School Administrator Preparedness Survey

These questionnaire items are based on the Performance and Expectation and Indicator for Education Leaders, An ISLLC-Based Guide to Implementing Leader Standards and a Comparison Guide to the Education Leadership Policy Standards: ISLLC 2008. Each section will focus on one of the six education leadership characteristics identified by the standards.

Please rate (on a scale of 1 - 10) the performance indicators below by how well prepared you were when beginning administrative work.



A red asterisk (*) indicates required questions.


  1. Please indicate your gender.*
    Male
    Female


  1. Please indicate your age range.*
    <30
    >30


  1. Current administrative position*
    Principal
    Asst Principal
    Other


  1. Number of years of administrative experience*
    1-5
    6-11
    12-17
    18-23
    24-29
    more than 30


  1. Total number of years in the education field*
    1-5
    6-11
    12-17
    18-23
    24-29
    more than 30


  1. Preparation Program Type:
    1. Traditional/University-based Programs - University-based program are established by higher education institutions and typically offer courses form completions of a master’s degree in Educational Leadership or in principal licensure in addition to an existing master’s degree from an accredited institution.
    2. Alternative/ Partnership or District or Third party programs – Programs that are developed and operated by school districts and may include collaboration with a third party professional development organization.
    *
    #1 - Traditional/University
    #2 - Alternative/ Partnership or District or Third party programs


  1. The next 16 questions relate to vision:

    Vision: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

    To use varied sources of information and analyze data about current practices and outcomes to shape a vision, mission, and goals with high, measurable expectations.*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared



  1. To align the vision, mission, and goals to school, district, state, and federal policies.*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared


  1. To incorporate diverse perspectives about vision, mission, and goals that are high and achievable for every student.*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared


  1. To advocate for specific vision of learning in which every student has equitable, appropriate, and effective learning opportunities and achieves at high levels.*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared


  1. To establish, conduct, and evaluate processes used to engage staff and community in a share vision, mission, and goals.*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared


  1. To engage diverse stakeholders, including those with conflicting perspectives, in ways that build a share commitment to a vision, mission, and goals.*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared


  1. To develop shared commitments and responsibilities that are distributed among staff and the community for making decision and evaluating outcomes*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared


  1. To communicate and act from a share vision, mission, and goals to promote consistency.*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared


  1. To advocate for the vision, mission, and goals to provide equitable, appropriate, and effective learning opportunities for every student.*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared


  1. To use or develop data systems and other sources of information (e.g., test scores, teacher reports, student work) to identify strengths and weaknesses of students.*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared


  1. To make decisions informed by data, research, and best practices to shape plans, programs, and activities.*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared


  1. To use data to determine effective change strategies, engaging staff and community stakeholders.*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared


  1. To identify and remove barriers to achieving the vision, mission, and goals.*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared


  1. To incorporate the vision and goals into planning (e.g., strategic plan, school improvement plan), change strategies, and instructional programs*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared


  1. To obtain and align resources (such as learning technologies, staff, time, funding, materials, and training) to achieve the vision, mission, and goals.*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared


  1. To revise plans, programs, and activities based on systematic review of progress toward the vision, mission, and goals.*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared


  1. The next 16 questions relate to culture:

    Culture: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instruction program conducive to student learning and staff professional growth.

    To develop shared commitment to high expectations for students and closing the achievement gap.*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared



  1. To guide and support standards-based professional development that improves teaching and learning and meets diverse needs of every student.*
     
      1 2 3 4 5 6 7 8 9 10  
    1 non prepared  10 very prepared


  1. To model openness to change and collaboration that improves practices and student outcomes.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To develop time and resources to build a professional culture of openness and collaboration, engaging teachers in sharing information, analyzing outcomes, and planning improvement.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To provide support, time, and resources for leaders and staff to examine their own beliefs and practices in relation to the vision and goals of teaching and learning.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To provide ongoing feedback using data, assessments, and evaluation methods that improve practice.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To guide and monitor individual professional development plans and progress for continuous improvement of teaching and learning.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To develop a share understanding of rigorous curriculum and standards-based instructional practices, working with teams to analyze student work and student achievement, and redesign instructional programs to meet diverse needs.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To provide coherent, effective guidance of rigorous curriculum and instruction, aligning content standards with teaching and learning.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To provide and monitor effects of different teaching strategies, curricular materials, technologies, and other resources appropriate to address diverse student needs.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To identify and use high-quality research and data-based strategies that are appropriate in the local context to increase learning for every student.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To develop and appropriately use aligned, standards-based accountability data to improve the quality of teaching and learning.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To use varied sources and kinds of information and assessments to evaluate student learning and effective teaching.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To use varied sources and kinds of information and assessments to evaluate student learning and effective teaching.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To use effective data-based technologies to monitor and analyze assessment results for accountability reporting and to guide continuous improvement.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To interpret data and communicate progress toward vision, mission, and goals for educators, the school community, and other stakeholders.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. The next 16 questions relate to management.

