Q41.

Q1. Ed.S. MI school Leader Standards Student Survey Yr 1

As an Ed.S. graduate student in an Educational Leadership degree program at Oakland University, this
survey was designed to help you evaluate your level of proficiency with the Michigan State Board of
Education (SBE) Program Standards for the Preparation of School Administrators.

In this survey, Standards 1-6 are the Performance Expectations and Indicators for Educational Leaders,
developed by ELCC (Educational Leadership Constituent Council) in 2011 and modified by the MI state Board
of Education in 2012.

Please use the following rubric when deciding how to rate your current proficiency for each function within the
standard. For the purpose of this self-assessment, assume the role of either aspiring or practicing
administrator.

Beginning (Marginal skills, gaining exposure)

Developing (Somewhat skilled, have had some practice)
Proficient (Skilled have had much practice)
Exemplary (Highly skilled, can independently perform)
Not applicable (have not had any exposure yet or does not apply)

Q39. Please enter your email address.

mdshafer@oakland.edu

Q2. 1. Please enter your first name.

Marty

Q40. Please enter your last name.

Shafer

Q3. 2. Gender
 Male

Female

Q4. 3. Year in which your program started.

2016

2017

2018

Q5. 4. Which best describes your current status.

Aspiring Administrator

Teacher

Teacher Leader

Principal

Assistant Principal

Q6. Standard 1.0 School Vision

A building-level education leader applies knowledge that promotes the success of every student by
collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school
vision of learning through the collection and use of data to identify school goals, assess organizational
effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable
school improvement; and evaluation of school progress, revision of school plans supported by school-based
stakeholders and local agencies.

Q7. 5. I understand and can collaboratively develop, articulate, implement, and steward a shared vision of
learning.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q8. 6. I understand and can collect and use data to identify school goals, assess organizational effectiveness,
and implement plans to achieve school goals.

Beginning
 Developing

Proficient

Exemplary

Not applicable

Q9. 7. I understand and can promote continual and sustainable school improvement.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q10. 8. I understand and can evaluate school progress and revise school plans supported by school
stakeholders.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q11. 9. I understand and can promote the effective use of technology in establishing, implementing,
evaluating, and improving a shared vision of learning.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q12. Standard 2.0 School Culture

A building-level education leader applies knowledge that promotes the success of every student by sustaining
a school culture and instructional program conducive to student learning through collaboration, trust and a
personalized learning environment with high expectations for students; creating and evaluating a
comprehensive, rigorous and coherent curricular and instructional school program; developing and
supervising the instructional and leadership capacity of school staff; and promoting the most effective and
appropriate technologies to support teaching and learning within a school environment.
Q13. 10. I understand and can sustain a school culture and instructional program conducive to student
learning through collaboration, trust, and a personalized learning environment with high expectations for
students.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q14. 11. I understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and
instructional school program.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q15. 12. I understand hiring practices of qualified and appropriate certification areas, foster, develop, and
supervise the instructional and leadership capacity of school staff.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q16. 13. I understand and can promote the most effective and appropriate technologies to support teaching
and learning in a school environment.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q17. Standard 3.0

School Management of Organization, Operation, and Resources
A building-level education leader applies knowledge that promotes the success of every student by ensuring
the management of the school organization, operation, and resources through monitoring and evaluation of
teachers, school management and operational systems; efficiently using human, fiscal, and technological
resources in a school environment; promoting and protecting the welfare and safety of school students and
staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time
is focused to support high-quality instruction and student learning.

Q18. 14. I understand and can monitor and evaluate teacher instruction, school management and operational
systems.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q19. 15. I understand and can efficiently use human, fiscal, and technological resources to manage school
operations.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q20. 16. I understand and can promote school-based policies and procedures that protect the welfare and
safety of students and staff within the school.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q21. 17. I understand and can develop school capacity for distributed leadership.

Beginning

Developing

Proficient
 Exemplary

Not applicable

Q22. 18. I understand and can ensure teacher and organizational time focuses on supporting high-quality
school instruction and student learning.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q23. Standard 4.0

School Collaboration with Faculty, Community Members, Family
A building-level education leader applies knowledge that promotes the success of every student by
collaborating with faculty and community members, responding to diverse community interests and needs,
and mobilizing community resources on behalf of the school by collecting and analyzing information pertinent
to improvement of the school's educational environment; promoting an understanding, appreciation, and use
of the diverse cultural, social, and intellectual resources within the school community; building and sustaining
positive school relationships with families and caregivers; and cultivating productive school relationships with
community partners.

Q24. 19. I understand and can collaborate with faculty and community members by collecting and analyzing
information pertinent to the improvement of the school's educational environment.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q25. 20. I understand and can mobilize community resources by promoting an understanding, appreciation,
and use of diverse cultural, social, and intellectual resources within the school community.

Beginning

Developing

Proficient

Exemplary

Not applicable
Q26. 21. I understand and can respond to community interests and needs by building and sustaining
productive school relationships with families and care givers.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q27. 22. I understand and can respond to community interests and needs by building and sustaining
productive school relationships with community partners.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q28. 23. I understand and can promote the effective use of technology in collaborating with faculty and
community members, responding to diverse community interests and needs, and mobilizing community
resources.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q30. Standard 5.0

School Ethics, Integrity, Fairness, Practice
A building-level education leader applies knowledge that promotes the success of every student by acting
with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every
student's academic and social success by modeling school principles of self-awareness, reflective practice,
transparency, and ethical behavior as related to their roles within the school; safeguarding the values of
democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of
decision making in the school; and promoting social justice within the school to ensure that individual student
needs inform all aspects of schooling.

Q29. 24. I understand and can act with integrity and fairness to ensure a school system of accountability for
every student's academic and social success.
 Beginning

Developing

Proficient

Exemplary

Not applicable

Q31. 25. I understand and can model principles of self-awareness, reflective practice, transparency, and
ethical behavior as related to their roles within the school.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q32. 26. I understand and can safeguard the values of democracy, equity, and diversity within the school.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q33. 27. I understand and can evaluate the potential moral and legal consequences of decision-making in the
school.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q34. 28. I understand and can promote social justice within the school to ensure that individual student needs
inform all aspects of schooling.

Beginning

Developing

Proficient
 Exemplary

Not applicable

Q36. Standard 6.0 School Success of Every Student

A building-level education leader applies knowledge that promotes the success of every student by
understanding, responding to, advocating for student learning, and influencing the larger political, social,
economic, legal, and cultural context through advocating for school students, families, and caregivers; acting
to influence local, district, state, and national decisions affecting student learning in a school environment;
and anticipating and assessing emerging trends and initiatives in order to adapt school-based leadership
strategies.

Q35. 29. I understand and can advocate for school students, families and caregivers.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q37. 30. I understand and can act to influence local, district, state, and national decisions affecting student
learning in a school environment.

Beginning

Developing

Proficient

Exemplary

Not applicable

Q38. 31. I understand and can anticipate and assess merging trends and initiatives in order to adapt school-
based leadership strategies.

Beginning

Developing

Proficient

Exemplary

Not applicable

Location Data
Location: (42.62060546875, -82.960800170898)

Source: GeoIP Estimation