NYC DOE School

Leadership
Competencies
Overview

New York City Department of Education

Office of School Leadership
Why focus on school leadership development?
Great schools require great leaders
Research underscores the importance of school leaders
> School leaders are the 2nd most important factor in student achievement
(after teacher quality) but also have direct influence on teacher
effectiveness and school-wide change
> Statistically significant correlations exist between specific principal
actions/characteristics and student achievement

NYC’s Children First Reforms depend upon school leaders

> 3 tenets of NYC’s reforms = Leadership, Empowerment, and Accountability
> In a world where principals are empowered and held accountable, it is
critical to define the competencies expected of school leaders
 NYC DOE has clear accountability measures and goals
 But historically some lack of clarity around what knowledge and skills
are required to meet these accountability goals
 Competencies address these questions

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Competencies help school leaders focus on key skills
related to increasing student achievement.
NYC DOE School Leadership Competencies were designed to:
> Define the critical knowledge, behaviors, and skills that principals must demonstrate
to effectively lead schools and increase student achievement
> Provide a common language and understanding around effective practices of
school leaders
> Serve as a foundation for all talent management practices

NYC DOE School Leadership Competencies were developed based on:

> Research about high-performing schools and principal effectiveness
> Best practices from across the country – reviewed competency models specifically
related to school leadership as well as other competency models
> Feedback from current and former high-performing principals
> Feedback from those who work with, train, and support principals
 DOE department leaders
 Network Leaders, superintendents, and managers of principals
 Mentors and coaches (including CSA mentors, Leadership Academy coaches, etc.)
 Administrators’ union (CSA) representatives and faculty

To be effective, school leaders need opportunities to

develop their proficiency in these specific competencies.

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The School Leadership Competencies are grounded in
research and best practice.
Grounded in research on high-performing principals, including:
> Research on 90-90-90 Schools
 Schools with >90% students of color, >90% students eligible for free and
reduced lunch, and >90% of students performing at or above proficiency
> McREL (Mid-continent Research for Education and Learning) – Balanced
Leadership Framework
> Haberman Educational Foundation
Grounded in promising practices from across the country
> Aligned with the ISLLC Standards for School Leaders
 ISLLC = The Interstate School Leaders Licensure Consortium, organized by the
Council of Chief State School Officers
> Built on promising practices from competency models from other states,
cities, and organizations, including:
 Models specifically targeted to school leaders
 Models from other sectors

Aligned to NYC DOE accountability tools

> Progress Report, School Quality Review, School Survey

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Competencies provide a foundation for the school
leadership talent management cycle.

1. Required Outcomes 2. Competencies

Student, classroom Shared School Leadership Competencies
and school-level Children First Knowledge, skills, attitudes,
outcomes Values and behaviors

3. Talent Management Practices

Identification/Development of High-Potentials
Pre-Service Training
Recruitment
Selection/Placement
Induction
Mentoring/Coaching
Ongoing Support and Development
Performance Management
Retention

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 The competencies serve multiple purposes and inform
all school leadership initiatives.
• Guide individual self-assessment and development planning for aspiring
and current principals
Guide
• Help principal managers, coaches, and others identify areas where they can
Individual Leadership provide additional support to aspiring and current principals
Development • Identify high-performing educators who have the potential to become
future principals

• Clearly articulate standards and measurement of success for all

leadership programs
• Convey DOE priorities to colleges/universities and encourage alignment of
Inform the Design and their administration and supervision programs
Evaluation of • Inform curriculum design for new and existing leadership development
Leadership programs, education schools, e-learning tools, etc.
Development Programs • Help programs assess their strengths and development areas and make
changes accordingly
• Inform the design of in-service support offerings for principals (e.g.,
Principal Portal, trainings, new principal support, etc.)

• Analyze the portfolio of development programs – Map existing program

offerings and identify programmatic gaps
Inform System-wide • Clarify various career paths to reach the principalship
Leadership Initiatives • Guide pipeline development initiatives to identify/prepare future principals
• Serve as the basis for recruiting, selecting, and training principals
• Contribute to the goals section in the Principal Performance Review
(principal evaluation tool)

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There are five School Leadership Competencies that guide
leadership development strategy and initiatives.

The 5 competencies:
> Personal Leadership – Fosters a culture of excellence through
personal leadership
> Data – Uses data to set high learning goals and increase student
achievement
> Curriculum and Instruction – Leverages deep knowledge of
curriculum, instruction and assessment to improve student learning
> Staff and Community – Develops staff, appropriately shares
leadership, and builds strong school communities
> Resources and Operations – Manages resources and operations
to improve student learning
Though each competency area is distinct, none lives in a vacuum.
There are links among the 5 competencies, and all 5 are
necessary to be strong instructional leaders.

