Laura Wagner Principal Preassessment

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Build a Resume of Expertise That Empowers You to Become a

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K-12 Principal
Preassessment Steps and Template & Plan of Action
I. Complete the following information.
Date: _07/06/2016 _____________________________
Circle one: Dr. Mrs. Ms. Mr.
Name: __ Laura Wagner__________________________________________________________________

License(s) held: __5-12 Social Studies License _______________________________________________
Years of teaching in your licensure area: __5___________________________________________
Grade levels: __9-12___________________________________________________________________
Current position and location: _PAR (Peer Assistance and Review) Mentor/Instructional Coach________
Desired semester and year to complete your licensure program: ___Spring 2017______________
Have you completed a masters degree? Yes__X_ No____
If yes, number of semester credits: ___60_____ College/University: _Hamline University______________
Have you completed a degree beyond the masters degree? Yes____ No_X__
If yes, degree earned: _________________________ Area of Study: _________________________
Number of semester credits: _____ College/University: ___________________________________
If you do not have a degree beyond your bachelors degree, do you have any credits completed after your
first bachelors degree? If yes, how many? __________ Name of college(s)/university(s) from which you
Department of Educational Policy and Administration

Licensing and Leadership Development for Educational Administrators
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completed those credits:

_________________________________________________________________________________
II. Select the licenses, degrees, and certificates you wish to complete.
Place a check next to all that apply.

Licenses
____ Director of Community Ed
____ Director of Special Ed.
__X_ K-12 Principal
____ Adding K-12 to previous
principal license
__X_ School Superintendent
Certificates
____ PK-12 Administration
____ Professional Development
____ Program Evaluation
____ Disability Policy and Services
Degrees
____ MEd
____ EdS
_X__ EdD (Work with your
degree advisors to
identify
courses
required in addition
to
those that will apply from
the licensure program.)
____ PhD (Work with your
degree advisor to
identify the courses required
for the Ph.D.)
The Preassessment
The preassessment is not only required for the licensure program at the University of Minnesota but it is also
a requirement in Minnesota rule for the licensing of educational administrators. It is therefore a very
important beginning step in the learners preparation process.
The contents of the preassessment will be used as the foundation other important steps in your preparation.
Some of them are:
The creation of your resume and, more importantly, you vita. These are requirements in EdPA 5386
Portfolio Seminar and, of course, will be essential tools when you begin to apply for a position after
you are licensed.
The components of the preassessment will be used as organizers and summary pages for your
electronic portfolio. When used for that step the title is change to Summary of Evidence by
Competency and the Plan of Action title is then omitted. By the time you present your e-folio all
items in the Plan will have been moved up to another category.
Building confidence in your abilities. Most find the individual product of the preassessment to be
tremendously reaffirming and motivating as the learner steps back, usually for the first time, and takes
a comprehensive assessment of the personal and professional substance he or she had developed thus
far in his or her life and career. Take time to savor that realization.
Sources:
There are multiple sources to gather this information. Some include:
Transcripts
Syllabi
Your current and past planning calendars (these are good items to keep from year to year as they form
a sort of personal/professional diary).
CEU documentation. If you do not have copies then your district office may.
If you are not a saver perhaps a team member keeps some of these documents and will allow you
access to help you remember specific items.

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Your school and district calendars.

Records from your school and district professional development teams.
Tax records (you may have a record of your professional expenses).
Template: The following template is designed to assist you in this process. You may cut and past the
template as you complete your work.
Steps:
1. Print legibly or type your name, semester and year in the boxes provided.
2. Create a footer that includes your name and page numbers.
3. Create a master list of all the courses you have taken that have addressed any of the required
competencies in any way. You may go as far back as your bachelors degree if you desire.
4. List all of the workshops/conferences that you have attended that do not show up on an official
transcript.
5. List either specific titles or bodies of literature that you have studied. They could have been assigned
readings from coursework or literature that you have chosen to read due to personal interest. Listing
the title of bodies of literature is appropriate when you have done an extensive study in a particular
topic such as for a doctoral dissertation. If your topic was data driven decision making you may
simply note that you did doctoral research on that topic. In cases like this it is understood that you
have read perhaps a hundred sources on that topic. Other times a particular title could have been so
important to your development and interests that you list it separately.
6. List all the experiences that you have had that have increased your understanding of administration or
allowed you to directly practice administrative skills. Be specific enough so that the reader can
determine the depth of your skills. For example, if you have served as a member of the Leadership
Team it is not enough to simply state that membership because each school/district may use its
leadership team in different ways with various degrees of authority. If your role was advisory to the
development of the budget state that. However, if your team has the authority to make final decisions
on the budget then that role carries with it a vastly different level of responsibility and authority and
should be identified as such.
Plan of Action
1. Course selection
Use the attached matrix to map your educational program at the University of Minnesota. A
minimum of 60 credits beyond the bachelors degree, including a masters degree, are required for the
School Superintendent, K-12 Principal, and Director of Special Education licenses. A minimum of 20
credits are required for the Director of Community Education license. A Certificate in PK-12
Administration with licensure requires a minimum of 21-22 credits. Depending on the number of
credits and whether or not a masters degree has already been completed upon acceptance into the
program, the learner can earn many certificates, licenses and degrees simultaneously. See the
example on the matrix to identify which courses are required for specific options. Note that many of
the courses can be used for more than one option.
2. Non-credit learning opportunities
In addition to identifying the courses and terms for completion list the workshops, seminars, Layered
Learning Modules, and other non-credited educational opportunities that you will participate in to
develop your knowledge, skills and dispositions in each competency:
3. Literature
List the readings that you plan to complete outside of required readings for each course:
4. Field Experiences

