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Sherman, Renee; Dobbins, Dionne; Tibbetts, John; Crocker,Judith; Dlott, MichaelManagement Competencies Assessment Instrument. A Publicationof Building Professional Development Partnerships for AdultEducators Project. PRO-NET 2000.American Institutes for Research, Washington, DC.Office of Vocational and Adult Education (ED), Washington,DC. Div. of Adult Education and Literacy.2002-03-0095p.; Jim Parker was the Project Officer.For full text:http://www.pro-net2000.org/CM/content_files/71.pdf.Reports Descriptive (141) Tests/Questionnaires (160)MF01/PC04 Plus Postage.

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Administrator Effectiveness; Administrator Qualifications;Administrator Selection; *Administrators; *Adult Education;Adult Programs; Competence; *Competency Based Education;Instrumentation; Job Performance; *Job Skills; *ManagementDevelopment; *Mastery Tests; Minimum Competency Testing;Professional Development; Program Improvement; TestConstruction; Test UseAdministrator Competencies

This publication introduces an assessment instrument to helpprograms implement management competencies. It discusses development ofmanagement competencies and describes the Management Competencies AssessmentInstrument (MCAI) designed to help managers verify and validate theircompetencies and use the information for planning professional developmentand improving programs. (Based on 21 competencies identified in ManagementCompetencies and Sample Indicators for the Improvement of Adult EducationPrograms (MCSI), MCAI mirrors the format of the management competencies. Thefirst skill area corresponds to the first competency in MCSI. Associatedindicators are listed under each competency and rated on a four-point scalefrom 1--Needs Assistance through 4--Exemplary; additional choices are NotApplicable and Don't Know. The publication provides an overview of types ofevidence (performance evaluations, administrative reports, and portfolios)verifying existence of a competency, since in addition to the rating scalefor each indicator, the format provides space for the evaluator to recordsupporting evidence comments. These MCAI uses are discussed: needsassessment, planning for and evaluating professional development, hiring,retention and dismissal, program evaluation, facilitating communication, andsystemic change. Appendixes to the 17-page report are MCSI, MCAI withadministration instructions, and summary profile for management competencies.(YLB)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

Management CompetenciesAssessment Instument

A Publication ofBuilding Professional Development Partnershipsfor Adult Educators Project

PRO-NET 2000

March 2002

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

E UCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asceived from the person or organization

originating it.

0 Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

Renée ShermanDionne Dobbins

John TibbettsJudith Crocker

Michael DlottAmerican Institutes for Research

Sponsored by:U.S. Department of Education

Division of Adult Education and Literacy

2

Jim Parker, Project Officer

BEST COPY AVAILABLE

Table of Contents

Pages

Introduction 1

Development of Management Competencies 3

The Management Competencies Assessment Instrument 4

Competency Evidence 6

Uses of the Management Competencies Assessment Instrument 9

Summary 1 6

Appendices

A Management Competencies and Sample Performance Indicators A-1

B Management Competencies Assessment Instrument B-1

C - Summary Profile for Management Competencies C-1

Featured in this publication are:

A description of theManagement CompetenciesAssessment Instrument (MCAI)

An overview of the types ofevidence verifying theexistence of a competency

A discussion of the uses of theMCAI

A template of the instrument

Purposes of the managementcompetencies:

To foster reflective thinkingamong adult educationadministrators about theirprograms

To identify areas of strength andareas for improvement forthemselves and for theirprograms.

To help administrators plan andimplement strategies thatenhance the overall quality oftheir programs

INTRODUCTION

There is increasing emphasis on improving quality

and demonstrating accountability in the field of adult

education. In the past, much of this emphasis focused on

the assessment of instructor quality and learner outcomes.

However, performance by instructors and learners depends,

in part, on the resources available, the environment in

which the program operates, and the level of support

received from program administrators. Therefore, quality

adult education programs need administrators of the highest

caliber.

Administrators are being called on to prove their

competence in many areas. Among the challenges faced by

administrators in adult education are: securing and

allocating resources to address competing priorities;

developing and promoting the organization's mission,

goals, and objectives; making increasingly complex

technology accessible; meeting the needs of a diverse

student population; employing and supervising an ever-

changing instructional staff; initiating and advocating

changes that promote program improvement; advocating

for the field of adult education; responding to the changing

demands for program accountability; encouraging problem

solving and team building among staff; and collaborating

with other agencies and stakeholders to provide

comprehensive delivery of services.

