COMPETENCIES

The purpose of the Regional Team meetings, the Saturday Workshop series, and the daily in-school conversations between principal interns and their mentors are all a piece of: helping interns develop, practice and demonstrate their competencies as beginning school leaders.  The 26 program competencies are listed below.   Each of the 26 will be documented via an electronic portfolio.

In addition to these 26 UVEI school leadership competencies, interns are expected to meet the state requirements specific to special education administrators, if that endorsement is being pursued.


THE PROGRAM COMPETENCIES

UVEI's mission, to prepare people with strong ideals and diverse experience for careers as inspiring and transformational school leaders, is based on mastery of a core set of leadership competencies.  These 26 UVEI competencies encompass the standards and competencies for principals required by Vermont and New Hampshire.  They call for school leaders to promote a plan of success for all students, to understand the impact of school culture on the teaching/learning climate, to be familiar with the tenets of child, adolescent and adult development, to employ effective communication to the whole school community, to practice effective interpersonal, oral, written and non-verbal communication skills, and to maintain a safe and healthy learning climate for all.  While we have grouped these competencies in general categories, they are interdependent and part of a complex process that is the art of leadership.

A.    Creating and Effecting School Transformation. A School Leader:

1.    Develops, with the greater school community, a vision for learning that promotes a plan for success for all students with specific recognition of their diverse needs and backgrounds.        

2.    Gathers and analyzes data on school effectiveness, teacher performance, and student learning, and uses it to develop, plan for, and refine the school's vision.    

3.    Effectively communicates to the school, to parents, and to the community how school policies and programs support a vision of excellence that benefits the diversity of learners.

4.    Understands the importance of effective management skills to identify goals, objectives, and standards that ensure the successful implementation of the school vision.

5.    Participates in the preparation and dissemination of clear, jargon-free reports to the public on the school's vision and its impact on student learning.

6.    Seeks regular and ongoing input from all constituent groups and facilitates trust and openness in communication among and between diverse members of the school community, reducing factionalism.                

7.    Establishes and monitors partnerships with parents, business, civic, religious and service groups, inviting skilled resource people to coordinate services and contribute to student's learning.

8.    Understands importance of maintaining good relations with School Board, unions and other professional groups, and is able to play appropriate role in labor negotiations & contract management.                        

B.    Instructional Leadership for a Diverse Learning Community. A School Leader:

9.  Understands the impact of a school's culture on the teaching/learning climate and becomes actively   involved in the life of the school.

10.    Creates and facilitates reflective, theory-based learning venues for self and staff that engage them in their own academic and social growth on behalf of all students.       

11.    Draws from knowledge of child, adolescent, and adult development when planning curriculum and implementing and disseminating standards-based instructional strategies.                   

12.    Collects and uses data about student learning in a thoughtful and consistent manner to create an action plan to enhance achievement of core skills while promoting a zest for learning among all students.   

13.    Uses and promotes technology and information systems for research, to enrich curriculum and instruction, and to help teachers and students utilize networks for knowledge sharing and planning.

14.    Displays keen judgment, observation, and interviewing skills to select, support, develop, and evaluate teachers and other school personnel, and understands the role of State Standards in licensure and relicensure.        

15.    Researches, identifies and advocates for teaching methods, materials, techniques and technologies for learners, based upon on-going professional development in best practices.       

16.    Participates in creating a budget process that reflects the needs of the school community that allows for change to reflect changing priorities, that coordinates student services, and that advances the school's vision in accordance with applicable accounting principles               

17.    Promotes accountability through objective and authentic assessment strategies that link instruction to school, district, and state standards of achievement.

18.    Displays effective organizational and time management skills to help guide the development and maintenance of adequate school facilities and to respond to planned and unplanned events within the building.

C.    Ideals and Ethics in a Transformative Learning Community. A School Leader:

19.    Promotes and maintains a safe and healthy learning climate that allows students and staff to grow in self-discipline, self-motivation, health and wellness, and ability to make sound personal and ethical judgments.

20.    Understands the legal, educational, financial, ethical and administrative implications for students with disabilities and those with unique talents.   

21.    Understands the need to operate within federal and state law and district policy, and uses such laws and policies to promote success for all students.

22.    Practices effective interpersonal, oral, written, and non-verbal communication skills, giving clear direction and presenting ideas in a logical and responsive manner.       

23.    Helps the school community recognize and take action in response to bullying or to discrimination based on race, ethnicity, social class, gender or disability.   

24.    Demonstrates the highest ethical standards of honesty, sensitivity, and impartiality within the school community, and shows by example how most problems can be solved amicably.               

25.    Takes whatever ethical and lawful actions are necessary to advocate for children regardless of real or perceived risks.                               

26.    Understands and assumes the role of a change agent in promoting responsible power-sharing among staff and students, providing a setting in which democratic and consensus-based decision-making can thrive.