SELF Competencies: Principal Operations

MANAGERIAL/SYSTEMS LEADERSHIP: Align systems, structures, and resources that sustain a culturally consonant environment in the service of student learning.

Operations

Build, implement, monitor, and improve systems and structures for school operation in service of the school’s equity vision.

Indicators

• Resources: Seek, acquire, and manage fiscal and other resources to support an instructional program grounded in data about student outcomes to achieve the school’s equity goals.
• Time: Create schedules and systems in support of maximizing time for student learning and adult professional growth.
• Systems: Develop and implement systems for regular school functions that allow principals to prioritize instructional leadership responsibilities.
• Safety: Build and maintain a safe, caring, and healthy school environment that meets the academic, social, emotional, and physical needs of each student and staff member.
• Facilities: Monitor and implement district procedures to maintain the school’s physical plant.
• Compliance: Know, help the school community understand, and implement local, state, and federal laws, rights, policies, and regulations in order to promote student success.

Evidence of Impact

• Detailed daily/weekly schedule of classes, student interventions, teacher team meetings, and PD sessions are public and managed by leadership team members.
• Every moment of available time — in and out of the school day — is focused on increasing student achievement.
• School calendar of professional development, interim assessments, and re-teaching is in place.
• Daily/weekly schedules create adequate time for student interventions and adult development and are flexible enough to adjust to new priorities.
• Finances and other resources are aligned with strategic priorities; Aligned external partners are identified and accessed to supplement available resources.
• School-wide code of conduct aligned with district and school priorities is in place and consistently implemented across all classrooms.
• Core components of social, emotional, and behavioral supports are in place to support student learning.