EdS MI School Leader Standards Student PRE-Survey ‘As an Ed.S. graduate student in an Educational Leadership degree program at Oakland University, this survey was designed to help you evaluate your level of proficiency with the Michigan State Board of Education (SBE) Program Standards for the Preparation of School Administrators. In this survey, Standards 1-6 are the Performance Expectations and Indicators for Educational Leaders, developed by ELCC (Educational Leadership Constituent Council) in 2011 and modified by the Ml State Board of Education in 2012 Please use the following rubric when deciding how to rate your current proficiency for each function within the standard, For the purpose ofthis self-assessment, assume the role of either aspiring or practicing administrator: Baginning (Marginal skis, gaining exposure) Developing (Somewhat skilled,have had some practice) Proficient (Skiled, have had much practice) Exemplary (Highly skilled, can independently perform) NIA (have not had any exposure yet or does not apply) “PLEASE NOTE: The survey must be completed in one session in order to prevent the system from recording multiple responses for one respondent. %* 4. Please enter your first and last name °* 4, Which describes your current status O Asoting Administrator © reserer O tesener Leader‘A building: tovel education leader apples knowledge that promotes the success of every student by collaboratively ‘facilitating the development, articulation, implementation, and stewardship of a shared school vsion of learning through the collection and use of data to identiy school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress, revision of school plans supported by school-based stakeholders and local agencies. **5, 1 understand and can c shared vision of learning. O tesionns © owveoping O Prion QO ceenpiry Ona °*6. lunderstand and can collect and use data to identify school goals, assess organizational effectiveness, and implement plans to achieve school goals. © eesining @ vovsepng O Proton Qcrenpiay Ons °*7, | understand and can promote continual and sustainable school improvement. QO seaming © coving CO Potion OQ erenpiay Ons °*8, lunderstand and can evaluate school progress and school stakeholders. CO praia © vetoing QO Protea O sxemany Ona %*9, | understand and can promote the effect implementing, evaluating, ant n of learning. © broiming OQ vvviona O senoty Ona Standard 2.0 School Culture AA building-Ievel education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust and a personalized learning ‘envionment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent ‘curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and leaming within a school environment, laboratively develop, articulate, implement, and steward a vise school lans supported by e use of technology in establi °* 40. |understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. O seoinng QO pmsoseg O protien © eerste OnnTIC IAeCoRSL Ue aad ** 14. lunderstand and can create and evaluate a comprehensive, curricular and instructional school program. QO eesinning © oeweoping CO Proton O ceemplary Ons > 42, | understand hiring practices of qualified and appropriate certification areas, foster, develop, and supervise the instructional and leadership capacity of school staff. Oromo @ owrtonng O Proton Q eeomiay Ons 243, understand and can promote the most effective and appropriate technologies to in a school environment. aoa rigorous, and coherent support teaching and learnin: CO ersininn CO pevetooins © Protos CO esemslay On Re URS MOE De Cure har rua Cr uae Un cect A building-level education leader applies knowledge that promotes the success of every student by ensuring the management of the school organization, operation, and resources through monitoring and evaluation of teachers, schoo! management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning, 214, | understand and can monitor and evaluate teacher instruction, school management and operational systems. © ewsionina O pro O sxensen On °* 15, | understand and can efficiently use human, fiscal, and technological resources to manage school operations. © eeainng Q pwvtonng Q Proton Qeensiay Ons °® 46. | understand and can promote school-based policies and procedures that protect the welfare and safety of students and staff wi O eosinaing © dwreiening O Protcont CO exomptary Ons °*47. |understand and can develop school capacity for distributed leadership. O eesioning © owrtorng Q Proton Q eerste Ons 48. | understand and can ensure teacher and organizational time focuses on supporting high-quality school instruction and student learning. O eeviing © owetoping Q Prete CQ eenwiay Ons jin the school.EdS MI School Leader Standards Student PRE-Survey REUTER mast Meg ‘A buiiding-level education leader applies knowiedge that promotes the success of every student by collaborating with facuity and community members, responding to diverse community interests and needs, and mobilizing community resources on behalf ofthe school by collecting and analyzing information pertinent to improvement ofthe school's {educational environment; promoting an understanding, appreciation, and use ofthe diverse cultural, socal, and intellectual resources within the school community; building and sustaining positive school relationships with families and} caregivers; end cultivating productive school relaionships with community partners. > 19. | understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school's educational environment. O eeoiming © oevetoing © Proton Q erarotny Ons ** 20, lunderstand and can mobilize community resources by promoting an understanding, appreciation, and use of diverse cultural, social, and intellectual resources within the school community. O posioning © bovtasng © Prete QO eset Ons 21,1 understand and can respond to community interests and needs by building and sustaining positive school relationships with families and caregivers. Q pesioning O corto @ Prion O senetay Ons °* 22. lunderstand and can respond to community interests and needs by bui sustaining productive school relationships with community partners. O beating OQ poveesing © rrescter QO cconiay Ona 23. lunderstand and can promote the effective use of technology in collaborating with faculty and community members, responding to diverse community interests and needs, ing community resources. © poveosn © Prosten O event Ona BTCUC ETC RATT rma tit ‘A building-level education leader applies knowledge that promotes the success of every student by acting with integrity, faimess, and in an ethical manner to ensure a school system of accountability for every student's academic and social ‘success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling,EdS MI School Leader Standards Student PRI °£ 24, lunderstand and can act wi and fairness to ensure a school system of accountability for every student's academic and social success. O easing O pewtonna O Potion © exomoany Ona °* 25, | understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school. Opeoaionina © pevstoina O Proton © wwrviey Om *26, | understand and can safeguard the values of democracy, equity, and diversity within the school. O eesionina © owvtoring O prion © exersiay Ona °* 27. lunderstand and can evaluate the potential moral and legal consequences of decision-making in the school. O besioning © dwwopng QO Peston QO eroroiary Ona > 28, | understand and can promote social justice within the school to ensure that individual student needs inform all aspects of schooling. O eeioning O povstena @ Potent QO enor Own Standard School Success of Every Student ‘A building-leve! education leader applies knowledge that promotes the success of every student by understanding, responding to, advocating for student learning, and influencing the larger political, social, economic, legal, and cultural context through advocating for school students, families, and caregivers; acting to influence local, district, state, and rational decisions affecting student learning in a school environment; and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership strategies. Io °* 29. | understand and can advocate for school students, families, and caregiver: O pesinsing O vwveepina QO Proton @© ceomsiary Ona +30, | understand and can act to influence local, district, state, and national de affecting student learning in a school environment. O eevinina O Proton QO exomtany Ona °* 34. lunderstand and can anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies. CO pectin Davlong O Prot QO eemstey Ons