DPLA, NCLA, & NELA VI Executive Coaches Report 2017-2018
November through January - Due February 2, 2018
February through April - Due May 4, 2018

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Email address *
Executive Coach Name:
Please select your Fellow for which you are completing this evaluation below. Find their cohort and select their name from the drop down menu. Leave the drop down menus for the other Cohorts blank.
Please Select your Cohort VI Fellow's Name (If filling out this form for a Cohort VI Fellow, otherwise please leave blank)
Please Select your DPLA Fellow's Name (If filling out this form for a DPLA Fellow, otherwise please leave blank)
Please Select your NCLA Fellow's Name (If filling out this form for a NCLA Fellow, otherwise please leave blank)
Months
Complete the following based on the NC School Executive Standard 1: Strategic Leadership
Rate the Fellow on each sub-standard.
Developing
Proficient
Accomplished
Distinguished
Not Evident/Not Observered
1A. School Vision, Mission, and Strategic Goals: The school's identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community.
1B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved academic achievement for all students.
1C. School Improvment Plan: The school improvment plan provides the structure for the vision, values, goals and changes necessary for all students.
1D. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision-making throughout the school.
Does the Fellow have artifacts for each sub-standard?
Yes
No
1A. School Vision, Mission, and Strategic Goals: The school's identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community.
1B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved academic achievement for all students.
1C. School Improvment Plan: The school improvment plan provides the structure for the vision, values, goals and changes necessary for all students.
1D. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision-making throughout the school.
Rate the quality of the artifact for each sub-standard.
Developing
Proficient
Accomplished
Distinguished
1A. School Vision, Mission, and Strategic Goals: The school's identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community.
1B. Leading Change: The school executive articulates a vision and implementation strategies for improvements and changes which result in improved academic achievement for all students.
1C. School Improvment Plan: The school improvment plan provides the structure for the vision, values, goals and changes necessary for all students.
1D. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision-making throughout the school.
Comments about Standard 1: Strategic Leadership standards and evidence (artifacts).
Your answer
Complete the following based on the NC School Executive Standard 2: Instructional Leadership.
Rate the Fellow on each sub-standard.
Developing
Proficient
Accomplished
Distinguished
Not Evident/Not Demonstrated
2A. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students.
2B. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers form disruption of instructional or preparation time.
Does the Fellow have artifacts for each sub-standard?
Yes
No
2A. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students.
2B. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers form disruption of instructional or preparation time.
Rate the quality of the artifact for each sub-standard.
Developing
Proficient
Accomplished
Distinguished
2A. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for students.
2B. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers form disruption of instructional or preparation time.
Comments about Standard 2: Instructional Leadership standards and evidence (artifacts).
Your answer
Complete the following based on the NC School Executive Standard 3: Cultural Leadership.
Rate the Fellow on each sub-standard.
Developing
Proficient
Accomplished
Distinguished
Not Evident/Not Demonstrated
3A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the school’s culture.
3B. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.
3D. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance.
Does the Fellow have artifacts for each sub-standard?
Yes
No
3A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the school’s culture.
3B. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.
3D. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance.
Rate the quality of the artifact for each sub-standard.
Developing
Proficient
Accomplished
Distinguished
3A. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative environment can play in the school’s culture.
3B. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
3C. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.
3D. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture and performance.
Comments about Standard 3: Cultural Leadership standards and evidence (artifacts).
Your answer
Complete the following based on the NC School Executive Standard 4: Human Resource Leadership.
Rate the Fellow on each sub-standard.
Developing
Proficient
Accomplished
Distinguished
Not Evident/Not Demonstrated
4A. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community.
4B. Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.
4C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus student achievement.
Does the Fellow have artifacts for each sub-standard?
Yes
No
4A. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community.
4B. Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.
4C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus student achievement.
Rate the quality of the artifact for each sub-standard.
Developing
Proficient
Accomplished
Distinguished
4A. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community.
4B. Recruiting, hiring, placing and mentoring of Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.
4C. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus student achievement.
Comments about Standard 4: Human Resource Leadership standards and evidence (artifacts).
Your answer
Complete the following based on the NC School Executive Standard 5: Managerial Leadership.
Rate the Fellow on each sub-standard.
Developing
Proficient
Accomplished
Distinguished
Not Evident/Not Demonstrated
5A. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement.
5B. Conflict management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can be on improved student achievement.
5C. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.
5D. School Expectation for Student and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.
Does the Fellow have artifacts for each sub-standard?
Yes
No
5A. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement.
5B. Conflict management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can be on improved student achievement.
5C. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.
5D. School Expectation for Student and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.
Rate the quality of the artifact for each sub-standard.
Developing
Proficient
Accomplished
Distinguished
5A. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result, in improved student achievement.
5B. Conflict management and Resolution: The school executive effectively and efficiently manages the complexity of human interaction so that the focus of the school can be on improved student achievement.
5C. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.
5D. School Expectation for Student and Staff: The school executive develops and enforces expectations, structures, rules and procedures for students and staff.
Comments about Standard 5: Managerial Leadership standards and evidence (artifacts).
Your answer
Complete the following based on the NC School Executive Standard 6: External Development Leadership.
Rate the Fellow on each sub-standard.
Developing
Proficient
Accomplished
Distinguished
Not Evident/Not Demonstrated
6A. Parent and Community Involvement and Outreach: The school Executive designs structures and processes which result in parent and community engagement, support and ownership for the school
6B. Federal, State and District mandates: The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.
Does the Fellow have artifacts for each sub-standard?
Yes
No
6A. Parent and Community Involvement and Outreach: The school Executive designs structures and processes which result in parent and community engagement, support and ownership for the school
6B. Federal, State and District mandates: The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.
Rate the quality of the artifact for each sub-standard.
