ESU 4 Special Education Mission Statement and Belief Statements
ESU 4 Special Education:
Learning today for success tomorrow through a commitment to communication, accountability, and leadership.
Program Supervision Mission Statement (Special Education Director):
Belief Statements:
A good education fosters the individual needs of each student.
All children have unique strengths and needs, and deserve an individualized, collaborative, quality education.
Every individual is worthy.
Individuals rise to meet expectations.
All children have unique strengths and needs, and deserve an individualized, collaborative, quality education.
Every individual is worthy.
Individuals rise to meet expectations.
Program Supervision Mission Statement (Special Education Director):
Supporting children, their families and the districts of ESU 4 through a commitment to communication, accountability and leadership.
Belief Statements:
We should provide districts with up-to-date information concerning IDEA, Rule 51, and other compliance and regulatory initiatives.
We assist in fostering positive relationships between districts and their families in supporting students.
We provide technical assistance to districts in support of student learning.
It is what it is.
Belief Statements:
We should provide districts with up-to-date information concerning IDEA, Rule 51, and other compliance and regulatory initiatives.
We assist in fostering positive relationships between districts and their families in supporting students.
We provide technical assistance to districts in support of student learning.
It is what it is.
My Goals for 2011-2012...
COMMUNICATION:
1) Celebrate the success of the ESU 4 Special Education staff, including the initiation of educational revolutions.
2) Increase efforts to promote ESU 4's mission within correspondence and via newspapers, newsletter, presentations and radio.
ACCOUNTABILITY:
1) Develop a profile (or final report) that includes data from the ESU 4 Special Education staff sharing information about their services, staff development opportunities, evaluations, student achievement, program goals, outcomes data, etc.
2) Continue the implementation a staff evaluation/development system that is research/evidence-based, includes the self assessment of professional skills, provides specific feedback to staff, and creates a foundation for each staff member's individual development/training plan, for the entire ESU 4/NCECBVI staff. (QOE/PLN project.)
LEADERSHIP:
1) Create a new staff/teacher orientation handbook, explaining the scope of services and mission of ESU 4/NCECBVI.
2) Develop a profile (or final report) that includes data from the ESU 4 Special Education staff sharing information about their services, staff development opportunities, evaluations, student achievement, program goals, outcomes data, etc.
Results of Self Assessment: Leadership Practices Inventory (Pfeiffer Publishers; adapted from Kouzes and Posner)
In March, 2011, the ESU 4 Special Education staff was asked to rate my leadership behaviors, as well as encouraged to rate their own leadership behaviors. We adjusted the 10 point scale to 4 points...
1 - almost never
2 - sometimes
3 - usually
4 - almost always
The following are the leadership behaviors, followed by the ranking given to each of the behaviors:
COMMUNICATION:
1) Celebrate the success of the ESU 4 Special Education staff, including the initiation of educational revolutions.
2) Increase efforts to promote ESU 4's mission within correspondence and via newspapers, newsletter, presentations and radio.
ACCOUNTABILITY:
1) Develop a profile (or final report) that includes data from the ESU 4 Special Education staff sharing information about their services, staff development opportunities, evaluations, student achievement, program goals, outcomes data, etc.
2) Continue the implementation a staff evaluation/development system that is research/evidence-based, includes the self assessment of professional skills, provides specific feedback to staff, and creates a foundation for each staff member's individual development/training plan, for the entire ESU 4/NCECBVI staff. (QOE/PLN project.)
LEADERSHIP:
1) Create a new staff/teacher orientation handbook, explaining the scope of services and mission of ESU 4/NCECBVI.
2) Develop a profile (or final report) that includes data from the ESU 4 Special Education staff sharing information about their services, staff development opportunities, evaluations, student achievement, program goals, outcomes data, etc.
Results of Self Assessment: Leadership Practices Inventory (Pfeiffer Publishers; adapted from Kouzes and Posner)
In March, 2011, the ESU 4 Special Education staff was asked to rate my leadership behaviors, as well as encouraged to rate their own leadership behaviors. We adjusted the 10 point scale to 4 points...
1 - almost never
2 - sometimes
3 - usually
4 - almost always
The following are the leadership behaviors, followed by the ranking given to each of the behaviors:
Treats people with dignity and respect. - 2.7
Follows through on promises and commitments. - 3.5
Is clear about her philosophy of leadership. - 4
Praises people for a job well done. - 2.7
Ensures that people grow in their jobs. - 3.6
Seeks challenging opportunities to test skills. - 3.7
Develops cooperative relationships. - 3.1
Makes certain that goals, plans and milestones are set. - 3.9
Actively listens to diverse points of view. - 2.9
Speaks with convictions about meaning of work. - 3.9
Paints 'big picture' of group aspirations. - 3.9
Makes certain that people adhere to agreed upon standards. - 3.6
Talks about future trends in influencing our work. - 3.9
Gives team members appreciation and support. - 3
Appeals to others to share dream of the future. - 3.5
Builds consensus around organization's values. - 3.8
Asks "What can we learn?" - 3.9
Shows others how their interests can be realized. - 3.1
Expresses confidence in people's abilities. - 3.2
Creatively rewards people for their contributions. - 2.9
Gives people choice about how to do their work. - 3.5
Challenges people to try new approaches. - 3.7
Describes a compelling image of the future. - 3.8
Recognizes people for commitment to shared values. - 3
Supports decisions other people make. - 3.3
Searches outside organization for innovative ways to improve. - 3.8
Finds ways to celebrate accomplishments. - 3
Experiments and takes risks. - 3.6
Asks for feedback on how her actions affect people's performance. - 3
Sets a personal example of what is expected. - 3.6
On a personal note, this was a huge leap of faith for me... I do have districts evaluate my performance on services each year, but to ask my staff to evaluate my leadership skills was a bit scary. I have to admit that there weren't any real surprises... I would agree with the evaluation results. And, I hope to address areas which might be weaker as personal goals. Here's my challenge to you... have you evaluated your own leadership skills? Be honest and take the leap of faith! -Ellen
