Leadership Progression Roadmap Grade Level Chair to Assistant Principal 2009
Introduction The Leadership Progression Roadmap is a tool for aspiring and current KIPP leaders to better understand what to expect when transitioning from one role to the next. Rather than a simple description of the new job, this Roadmap details the specific changes you will experience in your transition to a new leadership role. These changes, or shifts, will impact what skills you must cultivate, how you spend your time at work, as well as what you focus on in order to be successful in your role. Mastery of a new leadership position at KIPP will require you to successfully navigate these shifts. Leadership Competency Model For teachers and leaders considering new roles, this Roadmap tool gives you information you need to make an informed decision about taking on a more advanced leadership role within KIPP, and will help you prepare to make shifts. For managers, this will be a helpful tool both in determining which members of your team may be ready to take on new challenges and for coaching leaders towards readiness. The Realistic Job Preview tool supports this Roadmap, and will add to your understanding of the leadership position you may be considering. 1
What changes? The Big Picture The transition to Assistant Principal represents the shift from being a teacher leader to a school wide administrator. The AP considers student achievement with a bigger picture mindset, and now makes decisions that impact the entire school community. As a result, s/he will make a greater number of decisions, solve problems of greater complexity, and be prudent with taking risks. Planning and execution are also more complex, as the AP now tracks both academic and some operations data. The number of stakeholders increases considerably for an AP, now including a greater number of teachers, and likely the entire student body. With such diverse audiences, the AP must be a careful and authentic communicator, especially when dealing with sensitive school issues. The AP will use direct and indirect influence methods with other school leaders (often managing through other managers) to get things done. The AP manages a team of teachers and sometimes GLCs. S/he focuses on driving the Principal s leadership vision throughout all levels of the school, and reinforcing commitment to KIPP culture. S/he must spend considerable time on delegation within the team, conflict management and morale. This leader plays an active role in the selection and development of employees (in partnership with the Principal), and is a key source of ongoing performance feedback for many teachers. The AP not only provides instructional leadership, but must create an environment that allows GLCs to be instructional leaders as well. This leader may or may not have direct accountability for school curricula, but is accountable for systems that support and encourage academic performance, as well as desired behavior and values. The AP is not accountable for operational management of the school, though s/he will have exposure to operations data, systems and decision making. 2
Competency shifts: Which competencies change the most? Critical Thinking & Problem Solving Decision making Communication Impact & influence Performance management : There are more challenges to anticipate and address, they are more complex, and impact the entire school. : In addressing larger scale/school wide problems, you must consider a greater number of stakeholders. : You must analyze, weigh options and propose solutions more quickly than before. : You make decisions with an increased sense of urgency, and do so on a daily basis. : You must publicly stand by difficult and controversial decisions that you (or the Principal) make. : You are obligated to communicate decisions to many more stakeholders in a timely manner. : You now frequently communicate to the entire school community. : You must adapt your communication style appropriately across several different audiences within the school. : You will periodically speak on behalf of the Principal. : You now often work through other school leaders (e.g. GLC s) to motivate and inspire students. : You adapt your leadership style appropriately to influence diverse audiences in the school. : You must be consistently persuasive in inspiring others to act. : You now work directly with teachers to set their individual performance goals. : You now hold both teachers and grade level teams accountable for results that roll up to the school level. : You participate in managing formalized performance evaluation. * Refer to the KIPP Leadership Competency Model, Proficiency Roadmap and Job Preview for detailed explanations of these competencies 3
Time shifts: The changes in your daily work Your core responsibility is instructional excellence within the grade Driving the grade level agenda Mostly predictable daily tasks Building relationships with a limited group of students and teachers Leading and coordinating a team of teachers Providing coaching and informal feedback to teachers Creating and managing instructional plans The majority of your work day is spent teaching in the classroom Your responsibility may be schoolwide administration, discipline or academics Driving the school wide mission Tasks that vary daily and may change unexpectedly Building relationships with all students and teachers in the school Leading and coordinating a team of managers Supporting formal performance management of teachers Empowering GLCs to manage instructional plans The majority of your work day is spent outside the classroom 4
Perspective shifts: The changes in what you value and where you focus Focusing on academics and behavior within the grade level Focus on gaining the respect and trust of students and teachers in your grade level for leadership credibility Valuing GLCs who will provide helpful peer feedback Valuing your network of peers within your school for support and empathy Focusing on maintaining a presence among students in your grade Focusing on school wide results Focus on gaining the respect and trust of all students and staff in the school for leadership credibility Valuing GLCs who will carry the leadership team s message forward Valuing networking with peers nationally across KIPP for support, empathy and sharing best practices Focusing on having a visible presence in most/all school wide activities 5
Leadership Proficiency Roadmap Assistant Principals and Deans 2009
