instructional
Leadership
Developing Stakeholder
Relationships
Entering School as a New
Principal
The Ethical Educator
Using Technology for
Instructional Purposes
Building Classroom
Community
Shaping a Collaborative
School Culture
Diversity
Leading Human Resource
Development
Effectively Managing the
Learning Environment
Introduction to Student
Achievement Tests
Decision-Making Methods
What Every Teacher Should
Know and Do
Improving Practice in
Mathematics
Parent Partnerships
Improving Practice in Literacy
7-12
Team Building
Improving Practice in Literacy
K-6
Principal Leadership Standards
Creating a Learning
Community
ASAP Educational Leadership Development Program Component
Matrix of Required Professional Development
Showing Where the Indicators of Competency
for the Principal Leadership Standards are
Taught and Assessed in the Educational
Leadership Program
X
1. Knowledge of human resource development standard as
related to recruitment, selection, induction, and retention of
staff
62
Ethical Leadership
1. Knowledge of ethical leadership standard as related to
ethical conduct
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).
2. Knowledge of ethical leadership standard as related to
federal and state law for education and schooling
Given a scenario, identify judicially recognized rights and
st
responsibilities guaranteed under the Constitution (e.g.1 ,
th
th
4 , 14 amendments).
Given a scenario, identify the statutory powers and duties
of the Florida Board of Education, Commissioner of
Education, local school boards, superintendents, and
principals.
Given a situation, identify standards and procedures of
State administrative law, public disclosure, record keeping,
and child welfare.
Effective Communications
Skills
Using Student Data to Impact
Teaching and Learning
Essentials of Instructional
Leadership
Developing Stakeholder
Relationships
Entering School as a New
Principal
The Ethical Educator
Using Technology for
Instructional Purposes
X
Building Classroom
Community
X
Shaping a Collaborative
School Culture
Diversity
Effectively Managing the
Learning Environment
Introduction to Student
Achievement Tests
Decision-Making Methods
What Every Teacher Should
Know and Do
Improving Practice in
Mathematics
Parent Partnerships
Improving Practice in Literacy
7-12
Team Building
Leading Human Resource
Development
Given policies for teacher recruitment, selection,
induction, professional development, and retention,
determine compliance with Florida Statutes and No Child
Left Behind legislation
Given an out-of-field teacher report, identify various
methods for acquiring Florida Teacher Certification (e.g.,
highly qualified teachers, critical shortage, special needs).
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, American with
Disability Act).
Improving Practice in Literacy
K-6
Principal Leadership Standards
Creating a Learning
Community
ASAP Educational Leadership Development Program Component
Matrix of Required Professional Development
Showing Where the Indicators of Competency
for the Principal Leadership Standards are
Taught and Assessed in the Educational
Leadership Program
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
63
Leadership Team Initial Meeting Agenda
Intern Principal’s Name:
Date:
Initial Meeting
Date:
I. Introduction of the Leadership Team and its role in supporting the Intern/Interim Principal
II. Review the Preparing for Principal Certification Program Requirements and timeline of events
II. Analyze Assessment results from the following:
a. Florida 360⁰ www.myflorida360.com/index.html
b. William Cecil Golden Prior Learning Inventory
c. William Cecil Golden Principal Leadership Standards Inventory
IV. Review the goals of the current School Improvement Plan
V. Negotiate professional development which addresses the strengths and standards needing development. Complete the
Customized Learning Plan listing required professional development as it pertains to the strengths and areas needing
development. Refer to the Leadership Development Matrix
VI. Review the 72 Indicators listed under the 10 Florida Principal Leadership Standards and determines ways to
demonstrate mastery.
64
Leadership Team Initial Meeting Agenda (continued)
Other Notes
VIII. Determine the date of next meeting
Signatures of
Leadership Team in
Attendance
1.
2.
3.
4.
5.
6.
65
Leadership Team Meeting Agenda
For use after the initial meeting
Intern Principal’s Name:
Mid-Year Meeting
Date:
I. Review the progress made toward achievement of goals in the School Improvement Plan
II. Review the progress made on the professional development listed on the Customized Learning Plan
III. Review the progress made with work assignments
IV. Sign off on indicators where that is sufficient evidence of successful mastery.
V. Determine the date of next meeting
Other Notes
Signatures of
Leadership Team in
Attendance
1.
