21 Competencies
A competency is a combination of knowledge (factual and experiential) and skills that one needs to effectively implement the practices. Factual knowledge is simply “knowing” content; experiential knowledge is the knowledge one gains from understanding – it is knowing the when and why. Skills bring structure to experiential knowledge. It is when one can put their accumulated knowledge into a series of steps that – if followed – will lead to practice. There are many competencies that are obviously inherent in the successful performance of all of the practices listed under each of the eight critical functions of leadership.
Communication – Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed to achieve school or team 21st century objectives.
The artifact below is feedback from our midyear survey of all ninth grade teachers on the communication and professional treatment of our ninth grade staff.
The artifact below is feedback from our midyear survey of all ninth grade teachers on the communication and professional treatment of our ninth grade staff.
Change Management – Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation.
As part of my responsibilities at Hillside, I was in charge of building and implementing a new program for supporting beginning teachers. The outline below is the guide I have been using for my work.
As part of my responsibilities at Hillside, I was in charge of building and implementing a new program for supporting beginning teachers. The outline below is the guide I have been using for my work.
Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
The artifact below outlines administrative use of DPS alternatives to suspensions at Hillside High School. The ninth grade has led in the use of ReboundNC, the lead alternative to suspension partner in DPS. I have led the ninth grade effort to utilize ReboundNC, create a structured reflection process for students undergoing conflict situations, and leverage district mediation resources.
The artifact below outlines administrative use of DPS alternatives to suspensions at Hillside High School. The ninth grade has led in the use of ReboundNC, the lead alternative to suspension partner in DPS. I have led the ninth grade effort to utilize ReboundNC, create a structured reflection process for students undergoing conflict situations, and leverage district mediation resources.
Creative thinking – Engages in and fosters an environment for others to engage in innovative thinking.
The technology tools Padlet below was created for beginning teachers and all staff at Hillside as a support for them in expanding their classroom practices. Teachers have access to it and refer back to it as they lesson plan.
The technology tools Padlet below was created for beginning teachers and all staff at Hillside as a support for them in expanding their classroom practices. Teachers have access to it and refer back to it as they lesson plan.
Customer focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
As administrators, we can play an active role in using our skills in creative ways to serve out students. In this picture, I am speaking with an entrepreneurship class about my experience as a social entrepreneur and the son of a serial entrepreneur.
As administrators, we can play an active role in using our skills in creative ways to serve out students. In this picture, I am speaking with an entrepreneurship class about my experience as a social entrepreneur and the son of a serial entrepreneur.
Delegation – Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school.
In our effort to reach a record in our 9th grade promotion rate at Hillside, I have led a teacher team in having weekly "check-in" meetings with students who are at risk of non-promotion and tracking their grades and attendance via google classroom. This team includes seven teachers and another administrator who have carried out the work of providing this intervention.
In our effort to reach a record in our 9th grade promotion rate at Hillside, I have led a teacher team in having weekly "check-in" meetings with students who are at risk of non-promotion and tracking their grades and attendance via google classroom. This team includes seven teachers and another administrator who have carried out the work of providing this intervention.
Dialogue & Inquiry – Is skilled in creating a risk-free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance.
Throughout the year, I have sought the feedback of teachers in our beginning teacher program to help inform future programming and develop the most responsive BT support I could provide. Each time, I have communicated the results of this feedback to all teachers.
Throughout the year, I have sought the feedback of teachers in our beginning teacher program to help inform future programming and develop the most responsive BT support I could provide. Each time, I have communicated the results of this feedback to all teachers.
Emotional Intelligence – Is able to manage oneself through self awareness and self management and is able to manage relationships through empathy, social awareness and relationship management. This competency is critical to building strong, transparent, trusting relationships throughout the school community.
As part of the ninth grade academy's midyear feedback, our staff provided our 9th grade administrative team, led by myself and Ms. Jessica Austin, with 100% positive feedback on being approachable and building relationships with staff.
As part of the ninth grade academy's midyear feedback, our staff provided our 9th grade administrative team, led by myself and Ms. Jessica Austin, with 100% positive feedback on being approachable and building relationships with staff.
Environmental Awareness – Becomes aware and remains informed of external and internal trends, interests and issues with potential impacts on school policies, practices, procedures and positions.
The opinion article linked below is my third opinion article on education policy related topics published in the News and Observer and Herald Sun over the last decade. It was also run in EdNC, a statewide education blog.
The opinion article linked below is my third opinion article on education policy related topics published in the News and Observer and Herald Sun over the last decade. It was also run in EdNC, a statewide education blog.
Global Perspective – Understands the competitive nature of the new global economy and is clear about the knowledge and skills students will need to be successful in this economy.
