LD:Preparing New Principals Program

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Portfolio Cover Sheet

Download: Portfolio Cover Sheet (Adobe PDF file)


Pasco County’s School Principal Certification Program, the Preparing New Principals Program (PNPP), offers a program for candidates to be eligible to receive a Florida Level II School Principal Certification. Successful candidates will satisfy each of the following requirements which are outlined in Rule 6A-4.0083 (2) FAC:

  • Hold a valid Florida professional certificate covering educational leadership, administration, or administration and supervision.
  • Document successful performance of the duties of the school principal. These duties shall be performed in a Department of Education approved district school Principal Certification Professional Development Program pursuant to Rule 6A-5.081, FAC, designed and implemented consistent with the principal leadership standards approved by the State Board of Education and any additional Pasco Leadership Standards. Also, these duties shall:
    • Be performed as a full-time employee of the district school board in a leadership position through which the candidate can fully demonstrate the competencies associated with the Florida Principal Leadership Standards.
    • Be a formally planned professional development program designed and implemented to prepare the individual to effectively perform as a school principal.
    • Be comprehensive of all the duties of the school principalship.
    • Be performed under the direct supervision of a current school principal or district director who has been approved by the district school board to serve as the supervising principal or director for this program.
  • Demonstrate successful performance of the competencies of the Florida School Principal Leadership Standards and any additional Pasco Leadership Standards based on a performance appraisal system approved by the district school board and the FDOE pursuant to Rule 6A-5.081, FAC.

Statement of Purpose

The purpose of the PNPP is:

  • To provide supervised support services for principal candidates to assist them in their continuing professional development;
  • To verify high level performance for school principal certification; and
  • To meet requirements of Florida Statutes and State Board of Education


It is the belief of the District School Board of Pasco County that principal certification candidates possess varying talents and abilities and that they will develop skills that are necessary to make them highly effective principals.


To provide an effective and efficient method which ensures that principal certification candidates demonstrate high level competency in the Leadership Standards identified by the Florida Department of Education and any additional Pasco Leadership Standards.


  • The Superintendent and School Board are committed to the professional development based on individual needs and career goals of persons to be appointed to the principalship.
  • The Superintendent will recommend and the School Board will approve all administrators assigned to work with principal candidates.
  • Supervising principals, supervising administrators and other administrators assigned under provisions of this program to work with principal candidates are selected based upon their knowledge and demonstrated experience of: providing program orientation; serving as coach or mentor; observing performance; providing feedback; documenting achievements; and linking participant needs with training resources.
  • The PNPP will focus on three program standards.
    • Core Curriculum Content: The curriculum content delivered in each 1. The Florida Principal Leadership Standards and competencies are translated into a customized, competency-based developmental program that is tailored to the needs of each aspiring principal. The participant will demonstrate the Florida Leadership Standards in a performance situation including reflection and self-assessment in the following ways: program is based on competencies aligned with the Florida Principal Leadership Standards and includes all other state-mandated requirements.
    • Candidate Performance: Each candidate in the approved program will demonstrate all competencies identified in the core curriculum.

  • Continuous Improvement: The approved program implements processes to ensure continuous program improvement (1.2.3).
  • Responsibility to coordinate all phases of the Preparing New Principals Program is assigned to the Director of Leadership Development (1.1.5).
  • The Superintendent will have final authority to verify successful program completion.

Program Design and Management

Preparing New Principals Program

  • The Florida Principal Leadership Standards and competencies are translated into a customized, competency-based developmental program that is tailored to the needs of each aspiring principal. The participant will demonstrate the Florida Leadership Standards in a performance situation including reflection and self-assessment in the following ways:
    • On-the-job experiences which incorporate the duties of the school principalship for a period of not less than one full school year; and (Appendix 1) (1.2.1, 1.2.2, 2.2.1).
    • Other learning experiences such as seminars, workshops, self-studies, visits to other school sites or district offices, attendance at principals' and other district meetings which may take place during the training year or in the years prior to beginning the program (1.2.2). All candidates will participate in the PNPP Technical Training Program, which incorporates a review of all statutory requirements, including an emphasis on meeting the individual and unique learning needs of ESOL/ELL students (1.1.4).
    • The components of the program are aligned to the Florida Principal Leadership Standards. The matrix (Appendix 1) illustrates the relationship between these components and the Principal Leadership Standards Inventory (1.1.1, 1.1.2, 1.2.2).
    • These activities provide multiple opportunities for the candidate to practice application of knowledge for the purpose of improving curriculum, instruction and student achievement (Appendix 1) (1.1.2, 1.2.2).
    • Completion of an individual learning plan (Principal Certification Professional Development Plan) (Appendix 2) (1.1.4) which will be:
      • Based upon the results of the needs assessments
      • Integrated into a candidate’s job duties, and
      • Addressing ESOL/ELL and other statutory requirements in school principal training. Candidates who have not completed the stated required minimum 60 hours of ESOL/ELL training will participate in the ESOL for Administrator’s Online Course.

