ABE Administrator Self-Assessment

Transcription

1 ABE Administrator Self-Assessment Revised draft, September, 2012

2 Purpose: Identify strengths and areas for improvement Become aware of competencies you may not have considered Plan your professional development -- prioritize goals based on areas needing improvement Help SABES identify areas for training Instructions: a) This self-assessment is comprised of two parts: I. Educational Leadership II. Program Management Each set of competencies is needed to create an environment with program conditions that support student success, and a program culture that supports effective instruction and continuous improvement. b) Read the competencies below. Each is followed by some sample indicators to help you determine whether you are effectively performing that competency. c) Fill out the Information Form. Please make sure to fill out your name and contact information if you would like SABES to contact you to offer help on a competency which you have rated as novice or basic. d) Depending on how much time you have and how much detail you want to consider, you can use either the short or the long form of this assessment. Or you may find it useful to use both, the short form for the overall picture and the long form for the specifics. A. Short form: a) Circle a number on the short form chart next to each management competency. Choose 4 if you believe you are very strong, 3 if you believe you are performing well, 2 if you have some basic skills in that area, or 1 if you need help developing that competency. B. Long form: a) Circle a number on the long form chart next to each indicator. Choose 4 if you believe you are very strong, 3 if you believe you are performing well, 2 if you have some basic skills in that area, or 1 if you need help developing that competency. If a particular competency does not apply to your situation, put NA in the comments box. b) On the Learning Methods and Goals Sheet, check off your preferred methods of learning. c) On the Learning Methods and Goals Sheet, set staff development goals and outline steps to reach those goals. Return the forms to Luanne Teller, SABES Central Resource Center, World Education, 44 Farnsworth Street, Boston, MA or via at LTeller@worlded.org. Source: This material was adapted by SABES from Management Competencies Assessment Instrument, a publication of Building Professional Development Partnerships for Adult Educators Project (PRO-NET 2000), American Institutes for Research, sponsored by the U.S. Department of Education. 2

3 Part I: Educational Leadership Competencies and Sample Indicators Staff Effectiveness Provides supports that build staff capacity and lead to effective instruction, advising, and program practice a) Provides for the appropriate level of ongoing support (coaching, mentoring, professional development) for all practitioners based on their knowledge, skills, and classroom expertise. Review of classroom data informs the strategies for support. b) Provides for a regularly scheduled system of support through instructor observations, review of artifacts such as lesson plans and student work, and staff performance assessments c) Provides encouragement and recognition to staff. Seeks additional resources and strategies to improve working conditions, such as exploring the use of unrestricted funds to increase staff hourly rates d) Demonstrates fairness, consistency, and respect for individual differences e) Promotes an environment in which linguistic and cultural differences are valued and appreciated f) Seeks staff who represent the diversity of the student population g) Respects and honors diversity in everyday interactions Professional Development Plans, promotes, and models lifelong learning practices a) Fosters own learning and keeps up to date on research on instructional, management, and leadership practices that result in improved teaching and learning. b) Applies and shares information from own learning with staff c) Encourages staff to engage in a reflective process to plan their own professional development and engage in meaningful professional development activities (e.g. inquiry research, multi session workshops, institutes, courses, peer coaching, mentoring) d) Serves as or works closely with the program and staff development facilitator to ensure an integrated program and staff development processes; collaboratively designs staff development programs which are held over several sessions, driven by the program and staff needs e) Ensures that each staff member has an annual professional development plan with clear goals and indicators of success, and that staff development plans are tied to the program s Continuous Improvement Plan f) Monitors staff professional development plans to assess progress and the impact on staff effectiveness and the program s goals g) Supports and monitors professional development and program development goals by providing opportunities for observation and objective feedback/coaching between professional development sessions to promote application of new information and skills h) Provides for a support system for professional development for staff (funding, scheduling, opportunities for interaction, substitute teachers) 3

4 Curriculum and Instruction Oversees curriculum design and development, instructional processes and strategies (based on research in adult learning and development), assessment of student learning, student retention strategies, and student goal-setting a) Guides instructional staff in designing and implementing educational curricula that accommodate adult roles, diverse purposes, learning styles, abilities, and cultures and that supports career and college readiness b) Supports staff in planning instructional programs based on the following MA standards: MA Curriculum Frameworks, MA professional and content standards, research on effective practice, community needs and demographics, and learner goals c) Establishes structures and processes that allow instructors to work together to improve teaching and learning d) Encourages use of resources and curriculum materials that support anti-bias and multicultural learning e) Ensures that all learners have access to technology by encouraging all instructors to incorporate technology (word processing, PowerPoint, blogging, social networking, and/or internet research) into instructional practices f) Oversees development and implementation of procedures for initial and ongoing assessment and class placement of learners g) Ensures that there are appropriate procedures for assessment of students for special learning needs and that appropriate programming is provided h) Oversees development, implementation, and monitoring of procedures for student goalsetting and monitoring i) Establishes a program culture in which educational advisors and teachers work together to encourage career and college readiness for all students; planning is documented through the development and monitoring of individualized education and career plans for each student Communication Demonstrates effective interpersonal and communication skills a) Seeks and values input from all levels of staff (and, as appropriate, learners, volunteers, board members); listens attentively b) Documents decisions and conveys information fully and clearly c) Uses a variety of modes of communication d) Shares information of interest to and affecting stakeholders e) Encourages and allows opportunity for staff to confer, provide input, and discuss issues and problems affecting instruction and other program-related services. Staff is expected to contribute to resolutions as issues arise. f) Provides clear direction to staff g) Demonstrates effective group facilitation skills 4

