MN K-12 Principal Competencies
Portfolio Evaluation Form
SKILL/KNOWLEDGE
A. Instructional Leadership
A1. Support teachers and staff in the
implementation of state academic
standards, coherent systems of culturally
responsive curriculum, instruction and
assessment that promote the missions,
vision and core values of the school
district to embody high expectations for
student learning.
A2. Demonstrate the ability to
understand and apply district wide
literacy, lead school-wide literacy efforts
in all content areas including numeracy.
B. Monitor Student Learning
B1. Demonstrate the ability to create a
culture that fosters a community of
learners;
Initial (ED 695A) Mid-program (Practicum) Final (ED 695A or ED 699)
Self Score (1-5) and Self Score (1-5) and Self Score (1-5) and
Comments Comments Comments
4 - We just reinstated PLC’s again
and hope to continue that work.
Additionally, our PD plan focuses
on culturally responsive teaching
and part of our budget is to buy
books and classroom libraries that
are more inclusive of gender, race,
etc.
Professional Development Plan,
PLC’s
BHM - Lunch and Learns and other
activities to support Black History
Month
3 - With my school covering grades
5-8 I am in a unique situation with
working on both the elementary and
secondary sides.
One area that I have focused my
hours and skill building is working
with the elementary literacy coach
and math coach that is working with
teachers and coaching cycles to
promote literacy and numeracy.
Our literacy coaches are also part of
a grant that I have been able to be a
part of.
CLSD Grant Agenda
Instructional/PEER Coaching Work
4 - I believe that our PLC work, PD
schedule, and our Scheduling task
force are all things that I have
helped to develop a culture of
MN K-12 Principal Competencies
B2. Demonstrate an understanding of
student support systems and services;
B3. Demonstrate the ability to
implement and monitor student
management data systems.
B4. Implement school wide policies and
practices that encourage positive
behavior, and respond to student
misconduct in a positive, fair and
unbiased manner.
learners. It is also my hope that our
MTSS system will continue to
support and meet students where
they are at.
3 - While I am very knowledgeable
in various student support systems
and services, our current schedule
and FTE’s do not currently support
putting such things in place system
wide. That is one of the purposes of
our Scheduling Task Force. to build
a schedule that will promote and
provide the opportunity to put
systems in place to better support
our students behavior and academic
needs.
4 - Last year as an AP, I was in
charge of scheduling all AP testing
and monitoring all of the
coursework and registration for the
test. Additionally, I led the school in
PD on how to streamline their
PowerSchool Learning pages as a
teacher for the betterment of
students.
4 - Coming into a new building and
overseeing 2 campuses, I spent a lot
of time working with our admin
team to review our school handbook
and to look at areas of need and
growth. Coming back to school this
fall, it was clear that students were
not used to structures and
boundaries. I put together our BLT
team to look at tardies, skipping,
and what we can do to build
positive supports.
BLT 7&8 - Building Leadership
Team Agenda and Notes
BLT 5&6 - Building Leadership
Team Agenda and Notes
MN K-12 Principal Competencies
B5. Demonstrate the ability to develop a
master instructional schedule;
B6. Demonstrate the ability to meet the
diverse learning needs of all students;
B7. Demonstrate the ability to
understand and support a comprehensive
program of student activities.
School Handbook
3 - The Scheduling Task force has
been one of the more important
things I have taken on this spring.
The goal is to determine priorities
and set a schedule up that meets
those needs. The challenge is
knowing that it will not be a perfect
schedule and there will have to be
compromise. Also, the lunches
always pose a problem with
working them into the schedule.
Scheduling Task Force
Bell Schedule Options
3 - We are not meeting all of the
needs of students and that is an area
that I struggle with trying to find the
best solution to. I think our MTSS
Committee will provide insight as to
what are biggest areas of need are
and our schedule will play a vital
role in being able to make that
happen.
Our PD plan focuses on culturally
responsive teaching and part of our
budget is to buy books and
classroom libraries that are more
inclusive of gender, race, etc.
Professional Development Plan,
PLC’s
4 - As a previous High School AP, I
was heavily involved in athletics
and activities. From supervision,
scheduling, and eligibility
requirements, this is an area I feel
confident in. At the middle school
level, we are currently working on
brining on Citizenship Grades as a
means for eligibility and also being
more visible at events.
MN K-12 Principal Competencies
C. Early Childhood Through
Grade 12 Leadership
C1. Demonstrate an understanding of the
articulation and alignment of curriculum
from prekindergarten through grade 12;
C2. Demonstrate an understanding of
different organizational systems and
structures at prekindergarten, elementary,
middle or junior high, and high school
levels;
C3. Demonstrate the ability to work with
children of all ages;
These conversations came about in
our BLT 7&8
4 - This is the work I embedded
myself in as a MTSS coach. We met
with reps from each of the school
levels to align the curriculum so that
we were then able to put systems in
place to meet students where they
were at academically and
behaviorally. This was a pre-k-12
grade system
MTSS Pathways
ED 742 Elem. Curriculum Audit
Report - This process truly opened
my eyes to what the Common Core
is and the importance of curriculum
alignment.
Grade 5 Literacy Block
4 - Being a part of district level
meetings and having break out
groups have enabled me to gain
insight into the elementary systems.
Additionally, moving to middle
school where my grades cover 5-8
has provided a lot of insight,
especially when understanding the
PEMA schedule and their blocks for
literacy and math.
CLSD Grant Agenda
COT Meeting Notes
4 - Working with children of all
ages has been a part of who I am.
From teaching Sunday school to
first grade, coaching elementary and
middle school, and teaching at a
high school, it is in my veins and
what makes me excited to be an
educator.
MN K-12 Principal Competencies
C4. Demonstrate the ability to work with
parents, teachers and other staff in all
levels of schooling;
C5. Demonstrate an understanding of the
characteristics of effective transitions
from one level of schooling to the next;
and
C6. Demonstrate an understanding of the
developmental needs of children of all
ages.
Resume
Final Reflection - Practicum
4 - I am constantly sending out
communication to teachers, paras,
custodians, and families about our
E-Learning days, conferences, etc.
Communication and working with
all stakeholders is key to the success
of students.
MMM - Goes to all staff about the
happenings of the week
Family Letter - Addresses Devious
Lik challenge we faced this fall and
asking for their help
Staff Letter outlining expectations
of E-Learning Day
3- This is the first year that I have
really had to think about what I
want it to look like for students
coming into our building and
students leaving our building. We
followed what has been done in the
past this fall but we have already
started the conversations about what
we want it to look like for next year.
Back to School Message 2021
Staff Back to School
3 - Moving from High School to
Middle School has definitely made
me realize that while kids are kids,
there are different developmental
needs that we need to be mindful of
when we are working on behaviors
and academics. This can be seen in
our BLT 5&6, our Connections
lessons and ADvisory Lessons and
our Risk Review Meetings