Week 1 Assignment, Part 1: Self-Assessments

Self-Assessment #1: TELSA

The first self-assessment you will complete this week is the Training and Educational Leader Self Assessment, or TELSA. The TELSA can be found on pages 3-15 of your School Leader Internship text. The TELSA was added to your text following the revision of the Interstate School Leaders Licensure Consortium (ISLLC) standards in December 2007. If Section 1.3 of your text is not labeled “Self-Assessment of the TELSA,” you do not have the most current version of the text. Go to the Resources folder for this course and open the file titled “School Leader Internship -- ISLLC Standards and TELSA Self-Assessment,” and use pages 3-15 of that file to complete this self-assessment.

This TELSA Self-Assessment asks you to rate the degree of difficulty, importance, and frequency of the following ten duties and responsibilities:

·   Lead Analysis, Design, and Development of Instruction

·   Lead Implementation of Instruction

·   Lead Evaluation of Instruction

·   Lead Staff Development

·   Perform Learner-Related Administrative Duties

·   Perform Staff-Related Administrative Duties

·   Perform Budgetary and Other Administrative Duties

·   Communicate/Use Communication Technology

·   Self-Development

·   Crisis Management

You may fill out each section of the TELSA assessment in your textbook, or by printing the resource document. You do not have to submit a copy of the assessment as part of this assignment, but calculate your scores based on the tables on page 4 and the formulas on page 15, and enter the information into the table below. Under the column labeled “Priority,” enter “Low,” “Medium,” or “High” based on the table on page 15. You will refer to this information at the end of this week’s assignment, as you write your Personal Assessment Paper.

TELSA Section	Raw Score	Divide By	Mean Score	Priority
I. Lead Analysis, Design, and Development of Instruction	320	29	11	Medium
II. Lead Implementation of Instruction	134	16	8	Medium
III. Lead Evaluation of Instruction	358	34	11	Medium
IV. Lead Staff Development	221	22	10	Medium
V. Perform Learner-Related Administrative Duties	103	13	8	Medium
VI. Perform Staff-Related Administrative Duties	195	22	9	Medium
VII. Perform Budgetary and Other Administrative Duties	134	12	11	Medium
VII. Communicate/Use Communication Technology	178	22	8	Medium
IX. Self-Development	56	8	7	Low
X. Crisis Management	95	9	11	Medium

Self-Assessment #2: Keirsey Temperament Sorter

Next, you will complete the Keirsey Temperament Sorter. This 71-item self-assessment will provide you with one of four temperaments: Guardian, Idealist, Artisan, or Rational. Refer back to your Week 2 lecture for descriptions of the four temperaments.

Taking the Keirsey Temperament Sorter requires you to register at www.keirsey.com. Follow these instructions to take the assessment:

·   Go to www.keirsey.com.

·   At the upper-right of the page, click on “Take the KTS-II!”

·   Enter your name and email information, and create a password in the required fields.
(Do not click the box under the final field unless you want to receive the Keirsey newsletter via email.)

·   After you have entered your information, click the “Take the Keirsey Temperament
Sorter-II Personality Assessment” graphic.

·   Select the language in which you want to take the test.

·   Read the directions before taking the assessment, answer all items, type in your first name, and click “Finish.”

·   At the top of the page, you will be given your temperament. You do not have to purchase any of the reports offered as part of this assignment.

·   To learn more about the four temperaments, move your cursor over “The Four Temperaments” on the toolbar at the top of the page, and click on one of the temperaments, or the overview.   

In the space below, enter the temperament you were given after taking the Keirsey Temperament Sorter.

Idealist (NF)

Self-Assessment #3: Motivation Beliefs

Motivation is closely tied to learning and performance, and leaders must be aware of policies and practices that motivate or de-motivate faculty and students. Review the major theories of motivation found in the “Motivating and Developing Others” section on pages 82-85 of School Leader Internship. Focus on what you perceive to be effective motivation in the workplace. Consider any real-life examples for each theory where you felt motivated or have witnessed others motivated. You may not agree with one or more of the theories, or you may simply feel they do not motivate you. Make notes as you read through each theory.

Review the section on motivation in the Sample Personal Assessment in the Resources. You will write a summary or findings of this activity in your Personal Assessment Paper. Include a list of the things that motivate you or that you use to motivate students. Choose at least three of the theories, and provide examples of methods a school leader could use to motivate faculty and staff.

Self-Assessment #4: Task vs. People Profile

Much research has been conducted on leadership emphases on either task or people. The classic “Managerial Grid” developed by Blake and Mouton is still relevant today. In this four-part grid, the leader can be in one of four quadrants. He or she can have a high emphasis or priority on the task with a low priority on the needs of people; a high emphasis on the needs of people and a low priority on the task; be low in both; or be high in both. Some leaders are very good at completing tasks, but may have very little people skills, while others are great with people, but often do not complete the task as best they can.  Research today calls for leaders that put a high priority on both task and people.

