School Building Leader Advanced Certificate: Nine Essential Characteristics and Knowledge/Skills Checklist

To be completed by Candidate's School Building Principal

Applicant's Name Applicant's Name First Last
School Building Principal's Name School Building Principal's Name First Last
School Building Principal's Email
School District
Please use the tables below to rate the School Building Leader Program candidate

Essential Characteristics: Candidate's Level of Performance
	Low	Moderate	High
	Low	Moderate	High
Leaders know and understand what it means and what it takes to be a leader	Leaders know and understand what it means and what it takes to be a leaderLow	Leaders know and understand what it means and what it takes to be a leaderModerate	Leaders know and understand what it means and what it takes to be a leaderHigh
Leaders have a vision for schools that they constantly share and promote	Leaders have a vision for schools that they constantly share and promoteLow	Leaders have a vision for schools that they constantly share and promoteModerate	Leaders have a vision for schools that they constantly share and promoteHigh
Leaders communicate clearly and effectively	Leaders communicate clearly and effectivelyLow	Leaders communicate clearly and effectivelyModerate	Leaders communicate clearly and effectivelyHigh
Leaders collaborate and cooperate with others	Leaders collaborate and cooperate with othersLow	Leaders collaborate and cooperate with othersModerate	Leaders collaborate and cooperate with othersHigh
Leaders persevere and take the long view	Leaders persevere and take the long viewLow	Leaders persevere and take the long viewModerate	Leaders persevere and take the long viewHigh
Leaders support, develop, and nurture staff	Leaders support, develop, and nurture staffLow	Leaders support, develop, and nurture staffModerate	Leaders support, develop, and nurture staffHigh
Leaders hold themselves and others responsible and accountable	Leaders hold themselves and others responsible and accountableLow	Leaders hold themselves and others responsible and accountableModerate	Leaders hold themselves and others responsible and accountableHigh
Leaders never stop learning and honing their skills	Leaders never stop learning and honing their skillsLow	Leaders never stop learning and honing their skillsModerate	Leaders never stop learning and honing their skillsHigh
Leaders have the courage to take informed risks	Leaders have the courage to take informed risksLow	Leaders have the courage to take informed risksModerate	Leaders have the courage to take informed risksHigh

If you wish to attach an additional recommendation letter, please upload it here, or email it to graduate@plattsburgh.edu

Attach Files
School Building Principal Signature

Draw or Type

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Full Name

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Date Date / MM / DD YYYY
Contact Information
The Graduate Admissions Office is located on the 1st floor of the Kehoe Building.

Phone: (518) 564-4723
Toll-free: (800) 723-9515 (In U.S. and Canada)
Fax: (518) 564-4722
Email: graduate@plattsburgh.edu

Mailing Address:
SUNY Plattsburgh Office of Graduate Admissions
113 Kehoe Administration Building
101 Broad Street, Plattsburgh, NY 12901

