Christian School Principal s Professional Proficiencies Rubric

Transcription

1 Equipping Christian schools Avenues to Teaching Excellence Christian School Principal s Professional Proficiencies Rubric Sample only - This document contains samples of the rubric to give you an idea of its content and how it works. Copyright 2012 Ray Tiller, Equipping Christian Schools, 27 Nurten Parade, Aspendale Gardens, Vic 3195 Ph: Mob: ray@raytiller.com.au Website: No part of this document may be reproduced or transmitted in any form or by any means for sale or commercial purposes without permission in writing of the author. Such reproduction or transmission includes any means electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system. Copyright 2012 Ray Tiller Avenues to Teaching Excellence Principals Proficiency Rubric Page 1 of 10

2 Avenues to Teaching Excellence Christian School Principal s Professional Proficiencies Rubric INDEX & BRIEF OVERVIEW ** Note: Only the highlighted proficiency rubrics are included in this document - see ECS resources webpage for information re obtaining and using the full copy. PRINCIPALS PROFICIENCY DOMAIN BRIEF OVERVIEW OF PROFICIENCY DOMAIN (See expanded details in rubric grids) 1: Engagement with the school mission Principal should understand and articulate the school mission and ensure that it is effectively outworked in every aspect of the school s operations. 2: Engagement with Christian belief, lifestyle and worldview Principal should understand the Christian faith and worldview, live consistently with its standards, and articulate it effectively in the school community. 3: Productive engagement with school board Principal should understand and work effectively with the School to ensure the effective governance of the school. 4: Leadership of the Staff Principal should appoint and develop a skilful and cohesive leadership team to 4A Establishment and development of leadership sphere responsibilities.continued over page ensure the ongoing effectiveness and health of the school. Principal should effectively develop and define spheres of leadership responsibility suitable to the size of the school, then effectively delegate to optimize his/her own leadership and the leadership of every aspect of the school. 4B: Development of Staff Culture Principal should oversee the development t of a staff culture that is warm, spiritually sensitive, supportive and productive.. 5: Professional Development of Staff Principal should effectively appraise staff performance and facilitate effective ongoing professional development strategies to ensure continual growth and 5A: Professional Development of Leaders and Succession planning school effectiveness. Principal should facilitate effective ongoing professional development strategies to ensure continual growth of leaders both within and beyond his/her own school. This development should result in the active planning for well-prepared ongoing leadership succession. 6: Effective administration of the school organization Principal should understand and work effectively with the staff leaders to administer the school s operations to ensure its efficiency and credibility. 7: Engagement with the school community Principal should understand and effectively engage with the school community to facilitate productive community support for the school. Copyright 2012 Ray Tiller Avenues to Teaching Excellence Principals Proficiency Rubric Page 2 of 10

3 Avenues to Teaching Excellence Christian School Principal s Professional Proficiencies Rubric INDEX & BRIEF OVERVIEW ** Note: Only the highlighted proficiency rubrics are included in this document - see ECS resources webpage for information re obtaining and using the full copy. PRINCIPALS PROFICIENCY DOMAIN 7A: Engagement with the Christian churches and broader local community 8: Leadership of the educational direction of the school BRIEF OVERVIEW OF PROFICIENCY DOMAIN (See expanded details in rubric grids) Principal should have a good understanding of educational processes and have effective strategies and leadership teams to produce good education in the school. 9: Leadership of the student culture of the school Principal should be skilful in the development and maintenance of a safe, 10: Leadership of the business/financial functions of the school productive and Godly student culture in the school. Principal should understand and work effectively with the Business Manager to ensure that the school s finances are properly planned and managed 11: Leadership of school infrastructure development Principal should understand and work effectively with the Business Manager to 12: Maintenance of effective working relationship with government regulatory bodies ensure that the school s infrastructure is properly planned and managed. Principal should understand and work effectively with government regulatory bodies dealing with curriculum, registration, accountability, industrial relations, child protection, etc. to ensure the integrity and credibility of the school. 13: Expression of Christlike servant leadership The Principal should embody servant leadership in the manner taught and embodied by Jesus so as to successfully lead the school and produce Godly fruits in people s lives. 14: Work-Life Balance & Personal Wholeness The Principal should maintain his/her personal and family life in balance with meeting his/her professional responsibilities. 15: Change management The Principal should plan, implement, and manage transformational change for optimum effectiveness and with appropriate staff and school community support. 16: Suitability to development stage of the school The Principal s skills set and personal situation is suitable to the ongoing leadership and development of the school at its current stage of growth and development. Copyright 2012 Ray Tiller Avenues to Teaching Excellence Principals Proficiency Rubric Page 3 of 10

