Leadership Progression Roadmap Assistant Principal to ... - TNTP

Leadership Progression RoadmapAssistant Principal to Principal2009

IntroductionThe Leadership Progression Roadmap is a tool for aspiring andcurrent KIPP leaders to better understand what to expect whentransitioning from one role to the next. Rather than a simpledescription of the new job, this Roadmap details the specificchanges you will experience in your transition to a newleadership role. These changes, or “shifts,” will impact whatskills you must cultivate, how you spend your time at work, aswell as what you focus on in order to be successful in your role.Mastery of a new leadership position at KIPP will require you tosuccessfully navigate these shifts.Leadership Competency ModelFor teachers and leaders considering new roles, this Roadmaptool gives you information you need to make an informeddecision about taking on a more advanced leadership rolewithin KIPP, and will help you prepare to make shifts. Formanagers, this will be a helpful tool both in determining whichmembers of your team may be ready to take on new challengesand for coaching leaders towards readiness. The Realistic JobPreview tool supports this Roadmap, and will add to yourunderstanding of the leadership position you may beconsidering.1

What changes? The Big PictureAs the leader and face of the school, thePrincipal will not only set a high standard forachievement, but will serve as a role modelfor results orientation and continuouslearning. S/he will take a broad view whenplanning and prioritizing, realizing that his/herdecisions will impact all students, teachersand likely others. The Principal must beprepared to take fast and decisive action asissues arise at school, often with minimalinformation and time to analyze. S/he mustalso be adept at delegating certain decisionsto members of the leadership team, such asAPs and GLCs.The Principal is the point person for setting theschool’s direction and inspiring others toembrace the school culture. As a manager ofmanagers, s/he must delegate effectively, andempower the Asst. Principals and/or GLC’s tolead their own teams. The Principal owns theschool’s performance management process.S/he ensures that teachers and staff establishperformance goals, and provides regularfeedback on progress. Organizationally, thePrincipal ensures that the right employees areselected, promoted and retained.Principals work with an even larger number ofstakeholders, now including some outside theschool. As a result, the Principal must beeffective at communicating to many differentaudiences, requiring greater self‐awarenessand sensitivity to his/her tone and style. S/hewill use both direct and indirect influenceapproaches, and will need to build a presenceand establish trust with the local communityserved by the school.For many, the shift to Principal is their firstexperience with active operationalmanagement. The Principal owns budgetaryplanning and decision making for the school.Though the total scope of a Principal’sbusiness management responsibility will varyby region, every KIPP Principal must balancetime and attention between trackingacademic progress and monitoring schoolbusiness operations.2

Competency shifts: Which competencies change the most?AchievementOrientationCommunicationDirectionSettingTalentDevelopment: You now set the performance standard that the entire school is expected to achieve: You must demonstrate follow through on commitments made to more stakeholders than ever: You demonstrate resilience in confronting an extraordinary number of daily challenges in your school: You now speak as the voice of the school to the greater community: You communicate through others to spread your message within and beyond the school: More of your communication is formal, and presented to larger groups: All school‐wide goals and objectives now originate with you or have your endorsement: You must inspire many more people to carry your leadership message forward to several diverse audiences: You are expected to lead by example, being a role model for desired school culture, behavior and values: You now manage the processes for selection and development of all school employees: You provide just‐in‐time resources and opportunities for the development of those employees, and cultivateleadership within your schoolOperationalManagement: You are responsible for retaining top talent, as well as managing out poor performers when required: School financial planning and management are now your responsibility: You are accountable to the ED and/or Board for making prudent decisions regarding the school’s management: You are expected to partner with regional leadership and/or the Board to acquire necessary additional resourcesfor the operation of the school* Refer to the KIPP Leadership Competency Model, Proficiency Roadmap and Job Preview for detailed explanations of these competencies3

Time shifts: The changes in your daily workServing a key role on the schoolleadership teamResolving academic and/or studentdiscipline issuesEnforcing achievement ofacademic goalsPromoting and supporting theschool cultureStaying aware of businessoperationsResolving tactical issues that ariseduring the school dayConsiderable time spent observingand coaching teachersActing as the face and voice of theentire schoolOverseeing all aspects of studentachievement and schooloperationsSetting academic goals and drivingschool‐wide achievementEnsuring that school environment,activities, and student and staffbehavior are aligned with schoolvaluesMaking budget, staffing andbusiness operations decisionsDelegating issue resolution to APsand GLCs as appropriateReduced time in the classroomand coaching teachers4

Leadership Proficiency RoadmapPrincipals2009

BackgroundLeadership Competency ModelThe Proficiency Roadmap is a reference tool forKIPP Principals and those who coach, develop,and evaluate them. This tool can be used tohelp principals think about specific behaviorsthat will help them to grow as KIPP leaders.Following the receipt of a 360 feedback surveyor an evaluation, principals can refer to thiscompetency‐based roadmap to reflect uponhow to improve upon specific strengths orfurther develop in specific priority areas forgrowth. Similarly, those who coach, developand evaluate KIPP Principals can use this tool asa reference for pointing out specific behaviorsthat will help principals grow as leaders. Finally,this tool can help Executive Directors andBoards evaluating principals to think abouttheir level of proficiency for each of the keybehaviors. This tool should be used as areference for considering specific areas ofgrowth; it is not expected that users will reviewthis entire document in one sitting. Tosupplement this tool, please refer to theRealistic Job Preview for Principals, which offersvery specific, day‐to‐day examples of each keybehavior, either at the proficient or masterlevel.1