  • The timeline for the Preparing New Principals Certification Program shall be as follows:
    • After the admission of candidates into the principal pool, the Director of Leadership Development shall recommend support teams for each candidate to the School Board;
    • The Director of Leadership Development shall provide an orientation to the program;
    • The Director of Leadership Development shall document the qualifications of the Leadership Team and the Leadership Support Team (Appendix 3 ) (1.1.5);
    • Informal meetings with the coordinator or individual members of the support team are optional but encouraged;
    • At least three formative information conferences be held throughout the program, and they should precede the three summative evaluations;
    • District, regional and statewide support systems will be utilized as needed;
    • Adequate time will be provided for informal meetings of participants with members of their support staffs. Coaching, mentoring and specific feedback to program participants from members of their support staffs shall be encouraged and provided;
    • The PNPP Program evaluation will occur annually during the PNPP Candidate Review meeting (2.1.2).
  • The participant will:
    • Participate as an assessee in the Florida Leadership Standards Inventory (Appendix 4), the Pasco 360 Assessment (Appendix 5), or other needs assessments as appropriate (2.1.1, 2.1.4, 1.1.3);
    • Utilize prior annual appraisals, school-based goals and school achievement information as appropriate;
    • Develop specific personal improvement goals based upon assessment information which includes the following elements (Appendix 2):
      • Goal Statement
      • Standard
      • Objectives
      • Professional Development
      • Action Plan
    • Work with the support team to develop the principal certification professional development plan based upon required competencies (1.1.3);
    • Provide a draft of the principal certification plan for the standards and/or on-the-job training activities for review by the support team at the first formative conference meeting which shall be approved or revised at that time (1.2.1);
    • Complete activities to document mastery of the Florida Principal Leadership Standards and any additional Pasco Leadership Standards (2.1.2);
    • Complete the on-the-job training activities as listed in the PNPP manual and as listed in the matrix (1.3.3);
    • Implement a leadership project that leads to school/district improvement highlighting student achievement (1.2.2, 1.3.1, 1.3.2);
    • Serve as acting principal of an extended school year program(1.3.1, 1.3.2);
    • Observe/shadow support team member(s) and principals at different school levels to gain additional experiences and exposure to varying leadership styles(1.3.1, 1.3.2);
    • Participate in professional development/support sessions scheduled by the Director of Leadership Development and other support team members which provide timely feedback and guidance in performance(1.3.3);
    • Complete additional professional development activities as offered by the Staff Development Department, regional networks, the William Cecil Golden School Leadership Development plan and state and national professional associations(1.2.2);
    • Document all activities, and send completed original portfolio to the Director of Leadership Development;
    • Complete a survey to share feedback on field experiences (Appendix 2) (1.4.3, 3.3.1) These survey results, along with student achievement data for each of the candidate’s schools shall be provided to the Director of Leadership Development, The Pasco Leadership Team and the PNPP Candidate Review Committee. All three of these entities shall review the results and data and make recommendations to the Director of Leadership Development for the purposes of program evaluation (3.3.2).

The Pasco Leadership Team

  • The Pasco Leadership Team will consist of the following members: Assistant Superintendent or Designee, a high-performing Elementary Principal, a high-performing Secondary Principal and the Director of Leadership Development (Appendix 3) (1.4.1, 1.4.2).
  • The responsibilities of the Pasco Leadership team will be to review the following monitoring tools, appraisal instruments and reports (1.15):
    • New PNPP Candidate Lists
    • Participant Longitudinal Data Table (Appendix 6)
    • District Longitudinal Data Table (Appendix 6)
    • Personal Development Plan Progress for each PNPP candidate (Appendix 2)
    • PNPP Standards Verification (Appendix 7)
    • On-the-job Training Report (Appendix 8)
    • Historic and Comparative FCAT Data (Appendix 9)
    • NCLB Data (Appendix 9)

The Pasco Leadership Support Team

  • The Pasco Leadership Support Team will consist of the following members: Supervising Principal, Supervising Administrator, and Other Administrators.
  • The responsibilities of the Pasco Leadership Support Team are outlined below:
    • The Supervising Principal will:
      • Participate in professional development activities to include orientation, coaching, conferencing skills, mentoring, observing, providing feedback, documenting achievements, linking participant’s needs with the needs of the organization and developmental opportunities aligned with Florida Professional Leadership Standards (2.1.4, 1.3.3) (Appendix 2);
      • Assist in developing and monitoring the candidate's Principal Certification Professional Development Plan;
      • Provide the principal candidate with the opportunities of a school-based principal (1.3.1).
    • The Supervising Administrator will:
      • Serve as the chair of the support/professional development team.
      • Participate in the development of the participant's Principal Certification Professional Development Plan.
      • Coordinate revision of the principal certification professional development plan if requested by the participant or any member of the support team.
      • Complete the final Certification Statement in collaboration with the Support Team.
    • Other Administrator(s) will:
      • Participate in meetings scheduled by the support team as specified in the Principal Certification Professional Development Plan.
      • Participate in the development and revision (if needed) of the participant's principal certification professional development plan. If deemed necessary based upon evaluation and assessment results, the revision of the professional development plan will include opportunities for remediation throughout the PNPP (2.1.2) (Appendix 10);
      • Confer with the participant to plan activities other than on-the-job training that will assist the participant to master and demonstrate standards;
      • Provide resources and support services to the participant which may include but not be limited to:
        • Coordinating materials and activities for implementing activities other than on-the-job training specified in the principal certification professional development plan;
        • Scheduling inservice activities, other coaching and college/university assistance if needed;
        • Verify mastery and demonstration of standards;
        • Participate in professional development activities to include orientation, coaching, development of conferencing skills, mentoring, observing, providing feedback, documenting achievements and linking participants’ needs with the needs of the organization and developmental opportunities (1.4.2).

Program Length

The length of the Preparing New Principals Program shall be determined by the status of the participant in accordance with the following:

  • Principal Candidates who enter the program as assistant principals will typically participate for two years in the PNPP leading to Level II certification. Although two years is the suggested length of time, candidates may complete the program in less time.
  • When the Superintendent believes it is necessary and in the best interest of the students of a school, the Superintendent will recommend to the School Board the appointment of a principal who holds a certificate in educational leadership, administration or administration and supervision for a period not to exceed one (l) year. During that year, the interim principal must successfully demonstrate performance of the duties of the principalship and mastery of the Florida Leadership Standards and any additional Pasco Leadership Standards.
  • A district-level administrator who is participating in the Preparing New Principals Program will typically be in the program for two years. During that time, the district-level administrator must be released from regular duties to participate in school-level activities for a minimum of 91 days.
  • Completion of the PNPP does not guarantee a candidate employment as a school principal. It is designed to provide eligibility for Level II Principal certification.

