Broad Leadership Competencies

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NYC DOE SchoolLeadership

CompetenciesOverview

New York City Department of EducationOffice of School Leadership


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Why focus on school leadership development?

Great schools require great leaders

Research underscores the importance of school leaders> School leaders are the 2nd most important factor in student achievement

(after teacher quality) but also have direct influence on teachereffectiveness and school-wide change

> Statistically significant correlations exist between specific principalactions/characteristics and student achievement

NYCs Children First Reforms depend upon school leaders> 3 tenets of NYCs reforms = Leadership, Empowerment, and Accountability

> In a world where principals are empowered and held accountable, it is

critical to define the competencies expected of school leaders NYC DOE has clear accountability measures and goals

But historically some lack of clarity around what knowledge and skillsare required to meet these accountability goals

Competencies address these questions


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Competencies help school leaders focus on key skillsrelated to increasing student achievement.

NYC DOE School Leadership Competencies were designed to:> Define the critical knowledge, behaviors, and skills that principals must demonstrate

to effectively lead schools and increase student achievement

> Provide a common language and understanding around effective practices ofschool leaders

> Serve as a foundation for all talent management practices

NYC DOE School Leadership Competencies were developed based on:> Research about high-performing schools and principal effectiveness

> Best practices from across the country reviewed competency models specificallyrelated to school leadership as well as other competency models

> Feedback from current and former high-performing principals

> Feedback from those who work with, train, and support principals DOE department leaders Network Leaders, superintendents, and managers of principals Mentors and coaches (including CSA mentors, Leadership Academy coaches, etc.) Administrators union (CSA) representatives and faculty

To be effective, school leaders need opportunities todevelop their proficiency in these specific competencies.


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The School Leadership Competencies are grounded inresearch and best practice.

Grounded in research on high-performing principals, including:> Research on 90-90-90 Schools Schools with >90% students of color, >90% students eligible for free and

reduced lunch, and >90% of students performing at or above proficiency

> McREL (Mid-continent Research for Education and Learning) BalancedLeadership Framework

> Haberman Educational FoundationGrounded in promising practices from across the country

> Aligned with the ISLLC Standards for School Leaders ISLLC = The Interstate School Leaders Licensure Consortium, organized by the

Council of Chief State School Officers

> Built on promising practices from competency models from other states,

cities, and organizations, including: Models specifically targeted to school leaders Models from other sectors

Aligned to NYC DOE accountability tools> Progress Report, School Quality Review, School Survey


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Competencies provide a foundation for the schoolleadership talent management cycle.

1. Required Outcomes

Student, classroomand school-level

outcomes

3. Talent Management PracticesIdentification/Development of High-Potentials

Pre-Service TrainingRecruitment

Selection/PlacementInduction

Mentoring/CoachingOngoing Support and Development

Performance ManagementRetention

SharedChildren First

Values

2. Competencies

School Leadership CompetenciesKnowledge, skills, attitudes,

and behaviors


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The competencies serve multiple purposes and informall school leadership initiatives.

GuideIndividual Leadership

Development

Guide individual self-assessment and development planning for aspiring

and current principals Help principal managers, coaches, and others identify areas where they can

provide additional support to aspiring and current principals

Identify high-performing educators who have the potential to becomefuture principals

Inform System-wideLeadership Initiatives

Analyze the portfolio of development programs Map existing programofferings and identify programmatic gaps

Clarify various career paths to reach the principalship

Guide pipeline development initiatives to identify/prepare future principals

Serve as the basis for recruiting, selecting, and training principals

Contribute to the goals section in the Principal Performance Review(principal evaluation tool)

Inform the Design andEvaluation ofLeadership

Development Programs

Clearly articulate standards and measurement of success for allleadership programs

Convey DOE priorities to colleges/universities and encourage alignment oftheir administration and supervision programs

Inform curriculum design for new and existing leadership developmentprograms, education schools, e-learning tools, etc.

Help programs assess their strengths and development areas and makechanges accordingly

Inform the design of in-service support offerings for principals (e.g.,Principal Portal, trainings, new principal support, etc.)


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There are five School Leadership Competencies that guideleadership development strategy and initiatives.