Proficiency LevelsThe three levels of proficiency refer to the skill level and expertise of the leader, but not their experience or tenure in the position.It is important to note that it is virtually impossible for a leader to be at the “Master” level on all behaviors. Thus, when using thisroadmap each behavior should be seen as completely independent of the others. Someone could easily be at the “Master” level onone or more behaviors and at the “Novice” level on many others. Note that if someone is at the “Proficient” or “Master” level for aparticular behavior, it can be assumed that they are effectively performing the behaviors of the lower levels (e.g., an individual atthe “Master” level of a behavior is effectively performing the “Novice” and “Proficient” levels of that behavior as well).The proficiency levels are written using the following general guidelines:Novice:Leaders at this level are performing the basicbehaviors required for the job, but at a minimallyacceptable level. Leaders at this level can beconsidered to be in a learning mode for thisparticular behavior. Frequently, this level ofbehavior involves responding to circumstancesrather than being proactive. Leaders at this levelalso tend to see issues from the standpoint of asmall set of constituents rather than seeingissues broadly with a more organizational focus.Leaders who have many behaviors in thiscategory may get results, but often do so withconsiderable assistance from their directmanager and must expend considerable effortlearning and developing skills.Proficient:This level describes a leader who is performingeffectively on a behavior to achieve results forthe organization. Often, these behaviors addressorganizational needs proactively and involveconsideration of long‐term consequences.Generally, someone at this level of behavior willdrive results for the organization and thereshould be no pressing need to improve in thisarea for the organization to succeed.Master:The master level of behavior implies a significantstep up from the proficient level. Leaders at thislevel are seen by others as experts, models andaccomplished. At this level of behavior, leaderstend to focus on long‐term sustainability bymentoring others and empowering individuals sothat results are achieved by others rather thanthrough the direct effort of the leader. This levelof behavior goes above and beyond what would beexpected normally of a leader, but it is where trulyexceptional organizational results are seen. Aleader who consistently achieves at this level inmany behaviors will likely have a highly functioningteam that can get exceptional results with minimaldirect involvement by the leader. These leaderstend to produce exceptional talent and havepotential for advancement themselves.2

STUDENT FOCUSHigh ExpectationsStudent BestInterestsCommitmentsRespectRelationshipsNovice Proficient MasterHolds the leadership team and other staffaccountable for consistently demonstratinghigh expectations for students on a daily basis.Ensures that every aspect of the schoolsupports student’s pursuit of college and selfsufficiency after graduation.Expresses high expectations for all studentsand expresses belief in their potential tocomplete college and succeed in life.Demonstrates passion for students and anauthentic desire for students to succeed butmay make some decisions without fullyunderstanding the needs and motivations ofstudents or circumstances behind their actions.Makes following through on commitments tostudents a priority.Respects students in actions and words.Acts as a trusted advisor to students, teachersand staff when they seek out assistance.Seeks to understand the needs andmotivations of students and makes decisionswith students’ best interests and needs inmind. Holds entire school staff accountable todo the same.Keeps all commitments made to students andholds others accountable to do the same.Willing to reverse decisions when doing so isnecessary to keep commitments made tostudents.Establishes and maintains a culture of respectby communicating expectations that allstudents should be treated with respect andholding staff accountable for maintainingrespect for students.Establishes and maintains strong relationshipswith students. Encourages and works closelywith teachers and staff to help them do thesame.Personally mentors students with an emphasison setting and achieving high‐level goals.Works with parents to increase theirconfidence in their student’s ability to succeed.Consistently uses both data and intuition tomake decisions in the best interest of students.Coaches teachers, the Leadership Team, andother staff to ensure that they consider theneeds and motivations of students whenmaking decisions.Mentors school’s Leadership Team andteachers to ensure that they make realisticcommitments to students and ensure followthrough.Immediately responds with direct timelyfeedback when teachers or students addressstudents disrespectfully. Treats thesesituations as “teachable moments” for bothparties to support a school‐wide culture ofrespect. Also ensures that teachers andstudents treat each other with respect.Leverages relationships and connects studentsand staff with one another to enhance theachievement of results.PRINCIPALS 3

ACHIEVEMENT ORIENTATIONChallenging GoalsInitiativeFollow ThroughResilienceFlexibilityFocus on ResultsNovice Proficient MasterDemonstrates high expectations by settingchallenging goals for self, teachers, studentsand staff. Models excellence for others bysetting goals high and working hard to achieveresults.Strives for success by putting in extra effort toachieve results.Takes initiative, going above and beyondtypical expectations to achieve results.Strives to achieve commitments to students,parents and teachers but may not always betimely with responses or delivery.Overcomes obstacles effectively by expendingextra effort when needed and seeking creativesolutions to problems.Reacts to the unexpected by shifting resourcesand personally addressing issues.Encourages staff, teachers and students towork hard by expressing the importance ofachieving results.Encourages, supports and holds leadershipteam and staff accountable for taking initiativeand going beyond typical expectations.Follows through on commitments andpromises with an appropriate sense ofurgency. Includes commitments to parents,teachers, students and staff, as well as externalstakeholders.Demonstrates tenacity, persevering throughsignificant challenges to reach long and shortterm goals. Supports perseverance in teachers,students and staff to achieve goals.Demonstrates flexibility and easily adaptswhen plans or situations change unexpectedly.Effectively adjusts plans (including goals,timelines, etc.) to achieve intended outcomes.Focuses upon results and how they areachieved especially in terms of ensuringteacher and student successes. Does notconfuse effort with results.Collaborates with teachers and staff to setchallenging goals for themselves and students.Consistently challenges students to set theirown standards high.Role models “initiative” by making personalsacrifices and taking responsibility for makingsure results are achieved.Consistently prioritizes and follows through onall commitments regardless of who thecommitment was made to. Ensures thatleadership team members hold teachers, staffand students accountable for theircommitments in an effort to establish a culturethroughout the school that promises are kept.Integrates learning from overcoming pastobstacles and creates policies or processes sothat others who encounter similar challengeswill find it easier to successfully overcome thesame challenges.Plans for contingencies so when suddenchanges occur, resources are available torespond effectively without diverting all ofhis/her focus to managing the change. Helpsstaff, teachers, students and parents adjust tochanges and see plans as flexible.Holds the Leadership Team, school staff andteachers accountable for achieving specificoutcomes while actively coaching them ontheir approach. Holds others accountable forresults and how they achieve them.PRINCIPALS 4

