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  1. Surveys
  2. 2008
  3. October
  4. M
  5. McREL Leadership TEMPLATE
0%
 
 
Principal Leadership Practices

Please describe your actions regarding each of the instructional leadership practices below by recalling how often you did each of them during the last month on a scale of 1=never or almost never, 2= seldom, 3=about half the time, 4=often and 5=almost always or always. Please enter the number that most closely describes the frequency with which you acted in the particular statement on the blank line in front of the item. Thank you for your participation and your time.
 
 
1. I fostered shared beliefs and a sense of community and cooperation by
Never or hardly ever Seldom About half the time Often Always or almost always
promoting cooperation among staff
promoting a sense of well-being
promoting cohesion among staff
developing an understanding of purpose
developing a shared vision of what the school could be like
I had diversity or equity-related conversations with my staff, and I made clear that I would immediately deal with ethnic, racial, or sexual jokes or derogatory remarks.
I consciously sought honest, authentic friendships and relationships with people who are different from me so that I could learn about the differences among people.
I helped new employees understand the district and school’s norms, values, and “unwritten rules.”
I consciously tried to include a diverse group of people from all levels of my school and its community in committee meetings and problem-solving groups.
 
 
2. I established a set of standard operating procedures and routines by
Never or hardly ever Seldom About half the time Often Always or almost always
providing and enforcing clear structure, rules, and procedures for students
providing and enforcing clear structures, rules, and procedures for staff
establishing routines regarding the running of the school that staff understand and follow
 
 
3. I protected teachers from issues and influences that would detract from their teaching time or focus, such as
Never or hardly ever Seldom About half the time Often Always or almost always
protecting instructional time from interruptions
protecting/sheltering teachers from distractions
 
 
4. I provided teachers with materials and professional development necessary for the successful execution of their jobs by
Never or hardly ever Seldom About half the time Often Always or almost always
ensuring that teachers have necessary materials and equipment
ensuring that teachers have necessary staff development opportunities that directly enhance their teaching
 
 
5. I established clear goals and kept those goals in the forefront of the school’s attention by
Never or hardly ever Seldom About half the time Often Always or almost always
establishing high, concrete goals and expectations that all students meet them
establishing concrete goals for all curriculum, instruction, and assessment
establishing concrete goals for the general functioning of the school
continually keeping attention on established goals
 
 
6. I established strong lines of communication with teachers and among students by
Never or hardly ever Seldom About half the time Often Always or almost always
being easily accessible to teachers
developing effective means for teachers to communicate with one another
maintaining open and effective lines of communication with staff
 
 
7. I have been an advocate and spokesperson for the school to all stakeholders by
Never or hardly ever Seldom About half the time Often Always or almost always
assuring the school is in compliance with district and state mandates
advocating on behalf of the school in the community
advocating for the school with parents
ensuring the central office is aware of the school’s accomplishments
 
 
8. I involved teachers in the design and implementation of important decisions and policies by
Never or hardly ever Seldom About half the time Often Always or almost always
providing opportunity for input on all important decisions
providing opportunities for staff to be involved in developing school policies
using a leadership team in decision making
I provided opportunities on a regular and frequent basis (e.g., twice monthly) for teachers to collaborate using curriculum-embedded assessment data.
I allocated time for teachers to discuss practice and collaborate on instructional issues.
I ensured that school staff regularly reflect on their work, analyze the results of their efforts and make adjustments to improve instruction.
I ensured that the school use professional learning communities to help focus on improved instruction for all students.
I ensured that the school use professional learning communities to help focus on the acceleration of learning for low-performing students.
I provided opportunities for teachers to participate in coaching, observations, and other professional development.
I ensured that staying abreast of what's happening in one's profession, especially of promising new approaches to narrowing the achievement gap, is a school norm.
I ensured that effective professional learning communities exist in the school.
 
 
9. I recognized and celebrated school accomplishments and acknowledged failures by
Never or hardly ever Seldom About half the time Often Always or almost always
systematically and fairly recognizing and celebrating accomplishments of teachers
systematically and fairly recognizing and celebrating accomplishments of students
systematically acknowledging failures and celebrating accomplishments of the school
 
 
10. I was willing to and actively challenged the status quo by
Never or hardly ever Seldom About half the time Often Always or almost always
consciously challenging the status quo
leading change initiatives with uncertain outcomes
systematically considering new and better ways of doing things
 
 
11. I communicated and operated from strong ideals and beliefs about schooling by
Never or hardly ever Seldom About half the time Often Always or almost always
holding strong professional beliefs about schools, teaching, and learning
sharing beliefs about schools, teaching, and learning with the staff
demonstrating behaviors that are consistent with beliefs
 
 
12. Knowledge of CIA:
Never or hardly ever Seldom About half the time Often Always or almost always
I demonstrated knowledge about current curriculum, instruction, and assessment practices and provided conceptual guidance for teachers regarding effective classroom practice.
 
 
13. I monitored the effectiveness of school practices and their impact on student learning by
Never or hardly ever Seldom About half the time Often Always or almost always
monitoring and evaluating the effectiveness of curriculum, instruction, and assessment
making sure that teachers in my school received training in a continuous improvement or inquiry process.
monitoring all classrooms for effective differentiated instruction.
supporting and coaching teachers to implement daily, immediate and individualized in-class interventions to struggling students during differentiated instructional time.
ensuring that the most highly qualified teachers teach the intensive intervention classes.
ensuring that the school use data analysis to continually monitor the effectiveness of intensive intervention programs.
ensuring that the school use a tiered intervention approach.
 
 
14. I have been aware of the details and undercurrents in the running of the school and used this information to address current and potential problems by
Never or hardly ever Seldom About half the time Often Always or almost always
being aware of informal groups and relationships among staff of the school
being aware of issues in the school that have not surfaced but could create discord
being able to predict what could go wrong from day to day
 
 
15. I ensured that faculty and staff were aware of the most current theories and practices and made the discussion of these a regular aspect of the school’s culture by
Never or hardly ever Seldom About half the time Often Always or almost always
staying informed about current research and theory regarding effective schooling
continually exposing the staff to cutting-edge ideas about how to be effective
systematically engaging staff in discussions about current research and theory
continually involving the staff in reading articles and books about effective practices
 
 
16. Miscellaney
Never or hardly ever Seldom About half the time Often Always or almost always
I provided opportunities on a regular and frequent basis (e.g., twice monthly) for teachers to collaborate on the implementation of the adopted reading/language arts and mathematics programs.
I ensured that all school staff understand the alignment between the adopted program, the standards and the assessments.
I ensured that collaboration time is used to work toward effective implementation of adopted materials.
I ensured that teachers hold all students to achievement of standards with particular attention to the lowest performing groups of students.
I consistently communicated a shared vision of faithful implementation of adopted materials.
 
 
 
During the last school year I received (#) 1-on-1 coaching sessions from Springboard Schools (SBS).
   
 
 
 
During the last school year I received (#) cohort coaching sessions from SBS.
   
 
 
 
During the last school year I received (#) other professional development sessions from SBS.
   
 
 
Answer the following question by checking the appropriate answer:
I have (#) years of experience as a school principal in this district.
 
Less than 3 years
 
3 to 5 years
 
6 to 10 years
 
11 to 15 years
 
more than 15 years
 
 
Answer the following question by checking the appropriate answer:
I have (#) years of experience as a school principal (in any district).
 
Less than 3 years
 
3 to 5 years
 
6 to 10 years
 
11 to 15 years
 
more than 15 years
 
 
 
I am a principal at School Name (optional)
   
 
 
 
CCF School?
 
No
 
Yes
 
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