6. CONCEPT FORMATION
The ability to form concepts, hypotheses, ideas on the basis of
information. Can reorder information into ideas, see relationships between patterns
of information from different sources, and can link information separated spatially
or over time. A logical process of forming ideas based on information from different
sources.
6.1 develops concepts to interpret diverse information
6.2 recognizes themes or patterns
6.3 recognizes causal sequences
6.4 studies problems and issues
7. CONCEPTUAL FLEXIBILITY
The ability to use alternative or multiple concepts or perspectives
when discussing problem solving or making a decision. Can view a person or an
event from different perspectives; can devise alternative plans or courses of
action and can visualize the pros and cons of each. Considers information from
different points of view in arriving at a decision. The ability to view an event
from multiple perspectives simultaneously.
7.1 describes the situation being faced
7.2. reconsiders school mission
7.3 views events from multiple perspectives
7.4 values divergent thinking
7.5 develops options
7.6 compares consequences of options
7.7 makes decisions based on analysis
8.
MANAGING INTERACTION
The ability to get others to interact, to stimulate others to
work together, to understand each other, to resolve conflict or agree to its
presence, to encourage others to reach mutual agreement. Uses own and others'
ideas to initiate and stimulate dialogue between others. To demonstrate good
group process and facilitator skills.
8.1 identifies self as a team leader
8.2 forms task or work groups
8.3 motivates others to identify with mission
8.4 moderates group discussions
8.5 intervenes, negotiates, resolves conflict
8.6 facilitates communication
8.7 creates non-critical atmosphere
9. PERSUASIVENESS
The ability to persuade or influence others through a number of
possible means; gaining and sustaining their attention and interest or arguments;
modeling the behaviors expected; or being direct in specifying what others will
do.
9.1 ties needs with superordinate goals
9.2 convinces others to support goals
9.3 persists until ideas are clear
9.4 articulates expected outcomes
9.5 develops trust by modeling desired behavior
10. CONCERN FOR IMAGE
Shows concern for the image of the school via the impressions
created by the students and staff and manages these impressions and public information
about the school.
10.1 ties image building to mission
10.2 sets high expectations
10.3 controls negative information flow
11 TACTICAL ADAPTABILITY
States the rationale for using particular strategies, e.g., to
influence certain groups; tailors style of interaction to fit the situation
and changes style if it does not succeed.
11.1 understands how own behavior affects others
11.2 estimates readiness of others
11.3 fits one's style to the group
11.4 adjusts strategies when ineffective
11.5 changes strategies to meet changing conditions
11.6 exhibits multiple interaction skills
12. ACHIEVEMENT MOTIVATION
States high internal work standards. Verbalizes personal and group
goals as a desire to do something better--better feedback or measures of how
well self or group is doing; shows frustration in meeting barriers or in response
to own or others' mistakes or failures.
12.1
promotes excellence by evaluating goals
12.2 sets standards for goal accomplishment
12.3 attends to organizational feedback
12.4 attends to personal feedback
12.5 assesses own strengths and limitations
12.6 shows restlessness to get things done
13. MANAGEMENT CONTROL
Devises opportunities to receive adequate and timely feedback
about the progress of work accomplishments of others. Follows-up on delegated
activities or providing plans for or taking action on feedback of information
to others about meeting standards of productivity.
13.1 schedules surveillance of activities
13.2 supervises and monitors performance of people
13.3 monitors performance of organization
13.4 uses technical means for keeping track
13.5 collects and records performance data
13.6 judges performance using criteria
13.7
reinforces desirable behavior
13.8
corrects undesirable behavior
14. DEVELOPMENTAL ORIENTATION
Holds high and positive expectations about others' potential;
views developing others as a property of the principal's job. It involves working
with others as a coach, discussing performance problems, providing feedback
about performance and giving reassurance for development while allowing the
person to take individual responsibility.
14.1 builds organizational culture to support learning
14.2 interprets performance data to stimulate improvement
14.3
coaches to improve performance
14.4 provides timely and specific feedback
14.5
reinforces growth and development
14.6 exhibits effective conferencing skills
15. ORGANIZATIONAL ABILITY
Sets plans and promotes them to accomplish goals. Schedules activities
and the use of human and other resources for accomplishing goals. Focuses on
time, deadlines, flow of activities or resources, on ways to get the job done.
15.1 establishes and clarifies goals
15.2 plans for goal accomplishment
15.3 establishes priorities
15.4 budgets and allocates resources
15.5 schedules time
15.6 assigns tasks and activities
15.7 plans for contingencies
15.8 systematizes own attention to avoid undue stress
16. DELEGATION
Delegates authority and responsibility clearly and appropriately
in accomplishing organizational goals. This must be differentiated from organization,
that is from the normal assignment of tasks which people routinely do. It is
the delegation of a project not currently a routine part of the person's job;
e.g., gathering information, developing a proposal or a plan, implementing a
project.
16.1 determines jobs to be done
16.2 assesses expertise of self and others
16.3 determines tasks to be assigned
16.4 determines tasks needing outside assistance
16.5 identifies persons who can do tasks
16.6 assigns tasks
16.7 gains understanding and acceptance of tasks assigned
16.8 specifies responsibility and authority
16.9 establishes performance standards
16.10 plans time frames
16.11 provides guidance
17. SELF PRESENTATION
The ability to clearly present one’s own ideas, others' ideas
and information in an open and genuine way. Is able to share ideas with others
in an open, informative, non-evaluative manner. Effectively uses technical,
symbolic, non-verbal and visual aids or graphics in order to get the message
across.
17.1 communicates confidence and positive regard
17.2 communicates ideas clearly
17.3 communicates using analogy, metaphor and anecdotal materials
17.4 adopts group roles as needed
18. WRITTEN COMMUNICATION
Is able to produce clear, concise and properly structured written
communication.
18.1 expresses written ideas clearly
18.2 adjusts writing style to the audience
19. ORGANIZATIONAL SENSITIVITY
The awareness of the effects of one's behavior and decisions on
other people and other groups inside and outside the organization.
19.1 understands how own behavior impacts the organization
19.2 realizes how own behavior impacts outside people and groups
19.3 informs people who need to be informed
19.4 communicates with individuals tactfully
