NAME: Kirsten Henderson

Date: March 3, 2016

Self-evaluation for end of Choose an item.
ISLLC Self-Assessment Tool*
Instructions: This self-assessment is designed to provide a personal profile of your school
leadership assets based on the ISLLC Standards for School Leaders. The ISLLC SelfAssessment Tool consists of 182 statements that describe the knowledge, dispositions, and
performances contained within the ISLLC Standards for School Leaders. You are asked to
respond to each statement by reflecting on what you have learned, what you believe and value,
and what you are accomplishing as a school leader.
Read each knowledge, disposition, or performance statement carefully. Then check the box that
indicates the extent to which the statement represents your practices during the past 1012
months. In responding to each item:
1 represents Little extent
2 represents Some extent
3 represents Sufficient extent
4 represents Exemplary extent
*Used by permission of the National Policy Board for Educational Administration and the Interstate School
Leaders Licensure Consortium.

Developing Your School Leadership Profile

Purposes:
To provide school leaders with the opportunity to examine their own school leadership practices with
respect to the knowledge, dispositions, and performances contained within the ISSLC Standards for
School Leaders.
This self-examination should lead to greater familiarity with the standards and provide a starting point to
assist you in identifying potential areas of focus for professional development planning.

Directions:
1. Complete the self-assessment rating scale.
2. Check the box under the rating that applies. Be sure to check only one response/number for
each item.
3. After completion, go back and add the ratings under each standard (1 through 6). To do so,
add the scores within each standard, and divide by the total number of items within each
standard. Fill in the average rating in the space provided at the end of each standard.
4. Complete a written reflection, indicating areas of needed emphasis, growth, and
improvement, in the space provided at the end of this self-assessment.
5. In the space provided at the end of this self-assessment, generate four self-improvement
goals to be undertaken during this degree program. Each goal is to include the following:

A goal statement and its relationship to one or more of the ISLLC Standards

Anticipated activities that will lead to the accomplishment of the goal

Evidence that will demonstrate attainment of the goal

Targeted date of completion for the goal

Standard 1: A school administrator is an educational leader who promotes the success of all students by
facilitating the development, articulation, implementation, and stewardship of a vision of learning
that is shared and supported by the school community.
To what extent do I have a CURRENT PERSONAL MASTERY of the following Knowledge
indicators?
LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

EXEMPLARY
(4)

learning goals in a pluralistic society

the principles of developing and

implementing strategic plans

systems theory

information sources, data collection, and

data analysis strategies

effective communication

effective consensus-building and

negotiation skills

To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

the educability of all

a school vision of high standards of learning

continuous school improvement

the inclusion of all members of the school

community

ensuring that students have the knowledge,

skills, and values needed to become
successful adults

a willingness to continuously examine ones

own assumptions, beliefs, and practices

EXEMPLARY
(4)

doing the work required for high levels of

personal and organization performance

To what extent do I CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIES

ensuring the following Performance indicators?
LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

the vision and mission of the school are

effectively communicated to staff, parents,
students, and community members

the vision and mission are communicated

through the use of symbols, ceremonies,
stories, and similar activities

the core beliefs of the school vision are

modeled for all stakeholders

the vision is developed with and among

stakeholders

the contributions of school community

members to the realization of the vision are
recognized and celebrated

progress toward the vision and mission is

communicated to all stakeholders

the school community is involved in school

improvement efforts

the vision shapes the educational programs,

plans, and actions

an implementation plan is developed in which

objectives and strategies to achieve the
vision and goals are clearly articulated

assessment data related to student learning

are used to develop the school vision and
goals

relevant demographic data pertaining to

students and their families are used in
developing the school mission and goals

barriers to achieving the vision are identified,

clarified, and addressed

EXEMPLARY
(4)

x
x
x

needed resources are sought and obtained

to support the implementation of the school
mission and goals

existing resources are used in support of the

school vision and goals

the vision, mission, and implementation plans

are regularly monitored, evaluated, and
revised

Standard 1: Average = Total 28

Average = 3

Standard 2: A school administrator is an educational leader who promotes the success of all students by
advocating, nurturing, and sustaining a school culture and instructional program conducive to
student learning and staff professional growth.
To what extent do I have a CURRENT PERSONAL MASTERY of the following Knowledge
indicators?
LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

EXEMPLARY
(4)

student growth and development

applied learning theories

applied motivational theories

curriculum design, implementation,

evaluation, and refinement

principles of effective instruction

measurement, evaluation, and assessment

strategies

diversity and its meaning for educational

programs

adult learning and professional development

models

the change process for systems,

organizations, and individuals

the role of technology in promoting student

learning and professional growth

school cultures

To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

EXEMPLARY
(4)

student learning as the fundamental purpose

of schooling

the proposition that all students can learn

the variety of ways in which students can

learn

life-long learning for self and others

professional development as an integral part

of school improvement

the benefits that diversity brings to the school

community

a safe and supportive learning environment

preparing students to be contributing

members of society

To what extent do I CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIES

ensuring the following Performance indicators?
LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