4 Descriptors of the Principal s Proficiencies 1 PRINCIPAL S PROFICIENCY DOMAIN 1: ENGAGEMENT WITH THE SCHOOL MISSION Principal should understand and articulate the school mission and ensure that it is effectively outworked in every aspect of the school s operations. ITEM CURRENT DEMONSTRATED STATUS OF PROFICIENCY ITEM DETAILS INADEQUATE SOUND GOOD OUTSTANDING 1.1 Understanding Principal has a good understanding of of the mission the school mission 1.2 Practical outworking of the mission into the life of the school 1.3 Interaction with the school board re outworking of the school mission 1.4 Articulation of school mission in all spheres of leadership and community Principal has inadequate understanding of the school mission and/or appears to be uncommitted to the school mission Principal appears unable or indifferent to outworking the school mission in the life of the school Principal appears incapable of or indifferent to interaction with the board re outworking of the school mission Principal fails to coherently articulate the school mission in the school and community Principal has a reasonable understanding and commitment to the school mission to ensure that the mission is outworked in the school Principal usually makes a reasonable attempt to interact with the board re the outworking of the school mission to articulate the school mission in the school and community Principal gives good leadership to the development of strategies for the practical outworking of the mission into every aspect of the life of the school Principal has a good level of interaction with the board re the nature and outworking of the school mission. Principal competently articulates a coherent expression of the school mission in most spheres of leadership of the school and in the school community Principal has an excellent understanding of the school mission and is passionately committed to fulfilling it Principal gives excellent leadership to the development of strategies for the practical outworking of the mission into every aspect of the life of the school Principal has an outstanding and dynamic interaction with the board re the nature and outworking of the school mission Principal brilliantly articulates a dynamic and visionary expression of the school mission in all spheres of leadership of the school and in the school community. APPRAISAL STAKEHOLDERS Parents Staff Parents Staff Parents Staff Students Copyright 2012 Ray Tiller Avenues to Teaching Excellence Principals Proficiency Rubric Page 4 of 10

5 Descriptors of the Principal s Proficiencies 3 PRINCIPAL S PROFICIENCY DOMAIN 3: PRODUCTIVE ENGAGEMENT WITH THE SCHOOL BOARD Principal should understand and work effectively with the School to ensure the effective governance of the school. ITEM CURRENT DEMONSTRATED STATUS OF PROFICIENCY ITEM DETAILS INADEQUATE SOUND GOOD OUTSTANDING 3.1 Relationship Principal s relationship with the board Principal s relationship with the board Principal has a healthy and functional Principal has an open and productive with the board chair is closed, antagonistic, chair is reasonably peaceable, but relationship with the board chair relationship with the board chair and chair. unproductive, and tense. does not involve open communication enjoys a relationship of mutual 3.2 Communication with the board 3.3 Preparation of competent and appropriate board reports 3.4 Professional creative initiative to outwork board policy, mission, & strategic plan Principal appears incapable or indifferent to providing adequate information or clarification to the board Principal generally fails to provide adequate report material for the board Principal fails to take initiative to outwork the policy and mission directives of the board and is not consistently productive Principal communicates reasonably effectively with the board in areas where the board requires clarification or information Principal usually presents only the basic essential information required by the board Principal takes a reasonable level of initiative to outwork the policy and mission directives of the board Principal communicates reliably and effectively with the board in areas where the board requires clarification or information Principal prepares competent report material (as required) that keeps the board adequately informed such that they are confident in fulfilling their role Principal usually takes appropriate creative initiative to outwork the policy and mission directives of the board. support and encouragement Principal communicates very reliably and effectively, and takes initiative in anticipation of the board s need for clarification and information Principal prepares excellent report material (as required) that keeps the board well informed such that they are very confident in fulfilling their role. Principal consistently takes excellent, creative, and energetic initiative to outwork the policy and mission directives of the board. APPRAISAL STAKEHOLDERS Chair Copyright 2012 Ray Tiller Avenues to Teaching Excellence Principals Proficiency Rubric Page 5 of 10