One of the major goals of Building Professional

Development Partnerships for Adult Educators (PRO-NET

2000), an American Institutes for Research project funded

by the United States Department of Education, Division of

Adult Education and Literacy, is to provide the field with a

The management competenciesreflect seven broadly definedcategories:

Leadership Skills

Instructional Leadership

Resource Management andAllocation

Staff Supervision

Program Monitoring and

Reporting

Professional DevelopmentPractices

Community Collaboration

national model of competencies that can be supported by

research. PRO-NET initially focused on instructor

competencies and, on the basis of research, prepared a

publication that identifies these competencies and their

uses. Instructor Competencies and Performance Indicators

for the Improvement of Adult Education Programs' is being

used by a variety of adult education stakeholdersstate

and local administrators, professional development

coordinators, and instructorsto identify instructor

competencies, plan for professional development, enhance

instructor performance, and improve program quality.

However, instruction does not occur in a vacuum, and the

field strongly recommended that PRO-NET develop

competencies for administrators in adult education.

Management Competencies and Sample Indicators

for the Improvement of Adult Education Programs2

identifies, through research, a set of recognized skills and

knowledge areas that effective program administrators

possess. Support for management competencies exists at

the state and local level for several reasons:

Competencies provide a basis for needsassessments to help programs identify areas forprogram improvement.

States can use the PRO-NET managementcompetencies to build on existing statecompetencies or to develop additionalcompetencies that are consistent with their stategoals and needs.

State and local programs can use the competenciesand related performance indicators as a basis foradult education certification and credentialing forprogram managers.

This Pro-Net 2000 publication is available at www.pro-net2000.org

2 ibid.

5

2

Sample Competencies:

Demonstrates effectiveinterpersonal and communicationskills.

Effectively manages and allocatesthe budget.

Recruits, hires, evaluates, andterminates staff based onestablished criteria.

Promotes continuous professionaldevelopment for staff.

Development of Management Competencies

PRO-NET 2000 followed the same field-based

research approach for developing the management

competencies as it did for developing instructor

competencies. This approach included an extensive review

of the management literature, field surveys, focus groups,

and reviews by experts in the field. PRO-NET 2000

identified skills, behaviors, and practices that characterize

effective management skills.

Like the instructor competencies, the management

competencies were developed to reflect the Secretary's

Commission on Achieving Necessary Skills (SCANS)

research on the definition of effective job performance. For

example, the competencies emphasize interpersonal skills,

such as being an attentive listener and a good

communicator, being approachable and accessible to staff,

respecting diversity, and considering differences in opinion

among staff members when making decisions. The

competencies also focus on the effective management and

allocation of resources, ongoing program evaluation, and

outcome reporting for program improvement and

accountability consistent with the Workforce Investment

Act (WIA) and other legislation. Throughout, the

competencies emphasize the use of technology.

Performance indicators operationally define each

competency. These performance indicators identify skills,

behavi.ors, or practices that demonstrate the existence of

the competency. Performance indicators are meant to serve

as exemplars and are not exhaustive. The competencies

and performance indicators appear in Appendix A.

63

The Management Competencies Assessment Instrument

This publication introduces an assessment

instrument to help programs implement the management

competencies. What follows is a detailed description of the

Management Competencies Assessment Instrument

(MCAI), including an overview of the various types of

evidence that will help verify of the existence of the

competencies. Also included in this document are

suggestions for using the assessment instrument, as well as

a template of the instrument.

PRO-NET also developed a companion instrument,

The Instructor Competencies Assessment Instrument

(ICAI), to assess instructor attainment of competencies.

PRO-NET developed the ICAI in response to the assertion

that learner outcomes may be enhanced when programs

document and account for instruction. Managers interested

in program improvement will find it useful to use both

instruments. Later in this document, program managers will

learn how they can use these instruments together to

facilitate communication between and among staff and to

plan for program improvement.

The Management Competencies Assessment

Instrument (MCAI) in Appendix B is designed to help

managers verify and validate their competencies and to use

the information for planning professional development and

improving programs. The instrument is based on the

competencies identified in Management Competencies and

Sample Indicators for the Improvement of Adult Education

Programs in Appendix A.