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Each competency is broken down into specific elements
and skills.
Core Competency
Personal Leadership
Fosters a culture of excellence
through personal leadership
Data
Uses data to set high learning goals and
increase student achievement
Curriculum and Instruction
Leverages deep knowledge of curriculum,
instruction and assessment to improve
student learning
Staff and Community
Develops staff, appropriately
shares leadership, and
builds strong school communities
Resources and Operations
Manages resources and operations
to improve student learning
Elements of Competency
• Believes all students can achieve at high levels. Articulates a clear vision and goals for high student achievement.
• Holds self and others accountable for student learning.
• Strategically aligns leadership behaviors with stated values and goals to drive required change. Develops strategic plans with
effective solutions. Adapts appropriately to situation, audience, and needs.
• Influences others to achieve results. Builds strong relationships based on mutual respect, trust, and empathy.
• Communicates clearly and appropriately for the audience and message.
• Demonstrates self-awareness and a commitment to ongoing learning. Welcomes and acts on performance feedback.
• Demonstrates emotional fortitude and perseveres in the face of obstacles.
• Demonstrates ability to understand and analyze data from multiple sources.
• Uses data to identify student learning trends, set goals, monitor and modify instruction, and increase student achievement.
• Develops school culture and practices that rely on data to inform adult learning, professional development, and decision-making.
• Develops, implements, and evaluates rigorous curricula to accelerate learning for all students.
• Supports teachers in using effective instructional strategies to meet students’ diverse learning needs.
• Regularly assesses student learning and ensures the provision of specific, timely feedback to teachers and students.
• Aligns standards, curricula, instructional strategies, and assessment tools.
• Recruits and selects effective teachers.
• Improves classroom teaching by setting clear expectations and observing, coaching, and evaluating teachers and staff.
• Supports the development of all teachers. Stimulates and retains high performers, mentors early career teachers, challenges low
performers to improve, and dismisses poor performers who do not improve.
• Builds strong teams, develops leadership capacity among staff, and shares responsibilities appropriately.
• Establishes systems that promote learning, collaboration, and communication throughout the school.
• Listens effectively to families, students, and the school community. Proactively engages the school community around the school’s
learning goals.
• Develops and implements systems and processes to ensure effective operations that support student learning.
• Manages time in relation to student learning priorities. Brings projects to completion.
• Allocates and manages budgets and resources effectively in support of learning goals.
• Aligns youth development and support services around academic goals.
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The competencies were expanded into a developmental
continuum to support individual leadership growth.
The competency continuum is a developmental tool that:
> Provides a common language and understanding of the
essential knowledge and skills necessary for school leaders to
increase student achievement
> Identifies what each competency looks like in practice
> Provides concrete examples at 5 different stages of leadership
development – emerging, developing, proficient, mastery,
exemplary
> Accommodates a variety of proven school leadership styles,
philosophies, and models
The competency continuum is meant to be a developmental
support tool, not a supervisory or evaluative tool.

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 The continuum describes what each element looks like in
practice at 5 different stages of leadership development.
Does Not Yet Demonstrate
We recognize that some individuals will not yet be on
the scale. Check this box if either of the following are
true:
Demonstrates limited knowledge of topic/skill,
less than what is required to meet level 1 indicators
Has not had a chance to learn or exhibit the skill
Level 4:
Mastery
Demonstrates everything included under mastery PLUS:
Demonstrates innovation
Systematically demonstrates skill in practice
Level 5: Develops new creative solutions to increase effectiveness and results
Exemplary Consistently models and builds a culture around skill
Viewed as a leader in school system and community; contributes to
broader education community
Demonstrates everything included under proficiency PLUS:
Demonstrates mastery
Consistently demonstrates skill in practice and integrates with other skills
Is highly effective and consistently achieves positive results in all situations
Trains, coaches, or mentors others to develop skill
Viewed as a leader among peers

Demonstrates competency
Level 3: Regularly demonstrates skill in practice
Proficient Is effective and achieves positive results, even in complex situations
Serves as a model of effective implementation for others

Demonstrates capability
Occasionally demonstrates skill in practice
Level 2: Is somewhat effective
Developing Applies skill effectively in less complex situations
Has some, though limited, positive results in more complex situations
Requires some development in this area

Demonstrates a beginning understanding / awareness

Level 1: Rarely demonstrates skill in practice OR struggles to apply knowledge to practice
Emerging When attempts to demonstrate skill in practice, has mixed results/effectiveness
Requires significant development in this area

Awareness Skillful Application in Practice

Rare Implementation Consistent Implementation
Limited Effectiveness Maximum Effectiveness
Development of Self The gradations among different levels reflect four types of growth trajectories Development of Others