CONTINUOUS LEARNINGLearningRisk TakingData‐basedImprovementsResearchImprovementInnovationSharingNovice Proficient MasterTakes responsibility for his/her own behavior,mistakes and results. Learns from successesand failures.Focuses primarily on failures, shortcomings ormistakes to improve results.Manages risk by minimizing it. When risks aretaken, may not always calculate theadvantages and disadvantages.Experiments with new ideas on the basis ofrecommendations from others.Uses personal experience and the experienceof others to inform decision‐making.Manages the status quo while exploring a fewopportunities for personal and organizationalimprovement.Listens to the ED, parents, staff, teachers andstudents when they offer suggestions forinnovations.Willingly shares information about currentschool practices to those who ask. Activelyparticipates in dialogues with teachers andstaff about best practices.Takes calculated risks by weighing thepotential reward against consequences offailure.Uses data from a wide range of sources toaccurately assess areas for improvement inevery aspect of the school’s curriculum,teaching, culture, and operations.Uses research on best practices to inform thedevelopment of policies, procedures andcurriculum. Shares current research withteachers regularly.Continuously and humbly seeks opportunitiesfor personal and organizational improvement.Proactively solicits and willingly acceptsassistance.Values and actively encourages creative andinnovative ideas offered by the ED, students,parents, teachers and external stakeholders.Promotes and actively encourages sharingeffective practices throughout the schoolcommunity and across the KIPP network.Treats every success and failure as a learningopportunity and actively engages others inlearning from their own behavior by acting as arole model. Reflects on own behavior andmakes improvements even when others aresatisfied.Proactively seeks new opportunities and thenassesses risk and rewards before pursuingthem. Helps Leadership Team, staff andteachers see risks as opportunities. Does postmortemassessment of risk to understand itsimpact on future decisionsTeaches Leadership Team, staff and teachersto use qualitative and quantitative data toassess the needed improvements inoperations, teaching and student achievement.Whenever possible, identifies a research base(either existing or via pilot research) to supportnew programs and initiatives. Assureseffectiveness of programs beforeinstitutionalizing them. Actively solicits topicalexperts from within and outside the KIPPcommunity to learn best practices.Holds self, Leadership Team, staff and teachersaccountable for personal and organizationalimprovements. Actively mentors teachers andstaff to achieve improvements. Effectivelyprioritizes improvements.Proactively seeks out opportunities toexperiment with creative and innovative ideas.Coaches others to do the same. Testsinnovations to determine whether broaderimplementation is warranted.Regularly and publicly shares effectiveeducational and policy methods. Createsopportunities for staff and teachers toregularly share best practices for the purposeof improving others (e.g., presents at KIPPSummit or other conferences). Shares insightsamong teachers, parents, other schools, andwithin the field of education.PRINCIPALS 5

CRITICAL THINKING AND PROBLEM SOLVINGGatheringInformationSorting OutComplexityAnticipatingProblemsBreaking DownInformationAnalysisWeighing OptionsNovice Proficient MasterWhen problem solving, gathers informationfrom multiple relevant sources andstakeholders, including those both internal andexternal to the school.Problem solves alone or with input from one ortwo trusted colleagues.Considers all of the relevant data when makingdecisions.Identifies problems and strives to findsolutions.Sets aside large amounts of time and resourcesto analyze complex problems.Focuses primarily on solving a problempromptly and may only look at obvious factsand not take the time to analyze andsynthesize the information in‐depth.Examines the pros and cons of a conclusionwhen problem solving.Identifies useful relationships among complexdata from unrelated areas.Anticipates and identifies problems promptlyso they can be addressed in a timely fashion.Solves complex problems by breakinginformation and problems into parts.Analyzes, synthesizes, and contextualizesinformation; allowing adequate time to reflecton sufficient data to amass before coming to aconclusion. Seeks out information that may notbe apparent on the surface.Weighs pros and cons of multiple options tosolve complex problems.Problem solves using a collaborative processwith involvement from the key stakeholderswhen appropriate. Makes sure to involveleadership team members or other staff in keydecisions. Effectively mentors leadership teammembers on how to involve others whenproblem solving.Proactively seeks out potentially conflictingdata in order to sort out the complexity andarrive at new ways of addressing problems.Effectively re‐positions data with audiences toillustrate important relationships that supportconclusions.Proactively identifies issues before theybecome a problem. Delegates problems toleadership team members, teachers and staffwho are in the right position to create the bestsolutions.Coaches the leadership team, teachers, staffand students on how to break down complexinformation and problems into parts.Questions leadership team members, teachers,staff and others about their analyses andconclusions by probing into issues that may notbe immediately apparent. Coaches staff toanalyze, reflect upon, synthesize, andcontextualize information.Seeks others’ input regarding the pros andcons of various alternatives when problemsolving. Coaches and expects the LeadershipTeam, staff, teachers and students to presentcogent analyses that consider pros and conswhen considering alternative courses of action.PRINCIPALS 6

DECISION‐MAKINGProcessesConsequencesSense of UrgencyCommunicatingDifficult ChoicesNovice Proficient MasterEstablishes clear decision making processes,communicating proactively about howdecisions will be made and who has input andensuring that decisions are made by individualsbest suited to make them.Communicates clearly about how decisionshave been made and uses transparentmethods for making decisions. Prefers topdowndecision making. May not always usecollaborative decision making appropriately.Makes decisions that effectively address theimmediate needs of students, parents,teachers and staff.Focuses primarily on making the “best”possible decision and thus decisions may notalways be made on a timely basis.Explains decisions to staff, teachers, parents,the ED, and students when asked, but may notproactively reach out to stakeholder groups.Seeks alternatives before making difficultdecisions so that “no stone is left unturned”.Considers both the longer‐term andunintended consequences of potentialdecisions on the entire school community.Makes the right decision in a timely manner,using intuition, as well as data in the face ofambiguity.Timely and effectively conveys decisions tostudents, teachers, staff, the ED, and parentsand takes follow‐up actions to supportdecisions.Promptly makes and stands by controversialdecisions that benefit the organization. Sharesthe rationale for decisions with the LeadershipTeam, students, parents, teachers and staff,particularly when consensus cannot bereached.Effectively uses top‐down decision making ORmore consensus‐based methods depending oncircumstances. Regularly solicits input from keystakeholders (including the ED, the LeadershipTeam, parents, teachers and students)regarding decision‐making processes.Effectively balances the short and long termconsequences of any decision. Helps theLeadership Team, teachers and staff see thelong‐ and short‐term implications of theirdecisions.Effectively balances time demands withconcerns for the quality and accuracy ofdecisions. Coaches Leadership Team membersto avoid “analysis paralysis” when makingdecisions.Develops standardized procedures (often viathe Leadership Team) to ensure that alldecisions are communicated in a timely fashionto teachers, parents, students, the ED, andstaff using the most efficient and effectivecommunication methods.Anticipates when decisions might be difficultfor parents, students, teachers or staff toaccept. Provides early warnings, significantinformation and demonstrates empathy andunderstanding when stakeholders have troubleaccepting a decision.PRINCIPALS 7