EXEMPLARY
(4)

all individuals are treated with fairness,

dignity, and respect

professional development promotes a focus

on student learning consistent with the
school vision and goals

students and staff feel valued and important

the responsibilities and contributions of each

individual are acknowledged

barriers to student learning are identified,

clarified, and addressed

diversity is considered in developing learning

experiences

life-long learning is encouraged and modeled

there is a culture of high expectations for self,

student, and staff performance

technologies are used in teaching and

learning

student and staff accomplishments are

recognized and celebrated

multiple opportunities to learn are available to

all students

the school is organized and aligned for

success

curricular, co-curricular, and extra-curricular

programs are designed, implemented,
evaluated, and refined

curriculum decisions are based on research,

expertise of teachers, and the
recommendations of learned societies

the school culture and climate are assessed

on a regular basis

a variety of sources of information is used to

make decisions

student learning is assessed using a variety of

techniques

multiple sources of information regarding

performance are used by staff and students

a variety of supervisory and evaluation models

is employed

pupil personnel programs are developed to

meet the needs of students and their families
Standard 2: Average = Total 39

x
x

x
x

x
Average = 3

Standard 3: A school administrator is an educational leader who promotes the success of all students by
ensuring management of the organization, operations, and resources for a safe, efficient, and
effective learning environment.
To what extent do I have a CURRENT PERSONAL MASTERY of the following Knowledge
indicators?
LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

EXEMPLARY
(4)

theories and models of organizations and the

principles of organizational development

operational procedures at the school and

district level

principles and issues relating to school safety

and security

human resources management and

development

principles and issues relating to fiscal

operations of school management

principles and issues relating to school

facilities and use of space

legal issues impacting school operations

current technologies that support

management functions

x
x

To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

EXEMPLARY
(4)

making management decisions to enhance

learning and teaching

taking risks to improve schools

trusting people and their judgment

accepting responsibility

having high-quality standards, expectations

and performances

involving stakeholders in management

processes

promoting a safe environment

To what extent do I CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIES

ensuring the following Performance indicators?
LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

EXEMPLARY
(4)

knowledge of learning, teaching, and student

development is used to form management
decisions

operational procedures are designed and

managed to maximize opportunities for
successful learning

emerging trends are recognized, studied, and

applied as appropriate

operational plans and procedures to achieve

the vision and goals of the school are in place

collective bargaining and other contractual

agreements related to the school are
effectively managed

the school plant, equipment, and support

systems operate safely, efficiently, and
effectively

time is managed to maximize attainment of

organizational goals

potential problems and opportunities are

identified

problems are confronted and resolved in a

timely manner

financial, human, and material resources are

aligned to the goals of the school

the school acts entrepreneurially to support

continuous improvement

organizational systems are regularly

monitored and modified as needed

stakeholders are involved in decisions

affecting the school

responsibility is shared to maximize ownership

and accountability

effective problem-framing and problem-solving

skills are used

effective conflict resolution skills are used

effective group-process and consensusbuilding skills are used

effective communication skills are used

there is effective use of technology to manage

school operations

fiscal resources of the school are managed

responsibly, efficiently, and effectively

a safe, clean, and aesthetically pleasing

school environment is created and maintained

human resource functions support the

attainment of school goals

confidentiality and privacy of school records

are maintained

x
x
x

Standard 3: Average = Total 38

Average = 3

Standard 4: A school administrator is an educational leader who promotes the success of all students by
collaborating with families and community members, responding to diverse community interests
and needs, and mobilizing community resources.
To what extent do I have a CURRENT PERSONAL MASTERY of the following Knowledge
indicators?
LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

EXEMPLARY
(4)

emerging issues and trends that potentially

impact the school community

the conditions and dynamics of the diverse

school community

community resources

community relations and marketing strategies

and processes

successful models of school, family, business,

community, government and higher education
partnerships

To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

EXEMPLARY
(4)

schools operating as an integral part of the

larger community

collaboration and communication with families

involvement of families and other stakeholders

in school decision-making processes

the proposition that diversity enriches the

school

families as partners in the education of their

children

the proposition that families have the best

interests of their children in mind

resources of the family and community

needing to be brought to bear on the
education of students

an informed public

To what extent do I CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIES

ensuring the following Performance indicators?
LITTLE
(1)

high visibility, active involvement, and

SOME
(2)

SUFFICIENT
(3)

EXEMPLARY
(4)

10

communication with the larger community is a

priority

relationships with community leaders are

identified and nurtured

information about family and community

concerns, expectations, and needs is used
regularly

there is outreach to different business,

religious, political, and service agencies and
organizations

credence is given to individuals and groups

whose values and opinions may conflict

the school and community serve one another

as resources

available community resources are secured to

help the school solve problems and achieve
goals

partnerships are established with area

business, institutions of higher education, and
community groups to strengthen programs
and support school goals

community youth family services are

integrated with school programs

community stakeholders are treated equitably

diversity is recognized and valued

effective media relations are developed and

maintained

a comprehensive program of community

relations is established

public resources and funds are used

appropriately and wisely

community collaboration is modeled for staff

opportunities for staff to develop collaborative

skills are provided

Standard 4: Average = Total 29

Average = 3

11

Standard 5: A school administrator is an educational leader who promotes the success of all students by
acting with integrity, fairness, and in an ethical manner.
To what extent do I have a CURRENT PERSONAL MASTERY of the following Knowledge
indicators?
LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

the purpose of education and the role of

leadership in modern society

various ethical frameworks and perspectives

on ethics

the values of the diverse school community

professional codes of ethics

the philosophy and history of education

EXEMPLARY
(4)