The following items describe aspects of leadership behavior. Respond to each item according to the way you would most likely act if you were the leader of a work group. Rate yourself on each item based on how often you would most likely behave in the described way: Always (A), Frequently (F), Occasionally (O), Seldom (S), or Never (N).

Please refer to the Resource Section of EPIC to find a sample of this assessment.

Rating Choices: A = Always F = Frequently O = Occasionally S = Seldom N = Never	My Rating
1.    I would most likely act as the spokesman of the group.	F
2.    I would encourage overtime work.	O
3.    I would allow members complete freedom in their work.	F
4.    I would encourage the use of uniform procedures.	O
5.    I would permit the members to use their own judgment in solving problems.	F
6.    I would stress being ahead of competing groups.	S
7.    I would speak as a representative of the group.	F
8.    I would needle members for greater effort.	N
9.    I would try out my ideas in the group.	O
10.  I would let the members do their work the way they think best.	F
11.  I would be working hard for a promotion.	O
12.  I would tolerate postponement and uncertainty.	O
13.  I would speak for the group if there were visitors present.	F
14.  I would keep the work moving at a rapid pace.	F
15.  I would turn the members loose on a job and let them go to it.	F
16.  I would settle conflicts when they occur in the group.	F
17.  I would get swamped by details.	O
18.  I would represent the group at outside meetings.	F
19.  I would be reluctant to allow the members any freedom of action.	N
20.  I would decide what should be done and how it should be done.	O
21.  I would push for increased production.	O
22.  I would let some members have authority which I could keep.	F
23.  Things would usually turn out as I had predicted.	F
24.  I would allow the group a high degree of initiative.	F
25.  I would assign group members to particular tasks.	F
26.  I would be willing to make changes.	F
27.  I would ask the members to work harder.	O
28.  I would trust the group members to exercise good judgment.	F
29.  I would schedule the work to be done.	F
30.  I would refuse to explain my actions.	N
31.  I would persuade others that my ideas are to their advantage.	O
32.  I would permit the group to set its own pace.	O
33.  I would urge the group to beat its previous record.	O
34.  I would act without consulting the group.	S
35.  I would ask that group members follow standard rules and regulations.	O
CONCERN FOR PEOPLE	12
CONCERN FOR  TASK	22

When you finish filling out the assessment, complete the following steps:

·   Bold your responses to items 8, 12, 17, 18, 19, 30, 34, and 35.

·   Write the number 1 in front of the bolded item number if you responded S (seldom)
or N (never) to that item.

·   Write a number 1 in front of item numbers not bolded (all statements except 8, 12, 17, 18, 19, 30, 34, and 35) if you responded A (always) or F (frequently).

·   Bold the number "1s” you have written in front of the following items:
3, 5, 8, 10, 15, 18, 19, 22, 24, 26, 28, 30, 32, 34, and 35. (You may want to use a different text color for this step)

·   Count the bolded number "1s.” This is your score for concern for people.
Record this score under Concern for People.

·   Count up the number of times you indicated "O" (Occasionally) as a response to statements.

·   Add the total number of "Os” to your score for concern for people. Subtract that total
from 35. The remainder is your score for concern for task. Record this score under
Concern for Task.

Following completion of this assessment, review the section on Task vs. People in the Sample Personal Assessment (located in the Resource Section), and include in your Personal Assessment Paper your scores on both task and people. Briefly describe the underlying beliefs that cause you to score higher or lower on the two orientations. Describe ways you might increase a low score on either.

Self-Assessment #5: Ethical Orientation

What is your ethical orientation? What position do you usually take in decisions involving matters of ethics? And what are your underlying assumptions? Your answers to the brief case studies presented in this self-assessment will help you in understanding how your values and your priorities influence your ethical orientation and the direction your ethical decisions are likely to take.

For this assessment, read each of the eight cases and choose the most appropriate response in each case. Highlight your selected option in bold. Assume that no other alternatives are realistically available. Do not read more into the case than is explicitly stated. After you have finished the cases, tabulate your answers using the scoring sheet that follows.

Case I - You are the immediate supervisor of an older employee who has been with your firm for 22 years. This individual is not very efficient, has not kept up with his field, and has created numerous problems which you have attempted to cover up out of a personal liking for him. A senior executive in your division asks you to fire the man. You know that the older employee will have difficulty getting another job. You also know that he is eligible for a pension in one more year. You:

A-1. fire him because you are following the senior executive’s order.