Principal Certification Professional Development Plan

Specifications for Plan Development

  • The standards to be developed shall include those which the participant has not been able to document at the conclusion of the initial needs assessment. The priority in which these objectives are to be reached and the activities in which the participant should engage shall be stated in the principal certification professional development plan through their Preparing New Principals Goal Statements. This will be complete by the time of the first formative conference and is subject to change at that conference (1.1.4).
  • Anticipated and actual completion dates for activities associated with each standard shall be stated in the principal certification professional development plan.
  • Each member of the support team shall sign the principal certification development plan when it is completed.

Specifications for Serving as Acting Principal for Extended School Year (ESY)

  • The principal candidate and support team may choose between the two summers included in the two year period.
  • The principal candidate shall:
    • Select the staff and plan the ESY curriculum with the teachers.
    • Supervise the program, students, staff and campus.
    • Coordinate the ESY closing activities.
    • Serve as acting principal at the supervising principal's school unless directed otherwise by the supervising administrator.

Provisions for Reviewing and Updating Plan

  • The principal certification professional development plan may be reviewed and updated at any time when the need arises. The updates will include opportunities for remediation as appropriate (2.1.2) (Appendix 10).
  • Any member of the support team may request revision of the plan, but the support team must approve revisions.
  • At least three (3) formative conferences should be held during the program. All support team members should be present at each conference. The formative conference should precede the summative evaluation. The formative conference form shall be completed to document formative conferences (2.1.2).
  • If, after review, the support team decides that the plan/project needs to be changed, the revisions shall be added to the plan.
  • After the principal certification plan/project is completed, a copy of it shall be provided to the participant and each team member.


Documentation of observed standards shall be accomplished by means of the Principal Certification Professional Development Plan, which includes, but is not limited to, completion of a successful project, formative information conference form, the support staff final assessment form, and the summative evaluation letters. Upon completion of the program, the support staff certification statement shall be completed (2.1.1) (2.1.2) (Appendix 2).

Evaluation Process for Candidates

  • Informal coaching is ongoing (2.2.1).
  • The summative evaluator shall be the supervising administrator.
  • The first summative evaluation shall be completed within 90 days of admission of the participant to the program.
  • At least three formative conferences will be held throughout the program by the team.
  • After reviewing the participant's completed professional portfolio, the Superintendent will provide an official statement which verifies whether or not the person has satisfactorily completed the Preparing New Principals Program (2.2).
  • Remediation opportunities will be offered to candidates who do not successfully complete the New Principals Program and to those who do not meet performance expectations during their first two years of the principalship after completing the program. Immediately upon identification of the need for assistance, the steps of the remediation plan for PNPP candidates and/or the remediation plan for beginning principals will be implemented (Appendix 10) (2.4.1, 2.4.2, 2.4.3).
  • The Director of Leadership Development will inform the participant of the recommendation of the Superintendent and will retain the portfolio.
  • The support team will be disbanded at the time the participant completes the program, but they will continue to follow up with the participant on an informal basis.

Appeal Process

Procedures for Reconsideration Within District

In the event the Superintendent finds that the participant has not successfully completed the PNPP, the participant shall have the opportunity to confer with the supervising administrator and the Superintendent to request a reconsideration of the decision. If the participant does not request reconsideration within ten days of notification, his or her right of appeal within the district will expire. Each PNPP participant shall be informed of his or her right of appeal during the orientation.

It will be the responsibility of the participant to show that he or she has met the criteria for successful completion.

Program Review

  • The Preparing New Principals Program shall be reviewed periodically by a committee chaired by the Director of Leadership Development.
  • PNPP Candidate Review Committee
    • The members of the team will be the Superintendent or his/her designee, the Director of Leadership Development, and a Saint Leo University and/or a University of South Florida Educational Leadership Professor (2.1.3, 2.2.2, 3.1.2 (Appendix 11).
    • The members of the PNPP Candidate Review Committee reflect a broad range of expertise in education and will work collaboratively to maximize continual professional development opportunities for program participants and for all aspects of program improvement (3.1.2).
    • Other responsibilities of the Committee will include the following:
      • Review all assessments, personal goals, projects, training logs and on-the-job experiences (2.1.4).
      • Review each PNPP candidate’s progress. They will assess the candidate’s progress and recommend remediation activities, trainings and courses as necessary (3.1.1, 2.4.1).
      • Assess the program completers’ impact on school improvement and student learning using student achievement data. This will be accomplished by using the following Pasco STAR documents (Appendix 9) below:
        • FCAT Reading Proficiency Report (Historical)
        • FCAT Math Proficiency Report (Historical)
        • FCAT Science Proficiency Report (Historical)
        • FCAT Writing Proficiency Report (Historical)
        • FCAT Reading Comparative Report
        • FCAT Math Comparative Report
        • FCAT Reading Proficiency Report (NCLB)
        • FCAT Math Proficiency Report (NCLB)
      • Make recommendations for enhancing program completers’ performance as a school principal (2.3.2).
      • The reports mentioned above and other relevant assessments will assist the committee as they determine the leader’s impact on student learning and student achievement (2.3, 2.3.1, 3.2.1).
      • Meet as needed, however no less frequently than one time per year to review candidate progress.
      • Collect and review longitudinal data to include surveys and annual evaluations of program completers to determine the satisfaction of district with appropriately placed program completers (Appendix 12).
      • Compile an annual report outlining the strengths and weaknesses of the program to be shared with the Superintendent and Director of Leadership Development for the purposes of PNPP Program Improvement. The Director of Leadership Development will share the report findings with members of the Pasco Leadership Team (3.1.2, 3.2.1, 3.2.2, 2.4.3).

  • All recommendations for improving the program will be given to the Superintendent for consideration not more than six weeks from the PNPP Candidate Review’s evaluation.