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You will complete authentic field projects throughout your licensure program. Read each of the
projects included in the Letter of Commitment for the license(s) you have selected. The Letter of
Commitment will be provided to you in EdPA 5385 Licensure Seminar. Code each project by the
degree of knowledge and skills you already possess for each project:
1Indicates little or no knowledge or skills in this topic.
2Indicates some knowledge or skills in this topic but could use a mentor to help you
fully understand how to do this skill set.
3Indicates full understanding of this projects skill set you could teach it!
All projects coded either one or two must be listed below as part of your Plan of Action.
List each by license, number, and title of project.
License: _____________________________________
Number
Title of Project
What will you seek to learn from your mentor when completing this project? (Two or three sentences of
clarification for yourself and your mentors.)
If you are able to show evidence that you are at least at entry level for a particular
competency then state that for the competency but add what you will be doing to deepen your
understanding of the particular competency area as a life-long learner.
NOTE: To add more rows to each section, click on the row below or above which you wish to insert another
row. Then go to the Table pull down menu, click on Insert, and select either Rows Above or Rows Below.
Preassessment Template
I.
Leadership
A. provide purpose and direction for individuals and groups;
B. shape school culture and values;
C. facilitate the development of a shared vision for the school;
D. formulate goals and plan change efforts with staff by setting priorities in the context of
community and district priorities and student and staff needs.
I. Courses on transcripts
Leading for Equity: Competencies for Creating and

Leading ILTs
Highly Effective ILTs
II. Workshops/Seminars/Conferences
District PD Train the Trainer
III. Readings/Personal Study
IV. Experiences
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II.
Information Collection
A. gather data a facts from a variety of sources about families, students, parents, staff
members, administrators and community members;
B. seek knowledge about policies, rules, laws, precedents or practices;
C. manage data flow
D. classify and organize information for use in decision making and monitoring information.
GED 8022 Action Research: Pract. & App.
A
X
Understanding & Using the WIDA English Language
Proficiency Standards
IV. Experiences
III.
Problem Analysis
A. identify the elements of a problem situation by analyzing relevant information, frame
issues, and identify possible causes;
B. seek additional needed information and frame and reframe possible solutions;
C. demonstrate conceptual flexibility;
D. assist others in forming opinions about problems and issues.
IV. Experiences
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IV.
Judgment
A. reach logical conclusions by making quality, timely decisions based on the available
information;
B. demonstrate adaptability;
C. give priority to significant issues.
IV. Experiences
V.
Organizational Oversight
A. plan and schedule work so that resources are used appropriately and goals are met;
B. schedule the flow of activities;
C. establish procedures to regulate activities;
D. monitor projects to meet deadlines.
IV. Experiences

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VI.
Implementation Skills
A. put programs into action;
B. facilitate the coordination and collaboration of tasks;
C. establish project checkpoints and monitor progress;
D. provide corrections when actual outcomes start to diverge from intended outcomes or
when new conditions require adaptation.
Implementing PBIS
IV. Experiences
VII.
Delegation of Authority
A. assign projects, tasks, and responsibilities with delegated authority to accomplish them in
a timely and acceptable manner;
B. utilize subordinates effectively;
C. follow up on delegated activities.
IV. Experiences

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VIII. Instruction and Learning Environment
A. create a school culture for learning