PLANNING AND EXECUTIONBackward PlanningResourcesPrioritizingAccountabilityContingency PlansNovice Proficient MasterMethodically backwards plans to achieveshort‐ and long‐term goals for the entireschool, teachers, students and staff. Ensuresthat logistics and details are thoroughlyconsidered when planning.Makes plans that effectively address shorttermgoals but may not see long‐termconsequences.Creates an annual plan that includes resourcesfor projects that balance the needs of variousteachers and staff.Manages time and resources by responding torequests as they come up and based onimmediate needs.Assesses progress during projects andinitiatives but may not have a clear sense ofhow much mid‐stream progress is needed inorder to meet the final deadline. Regularlymeets deadlines but may do so by putting inextra effort at the end to catch up.Tends to focus on identifying the “best”solution and works extremely hard to achieveit, but rarely identifies a secondary option untilthe first choice clearly will not succeed.Accurately scopes and secures resourcesneeded to accomplish the school’s goals, aswell as projects and initiatives as, requested byteachers, grade level chairs, parents andstudents.Manages his or her time and the school’sresources effectively by prioritizing effortsaccording to school‐wide and personal goals.Establishes clear and realistic milestones toachieve outcomes. Regularly compares actualprogress to planned milestones and adjustsplans accordingly. Holds self, staff, andteachers accountable for achieving milestones,as well as intended outcomes.Actively communicates to all stakeholders theimportance of the primary goal, but alsoproactively develops contingency plans inadvance of potential or unforeseencircumstances.Coaches the Leadership Team on how to “planahead by planning backward” (e.g., budgets,project calendars, teaching strategies, resourceallocation).Finds creative ways to provide resources whenunanticipated requests are made byLeadership Team members and teachers.Empowers and supports teachers, staff, andstudents as appropriate to secure resources toaccomplish special projects.Uses short‐ and long‐term priorities for theschool to plan events and set goals. CoachesLeadership Team members, teachers and staffon how to manage their own time according topriorities and goals.Regularly communicates to team members(typically Leadership Team, staff and teachers)regarding progress toward goals at keymilestones and coaches them on how to adjusttheir efforts in order to assure on‐timecompletion.Coaches the leadership team, staff andteachers on the importance of developingcontingency plans and on how to developthem. Empathetically points out potentialpitfalls and risks so others can learn toanticipate the unexpected.PRINCIPALS 8

STAKEHOLDER MANAGEMENTNetworkingDevelopingRelationshipsTrustRespect &AppreciationNovice Proficient MasterSeeks opportunities to work with a wide rangeof individuals and organizations such asteachers, parents, community groups, the ED,the regional Shared Services Team, other KIPPprincipals, local politicians and Board membersto achieve common goals and betteroutcomes.stakeholders.Works regularly with internal stakeholdergroups such as teachers and staff. Responds torequests as needed but may not proactivelyestablish relationships.Develops relationships with students, parents,staff, teachers, and other stakeholders but notto the extent of planfully building trust oractively seeking out common goals.Establishes trust of those with whom s/heworks most closely. Listens to others but maynot internalize their views, thus does notalways address their concerns.Thanks people personally, but may not expressgratitude publicly. Sometimes forgets toacknowledge important contributions ofothers.Develops mutually beneficial relationships withstaff, teachers, parents, the ED, Boardmembers, community members, other KIPPPrincipals, the regional Shared Services Team,and others based on trust, respect and theachievement of common goals.Gains the trust of key stakeholders, such asleadership team members, teachers, parents,community members, the ED, and boardmembers by active listening and seeking tounderstand their views and needs. Maintainsconfidences and follows through withcommitments.Consistently demonstrates respect andappreciation for others by empathizing withtheir concerns and valuing their time andcontributions. Publicly and privatelyacknowledges students, staff, parents andteachers for their contributions.Maintains ongoing relationships with all keyexternal stakeholders including meeting witheach on a regularly scheduled basis to createnew opportunities and connections for theschool and to further KIPP’s mission.Encourages all staff to network with keyLeverages strong relationships for mutual gainby connecting personal network members withone another to expand opportunities to exceedgoals. Continually deepens existingrelationships by relating to people on apersonal and professional level.Gains credibility by trusting others. Anticipatesthe needs of key stakeholders (including thecommunity, parents, staff, teachers, andstudents) and proactively seeks out their inputand involvement on issues as appropriate.Coaches the Leadership Team on how to buildtrusting relationships.Demonstrates outstanding timing andsensitivity with regard to publicly expressingappreciation and thanks to sponsors, parents,teachers, and staff who make importantcontributions (including promptly applaudingthose who may not have previouslycontributed, but have just recently begun to doso). Coaches members of the Leadership Teamon demonstrating respect and appreciation tofoster a broad culture of respect at the school.PRINCIPALS 9