    Management: An education leader promotes the success of every student by ensuring the management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

    To use effective tools such as problem-solving skills and knowledge of strategic, long-range, and operational planning to continuously improve the operational system.*
     
      1 2 3 4 5 6 7 8 9 10  
    10



  1. To maintain the physical plant for safety and other access issues to support learning for every student.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To develop and facilitate communication and data systems that assures a timely flow of information.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To oversee acquisition and maintenance of equipment and effective technologies, particularly to support teaching and learning.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To distribute and oversee responsibilities for leadership of operational systems.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To evaluate and revise processes to continuously improve the operational system.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To operate within budget and fiscal guidelines and direct them effectively toward teaching and learning.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To allocate funds based on student needs within a framework of federal and state rules.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To align resources (such as time, people, space, and money) to achieve the vision and goals.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To implement practices to recruit and retain highly qualified personnel.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To assign personnel to address diverse student needs, legal requirements, and equity goals.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To conduct personnel evaluation processes that enhances professional practice, in keeping district and state policies.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To seek and secure additional resources needed to accomplish the vision and goals.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To advocate for and create collaborative systems and distributed leadership responsibilities that support student and staff learning and well-being.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To involve stakeholders in developing, implementing, and monitoring guidelines and norms for accountable behavior*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To develop and monitor a comprehensive safety and security plan.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. The next set of questions deal with collaboration

    Collaboration: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interest and needs, and mobilizing community resources.

    To bring together the resources of schools, family members, and community to positively affect student and adult learning, including parents and guardians.*
     
      1 2 3 4 5 6 7 8 9 10  
    10



  1. To involve families in decision making about their children’s education.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To use effective public information strategies to communicate with families and community members (such as email, night meetings, and written materials).*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To apply communication and collaboration strategies to develop family and local community partnerships.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To develop comprehensive strategies for positive community and media relations.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To identify key stakeholders and be actively involved within the community, including working with community members and groups that have conflicting perspectives.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To use appropriate assessment strategies and research methods to understand and accommodate diverse student and community conditions and dynamics.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To seek out and collaborate with community programs serving students with special needs.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To capitalize on diversity (such as cultural, ethnic, racial, economic, and special interest groups) as an asset of the school community to strengthen educational programs.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To demonstrate cultural competence in sharing responsibilities with communities to improve teaching learning.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To link to and collaborate with community agencies for health, social, and other services to families and children.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To develop mutually beneficial relationships with business, religious, political, and service organization so share school and community resources (such as buildings, playing fields, parks, and medical clinics).*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To use public resources and funds appropriately and effectively.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To secure community support to sustain existing resources and add new resources that address emerging student needs.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. The next set of questions deal with integrity

    Integrity: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.

    To model personal and professional ethics, integrity, justice, and fairness and expect the same from others.*
     
      1 2 3 4 5 6 7 8 9 10  
    10



  1. To protect the rights and appropriate confidentiality of students and staff.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To behave in a trustworthy manner, using professional influence and authority to enhance education and the common good.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To demonstrate respect for the inherent dignity and worth of each individual*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To model respect for diverse community stakeholders and treat them equitably.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To demonstrate respect for diversity by developing cultural competency skills and equitable practices.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To assess personal assumptions, values, beliefs, and practices that guide improvement of student learning.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To use a variety of strategies to lead others in safely examining deeply held assumptions and beliefs that my conflict with vision and goals.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To respectfully challenge and work to change assumptions and beliefs that negatively affect students, educational environments, and student learning.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To reflect on your own work, analyze strengths and weaknesses, and establish goals for professional growth.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To model lifelong learning by continually deepening understanding and practice related to content, standards, assessments, data, teacher support, evaluation, and professional development strategies.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To develop and use understanding of educational policies such as accountability to avoid expedient, inequitable, or unproven approaches that meet short term goals (such as raising test scores).*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To help educators and the community understand and focus on vision and goals for students within political conflicts over educational purposes and methods.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To sustain personal motivation, optimism, commitment, energy, and health by balancing professional and personal responsibilities and encouraging similar action by others.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. The next set of questions deal with context

    Context: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal and cultural context.

    To facilitate constructive discussions with the public about federal, state, and local laws, policies, and regulations affecting continuous improvement of educational programs and outcomes.*
     
      1 2 3 4 5 6 7 8 9 10  
    10



  1. To actively develop relationships with a range of stakeholders and policymakers to identify, respond to, and influence issues, trends, and potential changes that affect the context and conduct of education.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To advocate for equity and adequacy in providing for students’ families educational, physical, emotional, social, cultural, legal, and economic needs, so every student can meet educational expectations and policy goals.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To operate consistently to uphold and influence federal, state, and local laws, policies, regulations, and statutory requirements in support of every student learning.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To collect and accurately communicate data about educational performance in a clear and timely way, relating specifics about the local context to improve policies and inform progressive political debates*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To communicate effectively with key decision makers in the community and in broader political contexts to improve public understanding of federal, state, and local laws, policies, regulations, and statutory requirements.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To advocate for increased support of excellence and equity in education.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To build strong relationships with the school board, district and state education leaders to inform and influence policies and policymakers in the service of children and their families.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To support public policies that provide for present and future needs of children and families and improve equity and excellence in education.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To advocate for public policies that ensure appropriate and equitable human and fiscal resources and improve student learning.*
     
      1 2 3 4 5 6 7 8 9 10  
    10


  1. To work with community leader to collect and analyze data on economic, social, and other emerging issues that impact district and school planning, programs, and structures.*
     
      1 2 3 4 5 6 7 8 9 10  
    10