Provisions for Candidates from School Districts Outside Pasco County

  • Candidates Who Are Experienced Principals from Outside Pasco County
    • Out-of-state candidates with valid experience as a school principal and who have participated in the HRLD screening for employment may be recommended by the superintendent to the school board for employment and inclusion in the PNPP. A customized PNPP will be developed based on administrative experiences and developmental needs to satisfy the certification requirements of Rule 6A-5.083 FAC.
    • If an experienced Level II Florida certified principal applies and qualifies for employment in Pasco County, based on the candidate’s administrative experience, the Superintendent may recommend the candidate for employment as a principal in Pasco County.
    • An individual who holds a valid Florida Educator’s Certificate covering administration or administration and supervision issued prior to July 1, 1986 and served as a school principal prior to July 1, 1986 for not less than one (1) school year may apply for certification as a school principal under the provisions of Rule 6A-4.0085 FAC.
  • Candidates from Other Districts Who Have Completed a School Principal Training Program But are Not Experienced Principals
    • Candidates who have completed a School Principal certification program in another Florida district who apply for a principal position in this district will be encouraged to enter the next assistant principal pool selection process.
    • Once employed as an assistant principal or in another administrative position in our district, a customized program will be developed based on administrative experiences and developmental needs.

Leadership Standards Chart

Download: PNPP Principal Leadership Standards Chart (Adobe PDF file)

Progress Plan for PNPP Participants Chart

Download: Progress Plan for PNPP Participants Chart (Adobe PDF file)

Pasco 360 Assessment Directions

Download: Pasco 360 Assessment Directions (Adobe PDF file)

Florida Leadership Standards Inventory Directions

To access the Florida Leadership Standards Inventory, please go to www.floridaschoolleaders.org. On the right side of the homepage, you will find an administrator log-in prompt. Enter your username and password. click on the icon for the Florida Leadership Standards Inventory. There is a short pre and post assessment for each of the Florida Leadership Standards. Please print your Principal Leadership Standards Inventory Results and include them in you portfolio.

Download: Florida School Leaders - Florida Department of Education (Adobe PDF file)

Pasco Leadership Standards

Download: Pasco Leadership Standards Chart (Adobe PDF file)

Pasco Adaptive Leadership

High performing Pasco leaders understand the differences between technical challenges, problems solved by logic and intellect, and adaptive challenges, problems solved by a change of values, beliefs and ways of working, and skillfully apply Adaptive Leadership.

  • Sample Key Indicators The High Performing Leader:
    • Recognizes that successful leaders emphasize personal relationships.
    • Enlists partners with diverse viewpoints when advancing difficult issues or confronting a conflict of values.
    • Recognizes the need to change deep beliefs, not just people’s preferences and routine behaviors, and develops strategies to facilitate the process of change.
    • Recognizes that adaptive work is that which helps people bridge the gap between values they stand for and expected conditions.
    • Recognizes that leadership is both a skill and an activity.
    • Recognizes that the real work of leadership usually involves empowering the people who must adapt to change through collaboration and support.
    • Recognizes that to exercise leadership it is necessary to work closely with all stakeholders, supporters and non-supporters.
    • Recognizes that in adaptive work people need to know that he or she understands change is difficult, and what they are being asked to give up has real value to them.
    • Recognizes that significant adaptive change will be problematical for some people and is willing to take appropriate action when such change leads to difficult personnel decisions.
    • Accepts responsibility for his or her piece of the current reality that needs to be changed.

Instructional Leadership

High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills.

  • Sample Key Indicators The High Performing Leader:
    • Works with staff, teachers, parents and students to achieve annual learning gains, school improvement goals, and other targets.
    • Uses multiple sources of data, some of which are self-generated, to plan and assess instructional improvement
    • Includes provisions in the instructional program for students with special needs
    • Engages staff in ongoing study of current best practices
    • Bases curricular decisions on search, applied theory, and informed practice
    • Collaboratively determines high expectations and standards for the academic and social development of all students
    • Aligns content and instruction that ensures student achievement of established standards
    • Provides instructional leadership with consideration for the community’s values, goals, social needs and changing conditions
    • Uses knowledge of research on instructional effectiveness to inform decision
    • Uses student performance evaluation to improve instruction
    • Uses skills necessary for the planning and implementation of improvement of student learning
    • Assesses the varying curriculum needs at the school
    • Develops curriculum aligned to state standards based upon the needs of the students, the community and the goals of the school
    • Has created and manages a positive school culture for learning
    • Creates conditions that enhance the staff’s desire and willingness to focus energy on achieving educational excellence
    • Coaches to improve teaching and learning
    • Communicates the instructional program to the community, the staff, and district personnel
    • Models professionalism, collaboration and continuous learning related to instructional leadership
    • Understands, recognizes and provides resources and motivation for
      • balanced reading instruction
      • curriculum integration
      • active teaching and learning strategies
      • standards-based instructional programs
      • the use of technology for instructional purposes
      • aligning classroom assessments to standards

Learning, Accountability, and Assessment

High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process.

  • Sample Key Indicators The High Performing Leader
    • Creates a school culture that is comfortable using data
    • Uses multiple sources of data to manage the accountability and instructional improvement process
    • Assesses student progress using a variety of appropriate techniques and informational sources
    • Monitors and assesses instructional programs, activities, and materials
    • Uses the methods and principles of program evaluation in the school improvement process
    • Develops and demonstrate skills in evaluating instructional strategies and materials
    • Trains the staff in the use of diagnostic tools to assess, identify, and apply instructional improvement
    • Utilizes successful schools with similar demographics to identify strategies for improving student achievement
    • Has a personal professional development plan for his/her own continuous improvement related to learning, accountability and assessment.

Managing the Learning Environment

High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment.