2.
3.
4.
5.
6.
66
Leadership Team Final Meeting Agenda
Intern Principal’s Name:
Mid-Year Meeting
Date:
I. Review the progress made toward achievement of goals in the School Improvement Plan
II. Review the professional development listed on the Customized Learning Plan to determine if all of the requirements
have been successfully met
III. Review the progress made with work assignments
IV. Sign off on the remaining indicators after reviewing evidence
VII. Review the entire Portfolio to ensure all evidence is included
Notes
Is there a need for another meeting? If so, determine a date. If not, the area assistant superintendent convenes the District Review Panel for the
presentation of the SPO and assessment of the portfolio.
Signatures of Leadership Team in Attendance
1.
2.
3.
4.
5.
6.
67
ST. LUCIE COUNTY PUBLIC SCHOOL
ELEMENTARY SCORE CARD
ACADEMIC RESULTS
BEHAVIORAL RESULTS
FCAT (GRADES 33-5)
•
•
PROFICIENCY
–
READING
–
MATH
–
WRITING
–
SCIENCE
LEARNING GAINS
–
READING
–
MATH
–
R-BOTTOM QTL
–
M-BOTTOM QTL
3
4
5
=
=
=
=
=
=
=
=
STANFORDSTANFORD-10/FCAT10/FCAT-NRT
•
ABOVE NATIONAL MED.
–
READING
–
MATH
–
READ MEDIAN
–
MATH MEDIAN
3
BENCHMARK
•
5
4
5
SCHOOL GRADE =
2
3
4
5
Whites =
Asians =
F-R-L =
%
%
%
Blacks
=
A. Indians=
LEP
=
% Hispanics=
% Others =
% SWD
=
%
%
%
MOBILITY
–
–
=
=
=
ABOVE NATIONAL MED.
–
READING
–
MATH
–
READ MEDIAN
–
MATH MEDIAN
1
CONTEXTUAL DATA
–
–
–
# of New Students= #/total
# of New Teachers=
%=
%=
PROGRAM IMPLEMENTATION (Used 80% or more in instruction)
STANFORD (GRADES KK-2)
•
K
DEMOGRAPHICS
3
MASTERY
–
READING
–
MATH
–
SCIENCE
4
=
=
=
=
ATTENDANCE
–
% of st. abs 21 days/>=
–
Average Daily
=
–
% of Teachers abs
=
DISCIPLINE (Suspensions)
–
% of days out of school =
–
% of in school
=
–
% of students in out
of school
=
K
1
2
=
=
=
=
Points =
–
–
–
–
Reading =
Math
=
Writing =
Science =
TEACHER EFFECTIVENESS
•
Exceptional = %
Above =
•
Improvement Expected = %
%
Meets = %
Unsatisfactory =
%
AYP =
–
–
CRITERIA MET = __% (__% improvement over previous year)
Sub-groups of concern:
** Benchmark data is an indicator of students’ performance aptitude for
mastery of the Sunshine State Standards and is intended to guide
teacher practice.
68
ST. LUCIE COUNTY PUBLIC SCHOOL
HIGH SCHOOL SCORE CARD
BEHAVIORAL RESULTS
ACADEMIC RESULTS
FCAT (GRADES 99-11)
•
•
PROFICIENCY
–
READING
–
MATH
–
WRITING
–
SCIENCE
LEARNING GAINS
–
READING
–
MATH
–
R-BOTTOM QTL
–
M-BOTTOM QTL
9
10
11
=
=
=
=
=
=
=
=
ABOVE NATIONAL MED.