C-2. resist the decision because it seems grossly unfair.

D-1. fire the man because you really believe that despite personal feelings everyone should pull his weight in business.

P-3. refuse to follow the executive’s order because you feel it is immoral.

Case II - The United States is engaged in a controversial war with another country to try to secure by seizure a source of oil. This action is defended by Washington as the only means of assuring an energy supply to maintain industrial production and our quality of life in the face of the other country’s boycott diplomacy. You:

Z-3. support the war because we need the oil to keep industry going.

G-1. condemn the war because you feel all wars are immoral.

F-4. condemn the war because this is just another political game and you feel people may be killed unnecessarily.

B-1. support the war because you support your country.

Case III - You are an innovative engineer employed in a very competitive high-technology industry. You know trade secrets in the company for which you work. Even though the prevailing custom in the industry is to make a career in one company, you have been offered a great deal of money to change to a competitor’s payroll. You:

N-1. stay because of the informal industry custom against leaving.

Y-4. stay because you think it would be unethical to leave and take trade secrets with you.

S-4. stay out of loyalty to your company.

R-1. leave to follow your own self-interests in the labor market.

Case IV - You are the head of your company’s foreign operation. Your boss in the United States calls to express urgent need for a shipment of important hardware to a company plant in Seattle. Production on an important contract is delayed until its arrival. You reply that the dockworkers will not load the heavy crates until union leaders receive a payoff of $5,000. Your boss tells you to do whatever is necessary. Bribery is endemic in the country in which you are doing business. You:

Y-2. make the payoff reluctantly because you are under the orders to “do what is necessary.”

Q-3. make the payoff in good conscience because it is not in violation of local custom.

H-4. argue back to your boss that you wish to maintain high standards as an American businessperson abroad.

H-2. flatly refuse to do it because you consider bribery and payoffs universally immoral.

Case V - You are the plant manager of a paper mill outside a large Western city. The City Council has passed a non-binding resolution (which you suspect represents the majority will) asking you to do something about the noxious fumes your plant is producing. This would be expensive. Your boss at New York headquarters says to forget it, that while you job is not immediately on the line, there is growing concern over the profitability of your plant’s operation, and that you may be in trouble two or three years hence if profits don’t climb. You:

K-2. forget the City Council resolution in order to keep costs lower.

M-2. follow the Council’s recommendation because you believe that pollution is immoral.

T-3. follow the Council’s suggestions on the assumption that people are entitled to a clean environment.

G-5. respond to the Council in writing and tell it to address further requests on this matter to your New York office.

Case VI - You are a new salesman for an equipment company. The boss sends you out for the first negotiation with a big client. As you leave the office, he says that his client likes to have a good time and gives you a woman’s telephone number. You know what he has in mind, and you know others do this in the industry. You:

X-4. do not use the number because you feel such action is socially undesirable.

U-1. do not use the number because you feel that such action is generally improper and immoral.

P-1. use the number because you feel your boss has made it plain this is company policy and your views are unimportant.

O-1. use the number, figuring that it can only make your commission greater.

Case VII - You are the head of a division of a large manufacturing company that does a sizeable amount of its business under state contract. At election time you are approached by a Senatorial candidate from your state who asks for a large personal (legal) donation. He says that if he wins reelection he will favor your firm. You do not personally support this candidate because your political affiliation is different from his. You:

U-3. give the donation in the expectation of gaining business.

E-2. seek a decision from your superiors in the home office, which is in another state.

B-3. refuse to give the donation because you feel his political position is not in the best interest of the majority of the people.

W-2. refuse to give the donation because you feel that to do so would be unethical.

Case VIII - You are the manager of a theater in a large, financially faltering chain. In order to boost ticket receipts, central management has booked a very popular feature, which you think involves excess violence. You disapprove of this movie personally, and you are certain many in your local community do also. You:

L-1. show the film because, since management picked it, they must know what they are doing.

O-4. show the film because people have a right to determine for themselves what they see.

A-3. flatly refuse to show the film because you consider it immoral.

M-4. show the film because it is a proven moneymaker.

To score your answers, highlight in bold below the same letter-number that you answered on the test items. You will probably find that your answers tend to cluster along one of the horizontal lines. 

I.          II.         III.        IV.        V.         VI.        VII.       VIII.

D-1      Z-3       R-1      Q-3      K-2      O-1      U-3      M-4      Category One

A-1      B-1      S-4      Y-2      G-5      P-1      E-2      L-1       Category Two

C-2      F-4       N-1      H-4      T-3       X-4      B-3      O-4      Category Three

P-3      G-1      Y-4      H-2      M-2      U-1      W-2     A-3      Category Four

Category One – Economic: The economic person’s first concern is with making money. The person who adheres to this king of thinking pursues efficiency and economy in business irrespective of idealistic considerations, personal feelings, and/or society’s needs, if these are, indeed, conflicting.