6 Descriptors of the Principal s Proficiencies 4 PRINCIPAL S PROFICIENCY DOMAIN 4: LEADERSHIP OF THE STAFF Principal should appoint and develop a skillful and cohesive leadership team to ensure the ongoing effectiveness and health of the school. ITEM CURRENT DEMONSTRATED STATUS OF PROFICIENCY ITEM DETAILS INADEQUATE SOUND GOOD OUTSTANDING 4.1 Discerning employment of appropriate staff 4.3 Leadership of staff to fulfil school mission 4.4 Dealing with conflicts and problems with staff 4.6 Development of staff leadership team Principal frequently employs staff who are inappropriately qualified, spiritually or personally inadequate, or lacking the ability to engage and lead young people Principal appears to lack the ability to recognise staff giftings and/or is indifferent to working with staff to fulfil the school mission Principal fails to identify functional and relational glitches and/or appears to be indifferent to dealing with them with the effect that staff harmony and function is debilitated Principal does not understand or is indifferent to the development of staff leadership teams to reflect and outwork the school mission with the effect that staff do not productively lead their own spheres of responsibility to employ staff who are appropriately qualified, spiritually attuned, personally whole and suitably capable of engaging and leading young people to recognise staff gifting and to work with them to fulfil the school mission to ensure functional and relational glitches are dealt with; with the effect that staff harmony and function is in reasonably good order to the development of staff leadership teams to reflect and outwork the school mission with the effect that the staff reasonably lead their own spheres of responsibility Principal is discerning in his/her employment of staff who are appropriately qualified, spiritually attuned, personally whole, and suitably capable of engaging and leading young people. Principal usually demonstrates a solid leadership of staff towards their unified and growing expression of personal gifting in meeting the school s mission Principal usually ensures that functional and relational glitches are effectively & productively dealt with before they escalate to debilitate the culture or functional harmony of the school. Principal usually gives good leadership to the development of staff leadership team to reflect and outwork the school mission and productively lead their own spheres of responsibility. Principal consistently demonstrates excellent discernment in his/her employment of staff who are appropriately qualified, spiritually attuned, personally whole, and suitably capable of engaging and leading young people. Principal consistently expresses a dynamic leadership of staff towards their unified and growing expression of personal gifting in meeting the school s mission Principal consistently discerns functional and relational glitches and sensitively and seamlessly deals with them to maintain harmony and function in the staff. Principal consistently gives excellent leadership to the dynamic development of staff leadership team to reflect and outwork the school mission and productively lead their own spheres of responsibility. APPRAISAL STAKEHOLDERS Chair Staff Staff Copyright 2012 Ray Tiller Avenues to Teaching Excellence Principals Proficiency Rubric Page 6 of 10

7 Descriptors of the Principal s Proficiencies 5 PRINCIPAL S PROFICIENCY DOMAIN 5: PROFESSIONAL DEVELOPMENT OF STAFF Principal should effectively appraise staff performance and facilitate effective ongoing professional development strategies to ensure continual growth and school effectiveness. ITEM DETAILS 5.1 Appraises teaching staff effectiveness 5.2 Facilitates setting & implementation of developmental goals for teaching staff 5.3 Appraises non-teaching staff effectiveness 5.4 Facilitates setting & implementation of developmental goals for nonteaching staff CURRENT DEMONSTRATED STATUS OF PROFICIENCY ITEM INADEQUATE SOUND GOOD OUTSTANDING Principal fails to adequately appraise Principal s appraisal of the skills and Principal adequately appraises the Principal s appraisal of the skills and the skills and function of the teaching function of the teaching staff is at a skills and function of the teaching function of the teaching staff is staff. basic level. staff. excellent and accurately identifies Principal fails to respond to teacher appraisal there is little or no setting and/or implementation of appropriate developmental goals for each individual teacher. Principal fails to adequately appraise the skills and function of the nonteaching staff. Principal fails to respond to nonteaching staff appraisal there is little or no setting and/or implementation of appropriate developmental goals for each individual staff member. to respond to teacher appraisal he/she has set and implemented some appropriate developmental goals for each individual teacher. Principal s appraisal of the skills and function of the non-teaching staff is at a basic level. to respond to non-teaching staff appraisal he/she has set and implemented some appropriate developmental goals for each individual staff member. Principal responds to teacher appraisal by facilitating the setting & implementation of appropriate developmental goals for each individual teacher. Principal adequately appraises the skills and function of the non-teaching staff. Principal responds to non-teaching staff appraisal by facilitating the setting & implementation of appropriate developmental goals for each individual non-teaching staff member. developmental needs. Principal responds to teacher appraisal by facilitating the setting & implementation of appropriate developmental goals for each individual teacher. Principal s appraisal of the skills and function of the non-teaching staff is excellent and accurately identifies developmental needs. Principal responds to non-teaching staff appraisal by facilitating the setting & implementation of appropriate developmental goals for each individual staff member. APPRAISAL STAKEHOLDERS Teachers Teachers Non-teaching staff Non-teaching staff Copyright 2012 Ray Tiller Avenues to Teaching Excellence Principals Proficiency Rubric Page 7 of 10