COMMUNICATIONListeningSystemsWritingSpeakingNovice Proficient MasterListens attentively to key stakeholders such as:parents, teachers, students, and communityrepresentatives. Seeks to understand others’point of view and confirms understanding.Listens to others but may not internalize theirmessage or perspective. Tends to share ownideas first before hearing others. Willing tomeet with and listen to all stakeholders (e.g.maintains an open door policy) but may havefavorites whose messages are heard morereadily.Communicates using his/her own preferredmethods but may not consider the mostappropriate method (phone, written, etc.) andfor the preferences of others.Written communications are factually correct,appropriate length, and use appropriategrammar but they may omit criticalinformation, contain extraneous information,be poorly formatted or not addressstakeholder concerns.Speaks effectively with small and midsizegroups, particularly with students, parents andteachers. May not adapt content and/or styleto the audience or venue.Establishes and regularly uses communicationsystems that effectively and proactively engagekey stakeholders within the school such asteachers, parents, students and staff.Effectively communicates using a varietychannels, such as one‐on‐one, group, email,memo, etc.Writes clearly, concisely and persuasively(most frequently to teachers and supportstaff). Uses a tone and vocabulary that isappropriate to the message and audience.Speaks in a clear and articulate manner,adapting communication content and style todifferent audiences and venues (e.g. mediainterviews, Board meetings, or at an all‐schoolmeeting or in the homes of students).Listens to all stakeholders openly withempathy and does not hesitate to ask forclarification if uncertain of meaning or if thereare apparent contradictions in the message.Listens specifically for the fit or misfit betweenthe individual’s message and the viewpoints ofothers.Creates systems for regular communicationappropriate to internal groups such as parents,students, teachers and staff as well as externalgroups such as board members, communitymembers and the media. Effectively diagnosescommunication gaps within the school andbetween the school and outside groups andquickly resolves them. Effectively uses theLeadership Team members to cascadeinformation throughout the school.Written communications convey complexinformation using simple terms in anorganized, efficient, and compelling manner.Speaks in a compelling and articulate mannerto large and small groups and ensures that themessage is clearly understood by the audience.Quickly and easily adjusts the content and styleof delivering a message when audience seemsto be confused, or disengaged.PRINCIPALS 10

IMPACT AND INFLUENCEAdapting StyleMaking a CaseAnticipating &PersuadingMotivating ActionBuilding CoalitionsNovice Proficient MasterTo assure maximum impact on the audience,adapts personal leadership style/approachgiven the situation and the individualsinvolved.Uses a personal leadership style that is familiarand comfortable to relate to others. Has atendency to influence others by using thisfamiliar style rather than adapting the strategyto the needs of a particular audience orsetting.Effectively uses data to make a compelling casebased on a clear rationale. Tends to focus ondata and criteria aligned with own goals butmay not consider other’s needs.Persuades staff, parents and teachers byasserting expertise on a topic or referencingjob title/position. Tends to rely on position/jobtitle when persuading staff and teachers.Effectively motivates others to take action, buttends to overcome resistance by relying onformal authority.Responds to emerging issues by gathering asmall group of supporters only (usually eitherparents, staff or teachers) to determine needs.Appeals to emotions and/or reason using data,concrete examples, and demonstrations tomake compelling case for a position whentalking with teachers, students, parents ,staff,the ED, local politicians and the media. Usesinfluence in this manner to recruit studentsand teachers and bring other resources to theschool.Anticipates reactions and addresses concernsof staff, teachers, parents, students, thedistrict, and ED, and other local KIPP principalsto help persuade them to move toward a goalor support an idea.Motivates others to take action by expressingenthusiasm, optimism, and passion for ideasand initiatives. Effectively motivates parents,volunteers, funders, and communitysupporters even though no formal reportingrelationship exists.Builds coalitions to garner support forinitiatives or programs by aligningproposals/ideas with the needs and prioritiesof others. Focuses significant effort on buildinga strong core of involved parents.Adapts personal leadership style thoughtfullyto motivate, influence and persuade others.Considers historical, situational, and individualcircumstances when adapting style. Seeks outteachable moments to coach leadership teammembers on how to adapt their work style toinfluence others more effectively.Expertly blends relevant data, concreteexamples, and demonstrations to makecompelling case for a position. Coaches theLeadership Team on how to persuade othersbased on their motivations and needs.Influences staff, teachers, parents, the ED, andother Principals by presenting information in atimely fashion that will appeal to their interestsor views on a subject. Coaches LeadershipTeam members to anticipate the concerns ofothers and persuade them to move toward agoal or support an idea.Actively encourages others to take action andaccomplish goals by articulating the benefits ofinvolvement and the consequences of notacting. Avoids referencing policy, title orauthority when motivating others.Maintains ongoing strong relationships withkey stakeholders including parents, students,staff, teachers, Shared Services staff andcommunity members so that coalitions can bequickly built when needed to supportinitiatives or new ideas.PRINCIPALS 11

SELF‐AWARENESSInsightBalancingStrengths andWeaknessesSeeking GrowthUnderstandingPerceptionsNovice Proficient MasterUnderstands his/her own strengths andweaknesses and has clear insight into thecircumstances in which personal strengths andweaknesses become most important.Actively seeks input regarding his/herstrengths and development opportunities.Focuses primarily on improving weaknesses ORhighlighting strengths to the exclusion of theother.Receptive to positive and constructivefeedback from multiple internal and externalstakeholders.Seeks input from Principals, shared servicestaff, and board members to understand howthey perceive his/her actions but may takeissue with or even openly disagree withfeedback.Effectively balances personal strengths andweaknesses by focusing primarily on whathe/she does best but does not ignoredeficiencies.Actively seeks constructive feedback and otheropportunities for self development. Integratesfeedback by changing behavior/actionsaccordingly.Accurately integrates feedback from multiplesources to understand how others perceivehis/her actions, comments and tone.Understands different perspectives on his/herstrengths and weaknesses from theperspective of parents, teachers and students.Understands the genesis of personal strengthsand weaknesses and adeptly navigatessituations when they become a significantdeficit for getting results.Achieves balance by creating a LeadershipTeam of people who complement his/herstrengths and compensate for weaknesses.Actively engages leadership team, staff andteachers in performance managementprocesses to understand and balance theirpersonal strengths and weaknesses.Prioritizes personal continuous improvementby establishing channels for regularly receivingformal and informal feedback from multiplesources including shared services staff,parents, students, school staff, and teachers.Models openness to feedback as a way toencourage staff, teachers and students toimprove.Authentically adjusts tone and actions basedon how they may affect others. Creates afeedback rich culture by providing feedback tothe school’s Leadership Team and teachersabout how their behavior affects others.PRINCIPALS 12