5 Planning and Decision Making Leads the development and promotion of the program philosophy, goals, and objectives that result in continuous improvement a) Leads the development and implementation of a program mission and vision b) Leads the process to set program and continuous improvement goals including but not limited to the use of Indicators of Program Quality (IPQs), Program Performance Measures data, ABE Guidelines, and analysis of community needs. c) Oversees the process of program planning and implementation of plans, including the Continuous Improvement Plan (CIP). Ensures that staff has opportunity to contribute to the development of the CIP; that all staff members are familiar with the CIP; and that the CIP informs staff development planning. d) Leads the process to evaluate the program s continuous improvement initiatives e) Communicates the progress of continuous improvement projects with all stakeholders f) Encourages and supports active involvement of staff, learners, board members, and other stakeholders in decision-making processes g) Delegates authority and decision-making to individual staff and/or leadership teams and supports their process and decisions h) Provides leadership that involves staff and learners with implementing change; supports innovation i) Promotes the use of data to inform program planning j) Engages in and promotes ethical conduct k) Ensures compliance with the Americans with Disabilities Act (ADA) Data Collection and Analysis Promotes clear procedures for collecting, documenting, analyzing, and reporting data a) Guides staff in understanding what data to collect based on MA Program Performance Measures to ensure program compliance with the ABE Guidelines and Statement of Assurances b) Establishes and monitors a process for collecting, documenting, and reporting data in a timely and accurate way c) Oversees assessments of community needs to determine service and employment needs and opportunities d) Fulfills legal and program requirements for compliance, record keeping, and reporting e) Maintains appropriate confidentiality of staff and student records f) Oversees collection of data on student educational, employment, and societal outcomes g) Analyzes and disseminates data to teachers, educational advisors, and other program stakeholders in an accessible and timely manner h) Guides teachers in understanding ways to use data to improve teaching and learning 5

6 Program Evaluation Works with program staff to develop protocols for monitoring and evaluating the program and promotes use of the data for program continuous improvement and accountability a) Leads or works with the Program Staff and Development Facilitator to develop and implement an overall program review process (such as the Integrated Program and Staff Development Process ) to assess program strengths and areas for improvement b) Involves staff, students, and community representatives (including ABE Advisory Council) in program evaluation and subsequent use of evaluation data c) Uses a variety of methods and data for program evaluation based on resources including but not limited to IPQs, Performance Measures, ABE Guidelines, and the program s Continuous Improvement Plan goals Community Collaboration/Community Planning Builds relationships with various agencies and institutions to mutually enhance the delivery of services a) Maintains ongoing agency outreach and publicity to promote the program and secure funding, community expertise, and other resources b) Establishes partnerships and alliances with businesses, institutions of higher education, local educational agencies, child care centers, health centers, employment and job training centers, etc. to expand understanding of adult education, assess needs, enhance program resources, and improve services for adult learners c) Participates in a local ABE Community Planning Group with broad representation Advocacy Advocates for the development of the field of adult education at national, state, and local levels a) Disseminates information in the community about the program b) Participates in professional organizations that advocate for the advancement of adult education and fair and equitable working conditions for all staff c) Engages and encourages staff and students to be active advocates for adult education, including through curricular activities 6

7 Part II: Program Management Competencies and Sample Indicators Human Resource Management Recruits, hires, supports, evaluates, and terminates staff based on established criteria a) Provides a written job description for all positions including, but not limited to, director, site coordinator, teacher, educational advisor/counselor, program staff development facilitator, program technologist, ADA coordinator b) Establishes and follows written policies and procedures for all staff c) Ensures that new staff members receive a formal orientation to the program and organization d) Provides and reviews with all employees the staff handbook which includes, but is not limited to: job descriptions, program and organizational policies, mission, vision and value statements, and organizational chart(s) e) Recognizes when staff are not performing effectively and follows a clear process leading to improvement or to termination if necessary Financial Management Effectively manages and allocates the budget a) Applies for funding through grants, contracts, and other sources b) Ensures that expenditures are allowable and appropriate and that allocated funds are available throughout the fiscal year c) Tracks expenditures and submits invoices regularly and in a timely fashion d) Implements a written budget e) Allocates funds equitably to programs f) As appropriate to program/agency, works with board of directors to ensure sound fiscal management g) As appropriate to program, engages in an annual audit process h) Creates and open culture where staff understand funding resources that support staff salaries and supplies/materials for the program Facilities Management Effectively manages the facilities a) Ensures safe and adequate facilities b) Provides adequate equipment and supplies, including adaptations for special needs 7