  • Sample Key Indicators The High Performing Leader
    • Develops and administers policies that provide a safe school environment
    • Establishes and implements operational plans and processes to accomplish strategic goals
    • Ties the daily operations of the school to school and student learning goals
    • Identifies, analyzes, and works to improve the major sources of fiscal and nonfiscal resources for the school including business and community resources
    • Develops and sustains the culture of learning at the school.
    • Acquires and manages financial and material assets and capital goods and services, allocating resources according to school priorities
    • Develops an efficient budget planning process that is driven by school priorities and involves staff and community
    • Identifies and organizes resources to achieve curricular and instructional goals.
    • Demonstrates techniques and organizational skills necessary to lead/manage a complex and diverse organization
    • Plans and schedules one’s own and others’ work so that resources are used appropriately, and short- and long-term priorities and goals are met
    • Conforms to legal and ethical standards in the management of the learning environment
    • Has a personal professional development plan for his/her own continuous improvement related to managing the learning environment.

Human Resource Development

High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff – paid and volunteer.

  • Sample Key Indicators The High Performing Leader
    • Works collaboratively with teachers to plan for individual professional development
    • Uses supervisory models appropriate to individual staff members to improve teaching and learning
    • Applies adult learning strategies to professional development
    • Uses the methods and principles of personnel evaluation.
    • Operates within the provisions of each contract as well as established enforcement and grievance procedures
    • Sets high expectations and standards for the performance of all teachers and staff
    • Empowers the staff
    • Creates a staff culture of continuous professional development tied to student learning and other school goals
    • Hires and retains high-quality teachers and holds them responsible for student learning
    • Works with staff so they have the skills to ensure that all students are engaged in active learning
    • Provides opportunities for teachers to think, plan, and work together
    • Pursues improvement of his/her own professional development
    • Has a personal professional development plan for his/her own continuous improvement related to human resource development


High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities.

  • Sample Key Indicators The High Performing Leader
    • Manages the staff and teachers in their use of the technology, telecommunications and information systems to enrich curriculum instruction, and assessment
    • Creates and communicates a clear vision of technology integration for the school community
    • Plans for the increased development and implementation of technology.
    • Models the use of technology as a tool in support of both educational and community activities.
    • Develops an effective professional development plan for individual teachers and the entire school for technology usage to support curriculum-based integration practices
    • Implements innovative strategies for promoting the effective integration of technology throughout the teaching and learning environment
    • Obtains whatever resources are necessary to increase access to educational technologies for the school
    • Provides educational and technical support to increase the use of technology already in the school/classroom
    • Uses technology for student assessment and the evaluation of the impact of technological and instructional initiatives
    • Has a personal professional development plan for his/her own continuous improvement related to technology.

Ethical Leadership

High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.

  • Sample Key Indicators The Leader at Every Level:
    • Manifests a professional code of ethics and values.
    • Makes decisions based on the legal, moral and ethical implications of policy options and political strategies
    • Creates, models and implements a set of values for the school
    • Develops well-reasoned educational beliefs based upon an understanding of teaching and learning
    • Understands ethical and legal concerns educators face when using technology throughout the teaching and learning environment
    • Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people
    • Acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory applications
    • Demonstrates ability to make decisions within an ethical context.


High Performing Leaders understand, respond to, and influence the personal, political social, economic, legal, and cultural relationships in the classroom, the school and the community

  • Sample Key Indicators The High Performing Leader
    • Uses interpersonal skills appropriate to the situation
    • Promotes multicultural awareness, gender sensitivity, and racial and ethnic appreciation in all aspects of the educational organization
    • Communicates effectively with various cultural, ethnic, racial, and special interest groups in the community
    • Works with the staff to develop instructional content that provides for the diverse perspectives appropriate to the situation
    • Continuously builds school community involvement in appropriate policy implementation, program planning, and assessment
    • Manages situations and interacts effectively with diverse individuals and groups
    • Conforms to legal and ethical standards related to diversity
    • Anticipates the needs and concerns of others and is proactive in dealing with them
    • Handles crisis communications and conflict management effectively
    • Arranges for students and families whose home language is not English to engage in school activities and communication through oral and written translations
    • Hires, develops, and retains a diverse staff
    • Serves as a role model in relations with various cultural, ethnic, racial, and special interest groups in the community
    • Has a personal professional development plan for his/her own continuous improvement related to diversity

Decision Making Strategies

High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement.

  • Sample Key Indicators The High Performing Leader:
    • Defines success based upon results
    • Frames, analyzes, and resolves problems using appropriate problem solving techniques and decision making skills
    • Routinely views events and problems from multiple perspectives
    • Leads and decides from a position of confidence
    • Uses multiple sources of data to inform decisions
    • Considers moral and ethical implications of policy options and political strategies when making decisions
    • Exhibits forcefulness and self-confidence in making decisions, when appropriate
    • Delegates authority and responsibility clearly and appropriately to accomplish organization goals.
    • Promotes student learning as the driving force for curriculum, instruction, and institutional decision-making
    • Becomes aware of an unsettled question or undesirable situation, breaks it into parts, and examines those parts before proceeding to problem solving..
    • Conforms to appropriate legal standards
    • Evaluates the quality of information being used when making decisions
    • Continuously builds family and community involvement in appropriate policy implementation, program planning, and assessment
    • Has a personal professional development plan for his/her own continuous improvement related to decision-making strategies and their use.


High Performing Leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community.

  • Sample Key Indicators The High Performing Leader:
    • Facilitates the development and implementation of a shared vision and strategic plan for the school
    • Facilitates the development and implementation of a shared vision that places student and faculty learning at the center.
    • Creates conditions that motivate staff, students and families to achieve the school’s vision
    • Aligns instructional objectives and curricular goals with the shared vision.
    • Allows time for the achievement of goals
    • As part of the planning process, works with faculty and other stakeholders to identify needs
    • Interacts with the community concerning the school’s vision, mission and priorities
    • Embraces and uses the basic concepts of the change process
    • Develops and implements a plan to shape/use the external influences that impact upon the school
    • Using a collaborative process, establishes plans to accomplish goals
    • Relates the vision, mission, and goals to the welfare and learning needs of the students
    • Develops a community of learners centered on student learning
    • Articulates and reinforces the vision in written and spoken communications
    • Has a personal professional development plan for his/her own continuous improvement related to vision and vision development

Community and Stakeholder Partnerships

High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources.