–
READING
–
MATH
–
READ MEDIAN
–
MATH MEDIAN
9
•
MASTERY
–
READING
–
MATH
–
SCIENCE
–
–
–
V-SAT =
SCHOOL GRADE =
–
–
12
Whites =
Asians =
F-R-L =
Blacks
=
A. Indians=
LEP
=
Hispanics=
Others =
SWD
=
MOBILITY
9
10
11
M-SAT=
–
–
# of New Students= #/total
# of New Teachers=
%=
%=
PROGRAM IMPLEMENTATION (Used 80% or more in instruction)
=
=
=
–
–
–
–
NATIONAL ASSESSMENT
•
11
DEMOGRAPHICS
10
=
=
=
=
BENCHMARK
10
CONTEXTUAL DATA
STANFORDSTANFORD-10/FCAT10/FCAT-NRT
•
9
ATTENDANCE
–
% of st. abs 21 days/> =
–
Average Daily
=
–
% of Teachers abs.
=
DISCIPLINE (Suspensions)
–
% of days out of school =
–
% of in school
=
–
% of students in out
of school
=
AP/IB P-Rate=
Points =
AYP =
CRITERIA MET = __% (__% drop compared to the previous
year)
Sub-groups of concern:
Reading =
Math
=
Writing =
Science =
TEACHER EFFECTIVENESS
•
Exceptional = %
Above =
•
Improvement Expected = %
%
Meets = %
Unsatisfactory =
%
GRADUATION RATE (High School) = ___%
___
** Benchmark data is an indicator of students’ performance aptitude for
mastery of the Sunshine State Standards and is intended to guide
teacher practice.
69
Customized Learning Plan for Intern/Interim Principals
Name Sally Sample
Position Intern Principal
Location Any School USA
School Year 2008-2009
Assessment Results: Summarize the assessment results as it relates to Intern/Interim Principal’s strengths and areas needing
development. (Attach actual results.) The assessment results indicate that more development/experiences are needed in the areas of
Vision, Instructional Leadership, Community and Stakeholder Partnerships, Decision Making, Learning, Accountability and Assessment,
and Human Resource Development. Assessment results show strengths in Technology, Ethical Leadership, Diversity and Managing the
Learning Environment.
Proposed Professional Development: What professional development will support the needs and strengths described above? Reference
the Leadership Development Matrix and list the prescribed professional development experiences.
District PD:
Facilitative Leadership,
Interest Based Decision Making,
Labor Relations and Progressive Discipline,
Professional Development to Improve Achievement,
PLC,
Coaching 4 Design,
ESOL of Administrators,
Wm. Cecil Golden PD:
Developing Stakeholder Relationships
Improving Practice in Literacy K-6
Using Student Data to Impact Teaching and Learning
Leading Human Resource Development
Proposed Experiences and Tasks: In addition to the above professional development, what other experiences or tasks will support the
needs and strengths of the Intern/Interim Principal?
Observe Principal Green at Lawnview K-8 observing actions that relate to Instructional Leadership. (complete artifact entry sheet),
Observe as you shadow an ESE student through a regular school day. Record indicators of active participation.(complete artifact entry
sheet),
Conduct CWT during Math Instruction for grades 3-5 and hold reflective meetings with teachers in grades 3, 4 and 5 who teach math,
Attend the Assistant Principal Forum sponsored by CEC in the fall of 2008 and complete all assignments,
Work on Strategic Planning Objective,
Observe a school bus on various routes to become more familiar with the communities in which your students live. (complete artifact
entry sheet)
Gather evidence to show mastery of the indicators under the Florida Principal Leadership Standards that were not checked off as a result
of previous work or assessments.
Lead a focus group to determine the levels of engagement following a lesson a teacher has designed. Synthesize student’s comments and
70
share them to the teacher so that a lesson redesign can occur as a result of their engagement comments.
Lead a professional development on an instructional strategy that is researched-based that your teachers can use to improve instruction.
Lead a PLC that examines ways to improve the use of instructional technology.
Participate in the development of a master schedule.
Participate in an Action Research Project based on an wondering that you have that pertains to a school improvement issue.
Documentation: For all activities the desired results should be determined beforehand, and evidence of successful completion kept in
the portfolio. Use the Artifact Entry Form. The portfolio is reviewed by the leadership team each time they convene to assess progress.
Inservice History: Inservice history should be attached as proof of attendance and successful completion of assigned professional
development. Certificates of successful completion for out-of-district and online courses will also be considered as evidence of successful
completion. (Complete HRD0042 for out-of-district and online courses.)