Background Leadership Competency Model The Proficiency Roadmap is a reference tool for KIPP Assistant Principals (AP s) and Deans and those who coach, develop, and evaluate them. This tool can be used to help AP s and Deans think about specific behaviors that will help them to grow as KIPP leaders. Following the receipt of a 360 feedback survey or an evaluation, AP s and Deans can refer to this competency based roadmap to reflect upon how to improve upon specific strengths or further develop in specific priority areas for growth. Similarly, those who coach, develop and evaluate KIPP AP s and Deans can use this tool as a reference for pointing out specific behaviors that will help AP s and Deans grow as leaders. Finally, this tool can help Principals evaluating AP s or Deans think about their level of proficiency on each key behavior. This tool should be used as a reference for considering specific areas of growth; it is not expected that users will review this entire document in one sitting. To supplement this tool, please refer to the Realistic Job Preview for Assistant Principals and Deans, which offers very specific, day today examples of each key behavior, either at the proficient or master level. Note: the AP/Dean role varies quite a bit by region and by school. This document focuses on AP s and Deans who have a fairly strong management component to their work. These skills may not fit for all AP and Deans depending on how the school is organized and what expectations there are for these jobs. If some behaviors don t fit the way your school is organized, you and your manager may want to think of these as not applicable and adjust your development accordingly. 1
Proficiency Levels The three levels of proficiency refer to the skill level and expertise of the leader, but not their experience or tenure in the position. It is important to note that it is virtually impossible for a leader to be at the Master level on all behaviors. Thus, when using this roadmap each behavior should be seen as completely independent of the others. Someone could easily be at the Master level on one or more behaviors and at the Novice level on many others. Note that if someone is at the Proficient or Master level for a particular behavior, it can be assumed that they are effectively performing the behaviors of the lower levels (e.g., an individual at the Master level of a behavior is effectively performing the Novice and Proficient levels of that behavior as well). The proficiency levels are written using the following general guidelines: Novice: Leaders at this level are performing the basic behaviors required for the job, but at a minimally acceptable level. Leaders at this level can be considered to be in a learning mode for this particular behavior. Frequently, this level of behavior involves responding to circumstances rather than being proactive. Leaders at this level also tend to see issues from the standpoint of a small set of constituents rather than seeing issues broadly with a more organizational focus. Leaders who have many behaviors in this category may get results, but often do so with considerable assistance from their direct manager and must expend considerable effort learning and developing skills. Proficient: This level describes a leader who is performing effectively on a behavior to achieve results for the organization. Often, these behaviors address organizational needs proactively and involve consideration of long term consequences. Generally, someone at this level of behavior will drive results for the organization and there should be no pressing need to improve in this area for the organization to succeed. Master: The master level of behavior implies a significant step up from the proficient level. Leaders at this level are seen by others as experts, models and accomplished. At this level of behavior, leaders tend to focus on long term sustainability by mentoring others and empowering individuals so that results are achieved by others rather than through the direct effort of the leader. This level of behavior goes above and beyond what would be expected normally of a leader, but it is where truly exceptional organizational results are seen. A leader who consistently achieves at this level in many behaviors will likely have a highly functioning team that can get exceptional results with minimal direct involvement by the leader. These leaders tend to produce exceptional talent and have potential for advancement themselves. 2
STUDENT FOCUS High Expectations Student Best Interests Commitments Respect Relationships Actions and words demonstrate high expectations for all students, and a belief in their potential to complete college and succeed in life. Expresses high expectations for students with whom he/she interacts, and communicates a strong belief in their potential to complete college and succeed in life. Demonstrates passion for students and an authentic desire for students to succeed but makes some decisions without considering all direct and indirect impacts on students. Makes following through on commitments to students a priority. Respects students in actions and words. Acts as a trusted advisor to students when they seek out help. Seeks to understand the needs and motivations of students, so that decisions are made with student s best interests and needs in mind. Works directly with GLC s and other teachers to assure they do the same. Keeps commitments made to students and expects teachers to do the same. Willing to reverse decisions when doing so is necessary to keep commitments made to students. Consistently communicates expectations that all students should be treated with respect. Establishes and maintains strong relationships with students and parents, and works closely with teachers to help them do the same. Reaches out to individual students and parents to help them set their standards high for student achievement. Achieves agreement with parents as to what expectations are appropriate for their student. Expects teachers to regularly communicate confidence in all students abilities. Clearly understands the impact of all decisions on students. Works directly with GLC s and other teachers to assure that they understand student needs and empathize with their circumstances. Consistently challenges teachers when they make decisions without considering students best interests. Holds teachers accountable for keeping commitments. Helps parents see the importance of consistency and keeping promises made to students. Immediately responds with direct timely feedback when teachers or students address students disrespectfully. Treats these situations as teachable moments for both parties to support school wide culture of respect. Seeks out individual students who will benefit from added attention and support. Develops teachers so they effectively seek out students who will benefit from additional attention. Mentors students personally or connects students with teachers with whom they can build strong mentoring relationships. ASSISTANT PRINCIPALS/DEANS 3