The MCAI minors the format of the management

competencies themselves. The first skill area assessed by

4

the MCAI (Models appropriate professional behavior and

encourages other staff members to act in a professional

manner) corresponds to the first competency listed in the

management competencies document. Associated

indicators are listed under each competency and are rated

on a 4-point scale that rates behaviors on a continuum from

1 Needs Assistance through 4 Exemplary. Two

additional choices for each item are available: Not

applicable (NA) if an item is not applicable to the person

being rated and Don't know (DK) if the information to

complete the rating is insufficient. An example of the

format for the MCAI is shown below. Instructions for

administering the MCAI are found in front of the instrument

in Appendix B.

(Competency)

1. Models appropriate professional behavior and encourages other staff members to act

in a professional manner.

(Indicator)

1.1 Engages in and promotes ethical conduct.

Evidence:

4 Exemplary

3 Proficient

2 Progressing

1 Needs Assistance

NA Not Applicable

DK Don't Know

4 3 2 1 NA DK

It is not necessary to rate all 21 competencies if they

are not relevant to the program or the individual being

rated. Prior to the use of the assessment tool, the rater and

the person being rated should determine which

5

8

Evidence to support findings fromthe MCAI includes

performance evaluations,

administrative reports, and

administrative portfolios.

competencies are most relevant to the program or

individual. The entire instrument serves as a framework

and the indicators may be modified as needed. The

indicators listed are only samples of the competencies and

may not reflect the roles of the manager in the program.

For example, a manager in a small rural program may be

responsible for more managerial tasks than a manager in a

larger urban agency with many layers of management.

Programs interested in using the results of the

assessment instrument to look at trends and run queries

may want create a separate database that minors the MCAI.

This database may be housed on a program like Microsoft

ACES S or Microsoft EXCEL or created as an on-line tool.

All of the individuals in a program completing the

instrument would be able to enter their ratings into the

database. Descriptive analyses could occur at many levels

(individual, program, or state). For example, a program

interested in the ratings for a category of competencies

would run one type of query and a program interested in

ratings for a set of managers would run a different query.

Competency Evidence

In addition to the rating scale for each indicator, the

MCAI format provides extra space for the evaluator to

record supporting evidence and comments. The evidence

section is key to understanding how well the skill has been

mastered and is especially helpful when the instrument is

used for pre/post evaluation. The term "evidence" is not

necessary meant to imply a formal document. Evidence is

a marker for the rating given and may be a document, a

conversation, or an observed behavior. The section below

Performance evaluations

include both manager and programassessments.

describes how evidence can be used in conjunction with the

MCAI.

Performance Evaluations

The results of performance evaluations offer

evidence to support findings from the MCAI. Performance

evaluations may be formal or informal and may include

supervisory, peer, or self evaluations. Although

performance evaluations may not rate the exact

competencies assessed in the MCAI, they provide

information on skills, knowledge, and behaviors

demonstrated by the administrator and are a good

barometer of how well the administrator is performing in

various competency areas. Programs that use multiple

types of performance evaluations can validate, more easily,

the extent to which administrators have mastered sets of

skills and knowledge areas.

Another type of evaluation employed in some states

is an assessment of how well the local programs are

performing. These assessments also reflect administrator

performance. In California, for example, the professional

development leadership project, funded by the state, has a

process to identify quality adult education programs. The

process, called Programs of Excellence identifies

exemplary programs that become models for the state. In

the process, they also identify areas that need improvement.

Many of the criteria for Programs of Excellence relate to

the administrative competencies and thus provide another

indicator of administrative competence.

Administrative Reports

Many adult education programs collaborate with

other agencies, have multiple funding streams, or both. As

Examples of the administrativereports include:

Quarterly progress reports

Budget reports

a result, administrators in adult education are generally

required to submit annual and quarterly reports to a variety

of entities (e.g., State Departments, funding sources,

community agencies, and school districts). Information

included in these reports is another source of evidence of

administrative performance. For example, reports may

include program goals, the strategies that administrators

used to achieve identified goals, and the costs associated

with implementation. Quarterly or annual reports, or other

progress reports, reflect program accomplishments over

time. The activities and accomplishments can be keyed to

the competencies to help assess how well administrators are

performing.