8 Position ABE Administrator Self-Assessment Information Form Director Program Coordinator Other Roles and Responsibilities Teacher Educational Advisor ADA Coordinator Program & Staff Development Coordinator Technology Coordinator Community Planner Other (Please specify) Staff and Program Development Coordinator # years currently held # years previously held Agency Community-based organization Municipality LEA Community College Corrections Geographic Area Urban Suburban Rural Years of Experience as an ABE Administrator (ESE-Funded Program/s) more than 5 Status Full-time: # hours per week or as defined by your agency: Part-time: # of hours SABES Region Thank you for taking the time to complete this form. Please let us know if f you want to be contacted on training opportunities. Name Program Address Phone 8

9 Short Form Instructions: SABES ABE Administrator Self-Assessment ABE Administrator Self-Assessment Short Form Circle a number on the short form chart next to each management competency. Choose 4 if you believe you are very strong, 3 if you believe you are performing well, 2 if you have some basic skills in that area, or 1 if you need help developing that competency. Novice Basic Competent Expert Can model behavior for others Comments Communication Human Resource Management Professional Development Educational Leadership Planning & Decision Making Data Collection & Analysis Program Evaluation Financial Management Facilities Management Community Collaboration/ Community Planning Advocacy 9

10 ABE Administrator Self-Assessment Long Form Long Form Instructions: 1. Circle a number on the long form chart next to each indicator. Choose 4 if you believe you are very strong, 3 if you believe you are performing well, 2 if you have some basic skills in that area, or 1 if you need help developing that competency. If a particular competency does not apply to your situation, put NA in the comments box. 2. On the Learning Methods and Goals Sheet, check off your preferred methods of learning. 3. On the Learning Methods and Goals Sheet, set staff development goals and outline steps to reach those goals. Communication Novice Basic Competent Expert Can model behavior for others Comments a. Seeks input b. Conveys information c. Variety of modes d. Shares information e. Encourages staff to confer f. Provides clear direction g. Facilitation skills Human Resource Management a. Written job descriptions b. Written policies c. Orientation 10

11 d. Updates/reviews staff handbook Novice Basic Competent Expert Can model behavior for others Comments e. Staff support f. Instructor observations g. Recognizes staff h. Fairness and respect i. Staff improvement j. Values differences k. Seeks diverse staff l. Respects diversity Professional Development a. Keeps up to date b. Learning activities c. Shares information d. Staff development program e. Staff plans f. Provides feedback/ coaching 11

12 Novice Basic Competent Expert Can model behavior for others g. Monitors impact Comments h. Supports staff PD i. Monitors staff PD Educational Leadership a. Guides staff in curricula b. Instructional programs c. Instructors work together d. Multicultural learning e. Technology f. Assessment g. Special needs h. Student goal-setting i. Supports next steps Planning & Decision Making a. Mission and vision b. Program goals 12

13 Novice Basic Competent Expert Can model behavior for others c. Program planning Comments d. Program evaluation e. Communicates progress f. Stakeholder involvement g. Delegates authority h. Making changes i. Data for planning j. Remains current k. Staff involvement l. Ethical conduct m. ADA compliance Data Collection and Analysis a. Identifies data b. Data collection and reporting c. Community needs assessment d. Data requirements 13

14 Novice Basic Competent Expert Can model behavior for others e. Confidentiality Comments f. Student outcomes g. Analyzes/ disseminates data Program Evaluation a. Program review process b. Stakeholder involvement c. Variety of methods Financial Management a. Applies for funding b. Appropriate expenditures c. Tracking and billing d. Written budget e. Allocation of funds f. Board of directors g. Audit h. Staff aware of resources 14

15 Facilities Management Novice Basic Competent Expert Can model behavior for others Comments a. Space b. Equipment and supplies Community Collaboration a. Outreach and publicity b. Alliances c. Community planning group Advocacy a. Disseminates information b. Professional organizations c. Staff & student involvement 15

16 ABE Administrator Self-Assessment: Learning Methods and Goals Preferred methods of learning (can check more than one) Attending a workshop or course Conducting practitioner research Having a mentoring relationship Participating in a study group/circle Participating in regular interest group meetings Reading articles Distance Learning Other (specify) Staff Development Goals Based on the analysis of competencies, set 1-3 staff development goals: 1. Goal Steps to accomplish this goal Indicator(s) of Success: 2. Goal Steps to accomplish this goal Indicator(s) of Success: 3. Goal Steps to accomplish this goal Indicator(s) of Success: 16