ACHIEVEMENT ORIENTATION Challenging Goals Initiative Follow Through Resilience Flexibility Focus on Results Demonstrates high expectations in all settings by setting goals that challenge teachers, self and students to excel. Strives for success by putting in extra effort to achieve personal and organizational results. Takes initiative in situations that match personal strengths. Typically fulfills promises made to parents, teachers and students, and the Principal but may be late with some commitments or over commit and fall short in some areas. Overcomes obstacles effectively by expending extra effort when needed and seeking creative solutions to problems. Reacts appropriately to change and unexpected circumstances by personally addressing issues and/or shifting extra resources to address the issue. Encourages teachers and students to work hard by expressing the importance of achieving results. Consistently goes above and beyond typical expectations to achieve results. When necessary, makes personal sacrifices and takes responsibility for making sure results are achieved. Follows through on commitments and promises with an appropriate sense of urgency. Demonstrates tenacity for extended periods, persevering through significant challenges to reach short term goals. Supports the Principal in overcoming obstacles and problem solving. Demonstrates flexibility when plans or situations change unexpectedly. Effectively adjusts plans to achieve intended outcomes and supports Principal in managing through changes. Focuses on getting results and how they are achieved. Does not confuse effort with results. Effectively enlists the support of parents in holding high expectations of students. Involves teachers in establishing challenging goals for themselves as a way to motivate and encourage standards of excellence. Encourages and expects students, parents, and teachers to take initiative of their own and models the importance of taking personal responsibility for achieving results. Consistently delivers beyond initial commitments on or ahead of schedule. Coaches others on staff to ensure that they and others within the school follow through on commitments. Identifies students and teachers who face difficult obstacles. Helps teachers and students persevere through their own challenges and cope with stress by providing additional support, encouragement, and confidence in their ability to succeed. Models flexibility for teachers and staff and helps them adjust when sudden changes occur. Supports the Principal during sudden changes by communicating his/her messages about the changes. Holds students and teachers accountable for achieving specific outcomes while actively coaching them on their approach. ASSISTANT PRINCIPALS/DEANS 4
CONTINUOUS LEARNING Learning Risk taking Data based improvements Research Improvement Innovation Sharing Takes responsibility for behavior, mistakes, and results. Learns from successes and failures. Focuses primarily on failures, shortcomings or mistakes to improve results. Treats every success and failure as a learning opportunity and actively engages others in learning from their own behavior by using him/herself as an example. Seeks out the root causes of successes and failures to avoid future failures. Manages risk by minimizing it. Takes calculated risks to seize opportunities. Actively seeks unique and innovative opportunities and then assesses risk and rewards before pursuing them. Makes improvements in procedures, policies and teaching methods on the basis of recommendations from experts. References previous experience or the experience of others to guide practice. Maintains a focus on high quality by developing sustainable processes and procedures and advocating for these with various stakeholders. Sees the most apparent opportunities for improvement. Keeps an open door policy and listens effectively to students, parents, and teachers who share new ideas or make suggestions. Willingly shares information about current school practices to those who ask. Actively participates in dialogues with teachers and parents about best practices in education. Uses data from a wide range of credible sources to accurately assess areas for improvement in procedures, policies and teaching methods. Uses current best practices research to inform instruction and policy decisions at the school. Continuously seeks opportunities for personal and organizational improvement. Willingly accepts assistance when offered (e.g. keeps volunteers busy). Values and actively encourages creative and innovative ideas from students, teachers, and parents for how to improve the learning environment and school culture. Promotes and contributes to a culture of sharing effective practices within the school and across the KIPP network. Coaches teachers and staff to use on going data gathering for continuous improvement. Conducts research on the most effective practices for the school by piloting new programs and collecting concrete data to support or refute use by the school. Effectively integrates research and data to find improvement opportunities others may miss. Proactively solicits help from parents and teachers to improve the school and optimizes volunteers time to benefit the school. Seeks out and creates regular forums for exploring new ideas and finding ways to take the school from good to great and from great to extraordinary.. Chooses venues, times, and formats that foster creativity and openness to new ideas among participants (including parents, students and teachers). Regularly and publicly shares effective instructional and policy methods. Shares insights among teachers, parents, other schools within the region. ASSISTANT PRINCIPALS/DEANS 5