  • Sample Key Indicators The High Performing Leader
    • Enables staff and teachers to address student and family conditions affecting learning
    • Uses major opinion leaders in the community to support and promote school goals and programs
    • Communicates the school’s vision, mission and priorities to the community
    • Manages and markets the image of the school via impressions created by the students and staff.
    • Shares leadership and decision-making with others in the community and within the school.
    • Mobilizes the resources of families, business, and community members in support of the school’s goals
    • Develops and sustains family-school-community-higher education partnerships, coalitions, and networks
    • Nurtures relationships within and external to the school
    • Actively engages the community to create shared responsibility for student and school success
    • Has created a process that enables the school to connect students to the health, human and social services they need to stay focused on learning
    • Continuously builds family and community involvement in appropriate policy implementation, program planning, and assessment Has a personal professional development plan for his/her own continuous improvement related to community and stakeholder partnerships.

Standard Signature Page

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Prescribed Curriculum - On-The-Job-Training

  • Instructional Leadership
  • Professional Qualities
  • Personnel Administration
  • Technical Knowledge
  • Student Services
  • Business Management
  • Written & Oral Communications
  • Discipline
  • School Plant
  • Student Activities
  • Community Relations
  • Support Services
  • School Board Relations
  • Management Information System
  • Conflict Resolution

1. Instructional Leadership

The principal candidate/interim principal will provide instructional leadership through participating in activities relative to planning, implementing, and supervising the delivery of curriculum in the school. The candidate will:

  • Attend to self-improvement through continuous professional development;
  • Work with appropriate staff in designing, revising, and implementing curriculum of the school in line with the district curriculum;
  • Assist in implementing the school's curriculum, instruction, and assessment programs by helping teachers with course outlines, lesson plans, instructional materials, and classroom management;
  • Orient teachers to the school's curriculum;
  • Participate in parent/teacher conferences in any matters concerning curriculum, instruction, and assessment;
  • Budget for instructional materials, including textbooks, equipment, technology, furniture, and supplies;
  • Understand the appropriateness of using a variety of assessments at the classroom level;
  • Implement the professional orientation of new teachers and conduct teacher observations to include clinical supervision;
  • Make recommendations for the most effective use of space, staff, equipment, and materials to enhance learning;
  • Coordinate the design, delivery, and evaluation of a school-based staff development program with staff; and,
  • Assist in coordinating the development and implementation of the continuous improvement plan.

2. Professional Qualities

The principal candidate/interim principal will demonstrate professional qualities of leadership. The candidate will:

  • Show genuine respect, concern, and warmth for others;
  • Conduct oneself in a professional manner through personal appearance, appropriate dress, and demonstrating maturity and self-control;
  • Use discretion and consideration when speaking of school, colleagues, students, and others;
  • Consider all matters for fairness and appropriateness prior to taking action;
  • Work to create a positive school climate that reflects trust, openness, positive relationships, and cultural sensitivity among staff, students, parents, and community; and,
  • Participate in a continuing program of self-improvement activities including membership in district, state, and national professional organizations.

3. Personnel Administration

The principal candidate/interim principal will experience all activities concerning personnel. The candidate will:

  • Adhere to federal and state laws and School Board policies regarding selection procedures including correct interview questions, Veteran's Preference, and equity issues;
  • Interview applicants and select personnel for teaching and staff positions;
  • Orient new employees;
  • Adhere to district and school level personnel records procedures for staff and students;
  • Demonstrate knowledge of all negotiated contracts and the appropriate contact persons at the district level;
  • Participate in selection and evaluation training, i.e., Targeted Selection, Perceiver Interviews, Interaction Management;
  • Make recommendations for staff utilization;
  • Assign staff to specific responsibilities in accordance with policy and appropriate procedures;
  • Adhere to Fair Labor Standards Act and district procedures pertaining to overtime; and,
  • Increase staff effectiveness by using the clinical supervision process and district evaluation procedures including the NEAT process.

4. Technical Knowledge

The principal candidate/interim principal will plan, implement, and supervise support services which affect students and staff. The candidate will:

  • Coordinate substitute teacher procedures including contacting, interviewing, recommending, orienting, and observing;
  • Use data from TERMS and other data sources to develop, implement, and monitor procedures, programs, and plans, i.e., entering and withdrawing students, attendance, discipline, FTE, and student achievement;
  • Understand how the Florida Education Finance Program (FEFP) is implemented and be able to evaluate a student schedule by program time (FTE);
  • Be able to explain the information contained in report cards, progress reports, and the cumulative folders to stakeholders;
  • Demonstrate the ability to develop and implement a master schedule that meets the program needs of the school;
  • Demonstrate knowledge of student placement procedures (ESE, ESOL, MAP, Title I, etc.);
  • Demonstrate knowledge of School Board policies and procedures;
  • Demonstrate knowledge of Southern Association of Colleges and Schools standards and accreditation requirements;
  • Review and update Student and Teacher Handbooks;
  • Participate with the School Advisory Council in the development of the Continuous Improvement Plan, according to district objectives and school needs;
  • Understand purchase order procedures for instructional materials and textbooks;
  • Review school evacuation procedures and the district disaster plan and be trained as shelter manager;
  • Know free/reduced lunch program guidelines and audit procedures;
  • Coordinate the testing program and be able to explain to the school community the purpose and types of student assessment means, the differences between a census test and a choice test, and how the district and school use the results of standardized testing;
  • Demonstrate knowledge of state and federal laws regarding education;
  • Know what technical resources are available, i.e., district staff, program and procedural manuals, MIS forms, etc., to implement an effective school program;
  • Understand the functions of noninstructional support services, i.e., transportation, maintenance, cafeteria, and school plant;
  • Be able to explain the purposes of state and district reports, i.e., FTE, FISH, School Plant Survey, School Public Accountability Report (SPAR), and inventory;
  • Demonstrate knowledge of basic computer applications as used in the district and at the school level; and,
  • Demonstrate the knowledge of grant-writing and be able to utilize district resources for grant-writing.