8 Descriptors of the Principal s Proficiencies 5a PRINCIPAL S PROFICIENCY DOMAIN 5A: PROFESSIONAL DEVELOPMENT OF LEADERS AND SUCCESSION PLANNING Principal should facilitate effective ongoing professional development strategies to ensure continual growth of leaders both within and beyond his/her own school. This development should result in the active planning for well-prepared ongoing leadership succession. ITEM DETAILS 5A.1 Identification of emerging leaders in current staff 5A.2 Engagement with strategic and visionary professional development of leaders 5A.3 Facilitation of networked leadership development 5A.4 Engagement with succession planning for senior leadership of the current school CURRENT DEMONSTRATED STATUS OF PROFICIENCY ITEM INADEQUATE SOUND GOOD OUTSTANDING Principal is reasonably supportive of Principal encourages potential and Principal is actively and strategically emerging leaders when their emerging leaders to take opportunities engaged in identifying and encouraging capabilities become apparent. He/she to lead and supports their professional the emergence of leadership among takes limited strategic initiative to growth. his/her current staff. identify and develop emerging leaders. Principal appears to be unaware or disinterested in potential or emerging leaders in the current staff; and/or he/she is threatened by or represses their emergence. Principal appears to be unaware of, or is not supportive of, or is resistant to initiatives to develop emerging leaders vision and skills with view to preparing them for the next and future steps in their advancement to senior leadership roles Principal has a narrow view of leadership and only seeks to develop and support initiatives to fill the immediate personnel and leadership needs of his/her own school. Principal is unaware of or resistant to the need for succession planning with the result that leadership change is forced by circumstance and causing disruptive disjunctions in leadership transition. Principal is generally supportive of the initiatives of emerging leaders to develop their vision and skills with view to preparing them for the next and future steps in their advancement to senior leadership roles. Principal is reasonably supportive of the initiatives of emerging leaders to develop their skills beyond their current position and school. He/she may however be mostly focussed on the immediate needs of his/her own school. Principal is passively aware of and cooperates with the board s initiatives to identify the school s needs for succession for all senior leadership positions and strategically plan appropriate transition/succession processes. Principal encourages and supports the development of emerging leaders vision and skills with view to preparing them for the next and future steps in their advancement to senior leadership roles. Principal supports and assists emerging leaders develop their skills beyond their current position and school. He/she has some commitment to development of leaders beyond the immediate needs his/her own school. Principal is aware of and supports the board s initiatives to identify the school s needs for succession for all senior leadership positions and strategically plan appropriate transition/succession processes. Principal strategically plans and initiates development of emerging leaders vision and skills with view to preparing them for the next and future steps in their advancement to senior leadership roles Principal actively and strategically facilitates the development of leaders in a system wide setting with view to ensuring that Christian schools will have a well-prepared next generation of senior leaders. Principal actively works with the board chair to identify the school s needs for succession for all senior leadership positions and strategically plan appropriate transition/succession processes. APPRAISAL STAKEHOLDERS Potential leaders Potential leaders Potential leaders chair Potential leaders Copyright 2012 Ray Tiller Avenues to Teaching Excellence Principals Proficiency Rubric Page 8 of 10