CRITICAL THINKING AND PROBLEM SOLVING Gathering Information Sorting out Complexity Anticipating Problems Breaking Down Information Analysis Weighing Options When problem solving, gathers information from multiple relevant sources and stakeholders, such as teachers, parents, students, other AP s/deans, and the Principal. Problem solves alone or with input from one or two trusted colleagues. Considers all of the relevant data when making decisions. Identifies problems readily and works diligently to find solutions. Reviews all available information to inform problem solving. Sets aside large amounts of time and resources to analyze complex problems. Focuses primarily on solving a problem quickly and may not always take the time to analyze and synthesize the information in depth. Examines the pros and cons of a conclusion when problem solving. Identifies useful relationships among complex data from unrelated areas. Anticipates and identifies problems promptly so they can be addressed in a timely fashion. Solves complex problems by breaking information and problems into parts. Analyzes, reflects upon, synthesizes, and contextualizes information. Weighs pros and cons of multiple options to solve complex problems. Problem solves using a collaborative process with involvement from the key stakeholders when appropriate. Invites people with more expertise to contribute to the problem solving. Proactively seeks out potentially conflicting data to sort out the complexity and arrive at new ways of addressing problems. Proactively identifies issues before they become a problem. Embraces problems when they arise; sees problems as opportunities and coaches teachers, parents and students to do the same. Coaches teachers and students on how to problem solve by breaking down complex information into smaller parts. Allows adequate time for reflection when analyzing complex information. Looks for opportunities to integrate information and put it into context when examining a problem. Seeks parent, staff, student and/or teacher input regarding the pros and cons of various alternatives when problem solving. Presents clear analyses of pros and cons to various alternatives when proposing particular solutions to a problem. ASSISTANT PRINCIPALS/DEANS 6
DECISION MAKING Processes Consequences Sense of Urgency Communicating Difficult Choices Supports Principal in communicating about school wide decision making processes, including who will have input on which topics and within what timeframes. and procedures. Uses transparent methods for decision making so others can see how decisions were made. Makes decisions that effectively address immediate needs. Analyzes all available data when making decisions and even when facing ambiguity, emphasizes making the right decision more so than making it in a timely fashion. Explains decisions to parents, teachers, the Principal, and students when asked, but may not proactively reach out to stakeholder groups. Works diligently to explore every alternative before making controversial decisions. This thoroughness provides comfort in the certainty of the choice but may delay difficult decisions that were inevitable from the start. Considers intended and unintended consequences of potential decisions. Makes timely decisions, using intuition as well as data in the face of ambiguity. After a difficult decision is made, works with the Principal to convey the decision to relevant stakeholders and takes follow up actions to support the decision. Effectively explains rationale and process for making decisions to parents, teachers and students. Knows when tough choices need to be made and willingly makes and stands by controversial decisions that benefit the organization. Supports the Principal in sharing with parents, students and teachers the rationale for decisions, particularly when consensus cannot be reached. Whenever possible, empowers GLC s, teachers, and students to make decisions. Coaches teachers on decision making methodologies Makes decisions that optimize the tensions between short term needs and long term consequences. Helps teachers, parents and students to see multiple potential long term consequences for their decisions. Effectively balances time demands with concerns for quality and accuracy. Recognizes that for some decisions the speed of the decision may outweigh the precision of the choice. Uses optimal methods and timing for conveying information to parents, teachers and students (e.g. personal communications on sensitive issues or memos when all groups need identical information delivered simultaneously) Anticipates when decisions will be difficult for parents, students and teachers to hear. Provides early warnings, additional information, or personal support when sharing difficult decisions. ASSISTANT PRINCIPALS/DEANS 7
PLANNING AND EXECUTION Backward Planning Resources Prioritizing Accountability Contingency Plans Methodically backward plans to achieve short and long term goals for programs, initiatives, and policies that affect teachers and students. Makes plans that effectively address short term goals but may not see long term consequences. During annual planning, secures needed resources to accomplish projects based on requests by teachers and students. Manages time and resources by responding to requests as they emerge and based on immediate needs. Assesses progress during projects and initiatives but may not have a clear sense of how much mid stream progress is needed in order to meet the final deadline. Regularly meets deadlines but may do so by putting in extra effort at the end to catch up. Tends to focus on identifying the best solution and works extremely hard to achieve it, but rarely identifies a contingency plan until the first choice clearly will not succeed. Effectively responds to unanticipated requests for resources by students, parents, and teachers by conveying these requests to the school s Principal and promptly replying to the request. Manages time and resources effectively by prioritizing efforts according to school and personal goals. Establishes clear and realistic milestones to achieve outcomes. Regularly compares actual progress to planned milestones and adjusts plans accordingly. Holds self, teachers, and students accountable for achieving milestones and outcomes Actively communicates to all stakeholders the importance of the primary goal, but also proactively develops contingency plans in advance of potential or unforeseen circumstances. Coaches teachers, students and parents on how to plan ahead by planning backward (e.g. high school or college applications, summer programs, or behavioral corrections). Empowers teachers and students as appropriate to secure resources to accomplish goals. Coaches teachers, and students on how to accurately scope a project considering resources, time and objectives. Uses short and long term priorities for the school to plan events Coaches teachers and students on the importance of developing priorities and on how to manage their time according to priorities. Regularly communicates to team members (typically teachers or students) regarding progress toward goals at key milestones and coaches them on how to adjust their efforts in order to assure on time completion. Coaches teachers on the importance of developing contingency plans and on how to develop them. Empathetically points out potential pitfalls and risks so others can learn to anticipate the unexpected. ASSISTANT PRINCIPALS/DEANS 8