Administrative Portfolios

Administrative portfolios, similar to those used by

instructors, also provide evidence of administrative

competence. Administrators can decide on the materials

and artifacts to include in their portfolios. For example, a

portfolio that focuses on community collaboration

competencies may include the administrator's calendar

with dates of participation in community committees,

minutes from relevant committee meetings, evidence of

outreach to the community (including marketing flyers and

promotional materials made available to the community),

and evidence of partnership agreements with community

agencies. If the focus is on instructional leadership

competencies, the portfolio may contain minutes of staff

meetings, procedures implemented to assess instructor

accountability, and examples of research articles

Uses of the ManagementCompetencies AssessmentInstrument:

Conducting needs assessments

Planning professionaldevelopment

Opening up lines ofcommunications withstakeholders

Hiring and dismissal

Types of Needs Assessments:

Self-assessment

Follow-up self-assessment

Peer assessment

Program assessment

disseminated to staff on such topics as adult learning and

development and the use of technology for instruction.

Uses of the Management Competencies AssessmentInstrument

The MCAI can be used for a variety of purposes. A

brief discussion of the uses follows.

Needs Assessment

The MCAI can be used as a needs assessment in

several ways. It may be used as a self-assessment tool to

help managers identify their own strengths and areas for

improvement. A self-assessment also helps managers

become aware of competencies they may not have

considered previously, thereby expanding their

management skills and knowledge base. Administrators

can use the results of an initial assessment to set goals that

are based on the competencies rated as needing

improvement. Follow-up self-assessments or assessments

by others can be used to identify administrators' progress

over time and to determine the extent to which they have

moved closer to mastering specific competencies.

Administrators who rate themselves as exemplary on

specific competencies, with evidence supporting such a

rating, may be candidates for peer coaches or mentors to

other administrators. The assessments therefore can

identify a pool of competent administrators who can help

build the capacity of others.

At the program level, administrators may use the

MCAI as a way to identify areas in which the program

excels or is in need of improvement. If there are areas of

needed improvement, administrators can set goals and

priorities, establish procedures, and work collaboratively

with staff to enhance program capacity.

Planning for Professional Development

Findings from the MCAI can help administrators

plan their own professional development. They can create

individual professional development plans that focus on

specific sets of competencies and include a variety of

activities. By engaging in professional development,

administrators will also model lifelong learning for their

staff

Evaluating Professional Development

The MCAI also serves as a valuable mechanism for

measuring the impact of professional development on the

mastery of management competencies. For example, when

administrators plan professional development activities, they

can use the MCAI as a pre-and-post-assessment of

management competence. They can then use the results of

these assessments to determine the extent to which

professional development activities aid in the mastery of

competencies. Although it is not likely that a one-shot

professional development activity will result in long-term

behavior change, activities that are ongoing may have

measurable effects. It is important for administrators to

evaluate effectiveness by documenting changes in their

behavior and in program operations related to the issues

addressed in the activities. Evaluation over time can provide

information on the impact of professional development as

well as data for refining and adjusting future professional

development activities.

Hiring

The MCAI can also be used in hiring decisions. Adult

education managers often come from programs other than

10

13

Steps in the remediationprocess:

Supervisor informsmanager, in writing, ofproblem area(s).

Supervisor meets with

manager and together theyoutline remediationstrategies.

Supervisor prepares asummary of the meetingand agreed-on steps,signed by both thesupervisor and themanager.

adult education and may have little knowledge or experience

in administering adult education programs. In such instances,

the hiring committee can select the entire instrument or the

competency indicators most relevant to the vacant position

and require a management candidate to complete the form as

a self-assessment and provide a few samples as evidence of

how he or she will achieve or has previously met the

competency. The search committee then gains insight into the

applicant's past experiences related to the position and also

into the candidate's understanding of the role of the manager

in an adult education program. This information, coupled

with a résumé, references, and the candidate's performance in

the interview, provides a broad perspective on the candidate's

qualifications. If a potential manager has previously worked

in an adult program and used the MCAI, the search committee

can request a copy for review.

Retention and Dismissal

The MCAI can be a tool for determining whether to

retain or dismiss a manager. Occasionally managers fail to

perform in an acceptable manner. In these cases, proper

procedures must be followed and documented to ensure that

the rights of the manager are not violated.