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The competency continuum provides concrete examples
of what each element looks like in action.
Element No Evid. Emerging Leader Developing Leader Proficient Leader Master Leader Exemplary Leader
MASTERY = Everything in Proficient Plus: EXEMPLARY = Everything in Mastery Plus:
_ Recruits in response to vacancies. More _ Sometimes anticipates vacancies and _ Anticipates vacancies and proactively _ Consistently seeks & cultivates potential _ Builds future pipeline of candidates.
reactive than proactive. begins early recruitment of candidates. recruits candidates. talent. Engages staff in recruitment. Engages stakeholders in recruitment.
_ Uses limited channels that already exist _ Uses limited channels in the DOE and _ Uses multiple channels within the DOE _ Develops and maintains networks and _ Serves as a recruitment resource for
within the DOE to find candidates. beyond to find candidates. and beyond to find candidates. relationships within the DOE and with others.
 Understands technical mechanics of  Seeks venues and implements external organizations.  Recruits people into education more
how to look for and find candidates. strategies to increase diversity and  Markets school and opportunities. generally, beyond specific school
quality of candidate pool.  Facilitates use of student teachers needs.
□ Does and interns to develop a pipeline.
Recruits and selects not yet _ Focuses on filling vacancies rather than _ Focuses on licenses and content more _ Focuses on best fit for school, culture, _ Maintains a high bar based on well- _ Engages a team to develop
show finding best fit. than fit. and program/position. developed expectations and criteria. expectations and criteria that will
effective teachers.
evidence  Articulates basic needs and  Articulates some specific  Clearly articulates specific  Looks to complement existing team. complement the existing team.
of skill expectations for role. expectations and desired expectations and criteria (e.g.,
characteristics and skills. characteristics, skills, competencies).
_ Implements basic selection process, _ Implements selection process that _ Designs and implements rigorous, _ Ensures implementation of selection _ Shares selection process and effective
though it may lack rigor. assesses some dispositions, content evidence-based selection process to process is consistent and transparent. practices with others beyond the
school.
knowledge, and pedagogy. determine fit and assess dispositions,  Increases rigor by including multiple
content knowledge and pedagogy. activities to assess candidates.
_ Conducts interviews on own. _ Engages limited number of people _ Engages staff beyond the leadership _ Engages teachers/staff in developing, _ Engages representatives from across
(e.g., only those on leadership team) in team in selection process. implementing, and refining selection the school community to recruit, select,
interview process. tools and process. and get candidates to accept offers.
MASTERY = Everything in Proficient Plus: EXEMPLARY = Everything in Mastery Plus:
_ Sets general expectations. _ Defines some expectations of _ Defines and sets clear, specific _ Engages staff in setting and revising _ Creates a school-wide culture of
 Focuses on “rules” and compliance professional conduct and quality expectations. expectations. shared expectations for high-quality
rather than quality teaching. teaching.  Clarifies how good instruction looks.  Helps staff surpass expectations. teaching and learning and shared
responsibility for holding one another
Improves classroom  May be less comfortable in setting  Regularly revisits expectations and  Supports staff in assessing peers and accountable for meeting and
teaching by setting goals and expectations for teachers’ performance against them. holding one another accountable.
clear expectations surpassing expectations.
individual teachers.  Holds all teachers and staff
and observing, □ Does
not yet accountable to meeting expectations.
coaching, and
evaluating teachers show _ Conducts observations as part of _ Conducts observations and walk- _ Regularly conducts formal and informal _ Consistently conducts formal and _ Uses multiple supervision and
and staff. evidence formal supervision and evaluation only. throughs to gain snapshots of teacher observations. informal observations and provides observation strategies (e.g., learning
of skill
 Meets minimum observation practice.  Visits classrooms frequently. specific, substantive feedback. walks, formal principal observations,
(Continued on the requirements.  Views observations as learning  Effectively communicates specific  Connects observations and feedback peer observations, video taping and
next page) to student work and learning. analysis, etc.) in a systematic way.
 May be less comfortable using less opportunities. positive and constructive feedback
formal mechanisms to provide  Provides some feedback to facilitate from observations.  Provides frequent opportunities for  Creates a collegial environment in
which all teachers invite observers.
feedback. teacher growth.  Effectively shares strategies to teachers to observe and evaluate
improve practice. each other’s classroom instruction in  Promotes open dialogue and
an open and reflective environment. appropriate risk taking.

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The School Leadership Competencies and developmental
continuum support each individual’s growth as a leader.
Tips to using the competencies in practice:
> Identify whether each competency area is:
 A strength
 An area of growth / development
> Ask supervisor, peers, team members, mentors, and/or coach to
provide feedback on what they view as strengths and growth areas
> Use the developmental continuum to dive deeply into one or more
competency areas:
 Self-assess where one falls on the leadership continuum – It is natural and
expected to have some areas of strength and other areas of development
 Work with supervisor, mentor, or coach to get feedback on where each
individual falls on the leadership continuum
 Identify evidence of how each individual demonstrates the skills in practice
> Use the competencies and developmental continuum to:
 Identify individualized professional developmental goals
 Develop goals for Principal Performance Review (formal evaluation tool)
 Model continual learning in one’s school by creating a specific action plan to
reach those goals

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 More information about the Competencies is provided on
the Principals’ Portal.

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continuum

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