STAKEHOLDER MANAGEMENT Networking Developing Relationships Trust Respect & Appreciation Seeks opportunities to work with a wide range of individuals such as the Principal, support staff, peer groups, parents, teachers, students and other members of the leadership team to achieve common goals and better outcomes. Works with internal stakeholder groups such as teachers and students. Responds to requests as needed but may not proactively establish relationships with some or all groups. Develops relationships with parents, staff, teachers, and students but may overlook opportunities to find common goals. Establishes trust of those with whom he/she works most closely. Listens to others but may not internalize their views, thus does not always address their concerns. Thanks people directly, but may not express gratitude publicly. Sometimes forgets to acknowledge the contributions of others. Develops mutually beneficial relationships and partnerships with teachers, parents, students and other administrators based upon trust, respect and achievement of common goals. Gains trust of key stakeholders by active listening and seeking to understand their views and needs. Consistently demonstrates respect and appreciation for others by empathizing with their concerns and valuing their time and contributions. Proactively engages internal and some external stakeholders (such as regional shared services staff) to create new opportunities and connections for the school. Leverages strong relationships with students, teachers and parents by connecting personal network members with one another to expand opportunities for all to exceed goals. Anticipates the needs of key stakeholders (including the Principal, parents, teachers, and students) and proactively seeks out their input and involvement on issues as appropriate. Publicly acknowledges students, staff, parents and teachers for their contributions. ASSISTANT PRINCIPALS/DEANS 9
COMMUNICATION Listening Systems Writing Speaking Listens attentively. Seeks to understand the point of view of students, staff, teachers, the Principal, and parents. Consistently confirms understanding. When appropriate shares this understanding with the Principal to improve decisions. Hears others but fails to internalize the message or perspective. May tend to share own ideas first before hearing others. Communicates using his/her own preferred methods with little consideration of the most appropriate method or for preferences of others (e.g. when to document communication in written form vs. when to make a phone call). Written communications are factually correct but fail to persuade effectively because they may miss critical information, contain extraneous information, be verbose, poorly formatted or do not address stakeholder needs. Speaks effectively but does not always adapt content and/or style to the audience or venue. Appropriately uses communication systems to regularly communicate with key stakeholders such as teachers, students, parents, the leadership team, and support staff. Writes clearly, concisely and persuasively (most frequently to teachers and support staff). Uses correct grammar, vocabulary and a tone that is appropriate to the message and audience. Speaks in a clear and articulate manner, adapting communication content and style to different audiences and venues (e.g. school assemblies, hallways between classes, or in the homes of students). Listens to all stakeholders openly with empathy and does not hesitate to ask for clarification if uncertain of meaning. Understands when best to use written or verbal communication systems and when to communicate using one on one vs. small groups. Empowers GLC s by sharing specific messages with them to in turn share with their teachers. When systematic gaps in communication exist, creates effective methods for regular tailored communication with a variety of stakeholders. Written communications convey complex information using simple terms in an organized, efficient, and compelling manner. Speaks in a compelling and articulate manner and ensures that the message is clearly understood by the audience. Quickly and easily adjusts the content and style of delivering a message when audience seems to be confused, or disengaged. ASSISTANT PRINCIPALS/DEANS 10
IMPACT AND INFLUENCE Adapting Style Making a Case Anticipating & Persuading Motivating Action Building Coalitions Adapts personal leadership style/approach given the situation and the individuals involved. Uses a leadership style that is familiar and comfortable to relate to others. Demonstrates consistency with their style regardless of audience. Effectively uses data to make a compelling case based on a clear rationale. Tends to focus on data and criteria aligned with own goals but may not consider other s needs. Persuades students, parents and teachers by asserting personal expertise or referencing policy or procedure. Tends to rely on position/job title when persuading teachers. Effectively motivates others to take action, but tends to overcome resistance by relying on formal authority. Responds to emerging issues by gathering a small group of supporters only (usually either students, parents or teachers) to determine needs. Appeals to reason and/or emotions of teachers, students, parents, and the leadership team, by presenting relevant data and/or concrete examples to make a compelling case for a position. Anticipates reactions and addresses concerns of teachers, parents, students, and the leadership team to help persuade them to move toward a goal or support an idea. Motivates parents, teachers, staff and students to action by expressing enthusiasm, optimism, and passion for ideas and initiatives. Effectively motivates parents, teachers and staff even when no formal reporting relationship exists. Builds coalitions to garner support for initiatives or programs by aligning