Category Two – Organizational: The organizational person’s first concern is to achieve the goals of the organization or group. Individual values and personal opinions are subordinated to organizational or group needs.

Category Three – Socially Aware: The socially aware person is the person who believes that the needs of society (the needs of all people) transcend the needs of any one person or group.  The primary concern is the welfare of others, even when that may conflict with his/her personal and economic self-interest or his/her business or organizational goals.

Category Four – Idealistic: The idealistic person believes that there are ethical ideals or Eternal Truths, which transcend social conventions, public expectations, or personal considerations. These ideals are “rules to live by” – God-given or self-imposed – true for all people in all places and times.

Review the section on Ethics in the Sample Personal Assessment and include in your Personal Assessment Paper the category that describes you from the ethical orientation activity above. Explain why you do or don’t believe that the category accurately represents you. Additionally, include any major ethical beliefs that you consider crucial as an educational leader. Examples might include being honest in all situations, or treating all students fairly.

Self-Assessment #6: Attributes of Leaders

This personal assessment introduces you to attributes of leaders. For many years, researchers attempted to find the key attributes or characteristics of leaders. This was desired so that organizations could find and hire individuals with certain attributes or characteristics. But researchers never found total success because successful leaders may vary greatly, especially in characteristics. Despite these frustrating results, there is a strong correlation between successful leaders and the following attributes:

Physical Vitality and Stamina: A leader must have a high energy level and physical durability.  Top leaders possess these characteristics. Although some have suffered from malady, they did not loose the vitality and durability. Eisenhower and his heart attacks, and F.D.R. and his poliomyelitis – yet both were vital and had high energy levels. This energy is important when individual is placed under pressures from within the organization and from without.

Intelligence and Judgment in Action: Intelligence is important to any leader. They must possess the capability to analyze. Without this ability, they become managers and deal with the day to day. Judgment is the ability to combine hard data, questionable data and intuitive data to arrive at conclusions that events prove to be correct. Judgment includes effective problem solving.

Willingness to Accept Responsibility: Willingness to accept responsibility is the willingness to bear the burden of leadership. This includes willingness to lead, to make a decision, and to step forward when no one else will. This is one of the key attributes - the willingness to take a risk.

Task Competence: This is defined as the knowledge a leader has of the task at hand. Task competence is important in relationship to various levels in the organization. The closer one is to the task - the greater the need for knowledge of the task. The CEO of the Ford motor company does not need to know how to put the valves in an engine block, bu the engineers and managers of the engine assembly plant better know. Top-level leaders cannot manage the information needed to be able to perform all tasks; however, they must be knowledgeable on the whole system, its mission, and the environment in which it functions.

Understanding the Followers and their Needs: The leader must know the people in the organization, and their motivations.

Skills in Dealing with People: At the heart of this attribute is the ability to deal with people in a social perspective. The leader has the ability to assess readiness or resistance of followers to move in a direction, and the ability to show sensitivity to others.

Need to Achieve: Leaders have a driving pressure to achieve. This is an internal personal trait that all leaders possess.

Capacity to Motivate: This attribute is at the heart of popular leadership. It is the capacity to move people in a direction, communicate persuasively, and the ability to strengthen confidence.

Courage, Resolution, and Steadiness: A leader needs courage. He or she needs to be willing to take risks not on an isolated incident but repeatedly. A leader must be able to function well under prolonged stress, and must be able to survive defeat and keep going.

Capacity to Win and Hold Trust: A leader must be able to win trust. Gaining the trust of constituents is important, and holding that trust is the key to success. Without trust, the leader cannot lead effectively.

Capacity to Manage, Decide, and Set Priorities: In the traditional sense, the manager must be able to make decisions. The greatest example of this is, “You don't call a committee meeting when the building is on fire!"  Leaders must be able to set goals and priorities.

Confidence: Leaders must be confident. They must believe that they are capable of performing tasks of many types. People in the organization must perceive the leader as confident if the leader wants the organization to feel confident in its mission.

Ascendance, Dominance, and Assertiveness: Leaders have a strong desire to take charge. Leaders have a tendency to be dominant persons.

Adaptability, Flexibility of Approach: Leaders must be able to identify changing situations and adapt to them. They must be able to modify their approach and choose the path that will accomplish tasks.