5. Student Services

The principal candidate/interim principal will have opportunities to participate in activities pertaining to all student services. The candidate will:

  • Write an attendance monitoring plan incorporating Florida State Law, district policy, and the truancy arbitration process;
  • Demonstrate the ability to act upon a referral involving Children and Family Services and/or the Sheriff's office;
  • Know the laws regarding child abuse reporting and the procedure to process a complaint;
  • Supervise and review the maintenance of student cumulative records including health and immunizations, academics, attendance, and discipline, in accordance with district, state, and federal policies;
  • Attend in-school staffings to demonstrate an understanding of program placement procedures, i.e., ESE, ESOL, DOP, etc.;
  • Supervise the school's guidance program;
  • Demonstrate the ability to use the student services team and community agencies in solving student problems;
  • Demonstrate the ability to interpret student records in order to place students for instructional purposes;
  • Demonstrate knowledge of the Code of Student Conduct and the ability to implement it;
  • Know the district policies and procedures related to student transfers and school choice;
  • Know when to utilize the district's Crisis Intervention Team;
  • Know the district's guidelines for dealing with child custody issues; and,
  • Adhere to state mandated programs and district policies and programs including ESE, DOP, ESOL, 504, Title I, etc.

6. Business Management

The principal candidate/interim principal will have opportunities for administering the county-level school budget and internal accounts. The candidate will:

  • Demonstrate the ability to prepare and monitor the school's annual budget in support of the Continuous Improvement Plan;
  • Demonstrate the ability to communicate budgetary needs to appropriate district staff;
  • Demonstrate the ability to explain, verify, and manage the school's internal accounts and discretionary accounts;
  • Participate in the internal audit process;
  • Administer the school's instructional materials, equipment, and media technology inventories;
  • Supervise the business activities of the school lunch program to include the free/reduced lunch program and computer system;
  • Demonstrate an understanding of the bid process and rules and regulations for dealing with vendors; and,
  • Know SACS guidelines and district policies regarding fundraising, field trips, collections of monies, etc.

7. Communications

The principal candidate/interim principal will assist with the collection and dissemination of information to students, faculty, staff, and community. The candidate will:

  • Organize, facilitate, and conduct meetings using a variety of oral and written communication strategies to facilitate cooperation among staff and community;
  • Prepare written reports, letters, memoranda, and newsletters as appropriate to inform staff, parents, and community;
  • Make formal and informal oral presentations using a variety of presentation technologies;
  • Write funding proposals as required, such as grants and special budget requests;
  • Prepare School Public Accountability Report (SPAR) and Continuous Improvement Plan;
  • Know how to use surveys, both informal and formal, conferences, advisory groups, etc., to gain information;
  • Use most effective technology to communicate; and,
  • Demonstrate effective listening skills.

8. Discipline

The principal candidate/interim principal will have opportunities for assisting in planning, revising, and carrying out the discipline procedures of the school. The candidate will:

  • Demonstrate an understanding of the Code of Student Conduct to include the appeal process;
  • Demonstrate the ability to develop, implement, and supervise the school's discipline plan;
  • Demonstrate the ability to adjust standard procedures in dealing with students with disabilities (ESE);
  • Demonstrate a knowledge of federal and state statutes regarding student discipline; and,
  • Prepare a case with proper documentation for student expulsion; be prepared to present the case to the Superintendent and, ultimately, the School Board.

9. School Plant

The principal candidate/interim principal will assist with building and grounds maintenance. The candidate will:

  • Develop an operational understanding of the maintenance department, technology services, and telecommunications services and their roles as service units in the school system;
  • Know the location, function, and emergency operation of lighting, water, heating/air conditioning, communications, alarms, and security systems throughout the school plant;
  • Participate in the ongoing work of planning for grounds beautification;
  • Become knowledgeable of hazardous materials and plant safety rules and regulations, i.e., OSHA, MSDS (Material Safety Data Sheets);
  • Become knowledgeable of the proper maintenance of the school facility to include the custodial schedule, working conditions, and nature of the facility;
  • Develop and review the school's facilities requests as presented in the Continuous Improvement Plan, School Plant Survey, accreditation studies, and educational plant survey;
  • Implement building and facility use procedures;
  • Develop an operational understanding of the school cafeteria and district services that support it; and,
  • Implement energy management procedures and support the district recycling program.

10. Student Activities

The principal candidate/interim principal will participate in a full range of school activities. The candidate will:

  • Acquire knowledge of all local, state, and federal regulations and policies related to the implementation of a school activity program;
  • Establish and implement policies and procedures for activities such as field trips, out-of-school activities, student contests, fund-raising projects, and athletics;
  • Coordinate the operation of various service and special interest clubs and organizations in the school;
  • Select, assign, and supervise support personnel such as custodians, police, faculty supervisors, officials, etc., and implement procedures for appropriate events;
  • Implement the policies of the Florida High School Activities Association (Secondary principal candidate/interim principal only);
  • Assist in supervision of extracurricular and/or evening functions; and,
  • Schedule and preside over in-school assemblies.

11. Community Relations

The principal candidate/interim principal will assist in establishing and maintaining effective community relations. The candidate will:

  • Participate with the school advisory committee, parents, PTO/PTA, and other organizations, i.e., Department of Children and Family Services, Sheriff's office, School Resource Officers, to improve the school's service to students and the community;
  • Direct the compiling, editing, and publishing of the School Public Accountability Report (SPAR);
  • Participate in and/or make presentations to local civic organizations regarding school policies, procedures, and activities;
  • Enlist the aid of local media services in reporting outstanding school achievements and activities;
  • Determine the feasibility of community use of the school facility during the school day, after school, in the evening, or on weekends;
  • Supervise the use of the school facility by community groups in accordance with school board policy;
  • Develop a community relations and marketing plan for the school;
  • Seek and develop business partnerships;
  • Use survey and focus group results to develop a plan to improve school and community relations; and,
  • Establish working relationships with local community agencies.