proposals/ideas with the needs and priorities of others. Consistently adapts his/her leadership style to the audience by considering historical, situational, and individual circumstances that may affect his/her ability to influence and persuade effectively. For example, influences experienced teachers using a different approach than with first year teachers. Expertly blends relevant data, concrete examples, and demonstrations to make compelling case for a position. Coaches grade level chairs and teachers on how to effectively use data, concrete examples and demonstrations to persuade others based on their motivations and needs. Influences students, teachers, parents, and the leadership team by presenting information that will appeal to their interests or views on a subject. Coaches teachers to develop the ability to anticipate the concerns of others and persuade them to move toward a goal or support an idea. Actively encourages others (e.g. volunteer parents and teachers) to take action and accomplish goals by articulating the benefits of involvement. Avoids referencing position, title or authority when motivating others. Maintains ongoing strong relationships with key stakeholders including students, teachers, parents, and members of the leadership team so that coalitions can be quickly built when needed to support initiatives or new ideas. Quickly gathers a broad coalition of individuals with widely varying interests when issues emerge among the groups. ASSISTANT PRINCIPALS/DEANS 11
SELF AWARENESS Insight Balancing Strengths and Weaknesses Seeking Growth Understanding Perceptions Understands his/her own strengths and weaknesses. Actively seeks input regarding his/her strengths and development opportunities. Focuses primarily on improving weaknesses or emphasizing strengths to the exclusion of the other. Openly receives positive and constructive feedback from the Principal, staff, parents, teachers and students. Seeks input from the Principal and staff to understand how they perceive his/her actions. Effectively balances personal strengths and weaknesses by focusing primarily on what s/he does best but does not ignore deficiencies. Actively seeks constructive feedback and other opportunities for self development. Integrates feedback by changing behavior/actions accordingly. Understands how others perceive his/her actions, comments and tone. Has clear insight into the circumstances in which personal strengths and weaknesses become most important. Balances personal strengths and weaknesses with the strengths and weaknesses of the Principal. Helps teachers and students to understand and balance their personal strengths and weaknesses. Prioritizes personal continuous improvement by establishing channels for regularly receiving formal and informal feedback. Models openness to feedback as a way to encourage teachers and students to improve. Effectively adjusts tone and actions based on how they may affect others. Provides helpful feedback to teachers and students about how their behavior affects others. ASSISTANT PRINCIPALS/DEANS 12
CULTURAL COMPETENCE Respecting Community Inclusiveness Adjusting Behavior Working Crossculturally Valuing Diversity Demonstrates an interest in acquiring knowledge about the cultures of the community served by the school. Demonstrates knowledge of and respect for the diverse cultures of the community served by the school. Demonstrates personal respect for the community served and the cultures of students. Is open to feedback about how his/her behavior aligns with cultural norms. Understands that individuals with diverse backgrounds have varying expectations, cultural norms and use different communication styles. Values diversity and communicates the importance of developing a work environment that supports all cultures. Reinforces an inclusive environment that respects the culture and community of the students being served and models respect for all cultures. Adjusts behavior according to cultural norms and cues. Communicates and works effectively with those from diverse backgrounds. Creates an environment in which people from diverse backgrounds and perspectives can succeed. Defines success in terms not limited by culture. Consistently uses knowledge of the diverse cultures represented at the school to shape school policy, create school events, and involve parents and other community members with the school. Consistently considers cultural issues and concerns that may impact school wide events or programs. Helps students and teachers see cultural issues by pointing out cultural differences and highlighting potential opportunities for cultural education. Teaches students, staff and teachers about cultural norms and cues. Considers cultural issues when responding to volatile situations with parents, students and teachers. Expertly adjusts communication methods and styles to fit cultural norms of the audience. Actively educates students and teachers about how to interact effectively across cultures. Actively works with GLC s and other teachers to show them effective strategies for working with students and parents from a wide range of cultures. ASSISTANT PRINCIPALS/DEANS 13
DIRECTION SETTING Vision, mission, values and goals Inspiring Others Modeling Building Culture New Opportunities Managing Change Effectively articulates the alignment between the school s goals and its long term mission, vision, and values. Understands and communicates the school s mission vision, and values. Effectively inspires individuals in one on one meetings regarding school goals. Models organizational values and strong character most of the time but may slip into counter cultural behaviors when under stress or other pressures. Participates enthusiastically in rituals, programs and other events that represent the school values. Encourages others to pursue opportunities when they present themselves (e.g. applying for college scholarships) Quickly adapts to change, aligns personal effort to fit changing circumstances. Accepts changes as a natural part of school life and communicates the need to change to others. Inspires and gains commitment of small groups regarding the school s goals as an extension of KIPP s mission, vision, values. Models school values and strong character at all times. Supports the Principal s efforts at creating a positive school culture through developing programs, rituals, and visual artifacts that represent school values. Anticipates and seizes new opportunities that are aligned with strategic goals. Collaborates