After reflecting on the attribute descriptions, rate the degree to which the following attributes apply to you:

Rating Choices: HD = High Degree MD = Moderate Degree LD = Low Degree NA = Not At All	My Rating
1.    Physical Vitality and Stamina	MD
2.    Intelligence and Judgment in Action	HD
3.    Willingness to Accept Responsibility	HD
4.    Task Competence	MD
5.    Understanding the Followers and Their Needs	HD
6.    Skills in Dealing with People	HD
7.    Need to Achieve	MD
8.    Capacity to Motivate	HD
9.    Courage, Resolution, and Steadiness	HD
10.  Capacity to Win and Hold Trust	HD
11.  Capacity to Manage, Decide, and Set Priorities	MD
12.  Confidence	MD
13.  Ascendance, Dominance, and Assertiveness	LD
14.  Adaptability, Flexibility of Approach	MD

Review the section on Attributes of Leaders in the Sample Personal Assessment and include in your Personal Assessment Paper the attributes that best describe you. Submit your findings as the three top attributes, and the three lowest. For the three lowest, briefly describe how you might develop these in the future. Keep in mind that attributes take a significant period of time to develop.

Self-Assessment #7: Conflict Style

Conflict is inevitable. People have different perspectives, experiences, and values, and these will surface as conflict in the workplace. Leaders see conflict as an opportunity to make the organization more effective and efficient, and improve the quality of life for all of its members. While the conflict itself may be detrimental, the resolution of the conflict provides learning and growth for the organization. 

Most conflict is role conflict, (e.g. “She cannot do that;” “He is supposed to be doing it this way;” “Who exactly is responsible?”) It is difficult for the leader to ensure that everyone knows his or her duties and responsibilities, along with everyone else’s. Yet, this is the root of most role conflict. It is vital for the leader to have accurate job descriptions, open communications, and a means to resolve conflict.

This activity presents several styles of handling conflict and an initial assessment of your beliefs. This questionnaire on conflict-handling styles was developed by the Northwest Regional Educational Laboratory to give you some information about yourself in order to better understand your orientation toward conflict. The statements focus on attitudes and behaviors in interpersonal conflict situations. There are no "right" or "wrong" answers. Rather, you should select the statement in each pair that best describes your approach to conflict.

Highlight your answer to each question in bold.

When there are conflicts…

1.a. I push hard to achieve my goals.

b. I try to consider the other person's concerns and goals, as well as my own.

2.    a. I try to see things from the person's point of view.

b. I try to strike a balance of "wins and losses" with other persons.

3.a. I try hard not to hurt the other person's feelings.

b. I try to understand all of the other person's concerns.

4.    a. I try to propose a compromise solution that both of us can agree to.

b. I put off dealing with the conflict until I've had a chance to think about it.

5. a. I try hard to influence others to accept my position.

b. I try to find the middle ground, where the other person and I can agree.

6. a. I try to deal with all of the other person's concerns and goals, as well as my own.

b. I try to avoid situations in which there is anger and hostility.

7. a. I try to persuade the other person to see the positive side of things.

b. I try to find a middle ground where the other person and I can agree.

8. a. I often acquiesce in order to maintain a good relationship with the other person.

b. I am firm in pursuing my goals and ideas.

9. a. I do whatever I can to demonstrate the advantages of my position.

b. I try not to get involved in controversies with others.

10. a. I believe it is important to maintain good relations with the other persons in resolving   our differences.

b. I give in rather than hurt the other person's feelings.

11. a. I try to get the other person to see the things on which we agree.

b. I try not to get involved in controversies with others.

12. a. I let others deal with the difficult and controversial issues.

b. I try hard to maintain positive relations with the other person.

13. a. Winning my position is more important than maintaining positive relations with others.

b. Consensus or agreement is more important than winning my own position.

14. a. I am willing to give on some points if the other person does too.

b. I do whatever I can to demonstrate the advantages of my position.

15. a. I stay away from situations in which there is anger and hostility.

b. I try to achieve my goals regardless of the other's feelings.

16. a. I avoid topics that provide disagreement and controversy.

b. I try to see things from the other person's point of view.

17. a. I am willing to reveal all of my concerns and ideas in order to come to agreement with the other person.

b. I push hard to achieve my goals.

18. a. I try to find the middle ground where we can both agree.

b. I am willing to reveal all of my concerns and ideas in order to come to agreement with the other person.

19. a. I put off dealing with conflict until I've had a chance to think about it.

b. I try to strike a balance of "wins and losses" with the other person.

20. a. I believe it is better to reach a compromise than to let the conflict go on.

b. I usually concede if the other person feels more strongly about the issue.

Use the following chart to compile your score of bold items on this assessment. Put the number of bold answers from each column in the “Totals” box.  You can find an example in Documents in the Resource section of Epic.