My undergraduate degree from the top ranked Kenan-Flagler Business School in Chapel Hill gives me a unique perspective on the importance of preparing students for a global economy. I have experience in the private sector as well as experience as a social entrepreneur that drives my perspective on the need to build schools that are responsive in preparing our students to be successful in an increasingly entrepreneurial, digital, and global world. I have been asked to serve on the advisory board for the launch of the Durham Education Foundation, which will leverage my expertise in aligning curriculum and teaching practices with student preparation for the 21st century economy.
My undergraduate degree from the top ranked Kenan-Flagler Business School in Chapel Hill gives me a unique perspective on the importance of preparing students for a global economy. I have experience in the private sector as well as experience as a social entrepreneur that drives my perspective on the need to build schools that are responsive in preparing our students to be successful in an increasingly entrepreneurial, digital, and global world. I have been asked to serve on the advisory board for the launch of the Durham Education Foundation, which will leverage my expertise in aligning curriculum and teaching practices with student preparation for the 21st century economy.
Judgement – Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting complex information.
The artifact below is a logic model I used to map the potential impacts and strategic alignment of a proposed initiative around restorative justice at Hillside. I was eventually able to adapt this model into a document of recommendations for making this change.
The artifact below is a logic model I used to map the potential impacts and strategic alignment of a proposed initiative around restorative justice at Hillside. I was eventually able to adapt this model into a document of recommendations for making this change.
Organizational Ability – Effectively plans and schedules one’s own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and establishing procedures to monitor projects.
As part of my early adjustment into Hillside, I decided to make myself a 90 day transition plan to manage my daily work and keep me firmly into Covey's Quadrant II (learning for the long term).
As part of my early adjustment into Hillside, I decided to make myself a 90 day transition plan to manage my daily work and keep me firmly into Covey's Quadrant II (learning for the long term).
Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
The mission statement below I wrote after deep reflections on my purpose and competencies as a leader. I work to live by this statement daily.
The mission statement below I wrote after deep reflections on my purpose and competencies as a leader. I work to live by this statement daily.
Personal Responsibility for Performance – Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility for one’s own achievements.
The 90 day plan below is also a testament to personal responsibility and productivity. I developed it on my own and will continue to utilize similar plans in future transitions and to start each school year.
The 90 day plan below is also a testament to personal responsibility and productivity. I developed it on my own and will continue to utilize similar plans in future transitions and to start each school year.
Responsiveness – Does not leave issues, inquiries or requirements for information go unattended. Creates a clearly delineated structure for responding to requests/situations in an expedient manner.
The following data is pulled from our 9th grade teachers in their midyear survey. It outlines their perception of the responsiveness of our 9th grade leadership team.
The following data is pulled from our 9th grade teachers in their midyear survey. It outlines their perception of the responsiveness of our 9th grade leadership team.
Results Orientation – Effectively assumes responsibility. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against long-term goals.
The next two artifacts are a testament to a non-profit project that I founded and now serve as the director of. As a teacher, I saw a need for additional support for our district's LGBT students. I worked with other teacher in DPS to found an organization that served this need. To date we have trained over 1,000 Durham Public Schools staff and run two years of Youth Leadership Groups, even taking our youth to present at statewide conferences.
Sensitivity – Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knows what information to communicate and to whom. Relates to people of varying ethnic, cultural, and religious backgrounds.
& Systems Thinking – Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that understanding to advancing the achievement of the school or team.
The artifact below shows the level of strategic planning and partnership that has gone into the Bull City Schools United work, as well as the attention to diversity and inclusion of various perspectives in this work.
& Systems Thinking – Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that understanding to advancing the achievement of the school or team.
The artifact below shows the level of strategic planning and partnership that has gone into the Bull City Schools United work, as well as the attention to diversity and inclusion of various perspectives in this work.
Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
It has been part of my mission to advance the use and impact of technology in instruction. As part of this mission, I developed at Weebly for our beginning teachers at Hillside as a way to support their increased use of diverse instructional resources as well as model the effective use of technology.
It has been part of my mission to advance the use and impact of technology in instruction. As part of this mission, I developed at Weebly for our beginning teachers at Hillside as a way to support their increased use of diverse instructional resources as well as model the effective use of technology.
Time Management – Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings.
Below is an example of a weekly calendar I use. I also utilize google calendar scheduling to optimize the time I spend scheduling meetings with teachers, students, and stakeholders.
Below is an example of a weekly calendar I use. I also utilize google calendar scheduling to optimize the time I spend scheduling meetings with teachers, students, and stakeholders.
Visionary – Encourages imagineering by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students.
Hillside is currently in the process of evaluating its instructional practices and building systems to support the implementation of school-wide Middle Years Program, or MYP (a part of the IB curriculum). As part of this work, I am co-leading a team designed to evaluate teaching and learning practices. An agenda for one of our meetings is included below.
Hillside is currently in the process of evaluating its instructional practices and building systems to support the implementation of school-wide Middle Years Program, or MYP (a part of the IB curriculum). As part of this work, I am co-leading a team designed to evaluate teaching and learning practices. An agenda for one of our meetings is included below.