Dispositions- 21 Competencies for NC School Executives
According to the NCEES School Executive Evaluation Rubric, "a competency is a combination of knowledge (factual and experiential) and skills that one needs to effectively implement the practices. Factual knowledge is simply “knowing” content; experiential knowledge is the knowledge one gains from understanding; it is knowing the when and why. Skills bring structure to experiential knowledge. It is when one can put their accumulated knowledge into a series of steps that, if followed, will lead to practice."
During my graduate school experience and principal residency with NELA, I have had rich opportunities to develop, improve and enhance each of the competencies listed below. I realize through these experiences that proficiency in and the ability to effectively execute each of these competencies is vital to the success of school executives. I also realize that these competencies do not operate individually, rather in multiple practices. Although proficiency is a must, it is also important for a school executive to understand his of her own personal tendencies as to be intentional in surrounding one's self with a team of people who are strong in areas that do not come naturally for the principal.
During my graduate school experience and principal residency with NELA, I have had rich opportunities to develop, improve and enhance each of the competencies listed below. I realize through these experiences that proficiency in and the ability to effectively execute each of these competencies is vital to the success of school executives. I also realize that these competencies do not operate individually, rather in multiple practices. Although proficiency is a must, it is also important for a school executive to understand his of her own personal tendencies as to be intentional in surrounding one's self with a team of people who are strong in areas that do not come naturally for the principal.
Communication – Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed to achieve school or team 21st century objectives.
Change Management – Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation.
Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
Creative Thinking – Engages in and fosters an environment for others to engage in innovative thinking.
Customer Focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
Delegation – Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school.
Dialogue/Inquiry – Is skilled in creating a risk free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance.
Emotional Intelligence – Is able to manage oneself through self-awareness and self-management and is able to manage relationships through empathy, social awareness and relationship management. This competency is critical to building strong, transparent, trusting relationships throughout the school community.
Environmental Awareness – Becomes aware and remains informed of external and internal trends, interests and issues with potential impacts on school policies, practices, procedures and positions.
Global Perspective – Understands the competitive nature of the new global economy and is clear about the knowledge and skills students will need to be successful in this economy.
Judgment – Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting complex information.
Organizational Ability – Effectively plans and schedules one’s own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and establishing procedures to monitor projects.
Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
Personal Responsibility for Performance – Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility for one’s own achievements.
Responsiveness – Does not leave issues, inquiries or requirements for information go unattended. Creates a clearly delineated structure for responding to requests/situations in an expedient manner.
Results Orientation – Effectively assumes responsibility. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against long-term goals.
Sensitivity – Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knowing what information to communicate and to whom. Relating to people of varying ethnic, cultural, and religious backgrounds.
Systems Thinking – Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that understanding to advancing the achievement of the school or team.
Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
Time Management – Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings.
Visionary – Encourages Imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students.
Change Management – Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation.
Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
Creative Thinking – Engages in and fosters an environment for others to engage in innovative thinking.
Customer Focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
Delegation – Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school.
Dialogue/Inquiry – Is skilled in creating a risk free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance.
Emotional Intelligence – Is able to manage oneself through self-awareness and self-management and is able to manage relationships through empathy, social awareness and relationship management. This competency is critical to building strong, transparent, trusting relationships throughout the school community.
Environmental Awareness – Becomes aware and remains informed of external and internal trends, interests and issues with potential impacts on school policies, practices, procedures and positions.
Global Perspective – Understands the competitive nature of the new global economy and is clear about the knowledge and skills students will need to be successful in this economy.
Judgment – Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting complex information.
Organizational Ability – Effectively plans and schedules one’s own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and establishing procedures to monitor projects.
Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
Personal Responsibility for Performance – Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility for one’s own achievements.
Responsiveness – Does not leave issues, inquiries or requirements for information go unattended. Creates a clearly delineated structure for responding to requests/situations in an expedient manner.
Results Orientation – Effectively assumes responsibility. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against long-term goals.
Sensitivity – Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knowing what information to communicate and to whom. Relating to people of varying ethnic, cultural, and religious backgrounds.
Systems Thinking – Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that understanding to advancing the achievement of the school or team.
Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
Time Management – Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings.
Visionary – Encourages Imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students.