1.	A			B
2.			B	A
3.		A		B
4.			A		B
5.	A		B
6.				A	B
7.		A	B
8.	B	A
9.	A				B
10.		B		A
11.		A			B
12.		B			A
13.	A	B
14.	B		A
15.	B				A
16.				B	A
17.	B			A
18.			A	B
19.			B		A
20.		B	A
Totals	1	3	5	7	4
	Forcing	Harmonizing	Negotiating	Integrating	Avoiding

Your scores for the conflict handling styles will probably be mixed. Some will be high and some low. In general, scores of 0-2 are considered low in each category, while 3-6 are moderate and 7-8 are high.

Forcing: High in concern for accomplishing goals and establishing position, but low in concern for feelings and smooth working relationships; assertive, aggressive and competitive.

Harmonizing: High in concern for people, feelings and smooth working relationships; low in concern for goal and position; accommodation, acquiescing, giving-in.

Negotiating: Moderate in concern for both relationships and goals; middle-ground aimed at achieving compromise in order to resolve the conflict.

Integrating Style: High on both concern for relationships and concern for goals; seeks new goals which incorporate those of both parties and which lead to growth in the working relationship; stresses collaboration and problem solving.

Avoiding: Low on both concern for relationships and concern for goals; aimed at not becoming involved with conflict.

Each style has advantages and disadvantages. It is essential to read the situation and bring to it a useful and approach. Likewise, different stages of conflict may call for different styles. "Forcing" is more common in the beginning, while "negotiating" must take place later if compromise is to be reached.

(Reproduced from A Handbook of Structured Experiences for Human Relations Training, Volume I, Revised. J. William Pfeiffer and John E. Jones, Editors. San Diego, CA: University Associates, Inc. (1974).)

Review the section on Conflict Style in the Sample Personal Assessment, and include in your Personal Assessment Paper the style on which you scored the highest. Briefly describe why you tend to use this style, or why you feel this style does not accurately represent you. Although there are times where concern for people is more important and other times where the task at hand is most important, and even times to force and times to avoid, describe how and why integrating is the best style on important matters.

Self-Assessment #8: State and National Standards Assessments (Pre-Practice TExES Inventory­)

The Interstate School Leaders Licensure Consortium (ISLLC) was commissioned by the National Policy Board of Educational Administration (NPBEA) to develop a set of policy standards for school administrators. These standards were adopted by over 40 states and the major school leadership professional associations, and were updated in December 2007.

Review the ISLLC standards on pages 1-3 of the School Leader Internship text. If Section 1.2 of your text is not labeled “Self-Assessment of the Educational Leadership Policy Standards: ISLLC 2008,” you may read them on pages 1-3 of your Resource document, “School Leader Internship: ISLLC Standards and TELSA Self-Assessment.” Note any standards or functions that you view as strengths, and any needing further study and practice. Keep in mind that the standards were developed for practicing administrators, so most interns will not sense a high degree of mastery on many of the standards. The intent here is to familiarize you with outcomes or expectations that will be placed upon future educational leaders.

Following your review and notations from the ISLLC standards, review the following State Board for Educator Certification (SBEC) principal competencies, and mark each of the items on your perceived degree of knowledge and skill. Use H – High Degree; S – Some degree; L – Low degree; and N – No degree.

Pre-Practice TExES Inventory

DOMAIN I- SCHOOL AND COMMUNITY LEADERSHIP DOMAIN

Competency Area 1: Vision and Campus Culture. The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
Rating Choices: H = High Degree S = Some Degree L = Low Degree N = No Degree	My Rating
A Shared Vision: Use various types of information (e.g., demographic data, campus climate inventory results, student achievement data, emerging issues affecting education) to develop a campus vision.	H
Involve all stakeholders in planning and developing a shared campus vision focused on teaching and learning.	H
Ensure that the vision is shared.	H
Create a plan for implementing the vision.	H
Collaboratively develop objectives and strategies for implementing a campus vision.	H
Align financial, human, and material resources to support the campus vision.	S
Assess the implementation of the campus vision.	S
A Culture to Support Teaching and Learning: Create a campus culture of high expectations and promotes learning, self, students, and staff.	H
Ensure that parents and other members of the community are an integral part of the campus culture.	H
Develop collegial relationships and collaboration among faculty and staff members.	H
Respond to diversity issues in shaping an inclusive campus culture.	H
Support innovative thinking and risk taking within the school community and view unsuccessful experiences as learning opportunities.	H
Celebrate the contributions of students, teachers, staff, parents, and community members involved in the realization of the campus vision.	H