with and supports the Principal to manage change by seeking to understand its effects upon teachers, students, and parents. Guides others through change by helping them explore their resistance to that change and offering them concrete milestones for change. Encourages teachers and GLC s to communicate the school s mission aligned goals to parents and students on an on going basis. Gains specific commitments from teachers, students and parents to support KIPP s vision, mission, and values by working to achieve school goals. Holds teachers and members of the leadership team accountable for modeling school values and strong character by helping them see the links between their behavior, the school s values, and what is best for students. Proactively demonstrates to teachers and students how rituals and visual artifacts express the school s values. Seeks out opportunities based on strategic goals with an eye toward opportunities that involve parents, teachers, and students in collaborative efforts (e.g. finds scholarships for students and helps them apply). Manages change by working with the Principal to anticipate the potential resistances among multiple stakeholders. Effectively communicates the Principal s messages and strategies to address the resistances so others can accept changes more easily. ASSISTANT PRINCIPALS/DEANS 14
TEAM LEADERSHIP Clarifying Delegation Collaboration Encouraging Initiative Conflict Meetings Celebrating Team Clarifies roles, accountabilities and decisionmaking among staff who report to him/her. Effectively operates within expectations for his/her role and coordinates his/her own efforts well with staff and GLC s regarding accountabilities. Asks for help when falling behind in meeting deadlines or when his/her to do list significantly exceeds available time. Participates as an effective team member. Collaborates effectively with teachers, staff members and leadership team members. Takes initiative to solve problems independently or collaboratively as appropriate. Minimizes conflict wherever possible; when conflict is unavoidable, separates the parties to sort out differences. Assures that team meetings occur as scheduled with the right individuals involved but meeting management may be somewhat disorganized or unstructured. Approves team celebrations when requested. Acknowledges team successes publicly. Delegates tasks to appropriate individuals or teams. Understands what is a reasonable workload to delegate. Promotes collaboration among teachers and staff. Encourages others to cooperate and coordinate efforts. Welcomes different opinions and ideas even if it leads to conflict. Proactively, makes him/herself available to teachers and staff to assist in brainstorming and problem solving. Models appropriate responses to conflict; encourages others to manage conflict openly and productively. Effectively leads team meetings, including clear agendas, appropriate time management and assuring that all voices are heard, notes are taken and next steps identified. Prioritizes team morale and productivity, celebrating team accomplishments. Adeptly adjusts role responsibilities among GLC s or other staff based on individual abilities and interests. Coaches teachers and staff on how to delegate without authority and encourages teachers to volunteer for additional responsibilities. Helps teachers and staff see opportunities where collaboration with other members of the school community (e.g. parents) may produce better results. Encourages teachers and staff to proactively solve problems and take initiative. Provides direction regarding methods of problem solving or suggests individuals who should be involved but limits involvement when appropriate. Encourages differences of opinions that can produce creativity; however, ensures that unhealthy conflict is resolved in a safe environment by the individuals involved. Rotates meeting facilitation so others learn effective meeting facilitation. Leads an organized and productive meeting that faculty and staff look forward to attending. Takes initiative to create appropriate opportunities and events to celebrate team accomplishments. Encourages others on the team do so as well. ASSISTANT PRINCIPALS/DEANS 15
PERFORMANCE MANAGEMENT Setting Goals Resources Feedback Accountability Evaluation Works collaboratively with GLC s, teaching and other staff to establish individual performance and development goals that are clear, realistic, measurable and achievable. Sets team and individual goals with GLC s and other staff but may not clarify or make explicit the link to KIPP s mission, vision, values and goals. When securing resources to support goals, focuses on a particular subset of resources (e.g. dollars) but may overlook some important resources (e.g. time allocation). Provides feedback to teachers and peers to help them achieve their goals, but tends to give only positive feedback or to focus on shortcomings only. Feedback may not always be delivered in a timely fashion to have the greatest effect. Achieves own performance and development goals. Models organizational values and strong character in interactions with students, parents, teachers and staff. Provides peer evaluations of performance when necessary or when requested. May position evaluations as criticism more so than growth opportunities. Helps GLCS, teaching and other staff find resources needed to reach individual and team goals (resources may include human assets, time allocation, dollars, and tools). Consistently coaches teachers towards goals, recognizes accomplishments and provides timely, relevant, and constructive feedback. Holds teachers accountable for achieving their goals, modeling school values and strong character. Provides constructive evaluations of teacher performance regularly, identifying learning needs. Ensures that GLC s, teaching and other staff have individual development and performance goals that align with school goals. Anticipates and plans for resource needs to support team and individual goals. Encourages teachers and staff to learn the resource implications for setting their own goals so they can plan and anticipate their own needs. Models effective feedback giving by choosing the optimum timing and setting for providing both negative and positive feedback. Helps teachers learn to give effective peer feedback regarding their teaching and/or their nonteaching tasks. Measures progress of individual teachers on performance goals, on character and behavior changes that support school values. Publicly recognizes and rewards examples of achieving goals, and of strong character and behavior that support school values. Positions performance evaluation as a growth experience by meeting with teachers individually to identify ways to continuously improve and offering support to help them address their improvement goals. ASSISTANT PRINCIPALS/DEANS 16
