PSUSD SKILLFUL LEADER … CLASSIFIED
In the blanks provided rate yourself using the following scale:
4 = Expert 3 = Competent 2 = Basic 1 = Novice
COMPETENCE (Knowledge and Skills) in:
A. Observing and documenting incidents related to performance issues.
B. Identifying, compiling and analyzing data to communicate specific performance deficiencies.
C. Pinpointing problems and areas of improvement.
D. Designing improvement plans that are problem-based and include means of assessment.
E. Avoiding rating bias, e.g., halo effect, leniency errors, etc.
F. Writing correspondence and evaluations that do not “sugar coat” issues of mediocre performance with tentative language, mixed messages, and vague generalizations.
G. Conducting difficult conferences and delivering negative information clearly and objectively.
H. Following classified contractual guidelines, timelines, and procedures.
I. Understanding the job description and using appropriate evaluation procedures as part of the evaluation process.
J. Defining and adhering to clear, consistent performance expectations for all classified staff.
Total for COMPETENCE = 40
Expert = 32+
Competent = 22+
Basic = 12+
Novice = 2+
In the blanks provided rate yourself using the following scale:
4 = Highest degree 3 = High 2 = Moderate 1 = Lowest degree
CONVICTION (belief) that . . .
A. I have made a positive difference in improving mediocre performance. (To rate a 4 you should be able to cite at least one instance of successful intervention).
B. I am aware that while I may not be able to take on all cases of mediocrity I am committed to not looking the other way because the task is overwhelming. (To rate a 4 you should be able to cite at least one case where you took on a case of mediocre performance).
C. Taking on substandard performance is a high priority, and I am committed to building a track record of impacting mediocre performance.
D. I have the endurance, fortitude, energy, and persistence to stick with a multi-year project involving confronting and following through on cases involving mediocre performance.
E. I believe that taking on mediocre performance may be worth the long-term benefits in spite of the possible negative short-term impact in terms of school/department congeniality.
F. I can balance treating the employee with regard and respect and dignity while questioning or not accepting his/her current level of performance.
G. I have the commitment, will, and stamina to lead throughout a process of confronting mediocrity and will seek out help when needed.
H. My staff members would say that I am always pushing them to be better and that I have high standards.
Total for CONVICTION = 32
Highest = 28+
High = 23+
Moderate = 16+
Low = below 8
In the blanks provided rate yourself using the following scale:
4 = Highest degree 3 = High 2 = Moderate 1 = Lowest degree
CONTROL
A. The collective bargaining agreement allows me to collect a wide range of data about employee’s performance.
B. I have control over the availability of human and financial resources needed to support an improvement effort.
C. I believe I can allocate the time to address mediocre performance if I need to.
D. I have some control about my own goal setting for the year – and the number of major initiatives I undertake.
E. I can have frequent access to and communication with key district office individuals.
F. I have enough control over the implementation of employee evaluation procedures.
G. I can create or make use of an existing support network.
H. I will have the full and continuing help of the district office and administrative colleagues if I take on mediocre performance.
I. I am part of a culture that demands identification of and intervention with low performing personnel.
Total for CONTROL = 36
Highest = 30+
High = 25+
Moderate = 18+
Low = below 10