The 5 competencies:> Personal Leadership Fosters a culture of excellence through

personal leadership

> Data Uses data to set high learning goals and increase studentachievement

> Curriculum and Instruction Leverages deep knowledge ofcurriculum, instruction and assessment to improve student learning

> Staff and Community Develops staff, appropriately sharesleadership, and builds strong school communities

> Resources and Operations Manages resources and operations

to improve student learningThough each competency area is distinct, none lives in a vacuum.There are links among the 5 competencies, and all 5 arenecessary to be strong instructional leaders.
http://intranet.nycboe.net/NR/rdonlyres/4C8E3C6F-CC85-495C-A692-D2736B7E4F09/0/PersonalLeadershipCompetencyContinuum.pdfhttp://intranet.nycboe.net/NR/rdonlyres/4471331B-A467-41C1-9F16-A6F0D0B393B6/0/Data_Final.pdfhttp://intranet.nycboe.net/NR/rdonlyres/4BF70BDB-15CC-42A5-AA4E-9AE001D5E59A/0/CurriculumandInstructionCompetencyContinuum.pdfhttp://intranet.nycboe.net/NR/rdonlyres/CCA7F865-6CEB-4726-9C55-0DF043DA04B8/0/StaffandCommunityCompetencyContinuum.pdfhttp://intranet.nycboe.net/NR/rdonlyres/E01E6A38-6FC2-43A4-B22C-F5B2B61E468C/0/ResourcesandOperationsCompetencyContinuum.pdfhttp://intranet.nycboe.net/NR/rdonlyres/E01E6A38-6FC2-43A4-B22C-F5B2B61E468C/0/ResourcesandOperationsCompetencyContinuum.pdfhttp://intranet.nycboe.net/NR/rdonlyres/CCA7F865-6CEB-4726-9C55-0DF043DA04B8/0/StaffandCommunityCompetencyContinuum.pdfhttp://intranet.nycboe.net/NR/rdonlyres/4BF70BDB-15CC-42A5-AA4E-9AE001D5E59A/0/CurriculumandInstructionCompetencyContinuum.pdfhttp://intranet.nycboe.net/NR/rdonlyres/4471331B-A467-41C1-9F16-A6F0D0B393B6/0/Data_Final.pdfhttp://intranet.nycboe.net/NR/rdonlyres/4C8E3C6F-CC85-495C-A692-D2736B7E4F09/0/PersonalLeadershipCompetencyContinuum.pdf


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Each competency is broken down into specific elementsand skills.

Core Competency Elements of Competency

Personal LeadershipFosters a culture of excellence

through personal leadership

Believes all students can achieve at high levels. Articulates a clear vision and goals for high student achievement.

Holds self and others accountable for student learning.

Strategically aligns leadership behaviors with stated values and goals to drive required change. Develops strategic plans with

effective solutions. Adapts appropriately to situation, audience, and needs.

Influences others to achieve results. Builds strong relationships based on mutual respect, trust, and empathy.

Communicates clearly and appropriately for the audience and message.

Demonstrates self-awareness and a commitment to ongoing learning. Welcomes and acts on performance feedback.

Demonstrates emotional fortitude and perseveres in the face of obstacles.

DataUses data to set high learning goals and

increase student achievement

Demonstrates ability to understand and analyze data from multiple sources.

Uses data to identify student learning trends, set goals, monitor and modify instruction, and increase student achievement.

Develops school culture and practices that rely on data to inform adult learning, professional development, and decision-making.

Curriculum and InstructionLeverages deep knowledge of curriculum,

instruction and assessment to improve

student learning

Develops, implements, and evaluates rigorous curricula to accelerate learning for all students.

Supports teachers in using effective instructional strategies to meet students diverse learning needs.

Regularly assesses student learning and ensures the provision of specific, timely feedback to teachers and students.

Aligns standards, curricula, instructional strategies, and assessment tools.

Staff and CommunityDevelops staff, appropriately

shares leadership, and

builds strong school communities

Recruits and selects effective teachers.

Improves classroom teaching by setting clear expectations and observing, coaching, and evaluating teachers and staff.

Supports the development of all teachers. Stimulates and retains high performers, mentors early career teachers, challenges low

performers to improve, and dismisses poor performers who do not improve.