	Low	Moderate	High
	Low	Moderate	High
Develop and implement and educational visions, or build and sustain an existing one, for assisting all students to meet State learning standards	Develop and implement and educational visions, or build and sustain an existing one, for assisting all students to meet State learning standardsLow	Develop and implement and educational visions, or build and sustain an existing one, for assisting all students to meet State learning standardsModerate	Develop and implement and educational visions, or build and sustain an existing one, for assisting all students to meet State learning standardsHigh
Collaboratively identify goals and objectives for achieving the educational vision, seeking and valuing diverse perspectives and alternative points of view, and building understanding through direct and precise questioning	Collaboratively identify goals and objectives for achieving the educational vision, seeking and valuing diverse perspectives and alternative points of view, and building understanding through direct and precise questioningLow	Collaboratively identify goals and objectives for achieving the educational vision, seeking and valuing diverse perspectives and alternative points of view, and building understanding through direct and precise questioningModerate	Collaboratively identify goals and objectives for achieving the educational vision, seeking and valuing diverse perspectives and alternative points of view, and building understanding through direct and precise questioningHigh
Communicate and work effectively with parents, staff, students, community leaders, and other community members from diverse backgrounds, providing clear, accurate written and spoken information that publicizes the school’s goals, expectations, and performance results, and builds support for improving student achievement	Communicate and work effectively with parents, staff, students, community leaders, and other community members from diverse backgrounds, providing clear, accurate written and spoken information that publicizes the school’s goals, expectations, and performance results, and builds support for improving student achievementLow	Communicate and work effectively with parents, staff, students, community leaders, and other community members from diverse backgrounds, providing clear, accurate written and spoken information that publicizes the school’s goals, expectations, and performance results, and builds support for improving student achievementModerate	Communicate and work effectively with parents, staff, students, community leaders, and other community members from diverse backgrounds, providing clear, accurate written and spoken information that publicizes the school’s goals, expectations, and performance results, and builds support for improving student achievementHigh
Lead comprehensive, long-range planning, informed by multiple data sources, to determine the present state of the school, identify root causes of problems, propose solutions, and validate improvements with regard to all aspects of the school, including but not limited to: (a) curriculum development;	Lead comprehensive, long-range planning, informed by multiple data sources, to determine the present state of the school, identify root causes of problems, propose solutions, and validate improvements with regard to all aspects of the school, including but not limited to: (a) curriculum development;Low	Lead comprehensive, long-range planning, informed by multiple data sources, to determine the present state of the school, identify root causes of problems, propose solutions, and validate improvements with regard to all aspects of the school, including but not limited to: (a) curriculum development;Moderate	Lead comprehensive, long-range planning, informed by multiple data sources, to determine the present state of the school, identify root causes of problems, propose solutions, and validate improvements with regard to all aspects of the school, including but not limited to: (a) curriculum development;High
(b) instructional strategies and the integration of technology;	(b) instructional strategies and the integration of technology;Low	(b) instructional strategies and the integration of technology;Moderate	(b) instructional strategies and the integration of technology;High
(c) classroom organization and practices;	(c) classroom organization and practices;Low	(c) classroom organization and practices;Moderate	(c) classroom organization and practices;High
(d) assessment;	(d) assessment;Low	(d) assessment;Moderate	(d) assessment;High
(e) student support services, including the provision of services to students with disabilities;	(e) student support services, including the provision of services to students with disabilities;Low	(e) student support services, including the provision of services to students with disabilities;Moderate	(e) student support services, including the provision of services to students with disabilities;High
(f) professional support and development;	(f) professional support and development;Low	(f) professional support and development;Moderate	(f) professional support and development;High
(g) succession planning;	(g) succession planning;Low	(g) succession planning;Moderate	(g) succession planning;High
(h) student, family, and community relations;	(h) student, family, and community relations;Low	(h) student, family, and community relations;Moderate	(h) student, family, and community relations;High
(i) facilities development; and	(i) facilities development; andLow	(i) facilities development; andModerate	(i) facilities development; andHigh
(j) planning with colleges for providing curricula and experiences for college students preparing to become educators that will enhance their learning and the learning of the school’s students	(j) planning with colleges for providing curricula and experiences for college students preparing to become educators that will enhance their learning and the learning of the school’s studentsLow	(j) planning with colleges for providing curricula and experiences for college students preparing to become educators that will enhance their learning and the learning of the school’s studentsModerate	(j) planning with colleges for providing curricula and experiences for college students preparing to become educators that will enhance their learning and the learning of the school’s studentsHigh
Effect any needed educational change through ethical decision-making based upon factual analysis, even in the face of opposition	Effect any needed educational change through ethical decision-making based upon factual analysis, even in the face of oppositionLow	Effect any needed educational change through ethical decision-making based upon factual analysis, even in the face of oppositionModerate	Effect any needed educational change through ethical decision-making based upon factual analysis, even in the face of oppositionHigh
Establish accountability systems for achieving educational goals and objectives	Establish accountability systems for achieving educational goals and objectivesLow	Establish accountability systems for achieving educational goals and objectivesModerate	Establish accountability systems for achieving educational goals and objectivesHigh
Set a standard for ethical behavior by example, encouraging initiative, innovation, collaboration, mutual respect, and a strong work ethic	Set a standard for ethical behavior by example, encouraging initiative, innovation, collaboration, mutual respect, and a strong work ethicLow	Set a standard for ethical behavior by example, encouraging initiative, innovation, collaboration, mutual respect, and a strong work ethicModerate	Set a standard for ethical behavior by example, encouraging initiative, innovation, collaboration, mutual respect, and a strong work ethicHigh
Develop staff capability for addressing student learning needs by effective supervision and evaluation of teachers, by effective staff assignments, support, and mentoring, and by providing staff with opportunities for continuous professional development	Develop staff capability for addressing student learning needs by effective supervision and evaluation of teachers, by effective staff assignments, support, and mentoring, and by providing staff with opportunities for continuous professional developmentLow	Develop staff capability for addressing student learning needs by effective supervision and evaluation of teachers, by effective staff assignments, support, and mentoring, and by providing staff with opportunities for continuous professional developmentModerate	Develop staff capability for addressing student learning needs by effective supervision and evaluation of teachers, by effective staff assignments, support, and mentoring, and by providing staff with opportunities for continuous professional developmentHigh
Create the conditions necessary to provide a safe, healthy, and supportive learning environment for all students and staff	Create the conditions necessary to provide a safe, healthy, and supportive learning environment for all students and staffLow	Create the conditions necessary to provide a safe, healthy, and supportive learning environment for all students and staffModerate	Create the conditions necessary to provide a safe, healthy, and supportive learning environment for all students and staffHigh
Establish a school budget and manage school finances and facilities to support achievement of educational goals and objectives	Establish a school budget and manage school finances and facilities to support achievement of educational goals and objectivesLow	Establish a school budget and manage school finances and facilities to support achievement of educational goals and objectivesModerate	Establish a school budget and manage school finances and facilities to support achievement of educational goals and objectivesHigh
Apply statutes and regulations as required by law, and implement school policies in accordance with law	Apply statutes and regulations as required by law, and implement school policies in accordance with lawLow	Apply statutes and regulations as required by law, and implement school policies in accordance with lawModerate	Apply statutes and regulations as required by law, and implement school policies in accordance with lawHigh
Maintain a personal plan for self-improvement and continuous learning	Maintain a personal plan for self-improvement and continuous learningLow	Maintain a personal plan for self-improvement and continuous learningModerate	Maintain a personal plan for self-improvement and continuous learningHigh

School Building Leader Advanced Certificate: Nine Essential Characteristics and Knowledge/Skills Checklist

School Building Leader Advanced Certificate: Nine Essential Characteristics and Knowledge/Skills Checklist

Please use the tables below to rate the School Building Leader Program candidate