Competency Area 2: Communication and Collaboration That Promotes Student Success. The principal knows how to communicate and collaborate with all members of the school community, respond to diverse interests and needs, and mobilize resources to promote student success.
Rating Choices: H = High Degree S = Some Degree L = Low Degree N = No Degree	My Rating
Apply skills for building consensus and managing conflict.	H
Have strategies to gather input from all campus stakeholders.	S
Implement strategies for effective internal and external communications.	S
Implement a program of community/public relations	H
Provide meaningful opportunities for parents to be engaged in the education of their children.	H
Establish partnerships with parents, organizations, businesses, and community members to support campus goals.	H
Work effectively with diverse groups to promote educational success for all students.	H
Advocate for educational issues in the school and the broader community students.	H

Competency Area 3: Integrity and Ethics. The principal knows how to act with integrity and fairness and in an ethical and legal manner. Integrity: use of one’s office to serve all students and families to create a caring school; honesty in professional and personal endeavors and relationships. Fairness: demonstrates impartiality when dealing with individuals and groups and exhibits sensitivity to the diversity within the school community. Ethics: uses a set of core values, beliefs, and principles in decision-making that promotes the common good.
Rating Choices: H = High Degree S = Some Degree L = Low Degree N = No Degree	My Rating
Model and promote the highest standard of conduct, and integrity in actions, and behaviors.	H
Promote professional educator compliance with The Code of Ethics and Standard Practices for Texas Educators and report (or remediate) violations.	S
Apply legal guidelines in relation to students with disabilities, bilingual education, confidentiality, discrimination and protect the rights of students and staff.	H
Apply laws, policies, and procedures in a fair and reasonable manner.	H
Articulate the importance of education in a free democratic society.	H
Serve as an advocate for all children.	H
Promote development of all students.	H
Appreciate and cultivate an awareness of learning, cultural, gender, and ethnic differences especially as they impact learning.	H

DOMAIN II- INSTRUCTIONAL LEADERSHIP DOMAIN

Competency Area 4: Curriculum, Measurement, & Alignment of Resources. The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance.
Rating Choices: H = High Degree S = Some Degree L = Low Degree N = No Degree	My Rating
Facilitate effective campus curriculum planning based on knowledge of various factors (e.g., principles of curriculum design, student learning data, motivation theory, best teaching practices, learning theory, child and adolescent development, emerging issues, occupational and economic trends. facilitate campus planning, implementation, and monitoring, of curriculum.	S
Use educational accountability measures.	S
Facilitate the use of assessments measuring student learning.	S
Facilitate the use of technology and information systems to enrich teaching and learning.	S
Promote the use of creative thinking, critical thinking, and problem solving by teachers and staff involved in curriculum design and delivery.	H
Facilitate the use of sound, research-based practice in the development, implementation, and evaluation of campus curriculum.	H
Evaluate co-curricular, and extracurricular programs as support for the school mission and the development of the potential of all children.	S
Facilitate the effective coordination of co-curricular and extracurricular programs with other district programs.	S

Competency Area 5: Campus Culture & Professional Learning. The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth.
Rating Choices: H = High Degree S = Some Degree L = Low Degree N = No Degree	My Rating
Diagnose campus organizational health, morale and climate and use this develop a healthy and effective campus culture.	H
Facilitate the development of professional learning communities to support instructional improvement and change.	H
Analyze factors like staffing patterns, class scheduling formats, school organizational structures, student discipline practices and other things which impact student learning.	S
Facilitate the implementation of best practices and sound, research-based instructional strategies and programs.	S
Use formative and summative student assessment data to improve instruction.	S
Analyze instructional needs and allocate resources effectively and equitably.	S
Implement sound, classroom management, student discipline, and school safety so the campus environment is conducive to teaching and learning.	H
Facilitate the development, implementation, and evaluation of services and activity programs that help fulfill academic, social, and cultural needs.	H
Develop a campus culture responsive to diverse sociological, linguistic, and cultural factors that affect students' learning.	S

Competency Area 6: Teacher (Staff) Evaluation and Development. The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for human resource management.
Rating Choices: H = High Degree S = Some Degree L = Low Degree N = No Degree	My Rating
Use effective, ethical and legal strategies in the recruitment, screening, selection, assignment, induction, development, evaluation, discipline (including dismissal) of campus personnel.	S
Work collaboratively with campus personnel to develop, implement and evaluate a comprehensive Campus Professional Development Plan.	S
Address staff needs and align professional development with identified goals.	H
Facilitate the application of adult learning and motivation theory to all campus professional development activities.	H
Allocate appropriate time, funding, and needed resources for professional development.	L
Use formative and summative evaluation procedures to enhance the skills of campus staff.	S
Commit to person professional development and model lifelong learning.	H

