EDUCATIONAL LEADERSHIP. The employee promotes professional growth by demonstrating interest in work assignment and developing positive collegial relationships.
EDUCATIONAL LEADERSHIP a) Educational leadership is activity taken at UBC and elsewhere to advance innovation in teaching and learning with impact beyond one’s classroom. Educational leadership includes but is not limited to such things as: • application of and/or active engagement in the scholarship of teaching and learning; • significant contributions to curriculum development, curriculum renewal, course design, new assessment models, pedagogical innovation and other initiatives that extend beyond the member’s classroom and advance the University’s ability to excel in its teaching and learning mandates; • teaching, mentorship and inspiration of colleagues; • formal educational leadership responsibility within Department/Program/Faculty; • organization of and contributions to conferences, programs, symposia, workshops and other educational events on teaching and learning locally, nationally and internationally; • contributions to the theory and practice of teaching and learning, including publications such as textbooks, print and electronic publications, book chapters, articles in peer- reviewed and professional journals, conference proceedings, software, training guidelines, instructional manuals or other resources; and • other activities that support evidence-based educational excellence, leadership and impact within and beyond the University.
EDUCATIONAL LEADERSHIP. Georgia has modified portions of the Interstate Agreement (Reciprocity) procedures for the field of Educational Leadership. Out-of-state individuals who apply for initial Georgia certification in Educational Leadership after December 15, 2010, and who hold out-of-state leadership certification based on completion of a state-approved leadership program at level five (5) with less than three (3) years of experience in a leadership position must complete a GaPSC-approved Educational Leadership Performance-Based program at level six (6) or seven (7), as outlined in GaPSC Rule 505-2-.153 EDUCATIONAL LEADERSHIP. Educators working in Georgia schools who choose to attend non-GaPSC approved leadership programs will not be processed under full reciprocity procedures. Certificate upgrade rules for all existing Georgia certificates, as found in GaPSC Rules 505-2-.02 CLASSIFICATION and 505-2-.33 CERTIFICATE UPGRADE, will apply under reciprocity. Those Georgia educators who attend non-GaPSC approved leadership programs will not, however, be eligible for Professional Educational Leadership certificates.
EDUCATIONAL LEADERSHIP. Superintendent shall provide educational leadership for the District to accomplish the Board's educational goals, consistent with the District's financial and personnel resources.
EDUCATIONAL LEADERSHIP. This category considers whether the Superintendent provides leadership: (a) to improve operations of the School District, teaching and learning, including putting programs and improvement efforts into action; (b) to develop a vision and establish clear goals for the School District and for each of the administrators of the School District; (c) to provide direction in achieving the stated goals; (d) to encourage others to contribute to goal achievement; and (e) to secure commitment to a course of action from individuals and groups. ☐ Exemplary ☐ Proficient ☐ Needs Improvement ☐ Unsatisfactory • Articulates and causes the adoption of a clear goals for the School District, the Superintendent and administrators • Adopts and/or adheres to specific procedures and processes to establish high expectations for self and others • Encourages innovation and improvement in teaching and learning • Sets and clarifies measurable objectives • Generates enthusiasm and works to persuade others to work together to accomplish common goals • Builds and fosters relationships with businesses and the community to improve the quality of teaching and learning and to obtain additional resources for the school district •Consistently articulates expectations regarding the performance of others clearly •Acknowledges achievement and accomplishment of others•Seeks commitment of all involved to a specific course of action •Is perceived as an educational leader by the professional staff of the School District • Limited, or absence of, goals for the School District, the Superintendent or administrators • Unclear or trivial instructional goals and low expectations for students • Little or no awareness of resources, materials, and technology available through the school or district or professional organizations • Inappropriate or incoherent plans or goals • Inappropriate assessments of student learning not aligned to the instructional goals nor adapted as needed for student needs • Lack of demonstrated enthusiasm by one or more district groups • Inability to reduce or eliminate controversy Justification for Evaluation (Required for a Needs Improvement or an Unsatisfactory Rating): Click or tap here to enter text.
EDUCATIONAL LEADERSHIP. E = Exceeds expectations M = Meets expectations D = Does not meet expectations N/A = Not applicable E M D • Projects a strong leadership image • Demonstrates enthusiasm in carrying out job responsibilities • Applies sound principles in decision making • Demonstrates knowledge of procedural aspects of the job • Seeks to learn and improve professionally • Communicates a focus on student achievement • Demonstrates awareness and implements current research and best practice with staff • Responds to external and internal customer needs • Facilitates development and implementation of long and short term educational goals for the school and staff • Recognizes success and encourages excellence • Utilizes a variety of techniques in motivating staff members • Encourages staff to improve skills as needed
EDUCATIONAL LEADERSHIP. Demonstrates good judgment In decision making Provides leadership for staff In-service training Encourages and initiates curriculum Improvements/implementations Coordinates building special education services Involves staff in decision making process Comments: Consistently Exceeds Job Requirements Consistently Meets Job Requirements Inconsistent in Meeting Requirements Does Not Meet Requirements
EDUCATIONAL LEADERSHIP. Georgia has modified portions of the Interstate Agreement (Reciprocity) procedures for the field of Educational Leadership. Please see GaPSC Rule 505-2-.153 EDUCATIONAL LEADERSHIP. Educators working in Georgia schools who choose to attend non- GaPSC-approved leadership programs will not be processed under full reciprocity procedures. Georgia educators who attend non-GaPSC-approved leadership programs will not be eligible for Professional Educational Leadership certificates.
EDUCATIONAL LEADERSHIP. It is mutually recognized that in the District, clearly defined systems must be established which serve to coordinate the efforts and talents of the certified staff in support of District goals. Additionally, a model needs to be established which clearly delineates protocols for the functioning of an administrative infrastructure, i.e., those formalities, conventions and routines which contribute to the orderly function of a school. Based upon sound principles of democratic leadership, bargaining unit members are afforded opportunities to participate in leadership roles within the District which help to facilitate an efficient and effective school system. Teachers may assume the role(s) of educational leadership which supports district priorities to improve student performance, and/or managerial leadership which supports the instructional program’s infrastructure. Recognizing that each instructional level (elementary, middle school, and high school) has unique organizational patterns and needs, the leadership position at each level may include either or both of these roles.
EDUCATIONAL LEADERSHIP. A. Maintains liaison with state and federal legislators in effort to accomplish legislation beneficial for the educational system.