Initial Conference
Mid-Year Review Conference
End-of-Year Conference
Leadership Team Signatures
Mrs. Denise Hemmingway
Mr. Robert Gray
Mrs. Wini Rodgers
Intern/Interim Principal
Sally Sample
Date
Sept. 5, 2008
Leadership Team Signatures
Intern/Interim Principal
Date
Leadership Team Signatures
Date
Intern/Interim Principal
Sept. 5, 2008
71
Title of Professional Development, Job-Embedded Work, Experience______________________________________________
Date(s) Attended _____________________ Instructor(s)__________________________________________________
Please give your honest feedback concerning the quality of the professional development/work/ experience provided
by answering the following questions.
1. Describe in detail the benefit of this professional development/job-embedded work/experience.
2. Describe how you have used what you learned from this professional development/work/experience in your role as an Intern/interim
Principal.
3. Describe what could have made this professional development/job-embedded work/experience more meaningful or relevant to your role
and current work.
On a scale of 1 (Strongly Agree) to 5 (Strongly Disagree) please respond to the following questions.
4.
5.
6.
7.
8.
This session was relevant to my current role as an Intern/Interim Principal in St. Lucie County.
Presenters were knowledgeable and made the content interesting, understandable and applicable.
I felt prepared to use what I learned from this experience in my role as an Intern/Interim Principal.
The materials/resources provided were useful to me.
I would recommend this workshop/experience to another Intern/interim Principal
12
1 2
1 2
1 2
1 2
3
3
3
3
3
4
4
4
4
4
5
5
5
5
5
Please provide any comments, suggestions or concerns that you have that will help in improving this work experience or
professional development as it pertains to your mastery of the program competencies.
72
Standard: Vision
Observe
Participate
Lead
..t h e ext en t t o w h ich o b ser vab le sch o o l
p r act ices, su ch as t h e cu r r icu lu m ,
p r o f essio n al d evelo p m en t an d t h e
acad em ic su p p o r t p r o vid ed st u d en t s,
ar e co n sist en t w it h t h e visio n an d
m issio n o f t h e sch o o l t o in cr ease
st u d en t ach ievem en t . Pr o vid e t h e
sch o o l
lead er sh ip t eam sp ecif ic exam p les o f
sch o o l p r act ices t h at seem co n sist en t
w it h t h e m issio n an d visio n an d t h o se
t h at d o n o t seem co n sist en t .
…classr o o m s f o r evid en ce t h at f acult y
m em b er s h ave b o t h h ig h exp ect at io n s
f o r all st u d en t s an d p r o vid e co n sist en t
acad em ic su p p o r t t o t h o se w h o n eed it
so t h at t h ey can b e su ccessf u l at an
ad van ced level. Cit e sp ecif ic exam p les
o b ser ved t h r o u gh o u t t h e sch o o l.
…a sch o o l t h at is sh o w in g p r o g r ess t o
see h o w key p r act ices su ch as
cu r r icu lu m , p r o f essio n al d evelo p m en t ,
sch o o l o r gan izat io n an d u se o f t im e
h ave b een align ed , r esu lt in g in f o cu s
an d in cr eased acad em ic ach ievem en t .
Cit e sp ecif ic w ays t h at alig n m en t is in
evid en ce at t h e sch o o l as w ell as ar eas
t h at st ill n eed t o b e ad d r essed
…in a sch o o l im p r o vem en t t eam
m eet in g in w h ich sch o o l in it iat ives ar e
b ein g d ecid ed u p o n , m o n it o r ed , o r
evalu at ed in t er m s o f t h e ext en t t o
w h ich t h ey co n t r ib u t e t o t h e sch o o l’s
visio n an d m issio n o f im p r o vin g
st u d en t ach ievem en t .
…in a cu r r icu lu m co m m it t ee ch ar g ed
w it h alig n in g t h e sch o o l’s cu r r icu lu m t o
t h e co n t en t an d r ig o r o f t h e st at e
st an d ar d s an d assessm en t .