12. Support Services

The principal candidate/interim principal will have opportunities to work with the various support systems, both at the individual school site and on the district level. The candidate will:

  • Develop a working knowledge of the Food and Nutrition Services program;
  • Demonstrate an operational understanding of the functions and responsibilities of the school's support staff;
  • Assess the activities and work schedules of the school's support staff and make recommendations for improvement;
  • Develop a working knowledge of the types of support services available to the schools from the district level; and,
  • Develop and supervise health/clinic procedures.

13. School Board Relations

The principal candidate/interim principal will have opportunities to become knowledgeable of the functions of the School Board. The candidate will:

  • Attend school board meetings as directed by the Superintendent or supervising principal;
  • Identify the role of the Superintendent as it relates to the School Board; and,
  • Identify the staff and line relationships of district office personnel as related to the School Board.

14. Information System

The principal candidate/interim principal will have opportunities to become knowledgeable about the School/District Information Systems. The candidate will:

  • Access automated systems to include:
    • data collection
    • data and information processing
    • data analysis
    • data and information interpretation;
  • Use data from the system to make informed decisions;
  • Use data from the system for reporting purposes;
  • Adhere to state and federal policies regarding access and confidentiality of school-related records; and,
  • Adhere to district procedures governing MIS forms and reproduction and destruction of records.

15. Conflict Resolution

The principal candidate/interim principal will demonstrate the ability to resolve conflicts between personnel, students, and parents, when necessary. The candidate will:

  • Implement critical thinking skills, that is: gather and analyze data from multiple sources to assist in understanding the event or problem; see patterns and relationships and form concepts and hypotheses from the information; use alternative or multiple concepts or perspectives when solving a problem or making a decision;
  • Understand and verbalize accurately and respond empathetically to the perspectives, thoughts, ideas, and feelings of others;
  • Promote cooperative working relationships through the use of effective group process and facilitator skills;
  • Adapt one's interaction and behavior to fit the situation; and,
  • Build consensus or make the decision if necessary.

The principal candidate should:

  • Participate in ongoing staff development programs consistent with the vision and mission of the school and the district;
  • Participate in grievance hearings;
  • Participate in parent appeal meetings concerning discipline, especially concerning school and bus expulsion; and,
  • Attend, if possible, School Board level hearings.

On-the-Job Training Signature Page

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Summer School Assignment

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School Leadership Project

The Leadership Project provides the opportunity for school and district administrators to apply and practice leadership skills while working toward the accomplishment of school/department/district goals. The project should provide opportunities for transformational leadership activities and should have an impact on teaching and learning. As skills are developed and applied, the support team and/or mentor will provide coaching and assistance.

The Leadership Project documentation will include a description of the leadership tasks and skills utilized in each of the following areas:


In collaboration with staff, students, parents, community members and other affected shareholders, the leader implements a process for establishing the school/department/district vision, mission and development goals. A needs assessment and data analysis process are included as an essential component of goal development.

  • Was the school’s mission or vision developed or revised during your project? If so, describe the process and your role in the process.
  • How were the school goals determined? What was your role? What leadership skills did you use?
  • What needs assessment activities were conducted, as goals were determined?
  • How was data utilized to inform goal decisions?
  • What is the specific goal(s) for your project?
  • How was the project goal determined by the school? What was your role in this process?
  • Describe how your project supports the school mission, vision, and goals?

Strategic Planning and Quality Control

The leader develops a plan of action toward the accomplishment of identified goals. Work groups are designated for assignment of goal outcomes and for action-planning and implementation responsibilities.

  • A quality control system is established for monitoring the work groups and individuals.
  • Provide an action plan for the accomplishment of your project goals.
  • Describe the process by which the action plan was generated.
  • What work groups were assigned project goal outcomes?
  • How were goals or tasks assigned to individuals and work groups?
  • What process was used to identify work group members and chairs?
  • What was your system for monitoring the work groups and individuals toward the accomplishment of goals and outcomes?

Staff Development

A program of staff development is implemented that emphasizes new knowledge and skills necessary to attain both individual, professional and organizational development goals.

  • Staff development opportunities are provided to assist the staff in developing work group and leadership skills.
  • How were staff development needs, which contributed to the successful accomplishment of your project goals determined?
  • List the staff development activities, which were related to this project.
  • What leadership actions did you take to facilitate these staff development activities?
  • Were staff development activities provided to assist the staff in developing work group and leadership skills? List these and discuss your leadership role.
  • Discuss your actions as you served as a coach or mentor as staff members assumed leadership responsibilities.

Resource Development

Necessary resources are acquired to assist the staff in accomplishing the identified goals. The leader identifies new sources of resources, aligns resources to outcomes and finds creative ways to use resources effectively.

  • What resources were acquired to assist staff members in accomplishing the project goals?
  • Did you locate new resources or realign existing resources to accomplish goals? Explain.

Assessing and Celebrating Achievements

A set of evaluation procedures is put in place to assess the accomplishment of Identified goals and to assess work group and individual performance, using both quantitative and qualitative measures of goal achievement.

  • Procedures are established for celebrating accomplishments.
  • Describe the evaluation procedures, which were put in place to assess the accomplishment of project goals.
  • What was your role with reference to these procedures?
  • Describe the procedures, which were used to assess work group and individual performance as the goal strategies were put in place. Discuss your role.


Leadership skills are applied to create, monitor and sustain a collaborative culture that is goal focused.

  • Discuss the leadership activities in which you engaged toward creating, monitoring and sustaining a collaborative, productive work culture.

Leadership Inquiry Project for Student Achievement

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Formative Information Conference

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Documentation of Release Time Form

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Critical Incident Reporting Form

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Summative Evaluation Letter Example

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Support Team Qualifications

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Certification Statement

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