CULTURAL COMPETENCERespectingCommunityInclusivenessAdjusting BehaviorWorking CrossculturallyValuing DiversityDemonstrates an interest in acquiringknowledge about the cultures of thecommunity served by the school.Novice Proficient MasterDemonstrates knowledge of and respect forthe diverse cultures of the community servedby the school.Demonstrates personal respect for thecommunity served and the cultures ofstudents.Is open to feedback about how his/herbehavior aligns with cultural norms.Understands that individuals with diversebackgrounds have varying expectations, normsand use different communication styles.Values diversity and communicates theimportance of developing a work environmentthat supports all cultures.Creates an inclusive environment that respectsthe culture and community of the studentsbeing served and models respect for allcultures.Adjusts behavior according to cultural normsand cues. (For example, he/she adjustsbehavior comfortably and effectively whentransitioning from meetings in family homes tofunder meetings, from community meetings toboard meetings.) While adjusting behavior,remains authentic and believable.Communicates and works effectively withthose from diverse backgrounds.Creates and sustains an environment in whichpeople from diverse backgrounds andperspectives can succeed. Defines success forstudents and teachers in terms not limited byculture.Consistently uses knowledge of the diversecultures represented at the school to shapeschool policy, create school events, and involveparents and other community members withthe school. Holds teachers, staff and studentsaccountable for respecting all cultures.Creates awareness of cultural issuesthroughout the school community by holdingstudents, staff and teachers accountable forconsidering cultural issues and concerns thatmay impact school‐wide events or programs.Teaches Leadership Team members, students,staff and teachers about cultural norms andcues. Considers cultural issues whenresponding to volatile situations withcommunity members, parents, students andstaff, and teachers. Coaches Leadership Teammembers to do the same.Expertly adjusts communication methods andstyles to fit cultural norms of the audience.Actively educates staff and teachers about howto work effectively across cultures.Actively works with staff and teachers to showthem effective strategies for working withstudents from a wide range of cultures.Prioritizes recruitment and development ofemployees who represent diverse culturalbackgrounds.PRINCIPALS 13

DIRECTION SETTINGVision, Mission,Values and GoalsInspiring OthersModelingBuilding CultureNew OpportunitiesManaging ChangeNovice Proficient MasterEffectively establishes, articulates, and alignsschool goals to fit KIPP’s/ the region’s broadermission, vision, values and goals. Ensures alldecisions support the vision mission, values,and goals.Understands and communicates KIPP’s vision,mission, values and goals.In one‐on‐one meetings, effectivelycommunicates KIPP’s vision, mission, andvalues and relates them clearly to school goals.Models organizational values and strongcharacter most of the time but may slip intocounter‐cultural behaviors when under stressor other pressures.Makes school resources (e.g. time on theschool calendar, communication systems,physical space) available to support rituals andevents that reinforce school values.Supports requests for resources whenopportunities present themselves that mayprovide strategic benefits (e.g. allows teachersto apply for grants they are interested in).Passionately communicates the need tochange to others.Inspires the staff, teachers, parents, andstudents toward KIPP’s vision, mission, valuesand school goals.Models organizational values and strongcharacter at all times.Sponsors and/or creates programs, rituals, andvisual artifacts that represent the valuesthroughout the organization.Anticipates and seizes new opportunities thatare aligned with strategic goals.Effectively manages change by setting newdirection, seeking to understand the effects ofchange on the school community as a whole aswell as effects on individual groups (includingparents, students, staff and teachers). Guidesothers through change by addressing theirneeds, offering specific milestones for change,and proactively working to minimize resistanceto that change.Works collaboratively with the leadershipteam, all staff and teachers to ensure that theschool’s mission‐aligned goals are updated,implemented, and accurately communicated toparents, students, and external groups on anon‐going basis.Gains commitment of school members(including parents, students, teachers and theLeadership Team), the community and outsidefunders to support KIPP’s vision, mission,values and school goals. Coaches theleadership team and staff to inspire others tosupport the vision, mission and values of theschool.Holds staff, teachers and students accountablefor behaving in ways that align with schoolvalues. Helps others see the links betweentheir behavior and the school’s values via“teachable moments” when they support orcontradict these values.Holds staff and teachers accountable forritualizing school values by embedding theseevents and programs within individual goalsand rewarding them for implementing theserituals. Ensures that school culture isembedded in all school discussions.Systematically reviews potential opportunitiesand then assigns staff to pursue eachInvolves parents, teachers, staff and studentsas appropriate when implementing change.Empowers these key stakeholders teammembers to make decisions to improveoutcomes during organizational change.Obtains stakeholder support and buy‐in forchange.PRINCIPALS 14