…an in st r u ct io n al co m m it t ee t h at is
p ar t o f a st r u ct u r ed au d it o r r e exam in at io n an d p o t en t ial r e-cr af t in g
o f a sch o o l’s visio n o r m issio n , p er h ap s
in p r ep ar at io n f o r r en ew al o f
accr ed it at io n b y a r eg io n al
accr ed it at io n ag en cy (su ch SACS) o r
r eview b y t h e st at e d ep ar t m en t o f
ed u cat io n .
…a sch o o l t eam in t h e d evelo p m en t o f
a set o f
r esear ch -b ased p r act ices t h at w ill b e
u sed t o f o cu s t h e f acu lt y o n st u d en t
lear n in g .
73
Standard: Instructional Leadership
Observe
Participate
Lead
…a p r io r it ized cu r r icu lu m an d o b ser ve
var io u s
classr o o m set t in g s f o r in t eg r at io n o f
h ig h level
co n t en t .
…assessm en t d at a t o b en ch m ar k
st u d en t ach ievem en t .
…a seg m en t o f t h e cu r r icu lu m t o
d et er m in e if t h e cu r r icu lu m co n t en t is
alig n ed w it h t h e st at e
st an d ar d s.
…t h e ab ilit y g r o u p in g p at t er n s in a
sch o o l an d t h e ach ievem en t levels o f
t h e st u d en t s in t h e g r o u p s.
…lesso n p lan s f o r ad h er en ce t o set
st an d ar d s, an d o b ser ve t h e
m et h o d o lo g y an d in st r u ct io n al
st r at eg ies u sed b y t h e t each er s.
…st u d en t w o r k t o d et er m in e if t h e
q u alit y m eet s st at e st an d ar d s.
…w h et h er t each er s clear ly in d icat e t h e
am o un t an d q u alit y o f w o r k n ecessar y
t o ear n a g r ad e o f A o r B at t h e
b eg in n in g o f t h e p r o ject o r u n it .
…in a r eview o f cu r r en t ly ad o p t ed
st an d ar d s an d in a cr it iq u e o f t h e
st an d ar d s t o assess t h e level o f
exp ect at io n f o r t h e st u d en t s.
…w it h a t each er in p r o vid in g a
m in im u m o f t h r ee t u t o r in g
o p p o r t u n it ies t o st u d en t s n eed in g
assist an ce.
…o n a cu r r icu lu m m ap p in g t eam o f
t each er s t o m ap a sp ecif ic cu r r icu lu m
f o r a su b ject ar ea.
…in a p r esen t at io n t o t each er s o n t h e
p er f o r m an ce o f st u d en t s in var io u s
ab ilit y g r o u p in g s t o r aise an aw ar en ess
o f t h e im p licat io n s o f g r o u p in g .
…a d iscu ssio n o f t h e in cr easin g
im p o r t an ce an d im p act o f h ig h
acad em ic st an d ar d s w it h a g r o u p o f
st u d en t s.
…a su r vey o f t each er p r act ices r elat ed
t o h ig h exp ect at io n s, in clu d in g h o w
exp ect at io n s ar e exp r essed , h o w an d
w h en ext r a h elp is p r o vid ed , t h e
am o un t o f h o m ew o r k r eq u ir ed ,
r evisio n s t o st u d en t w o r k r eq u ir ed , et c.
…a p ar en t m en t o r in g p r o g r am t o assist
w it h d if f er in g ab ilit y st u d en t s.
…a t eam o f t each er s t o d ef in e t h e
q u alit y an d am o u n t o f w o r k r eq u ir ed o f
st u d en t s t o ear n an A o r B d u r in g a
g iven g r ad in g p er io d .
…a t eam in d et er m in in g t h e st u d en t
su p p o r t r eq u ir ed t o m ake su r e all
st u d en t s r each exp ect at io n s (e.g ., ext r a
h elp , g u id an ce).
…a g r o u p o f t each er s as t h ey d esig n
en g ag in g lesso n s an d w o r k f o r h ar d -t o t each an d d if f icult t o lear n co n cep t s.
These examples are taking from the SREB Intern Learning Planner, Mentoring School Leaders in Competency-based Internships. Other
examples are provided and will be distributed during the Mentoring Training required of all those who will mentor to Intern Principals.