B. envision and enable instructional and auxiliary programs for the improvement of teaching
and learning;
C. recognize the developmental needs of elementary, secondary and middle level students in
order to design positive learning experiences;
D. accommodate differences in cognition and achievement;
E. mobilize the participation of appropriate people to develop programs and to establish a
positive learning environment.
GED 8021 Design Effective Lrng Environ
A
X
Universal Inclusive Practices for High Cognitive
Engagement K-12
Supporting Students to Become Better Readers
IV. Experiences

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IX.
Curriculum Design
A. understand major curriculum and design models and interpret school district curricula;
B. initiate needs analysis and plan and implement with staff a framework for instruction;
C. align curriculum and outcomes;
D. monitor social and technological developments as these developments affect curriculum,
including youth service programs;
E. solicit input from families, parents, the public, and the business community;
F. adjust curriculum content as needed and conditions change.
EDU 797 AVID Summer Institute

ECS541CE Advanced Paideia Institute
B
X
Designing Effective Instruction
Introduction to Focused Instruction 10th Grade Social
Studies
Introduction to Focused Instruction 9th Grade Social Studies
Gilder Lehrman U.S. History Seminars
Disciplinary Literacy - Social Studies - 2009-2010
Social Studies Vertical Alignment
IV. Experiences
X.
Student Guidance and Development

A. understand and accommodate students growth and development;
B. provide for students guidance and auxiliary services;
C. utilize community organizations in responding to family needs;
D. enlist the participation of people to design and conduct programs for connecting school
programs with plans for adult life;
E. plan for a comprehensive program of student activities
EDUC 6052 Classroom Managers
A
X
Evidence-Based Practices to Promote Proactive and
Responsive Engagement: Behavioral Health Tiers
Implementing PBIS

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IV. Experiences
XI.
Staff Development
A. work with faculty and staff to identify professional needs and to plan, organize and
facilitate programs that improve faculty and staff effectiveness that are consistent with
institutional goals and needs;
B. supervise individuals and groups;
C. provide feedback on staff performance and arrange for remedial assistance;
D. engage faculty and others to plan and participate in recruitment and development
activities;
E. initiate self-development;
F. ensure the provision of training for all general education, special education, and
interagency staff, including administrative, professional, paraprofessional, and support
staff, on skills for collaboration, teaming, consulting, and conflict resolution.
IV. Experiences
Teaching Peer Coaching
Facilitating New Teacher Orientation

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XII.
Measurement and Evaluation

A. determine what diagnostic information is needed about students, staff, and the school
environment;
B. examine the extent to which outcomes meet defined standards, goals or priorities;
C. draw inferences for program revisions;
D. interpret measurements for evaluations;
E. relate programs to outcomes;
F. develop equivalent measurements of competence and design accountability mechanisms.
GED 8020 Explorations
GED 8023 Capstone Practicum
GED 8495 Capstone
A
X
X
X
Using Proactive Planning and Student Responsive
Strategies for students with level 3-4 Behaviors
Using Data to Inform Instruction
IV. Experiences
XIII. Resource Allocation

A. procure, apportion, monitor, account for, and evaluate fiscal and human materials and
time resources to reach outcomes that reflect the needs and goals of the school;
B. plan and develop the budget process with appropriate staff.
IV. Experiences

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XIV. Motivation
A. develop conditions that enhance the staffs willingness to focus on achieving educational
excellence;
B. plan and encourage participation;
C. facilitate teamwork and provide intellectual stimulation an support innovation;
D. recognize and reword effective performance;
E. provide feedback, coaching, guidance, and needed resources.
Taught Peer Coaching
Instructional Specialist Training
Observing and Conferencing
IV. Experiences
XV.
Sensitivity
A. understand the concerns of others;
B. deal tactfully with others;
C. work with others in stressful situations or in conflict;
D. manage conflict and obtain feedback;
E. recognize multicultural differences;
F. advocate for family and child issues and work with families to develop parent
involvement in the education of children.
EDUC 6050 Beyond Diversity
GED 8024 Educ for Equity & Soc Justice
A
X
X
Inclusion as a Lever for Equity in MPS: A new vision for
access and rigor for ALL students
Meeting the Needs of English Language Learners
Chemical Awareness Training
Race & Equity Workshop
Homeless Highly Mobile (HHM)
CPI - Crisis Prevention Intervention - Completes MN
Restrictive Procedures law requirements

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IV. Experiences
XVI. Oral and Nonverbal Communications