9 16.1 Founding or Pioneer stage Appendix #1 - Descriptors for the school s stage of development (related to Proficiency Domain 16) School Growth / Development Stage Descriptions of what you are likely to see in a school at this stage School is probably small usually less than 80 students. School policies, structures, and culture are being developed and are probably not established or stable. Principal probably has a substantial teaching load There are probably few (or no) middle managers or leaders to support the principal s leadership, so development & delegation of leadership spheres & responsibilities (other than the principal s) is usually minimal or absent. Staff members have multiple responsibilities with limited specialisation. The principal is likely to be seen as the only inspirational leader, culture-setter, disciplinarian, public relations person, communicator and visionary. The principal is likely to be a hands-on-everything leader who takes most of the initiative in the school and everybody needs the principal s permission for every initiative that happens. Resources and personnel are limited Parents are enthusiastic, committed to the pioneering spirit and readily give volunteer support and finances to make up for the inadequacies of personnel & resources. If a church has been the founding parent of the school, there is probably a high level of provision by then church (particularly its senior leaders) of leadership initiative, resources, personnel contributions, and physical facilities. Moving forward... the critical issues to be addressed in the strategic forward development of a Founding/Pioneer School: Some of the critical issues faced by the school community, governance & staff of a founding/pioneer stage school are: - A clear articulation of a long-term vision & mission which is consistently expressed in the documentation for websites, governance, constitution, curriculum, etc. It is advisable to check that this vision & mission includes: a. A genuine educational mission that can be recognised by the community at large, not just a small group of enthusiastic parents. b. A consideration of who the school will potentially minister to and how the mission can be made coherent and desirable for all of the people i8n the target client group. - A constitution, governance structure, and governance mode of operation that is carefully designed to provide good probity and dynamic forward direction beyond the tenure of the founders. In particular, it is advisable to look to how the relationship with any founding church will be handled when/if the school grows to be bigger and more complex than the church. - Development of relationships and credibility with key stakeholders (eg, churches, businesses & other community groups) within the region. Copyright 2012 Ray Tiller Avenues to Teaching Excellence Principals Proficiency Rubric Page 9 of 10

10 16.5 Post-Establishment Stage School is probably years old. Student numbers are probably static or fluctuating Policies, programs, staffing roles, school culture are established in tradition, policy and school community expectation to the extent that people generally don t question them or they are non-negotiable givens of the school s operations. Leaders may have been in the school in the same positions for many years. New staff can sometimes feel frustrated because they are not free to innovate there seems to be resistance from those who know how it always has been done. New leaders sometimes feel strangled in the initiative of their leadership by the staid resistance of the old guard. The school can sometimes feel like the dynamic and vigour of the school s mission, spirituality, sensitivity to God s direction, etc has become encrusted some people report that we seem somehow to have lost our focus. Some schools at this stage can feel that they are in decline. There is sometimes evident tension between the benefits of getting new blood and new ideas into the school and the old ways are tried & proven, let s not fix what ain t broke! Moving forward... the critical issues to be addressed in the strategic forward development of a Post-Establishment Stage School is to engage with the school community, governance & staff -to examine the effects of the encrustation of the school s mission, leadership, & culture, and to strategically renew, or recommission the school. The following items should be considered : 1. Vision & Mission:, principal, senior staff, staff, & parents should revisit and review & refresh your school vision and mission. Depending on need, the school might need assistance to strategise effective communication to key stakeholders. 2. Strategic Planning: and senior staff should evaluate the strengths and weakness of the school s current operations and develop key strategies to fulfil its vision/mission. Depending on need, this process might include: The identification, refinement, and communication of the school s niche in its community; Evaluation of the effectiveness of the deployment of people and roles in the school s operations; Professional development of the principal, leaders & staff. 3. Governance: and principal should revisit and refresh the school's constitution and governance processes. Depending on need this process might include: Clarifying the constitutional/functional connection and functional harmony between a church and its school; Clarifying the functional relationship between the school board and the principal and executive staff; Evaluating the expertise of board members and the ability of the board to function efficiently. 4. Leadership Refreshment and Development: The school may need to review & refresh leadership structures, job descriptions, and leadership skills. Depending on need we might address: Job descriptions and functional relationships between leaders; Instruction in the concepts of servant leadership in the spirit of leaders functions; Evaluation of and instruction as needed in the effectiveness of leadership skills; Professional learning programs for principal and leaders. Copyright 2012 Ray Tiller Avenues to Teaching Excellence Principals Proficiency Rubric Page 10 of 10