TALENT DEVELOPMENT Recruitment & Selection Development Opportunities On the Job Development Retention Succession Poor Performers Recruits and contributes meaningfully to selection of a highly effective staff. Recruits and helps select staff based primarily on needs for individual course or skill sets with little consideration for school wide dynamics. Regularly advocates for the benefits and importance of professional development to teachers. Seeks out personal growth opportunities to continuously develop on the job. Encourages staff, teachers and other employees to continue working at KIPP by extolling the virtues of the school and the importance of the work being done there. Provides Principal and/or other school leaders with useful input regarding teachers and staff who may be capable and interested in changing roles. Identifies shortcomings and mis steps of staff and teachers who do not meet expectations and passes this information on the Principal. Creates development opportunities for teachers to be more effective in their roles and progress toward career goals. Recommends placement opportunities to the Principal for roles and assignments that contribute to the personal and career development of teachers and staff. Contributes to the retention of talented and valued employees by listening to their needs and working with the Principal find ways to meet those needs. Builds his/her own skills to be prepared for filling several roles (including the Principal s job) would the need arise. Participates equitably in formal proceedings to manage out staff that do not meet expectations or fit KIPP culture. Consistently recruits talented individuals for the school through personal networks and other channels. Works effectively with peers when participating on selection teams for hiring new staff. Provides valuable input to the Principal regarding hiring needs and preferred profiles for new staff and teachers. Develops and uses a framework for assessing teacher potential and identifying growth opportunities. Encourages teachers to pursue their desires for career growth. Actively encourages all staff to continuously develop themselves by seeking out new assignments and opportunities to contribute. Helps teachers and staff see their potential and suggests specific roles they may be well suited for. Works directly with the school s most talented teachers to identify opportunities for continued growth at KIPP and helps them overcome personal and organizational obstacles that may impact retention. Encourages staff and teachers who are interested in advancement to develop their skills with specific roles in mind. Actively develops several successors for own position. Helps others recognize that KIPP is not a good fit for them. ASSISTANT PRINCIPALS/DEANS 17
INSTRUCTIONAL LEADERSHIP Academic vision Curriculum Instructional improvement Assessment Use of Data Character Advocates for the importance of academic excellence in general but may not provide specifics regarding a vision for the school. Encourages teachers to use college preparatory curriculum and advocates for the importance of college as a goal for students. Recognizes and can personally deliver quality instruction that yields significant learning. Understands good pedagogy. Supports individual teachers in their assessment strategies but may not coordinate these efforts across the school. Understands how to work with and use data to improve instruction but is still learning to effectively show others how to translate data into improvements. Acts as a role model to students and \ teachers by consistently demonstrating in actions and words the importance of positive character, behaviors, and organizational values. Consistently reinforces the academic and character vision and/or goals through actions and words. Monitors GLC s and other teachers in the development and alignment of college preparatory curriculum. Supports systems established by the Principal to improve instruction including regularly observing, coaching, modeling for and teaching staff how to improve their skills. Identifies teachers who need to improve their instructional techniques and helps them address these needs. Supports the administration of multiple forms of assessments school wide, to measure and improve teaching and learning. Supports the teachers by helping them effectively use student and staff performance data to drive improved teaching and learning. Actively participates in implementing and improving upon systems that reinforce positive character, behavior and organizational values for students. Actively participates with the Principal and leadership team in formulating and codifying an academic and character vision for the school. Seeks out the latest research and new resources to inform development of a college preparatory curriculum. Creates a school wide plan for instructional improvement that considers which teachers need the most support (e.g. first time teachers) and what type of support will be most beneficial based on their needs and learning style preferences. Provides input to the Principal about the potential opportunities to improve assessments and assessment schedules. Partners with the Principal in improving annual plans for assessment school wide. Coaches teachers on how to use assessment data effectively. Proactively establishes meeting times with all teachers to review data and identify strategies to improve teaching and learning. Teaches teachers to review data independently. Encourages members of the school community (leadership team, teachers, and parents) to work together to create highly valued systems that emphasize positive character, behavior and organizational values. Note: For Assistant Principals interested in developing the Operational Management competency to support eventual succession to a Principal role, please see the Leadership Progression Roadmap tool which identifies specific shifts in skills needed for the Principal role. Please also refer to the Principal Leadership Proficiency Roadmap and the Principal Realistic Job Preview, both of which provide detail on how Principals manage operations. ASSISTANT PRINCIPALS/DEANS 18