To initiate the remediation process, it is critical that a

clear, specific job description be in place and that the manager

is fully aware of the job performance expectations. When a

manager fails to perform satisfactorily, he or she must first be

informed in writing of the problem area(s) (e.g., reports are

not completed in an accurate and timely manner, or the

manager has been unable to work satisfactorily with staff or

has mismanaged funds). Administrators in supervisory

positions can use the MCAI to identify the management

behavior in need of remediation. In this remediation process,

the manager's supervisor meets with the manager and outlines

14

1 1

In the remediation process,a follow-up meeting betweenthe manager and supervisoryofficials is necessary toassess progress in relevantperformance areas.

Documentation is the key tosuccessful retention ordismissal decisions.Supervisors who are notcomfortable with theprocedure should seekassistance or guidance froma colleague or supervisorwithin the organization or atthe state level.

specific remediation strategies along with a time frame for

following up and assessing progress. The supervisor prepares

a summary of the meeting, including a list of the agreed-on

steps. The document is reviewed by both the supervisory

official and the manager, signed by both, and kept on file.

These steps become the guide for the remediation process.

Both the administrator in the supervisory position and

the manager need to review the competencies identified for

remediation prior to the follow-up meeting. It is the

responsibility of the manager to bring to the meeting all

appropriate documentation that demonstrates progress in the

areas identified for remediation. If noted improvement has

occurred, the supervisor records a summary of the meetings

and regularly schedules follow-up meetings with the manager

until he or she masters the competencies. The manager can be

retained on a probationary status with a time line and clearly

identified steps to take to ensure continued improvement.

If noted improvement does not occur within a

reasonable amount of time (e.g., 3 6 months), the manager is

notified in writing of the decision to not renew the contract for

the next year or instructional period. The actual termination

or dismissal date should coincide with the hiring period for

the organization. All procedures and policies required by the

organization or institution must be followed throughout this

process. The MCAI provides a concrete, objective way to

document, monitor, and assess management progress.

Program Evaluation

Most programs are required to undergo periodic

evaluation. The Workforce Investment Act, as well as state

education agencies, requires the documentation of progress

toward program goals as a condition for continued funding.

The characteristics, qualifications, and skills of the

15

12

Open lines ofcommunication areimportant

Between instructors andmanagement

Between local programmanagement andsupervisors at district orstate levels

Between programmanagers and communitystakeholders

management staff are major factors in determining program

success.

The MCAI can provide concrete data about the

management staff and can also document management

improvement and goal mastery over the course of the program

year. Appendix C provides a chart in which a management

profile can be developed for the program. This chart is used

to graph the before and after responses to items on the MCAI.

As detailed in the evidence section of this publication,

information derived from performance evaluations,

administrative reports, or administrative portfolios can be

included in the final reports as examples of management

improvement and progress toward goal attainment.

Managers' improvement on specific competencies tied

to professional development activities that occurred during the

year can document the success of the professional

development activity and the collective improvement in the

program based on the competencies mastered.

Items in the MCAI can be tied to program goals.

Assessment of these items can document program

improvement. Responses on selected items can also indicate

areas for inclusion in program improvement plans for the

coming year.

Facilitating Communication

Rarely, if ever, do managers regularly engage in two-

way communication with instructors, staff, or other managers.

Some questions that managers might ask of themselves or

want to discuss more broadly include these: How can I

support instructors' needs (including their professional

development goals)? How can I encourage collaborations

between other adult education programs and supervisors at

the district and state levels? What can I do to leverage

community stakeholder participation?

16

13

A major advantage of using an instrument such as the

MCAI is the opportunity for opening lines of communication

among all adult education stakeholders. The items on the

instruments are objective and specific and offer concrete

topics to initiate discussion and dialogue.

For example, if managers and instructors complete

both the MCAI and the ICAI, the results can be aggregated

and plotted in different colors or types of lines on the graphs

provided (Appendix C contains the graphs and instructions for

completing the graphs) that will immediately show where the

perceptions of managers as a group and instructors as a group

(e.g., ESL or ABE instructors, new or experienced instructors,

or all instructors) differ. The perceived differences offer an

opportunity to discuss reasons for the perceptions and ways to

ameliorate the differences. A low score on an item from both

groups may indicate a low priority item or may afford the

opportunity to address a problem or an issue.