Builds strong teams, develops leadership capacity among staff, and shares responsibilities appropriately.

Establishes systems that promote learning, collaboration, and communication throughout the school. Listens effectively to families, students, and the school community. Proactively engages the school community around the schools

learning goals.

Resources and Operations

Manages resources and operations

to improve student learning

Develops and implements systems and processes to ensure effective operations that support student learning.

Manages time in relation to student learning priorities. Brings projects to completion.

Allocates and manages budgets and resources effectively in support of learning goals.

Aligns youth development and support services around academic goals.


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The competencies were expanded into a developmentalcontinuum to support individual leadership growth.

The competency continuum is a developmental tool that:

> Provides a common language and understanding of theessential knowledge and skills necessary for school leaders toincrease student achievement

> Identifies what each competency looks like in practice> Provides concrete examples at 5 different stages of leadership

development emerging, developing, proficient, mastery,exemplary

> Accommodates a variety of proven school leadership styles,

philosophies, and modelsThe competency continuum is meant to be a developmentalsupport tool, not a supervisory or evaluative tool.


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The continuum describes what each element looks like inpractice at 5 different stages of leadership development.

The gradations among different levels reflect four types of growth trajectories

Awareness

Rare Implementation

Limited Effectiveness

Development of Self

Level 1:Emerging

Demonstrates a beginning understanding/ awarenessRarely demonstrates skill in practice OR struggles to apply knowledge to practiceWhen attempts to demonstrate skill in practice, has mixed results/effectivenessRequires significant development in this area

Skillful Application in Practice

Consistent Implementation

Maximum Effectiveness

Development of Others

Level 2:Developing

Demonstrates capabilityOccasionally demonstrates skill in practiceIs somewhat effective

Applies skill effectively in less complex situationsHas some, though limited, positive results in more complex situations

Requires some development in this area

Level 3:Proficient

Demonstrates competencyRegularly demonstrates skill in practiceIs effective and achieves positive results, even in complex situationsServes as a model of effective implementation for others

Level 4:Mastery

Demonstrates everything included under proficiency PLUS:Demonstrates masteryConsistently demonstrates skill in practice and integrates with other skillsIs highly effective and consistently achieves positive results in all situationsTrains, coaches, or mentors others to develop skillViewed as a leader among peers

Level 5:Exemplary

Demonstrates everything included under mastery PLUS:Demonstrates innovationSystematically demonstrates skill in practiceDevelops new creative solutions to increase effectiveness and resultsConsistently models and builds a culture around skillViewed as a leader in school system and community; contributes tobroader education community

Does Not Yet Demonstrate

We recognize that some individuals will not yet be onthe scale. Check this box if either of the following aretrue:

Demonstrates limited knowledge of topic/skill,less than what is required to meet level 1 indicatorsHas not had a chance to learn or exhibit the skill


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The competency continuum provides concrete examplesof what each element looks like in action.

Element No Evid. Emerging Leader Developing Leader Proficient Leader Master Leader Exemplary Leader

Recruits and selectseffective teachers.

Doesnot yetshowevidenceof skill

_Recruits in response to vacancies. Morereactive than proactive.

_Uses limited channels that already existwithin the DOE to find candidates.

Understands technical mechanics ofhow to look for and find candidates.

_Focuses on filling vacancies rather thanfinding best fit.

Articulates basic needs andexpectations for role.

_Implements basic selection process,though it may lack rigor.

_Conducts interviews on own.

_Sometimes anticipates vacancies andbegins early recruitment of candidates.

_Uses limited channels in the DOE andbeyond to find candidates.

_Focuses on licenses and content morethan fit.

Articulates some specificexpectations and desiredcharacteristics and skills.

_Implements selection process thatassesses some dispositions, contentknowledge, and pedagogy.

_Engages limited number of people(e.g., only those on leadership team) ininterview process.

_Anticipates vacancies and proactivelyrecruits candidates.

_Uses multiple channels within the DOEand beyond to find candidates.

Seeks venues and implementsstrategies to increase diversity andquality of candidate pool.

_Focuses on best fit for school, culture,and program/position.

Clearly articulates specificexpectations and criteria (e.g.,characteristics, skills, competencies).