TEAM LEADERSHIPClarifyingDelegationCollaborationEncouragingInitiativeConflictMeetingsCelebrating TeamNovice Proficient MasterClarifies roles, accountabilities and decisionmakingpublicly among the Executive Director,him/herself, the leadership team and schoolstaff.Clarifies expectations with each individualregarding accountabilities and decision makingauthority.When workload becomes overwhelmingdelegates tasks to the most talentedindividuals on the leadership team, staff, andteachers.Encourages staff, teachers and the leadershipteam to cooperate and coordinate efforts.Makes him/herself available at all times toassist in brainstorming and problem solving.Minimizes conflict wherever possible; whenconflict is unavoidable, separates the parties tosort out differences.Assures that team meetings occur as scheduledwith the right individuals involved but meetingtimes, agendas, and involvement may beinconsistent.Regularly communicates about the importanceof teamwork and team successes.Delegates tasks to appropriate individuals orgroups based on their skills, experience, andavailable time.Expects collaboration among and betweenleadership team, staff, and teachers.Encourages others to cooperate andcoordinate efforts. Seeks out opportunitieswhere collaboration between individuals orgroups may produce a better result.Encourages others to proactively solveproblems and take initiative. Mentors otherson problem solving processes but resistsrequests for direct assistance unless theindividuals involved have first attempted theirown solutions.Models appropriate responses to conflict;encourages others to manage conflict openlyand productively.Effectively leads team meetings, with clearagendas, appropriate time management,assuring that all voices are heard, meetingnotes are taken and next steps identifiedInvites the appropriate members to meetings.Enforces effective meeting norms.Prioritizes team morale and productivity(especially leadership team and teacherteams), celebrating team accomplishmentswith public accolades and tangible rewards(e.g. special meals, shout outs, or awards).Adeptly adjusts role responsibilities based onindividual abilities and interests. Works withthe leadership team, staff and teachers tocollaboratively agree on roles andaccountabilities. Empowers others to makecritical decisions within their domain (e.g. GLCmaking decisions about their grade level) andholds them accountable for the consequencesof these decisions.Delegates tasks to leadership team, staff, andteachers based on development needs.Mentors leadership team on how to delegateeffectively. Encourages high potentials tovolunteer for challenging assignments.Determines when teamwork is mostappropriate and promotes it while keeping inmind that there are times that individual workis most efficient or effective. Rewardsteamwork publicly.Expects the leadership team, staff and teachersto problem solve on their own, and teachesstaff how to manage upward effectively.Encourages differences of opinions that canproduce creativity; however, ensures thatunhealthy conflict is resolved in a safeenvironment by the individuals involved. Usesformal and informal methods to educate staff,teachers and students about healthy ways torespond to conflict.Rotates meeting facilitation to appropriatestaff and teachers so they learn effectivemeeting facilitation skills.Works with teams to have them developownership for their group morale and teamsuccesses. Encourages teams to plancelebrations when they accomplish their goals.PRINCIPALS 15

PERFORMANCE MANAGEMENTSetting GoalsResourcesFeedbackAccountabilityEvaluationNovice Proficient MasterTeaches staff and Leadership Team membershow to effectively set individual performanceand development goals that align with schoolmission, vision, values and goals. Holds firstline managers (e.g. GLC’s and/or AssistantPrincipals or Deans) accountable for settingindividual goals with teachers.Sets individual performance and developmentgoals with all employees but may not clarify ormake explicit the link to KIPP’s mission, vision,values and goals.Focuses on providing a particular subset ofresources (e.g. dollars) but may overlook keyresources (e.g. time allocation) to support goalachievement by staff and teachers.Provides feedback to teachers and staff to helpthem achieve their goals, but tends to give onlypositive feedback or to focus on shortcomingsonly. May also provide helpful feedback buttoo late to do the most good.Sets measurable goals with teachers and staff.Models organizational values and strongcharacter in interactions with students,parents, teachers and staff.Evaluates teacher and staff performance whennecessary or when requested. May positionevaluations as judgments of character more sothan growth opportunities.Provides resources needed to reach individualand team goals established by teachers andstaff (resources may include human assets,time allocation, dollars, tools).Consistently coaches the Leadership Team andthe entire staff toward goals, recognizesaccomplishments and provides timely,relevant, and constructive feedback.Holds teachers and staff accountable forachieving their goals and for modeling schoolvalues and strong character.Evaluates teacher and staff performanceregularly (at least twice yearly formally), usingstandardized tools, observational data, andspecific examples to identify learning needs.Ensures that all employees have individualgoals that align with KIPP’s vision, mission,values and goals. Cascades school goals downto individuals so that each employee has goalsclearly aligned with school success.Anticipates and plans for resource needs tosupport team and individual goals.Encourages teachers and staff to learn theresource implications for setting their owngoals so they can plan and anticipate their ownneeds.Coaches Leadership Team members in givingfeedback to the teachers they manage. Holdsteachers and staff accountable for regularlyproviding constructive feedback (both positiveand corrective) to their peers. Adapts feedbackprocesses to the needs of each individual.Regularly measures progress toward goals forteachers, staff, and Leadership Team so theyknow where they stand with respect toexpected progress. Coaches leadership teammembers to ensure that they hold teachersaccountable for goals and modeling values.Makes performance evaluation a growthexperience by meeting with the LeadershipTeam members, staff and teachers individuallyto identify ways to continuously improve andsupports them in doing so.PRINCIPALS 16

TALENT DEVELOPMENTRecruitment &SelectionDevelopmentOpportunitiesOn‐the‐JobDevelopmentRetentionSuccessionPoor PerformersNovice Proficient MasterRecruits and selects a highly effective staff withcomplementary skill sets and backgrounds.Recruits and selects staff based primarily onneeds for individual course or skill sets withlittle consideration for school‐wide dynamics.Provides the Assistant Principal, staff andteachers with development opportunities asrequested.Strives to assign responsibilities to help othersdevelop in their careers.Encourages staff, teachers and otheremployees to continue working at KIPP byextolling the virtues of the school and theimportance of the work being done there.Maintains adequate staffing levels for allpositions (i.e. fills open positions promptly)with individuals from a wide range ofexperience so successors may be availablewhen needed.Identifies shortcomings and mis‐steps of staffand teachers who do not meet expectationsbut may fail to accurately document theseevents.Creates development opportunities forLeadership Team members, teachers and staffto be more effective in their roles and progresstowards career goals.Explicitly places individuals in roles andassignments that contribute to their personaland career development. Facilitates cross‐teamand cross network movement whenappropriate.Contributes to the retention of talentedemployees by providing appropriate incentivesand implementing initiatives and policies thatmake the school a great place to work.Explicitly builds systems that encourage talentto grow in the organization, and developsmultiple successors for own position.Uses established procedures to justifiably andlegally manage out staff who do not meetexpectations or fit KIPP culture. Coachesleadership team members in how to documentand follow procedures for staff who do notmeet expectations.Develops team selection process so others aretrained to recruit talented staff and teachersand also learn effective selection methods.Builds buy‐in by involving key stakeholderswithin the school when hiring critical staff orteachers.Works with Leadership Team members,teachers and staff so they take ownership oftheir career growth and begin to proactivelypursue their own plans for professionaldevelopment. Allocates both time and moneyfor staff and teacher development to fuelsignificant school improvement.Works collaboratively with individuals toprovide opportunities for career growthespecially across teams and networks.Coaches Leadership Team members torecognize stretch opportunities for staff andmake those assignments.Actively seeks out the school’s most talentedteachers and staff to understand theirconcerns and needs. Based on these needs,identifies opportunities for their continuedprofessional growth at KIPP and helps themovercome organizational obstacles that mayimpact retention.Develops and regularly updates a formalsuccession plan for the school’s most criticalpositions that includes multiple alternatives foreach job. Creates development plans thatexplicitly link to school‐wide succession needsand structure’s his/her own developmentaround possible advancement opportunitieswithin KIPP.When faced with ineffective employees, helpsthem to recognize that KIPP is not a fit forthem so they leave voluntarily and formalprocedures are not necessary.PRINCIPALS 17