A. make presentations that are clear and easy to understand and clarify and restate questions;
B. respond, review, and summarize information for groups;
C. utilize communication aids;
D. recognize cultural and gender-based norms;
E. adapt to audience and make educational issues clear to parents and the public.
ProPay 1-2-3: MyMPS - Your Classroom on the Web.
Learning anytime, anywhere!
ENVoY Your Personal Guide to Classroom Management
2010 - 2011
Web Pages 2009-2010
Instructional Dialogue
Student Response Systems - CPS Clickers - Training 2009-2010
Podcasting 2009-2010
Instructional Mentoring
IV. Experiences
XVII. Written Expression

A. express ideas clearly in writing;
B. write appropriately for different audiences such a students, teachers, and parents;
prepare memoranda, letters, reports, and other job-specific documents
A B C D E
F
G
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SOEI Observer Initial Certification

iPad Conference
MyMPS Learning Management System (LMS)
IV. Experiences
XVIII. Philosophical and Cultural Values

A. act with an understanding of the role of education in a democratic society in accordance
with accepted ethical standards;
B. recognize philosophical influences in education;
C. reflect and understanding of American culture including current social and economic
issues related to education.
URED 7720 Intro to Urban Education
A
X
Mental Health Awareness: Early Warning Signs Workshops
(2010)
Engaging Family and Student Voice to Inform DecisionMaking and Plan Development
Best Practices in Teaching Native American Students
Best Practices in Teaching Native American Students Part 2
Native Gang Workshop
IV. Experiences

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XIX. Legal and Regulatory Applications

A. act in accordance with federal and state constitutional provisions, statutory law, and
regulatory applications governing education;
B. work within local rules, procedures, and directives;
C. recognize standards of care involving civil and criminal liability for negligence,
harassment, and intentional torts;
D. administer contracts and financial accounts;
E. understand state and federal laws governing:
1. special education;
2. alternative instructional designs;
3. curriculum and behavior modifications;
4. assessment accommodations;
5. parent involvement;
6. labor relations and collective bargaining.
GED 8025 Public Policy: Design/Action
A
X
IV. Experiences

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XX.
Policy and Political Influences

A. understand schools as political systems;
B. identify relationships between public policy and education;
C. recognize policy issues;
D. examine and affect policies individually and through professional and public groups;
E. relate policy initiatives to the welfare of students and families;
F. address ethical issues.
GED 8025 Public Policy: Design/Action
A
X
IV. Experiences
XXI. Media and Public Relations

A. develop perceptions about school issues;
B. interact with internal and external publics;
C. understand and respond to the new media;
D. initiate and report new through appropriate channels;
E. manage school reputations by promoting a positive image;
F. enlist public participation and support;
G. recognize and provide for various markets.
IV. Experiences

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Laura Wagner Principal Preassessment

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Advisors Use Only

Build a Resume of Expertise That Empowers You to Become a

Date: _07/06/2016 _____________________________

Circle one: Dr. Mrs. Ms. Mr.

Name: __ Laura Wagner__________________________________________________________________

Department of Educational Policy and Administration

completed those credits:

Place a check next to all that apply.

Department of Educational Policy and Administration

Your school and district calendars.

Department of Educational Policy and Administration

Leading for Equity: Competencies for Creating and

III. Readings/Personal Study

III. Readings/Personal Study

III. Readings/Personal Study

III. Readings/Personal Study

III. Readings/Personal Study

Department of Educational Policy and Administration

Department of Educational Policy and Administration

III. Readings/Personal Study

III. Readings/Personal Study

Department of Educational Policy and Administration

VIII. Instruction and Learning Environment

A. create a school culture for learning

III. Readings/Personal Study

Department of Educational Policy and Administration

EDU 797 AVID Summer Institute

III. Readings/Personal Study

Student Guidance and Development

III. Readings/Personal Study

III. Readings/Personal Study

Department of Educational Policy and Administration

Measurement and Evaluation

III. Readings/Personal Study

XIII. Resource Allocation

III. Readings/Personal Study

Department of Educational Policy and Administration

III. Readings/Personal Study

III. Readings/Personal Study

XVI. Oral and Nonverbal Communications

III. Readings/Personal Study

XVII. Written Expression

SOEI Observer Initial Certification

III. Readings/Personal Study

XVIII. Philosophical and Cultural Values

III. Readings/Personal Study

Department of Educational Policy and Administration

XIX. Legal and Regulatory Applications

III. Readings/Personal Study

Department of Educational Policy and Administration

Policy and Political Influences

III. Readings/Personal Study

XXI. Media and Public Relations

III. Readings/Personal Study

Department of Educational Policy and Administration

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Name: Laura Wagner________________________________________________________________