Developing
Proficient
Accomplished
Distinguished
6A. Parent and Community Involvement and Outreach: The school Executive designs structures and processes which result in parent and community engagement, support and ownership for the school
6B. Federal, State and District mandates: The school executive designs executive protocols and processes in order to comply with federal, state and district mandates.
Comments about Standard 6: External Development Leadership standards and evidence (artifacts).
Your answer
Complete the following based on the NC School Executive Standard 7: Micro-political Leadership.
Rate the Fellow on each sub-standard.
Developing
Proficient
Accomplished
Distinguished
Not Evident/Not Demonstrated
7A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the school’s identity, culture and performance.
Does the Fellow have artifacts for each sub-standard?
Yes
No
7A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the school’s identity, culture and performance.
Rate the quality of the artifact for each sub-standard.
Developing
Proficient
Accomplished
Distinguished
7A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence the school’s identity, culture and performance.
Comments about Standard 7: Micro-political Leadership standards and evidence (artifacts).
Your answer
Complete two questions about NC School Leaders Executive Standard 8: School Executive Academic Leadership.
Standard 8: School Executive Academic Leadership - The school executive will contribute to the academic success of students. The work of the school executive will result in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.
Please summarize any conversations that you have had with the Fellow in regard to Standard 8: School Executive Academic Leadership.
Your answer
Briefly summarize your thoughts about the Fellow's ability/capacity to become proficient in Standard 8: School Executive Academic Leadership. Include any experiences you think they should have in their internship to become proficient.
Your answer
NC School Executive Competencies
Assess the Fellows on the NC School Executive Competencies. Choose two to five competencies in which you believe the Fellow has gained proficiency this semester. Select these two to five competencies by clicking on the corresponding checkbox to the right of that competency under "Gained Proficiency this Semester". Then, choose two to five of the competencies that the Fellow still needs to work on by selecting the corresponding checkbox under "Area for Growth/Needs to Work On".
Gained Proficiency this Semester
Area for Growth/ Needs to Work On
Communication – Effectively listens to others; clearly and effectively presents and understands information orally and in writing; acquires, organizes, analyzes, interprets, maintains information needed to achieve school or team 21st century objectives.
Change Management – Effectively engages staff and community in the change process in a manner that ensures their support of the change and its successful implementation.
Conflict Management – Anticipates or seeks to resolve confrontations, disagreements, or complaints in a constructive manner.
Creative Thinking – Engages in and fosters an environment for others to engage in innovative thinking.
Customer Focus – Understands the students as customers of the work of schooling and the servant nature of leadership and acts accordingly.
Delegation – Effectively assigns work tasks to others in ways that provide learning experiences for them and in ways that ensure the efficient operation of the school.
Dialogue/Inquiry – Is skilled in creating a risk free environment for engaging people in conversations that explore issues, challenges or bad relationships that are hindering school performance.
Emotional Intelligence – Is able to manage oneself through self awareness and self management and is able to manage relationships through empathy, social awareness and relationship management. This competency is critical to building strong, transparent, trusting relationships throughout the school community.
Environmental Awareness – Becomes aware and remains informed of external and internal trends, interests and issues with potential impacts on school policies, practices, procedures and positions.
Global Perspective – Understands the competitive nature of the new global economy and is clear about the knowledge and skills students will need to be successful in this economy.
Judgment – Effectively reaching logical conclusions and making high quality decisions based on available information. Giving priority and caution to significant issues. Analyzing and interpreting complex information.
Organizational Ability – Effectively plans and schedules one’s own and the work of others so that resources are used appropriately, such as scheduling the flow of activities and establishing procedures to monitor projects.
Personal Ethics and Values – Consistently exhibits high standards in the areas of honesty, integrity, fairness, stewardship, trust, respect, and confidentiality.
Personal Responsibility for Performance – Proactively and continuously improves performance by focusing on needed areas of improvement and enhancement of strengths; actively seeks and effectively applies feedback from others; takes full responsibility for one’s own achievements.
Responsiveness – Does not leave issues, inquiries or requirements for information go unattended. Creates a clearly delineated structure for responding to requests/situations in an expedient manner.
Results Orientation – Effectively assumes responsibility. Recognizes when a decision is required. Takes prompt action as issues emerge. Resolves short-term issues while balancing them against long-term goals.
Sensitivity – Effectively perceives the needs and concerns of others; deals tactfully with others in emotionally stressful situations or in conflict. Knows what information to communicate and to whom. Relates to people of varying ethnic, cultural, and religious backgrounds.
Systems Thinking – Understands the interrelationships and impacts of school and district influences, systems and external stakeholders, and applies that understanding to advancing the achievement of the school or team.
Technology – Effectively utilizes the latest technologies to continuously improve the management of the school and enhance student instruction.
Time Management – Effectively uses available time to complete work tasks and activities that lead to the achievement of desired work or school results. Runs effective meetings.
Visionary – Encourages imagining by creating an environment and structure to capture stakeholder dreams of what the school could become for all the students.
Looking at the chosen two to five competencies from above in which you believe the Fellow has gained proficiency this semester, please provide examples to support your findings.
Your answer
Looking at the two to five competencies from above the Fellow still needs work on, please explain how you will address each identified area to support your Fellow's growth.
Your answer
What kind of feedback did you receive from the Fellow's principal mentor this reporting period?
Your answer
Do you feel the principal mentor is providing the Fellow with appropriate opportunities?
Your answer
ANSWER IN MAY ONLY - Please make any specific comments about this Fellow's ability to be a change agent, especially in a turnaround school setting.
Your answer
Please list any concerns you have this reporting period.
Your answer
Provide notes here regarding how your meeting went with the Fellow regarding this progress report.
Your answer
A copy of your responses will be emailed to the address you provided.
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