_Designs and implements rigorous,evidence-based selection process todetermine fit and assess dispositions,content knowledge and pedagogy.

_Engages staff beyond the leadershipteam in selection process.

MASTERY = Everything in Proficient Plus:

_Consistently seeks & cultivates potentialtalent. Engages staff in recruitment.

_Develops and maintains networks andrelationships within the DOE and withexternal organizations.

Markets school and opportunities.

Facilitates use of student teachersand interns to develop a pipeline.

_Maintains a high bar based on well-developed expectations and criteria.

Looks to complement existing team.

_Ensures implementation of selection

process is consistent and transparent.

Increases rigor by including multipleactivities to assess candidates.

_Engages teachers/staff in developing,implementing, and refining selectiontools and process.

EXEMPLARY = Everything in Mastery Pl

_Builds future pipeline of candidates.Engages stakeholders in recruitment.

_Serves as a recruitment resource forothers.

Recruits people into education mogenerally, beyond specific schoolneeds.

_Engages a team to developexpectations and criteria that willcomplement the existing team.

_Shares selection process and effecti

practices with others beyond theschool.

_Engages representatives from acrosthe school community to recruit, selecand get candidates to accept offers

Improves classroomteaching by settingclear expectations

and observing,coaching, and

evaluating teachers

and staff.

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next page)

Doesnot yetshow

evidenceof skill

_Sets general expectations.

Focuses on rules and compliance

rather than quality teaching.

May be less comfortable in settinggoals and expectations forindividual teachers.

_Conducts observations as part of

formal supervision and evaluation only.Meets minimum observation

requirements.

May be less comfortable using lessformal mechanisms to providefeedback.

_Defines some expectations ofprofessional conduct and qualityteaching.

_Conducts observations and walk-

throughs to gain snapshots of teacherpractice.

Views observations as learningopportunities.

Provides some feedback to facilitateteacher growth.

_Defines and sets clear, specificexpectations.

Clarifies how good instruction looks.

Regularly revisits expectations andteachers performance against them.

Holds all teachers and staffaccountable to meeting expectations.

_Regularly conducts formal and informal

observations.Visits classrooms frequently.

Effectively communicates specificpositive and constructive feedbackfrom observations.

Effectively shares strategies toimprove practice.

MASTERY = Everything in Proficient Plus:

_Engages staff in setting and revisingexpectations.

Helps staff surpass expectations.

Supports staff in assessing peers andholding one another accountable.

_Consistently conducts formal and

informal observations and providesspecific, substantive feedback.

Connects observations and feedbackto student work and learning.

Provides frequent opportunities forteachers to observe and evaluateeach others classroom instruction in

an open and reflective environment.

EXEMPLARY = Everything in Mastery Pl

_Creates a school-wide culture ofshared expectations for high-qualityteaching and learning and sharedresponsibility for holding one anothaccountable for meeting andsurpassing expectations.

_Uses multiple supervision and

observation strategies (e.g., learninwalks, formal principal observationspeer observations, video taping andanalysis, etc.) in a systematic way.

Creates a collegial environment iwhich all teachers invite observer

Promotes open dialogue andappropriate risk taking.


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The School Leadership Competencies and developmentalcontinuum support each individuals growth as a leader.

Tips to using the competencies in practice:> Identify whether each competency area is:

A strength

An area of growth / development

> Ask supervisor, peers, team members, mentors, and/or coach toprovide feedback on what they view as strengths and growth areas

> Use the developmental continuum to dive deeply into one or morecompetency areas: Self-assess where one falls on the leadership continuum It is natural and

expected to have some areas of strength and other areas of development

Work with supervisor, mentor, or coach to get feedback on where eachindividual falls on the leadership continuum

Identify evidence of how each individual demonstrates the skills in practice> Use the competencies and developmental continuum to:

Identify individualized professional developmental goals

Develop goals for Principal Performance Review (formal evaluation tool)

Model continual learning in ones school by creating a specific action plan toreach those goals


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More information about the Competencies is provided onthe Principals Portal.

Download

the fullcontinuum

View andregister forleadershipdevelopmentworkshops

Read answers toFrequently AskedQuestions

Click to downloadeach individual

competencycontinuum

Broad Leadership Competencies

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