It should be noted that all for all activities the desired results should be determined beforehand, and evidence of successful completion is kept
in the portfolio.
74
FLORIDA 360° ASSESSMENT RESULTS
Competency Ratings
(SAMPLE RESULTS)
This report lists the average competency ratings given to you by your staff participants
and supervisor. The average competency rating given to you by your staff accounts for
50% of the total score, while the competency rating given to you by your supervisor
accounts for the remaining 50% of the total score. The Competencies are listed in order
of highest to lowest rating.
The rank score provides you with the results of how your staff participants and
supervisor ranked each competency regarding its importance for the success of your
position as school administrator. The rank score given to you by your staff accounts for
50% of the total rank, while the rank score given to you by your supervisor accounts for
the remaining 50% of the total rank.
Average Competency Rating
1 – No Evidence of Knowledge / Incapable
2 – Little Knowledge / Not Very Capable
3 – Basic Knowledge / Somewhat Capable
4 – Considerable Knowledge / Capable
5 – In Depth Knowledge / Very Capable
Importance Rank
1 – Irrelevant
2 – Not Important
3 – Less Important
4 – Useful / Nice to Have
5 – Very Important
6 – Mission Critical
75
Competency
I-1: Works with all
CompetencyImportance
Rank
Rank
4.50
4.33
M-1: Safe Schools
4.50
4.00
I-2: Best Practices
4.25
4.67
4.25
4.33
4.25
3.67
4.25
5.00
4.25
4.00
4.25
4.67
D-4: Diverse Staff
4.25
4.67
I-4: Aligns Content
4.00
4.00
4.00
4.67
4.00
5.00
4.00
4.00
4.00
5.33
4.00
4.67
3.75
4.67
Stakeholders
I-3: High Expectations for
Students
L-2: Uses Multiple
Sources of Data
H-2: Effective Personnel
Evaluation
E-3: Personal Code of
Ethics
D-3: Manages Crisis
Communications
DM-1: Effective Problem
Solver
H-4: High Expectations
for Staff
E-6: Models Continuous
Learning
V-2: Aligns Goals with
Vision
C-1: Community
Partnerships
I-5: Standards based
76
Instruction
I-6: Provides PD
3.75
4.33
3.75
3.67
3.75
4.00
3.75
5.00
3.75
5.00
3.75
4.00
3.75
3.33
3.75
4.33
3.75
4.00
3.75
3.67
3.75
5.00
3.75
4.33
E-2: Sets Values
3.75
2.67
E-4: Manages Positively
3.75
4.00
V-1: Shared Vision
3.75
4.67
V-3: Works with Faculty
3.75
5.33
3.75
5.00
3.75
4.67
Opportunities
L-1: Data Utilization
L-3: Monitors
Instructional Programs
DM-4: Promotes Student
Learning
DM-5: Involves Family
and Community
T-1: Vision for
Technology Integration
T-2: Technology
Implementation
T-3: Models use of
Technology
T-5: Uses for Student
Assessment
H-1: Works
Collaboratively
H-5: Empowers Others
E-1: Ethical Decision
Making
V-7: Communicates
Vision
C-2: Engages the
77
Community
D-1: Multicultural
3.75
4.00
3.75
4.33
M-2: Daily Operations
3.50
3.33
M-4: Efficient Budgeting
3.50
3.67
3.50
2.33
M-5: Organizational Skills 3.25
4.00
Awareness
D-2: Effectively Interacts
with all Individuals
L-5: Uses Diagnostic
Tools
DM-2: Leads with
3.25
4.00
T-4: Supports Technology 3.25
4.00
Confidence
V-5: Relates to Student
3.25
4.67
2.75
4.33
2.75
3.67
2.75
4.33
2.75
4.33
1.75
4.33
1.75
4.67
H-3: Collective Bargaining 1.75
3.00
Needs
M-3: Develops School
Culture
E-5: Focuses on
Educational Excellence
V-4: Goal Oriented
V-6: Creates Community
of Learners
L-4: Evaluates
Instructional Strategies
DM-3: Uses Data in
Making Decisions
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