Competency Area 7: Decision-Making and Problem Solving. The principal knows how to apply organizational, decision-making, and problem solving skills to ensure an effective learning environment.
Rating Choices: H = High Degree S = Some Degree L = Low Degree N = No Degree	My Rating
Implement appropriate management techniques to define roles, assign functions, delegate authority, and determine accountability for campus goal attainment.	H
Implement procedures for gathering, analyzing, and using data from a variety of sources to inform campus decision making.	H
Frame, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills.	H
Promote collaborative decision making and problem solving.	H
Understand change process and encourage and facilitate positive change, enlist support for change, and overcome obstacles to change.	H
Facilitate team building, apply group process skills, and develop consensus.	H

DOMAIN III- ADMINISTRATIVE LEADERSHIP DOMAIN

Competency Area 8: Budgeting, Resource Allocation, and Financial Management. The principal knows how to apply principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management, and technology use.
Rating Choices: H = High Degree S = Some Degree L = Low Degree N = No Degree	My Rating
Apply procedures for effective budget planning and management.	L
Work collaboratively with campus improvement committee to develop campus budgets.	L
Acquire, allocate, and manage human, material, and financial resources according to district to support the mission of the school and campus priorities.	L
Ensure sound financial management in relation to accounts, bidding, purchasing, and grants.	L
Use effective planning, time management, and organization of personnel to maximize attainment of district and campus goals.	S
Use technology and information systems to enhance school management.	S

Competency Area 9: School Safety. The principal knows how to apply principles of leadership and management to the campus physical plant and support systems to ensure a safe and effective learning environment.
Rating Choices: H = High Degree S = Some Degree L = Low Degree N = No Degree	My Rating
Operate the school physical plant and equipment, safely, efficiently, and effectively.	S
Ensure the safety of students and personnel.	S
Develop and implement a plan with procedures and responsibilities for responding to crises.	S
Address emergencies and security concerns.	S
Apply district policy, state laws, and federal laws.	S
Make sound decisions related to student services, food services, health services, and transportation.	L

After you complete this assessment, review the Sample Personal Assessment in the Resources. There is not an example of these assessment summaries in the sample, but you can see a good format to follow as you review other assessment summaries. Include in your Personal Assessment Paper a section on your findings noting standards, functions, and/or competencies rated highest as strengths and those rated at the “low” or “no” degrees. Provide general examples of how you might gain additional knowledge and skill in your internship and/or further coursework and study for those you listed as “low” or “no” degrees.

Week 1 Assignment, Part 2: Personal Assessment Paper

You have now completed eight personal assessments designed to provide you with insight into your own leadership style, personal attributes, and knowledge of state and national leadership standards. The assessments have revealed areas of strength and areas where additional knowledge or skills are needed, and have shown various deep-seated beliefs, values, and attitudes which impact your leadership thought and behavior. Results from these assessments will now be summarized in a Personal Assessment Paper that will be used to help guide the development of your Intern Plan. 

A sample Personal Assessment Paper is included in the Resources. You are required to follow the sample exactly and to summarize your findings.  The sample does provide one good way to complete the paper, and demonstrates an adequate depth and breadth of the summary. For maximum understanding and use of the assessments, be as honest as possible; do not try to guess at a correct response, but answer as you believe and act. Responses are not “right” or “wrong.” This paper is designed to help you better understand yourself as a leader.

In the space below, write your Personal Assessment Paper.

Week 1 Assignment, Part 3: Sample TExES Exam

The State of Texas requires school administration candidates to pass the Texas Examination of Educator Standards (TExES) for licensure to work as a school administrator. Following the completion of your graduate program at Lamar and all requirements being met, you will receive authorization to take the TExES exam.

After completing your Personal Assessment Paper, you are required to take the TExES Practice Test located in the Resource document “Principal Preparation Manual.” Results of the practice test will not be factored into your grade for this course, are will not included in the Personal Assessment Paper, but should be used to guide the development of your Intern Plan.

The 49-item practice exam is on pages 33- 71 of the Principal Preparation Manual, located in the Resource Section. You may write your responses to each item on a sheet of paper or a Word document. At the bottom of each page containing an exam item, the SBEC competency with which the item corresponds is provided.

The answer key to the practice exam is located on page 72. When you finish the exam, check your answers against the answer key and enter your score in the space provided below. Again, this is a practice exam for which you will not be graded; there is no reason to check the answer key prior to completing the exam. The goal is for you to take the test and then assess your score and identify the competencies most frequently missed, so you may work on gaining a better understanding of the identified competency as you prepare your intern plan. You will take a more in-depth live practice exam, the Lamar Comprehensive Exam (LCE) at the end of your program. These practice exams are extremely important in helping prepare you for success on the state exam.

Correct Items	Divide By	Multiply By	% Correct
	49	100