INSTRUCTIONAL LEADERSHIPAcademic visionCurriculumInstructionalImprovementAssessmentUse of DataCharacterNovice Proficient MasterAdvocates for the importance of academicexcellence in general but may not providespecifics regarding a vision for the school.Mandates that teachers develop or use acollege preparatory, standards basedcurriculum but may not take steps to monitorthat curriculum regularly.Assesses teachers annually regarding theirteaching proficiency.Favors one or two assessment types asopposed to a broad variety of assessmenttypes.Provides teachers with timely studentperformance data.Acts as a role model to students byconsistently demonstrating in actions andwords the importance of positive character,behaviors, and organizational values.Establishes academic and character visionand/or goals for the school.Oversees development, alignment, and qualityof a standards based, college preparatorycurriculum.Supports instructional improvement byregularly observing, coaching, modeling forand teaching staff how to improve their skills.Oversees the administration of multiple formsof assessments, to measure and improveteaching and learningSupports the teachers by helping themeffectively use student and staff performancedata to drive improved teaching and learning.Develops and oversees systems that reinforcepositive character, behavior and organizationalvalues for students.Involves others within the school (e.g.leadership team and teachers) in developingand continually updating an academic andcharacter vision for the school. Researchesbest practices and ensures that theorganizational vision incorporates resultsbasedpractices from inside and outside ofKIPP.Holds key faculty accountable for developingand updating a college preparatory curriculum.Mandates regular staff reviews of curriculum.Engages the staff in the study andimprovement of the curriculum.Encourages continuous improvement ofinstructional methods by requiring thatteachers regularly “cross train” each other byobserving one another and sharing teachingstrategies. Identifies master level teachers andmentors them on how to coach other teacherseffectively.Researches the most impactful assessmentmethodologies and instruments andencourages teachers to use these tools tocontinuously measure and improve theirteaching. Avoids over‐testing studentsUses student performance data to assessschool‐wide success and identify trends andneeds for improvement. Holds teachersaccountable for using student results toimprove teaching. Coaches Leadership Teamand teachers to effectively diagnose schoolwideneeds using data as well as analyzingindividual student and classroom data.Involves the Leadership Team, teachers,students and parents in creating/improvingupon systems that emphasize positivecharacter, behavior and organizational values.Connects the importance of character toacademic achievement.PRINCIPALS 18

OPERATIONAL MANAGEMENTGetting ResourcesManagingResourcesFinancial DecisionsViabilitySustainabilityBoardDevelopmentNovice Proficient MasterProactively brings resources (people, funding,etc.) into the school to meet the needs of thestrategy.Encourages staff and teachers to pursueoutside funding and other resources andfollows up effectively when additionalresources are offered.Uses available resources responsibly but maynot be able to quickly and easily assess currentresources and resource needs.Assures that financial data is accuratelyrecorded and that the financial foundation ofthe school is strong.Personally uses basic risk management andcompliance systems to ensure effectivebusiness operations.Creates business systems in response toimmediate needs but may not consider longterm sustainability of these systems.Maintains a board with the qualificationsrequired for operating the school (e.g.minimum number of members, basic skills andinterest in education generally)Manages resources (people, funding,materials, equipment etc.) effectively tosupport the school’s long and short term goals.Uses financial information to make sounddecisions.Maintains a focus in the organization on thecritical details essential to keeping the businessrunning, such as risk management andcompliance systems.Ensures that the school implements modernsystems (e.g. record keeping, datamanagement, financial informationmanagement, IT infrastructure,, succession,and leadership development systems) thatsupport its long‐term sustainability.Develops / is ultimately accountable to a groupof committed board members who makeconcrete contributions to the school/region’ssuccess, and who have the diverse skill set andtalents necessary to meet critical needs of theorganization.Educates the Leadership Team, teachers andstaff on how to effectively apply for grants andseek out resources within the community tosupport the organizational strategy.Establishes effective methods (e.g. annualgiving, fundraising events) for securingsupplemental funding for the school. Alignsfundraising with the school’s vision/goals.Establishes and maintains tracking systems(e.g. inventory controls for books, donordatabases for fundraising) to optimizeresources and align them with school strategy.Determines which financial data are mostappropriate for each problem solving situation.Helps Leadership Team members (especiallyAssistant principals) understand how to usefinancial data for decision‐making.Mentors others (particularly the Vice Principal)on how to run an effective business operationusing risk management and compliancesystemsHolds a core set of professionals (either in theregion or within the school) responsible formaintaining and updating business systemsand requires regular reports regarding thestatus of these systems.Establishes/works with a self‐regulating boardthat evaluates board performance on anannual basis. Membership includes many longtenured directors who retain and effectivelyleverage institutional knowledge and schoolhistory.*Ownership of operational responsibilities may vary according to level of operational support provided by a local regional structure.PRINCIPALS 19