To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?
LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

the ideal of the common good

the principles in the Bill of Rights

the right of every student to a free, quality

education

bringing ethical principles to the decisionmaking process

subordinating ones own interests for the good

of the school community

accepting the consequences for upholding

ones principles and actions

using the influence of ones office

constructively and productively in the service
of all students and their families

EXEMPLARY
(4)

12

development of a caring school community

To what extent do I CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIES

ensuring the following Performance indicators?
LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

EXEMPLARY
(4)

examines personal and professional values

demonstrates a personal and professional

code of ethics

demonstrates values, beliefs, and attitudes

that inspire others to higher levels of
performance

serves as a role model

accepts responsibility for school operations

considers the impact of ones administrative

practices on others

uses the influence of the office to enhance the

educational program rather than for personal
gain

treats people fairly, equitably, and with dignity

and respect

protects the rights and confidentiality of

students and staff

demonstrates appreciation for and sensitivity

to the diversity in the school community

recognizes and respects the legitimate

authority of others

examines and considers the prevailing values

of the diverse school community

expects that others in the school community

will demonstrate integrity and exercise ethical
behavior

opens the school to public scrutiny

13

fulfills legal and contractual obligations

applies laws and procedures fairly, wisely, and

considerately

x
x

Standard 5: Average = Total 29

Average = 3

Standard 6: A school administrator is an educational leader who promotes the success of all students by
understanding, responding to, and influencing the larger political, social, economic, legal, and
cultural context.
To what extent do I have a CURRENT PERSONAL MASTERY of the following Knowledge
indicators?
LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

principles of representative governance that

undergird the system of American schools

the role of public education in developing and

renewing a democratic society and an
economically productive nation

the law as related to education and schooling

the political, social, cultural, and economic

systems and processes that impact schools

models and strategies of change and conflict

resolution as applied to the larger political,
social, cultural, and economic contexts of
schooling

global issues and forces affecting teaching

and learning

the dynamics of policy development and

advocacy under our democratic political
system

the importance of diversity and equity in a

democratic society

EXEMPLARY
(4)

To what extent do I have a CURRENT PERSONAL BELIEF IN, VALUE OF, AND
COMMITMENT to the following Disposition indicators?

14

LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

seeing education as a key to opportunity and

social mobility

recognizing a variety of ideas, values, and

cultures

having a continuing dialogue with other

decision makers affecting education

actively participating in the political and policymaking context in the service of education

using legal systems to protect student rights

and improve student opportunities

EXEMPLARY
(4)

x
x

To what extent do I CURRENTLY FACILITATE PROCESSES AND ENGAGE IN ACTIVITIES

ensuring the following Performance indicators?
LITTLE
(1)

SOME
(2)

SUFFICIENT
(3)

the environment in which schools operate is

influenced on behalf of students and their
families

communication occurs within the school

community on trends, issues, and potential
changes in the environment in which schools
operate

there is ongoing dialogue with representatives

of diverse community groups

the school community works within the

framework of policies, laws, and regulations
enacted by local, state, and federal authorities

public policy is shaped to provide quality

education for students

lines of communication are developed with

decision makers outside the school
community

Standard 6: Average = Total 19

EXEMPLARY
(4)

Average = 2.7

Insert the average score for each standard in the appropriate cell below:

15

4
x

3
x
2
1
1
Shared
Vision

2
Learning
Culture

3
Managing
the Learning
Environmen
t

4
Community
Collaboratio
n

5
Integrity
and
Fairness

6
Political,
Legal and
Cultural
Context

In the space below, please write your written reflection, indicating areas of needed
emphasis, growth, and improvement (the space will expand as you type):
The areas where I found I need to grow include the fiscal area, working with outside agencies
such as the public or policy making law-makers and analyzing data for student growth. The
classes I am currently taking include finance and curriculum so I am in the process of learning
skills necessary to feel more confident in these areas. I am staying current on educational issues
through websites and email lists. I am employed at a preschool for special needs children so the
issues I am involved with are different than the public school K-12 issues.
In the space below, generate four self-improvement goals to be undertaken during this
degree program. Each goal is to include the following:

A goal statement and its relationship to one or more of the ISLLC Standards

Anticipated activities that will lead to the accomplishment of the goal

Evidence that will demonstrate attainment of the goal

Targeted date of completion for the goal

Through my studies in the finance class, I will complete a budget for a local school district
including researching demographic data, enrollment trend analysis, revenues, expenditures and
presentation of the budget by May, 2016.
Through my curriculum class I will be completing an analysis of assessment data as well as
completing an curriculum audit by April, 2016 and May, 2016, respectively.

16