Whether the MCAI and the ICAI are used as self-

administered needs assessments or as tools for evaluation,

setting up collaborative task groups (including managers,

staff, instructors, and students, as appropriate) to review and

address areas of program and instructional needs can provide

a greater cohesiveness among faculty, management, and staff

and can present opportunities for an ongoing dialogue about

issues that matter to all stakeholders.

Further, the periodic completion of the MCAI and the

ICAI can reveal where progress is being made, where gaps

remain, and where a need for continuing communication

exists.

Systemic Change

The MCAI can red-flag areas of needed program and

managerial change; however, bringing about lasting systemic

change requires additional structure and effort. Individual

14

17

Research on systemic changepoints to several requirements:

A clear vision of what thesystem will look like after

change

A commitment by all partiesinvolved to bring about change(including an agreed-upon needfor change and clearperceptions of individual roles)

A trusting environment thatfosters open and honestcommunication andcollaboration

Demonstrated commitment and

support from management andother stakeholders

Time to plan and implementchanges in a systematic way(one of the most often neglectedrequirements)

changes can be made easily to remediate situations or to

provide needed professional development, as indicated by the

results of the MCAI. But using these instruments to

determine the needs for systemic change requires a much

more comprehensive effort, as seen in the following steps:

1. Study carefully the results of the MCAI todetermine what patterns exist. For example, doweaknesses in instruction reflect lack of supportfrom management? Is this problem widespread orfocused in a particular program? How are limitedresources allocated? What can be done toencourage collaborative networks? These are notquick-fix items, such as simply providinginformation or purchasing equipment.

2. Ask questions. How do these patterns impinge onthe vision/mission/goals of the program?Successful systemic change cannot happen if theprogram does not know where it is going.

3. Involve stakeholders (external and internal) indetermining needed changes and becomingcommitted to bringing about change. Not allmembers will move at the same pace; some willremain recalcitrant but a sizeable number of keystaff and support are necessary.

4. Ensure that necessary resources are available overthe time required to bring about the changes andthat management, community leaders, or both arecommitted to providing those resources.

5. Readminister the MCAI periodically to assess theextent of progress being made, to evaluate thesuccesses, and to prioritize the remaining needs.

In summary, the five steps outlined above require

systematic needs assessments that are analyzed and compared

with the program's vision, goals, and objectives. In addition,

they require collaborative and committed efforts on the part of

key stakeholders to plan, implement, and evaluate change.

When implementingsystemic change, keep inmind the need for:

A comprehensive needsassessment

Collaboration andcommitted efforts on thepart of key stakeholders tooversee the process ofimplementation

Finally, there is a need to recognize that change is continuous

and requires time.

This last element is perhaps the most difficult because

society today experiences great pressures for accelerating the

pace of change. Yet different people accept and adapt to

change differently. Any organization in its change process

must accommodate those who firmly resist change, those who

are reluctant to change, and those who go along with change

(but not enthusiastically), as well as those who thrive on

change. Making all stakeholders who are comfortable

motivated to change requires astute leadership and a highly

collaborative infrastructure.

SUMMARY

Program managers play a critical role in adult

education programs. Quality management is necessary to

ensure and sustain quality programs. Therefore, managers

need to document their competencies and weaknesses to plan

for program improvement.

Program improvement is a multidimensional notion.

In any single program, potentially many issues need

addressing. The MCAI provides the framework that

managers need to identify areas for improvement for

themselves, their instructors, and their programs. In addition,

the MCAI complements existing forms of assessment, such as

performance evaluations, administrative reports, and

portfolios.

As mentioned earlier in this publication, the MCAI

serves several functions: as a needs assessment, as a tool for

planning and evaluating professional development activities,

as a hiring and dismissal tool, as a means to evaluate

programs, as a way to facilitate communication among staff,

and as a vehicle for systemic change. These examples are not

exhaustive; there may be others. Programs and learning

16

environments can replicate and modify this instrument to

meet their own needs.

17

20

Appendix A

Management Competencies and

Sample Performance Indicators

NOTE: COMPETENCIES AND INDICATORS ARE NOT LISTED IN ORDER OF IMPORTANCE.

MA

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2.1

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2.3

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ctin

g in

stru

ctio

n an

d ot

her

prog

ram

-rel

ated

serv

ices

.

2.4

Sup

port

s in

nova

tive

prac

tices

to im

prov

e pr

ogra

m r

elat

ed is

sues

and

serv

ices

.

3.E

ncou

rage

s ac

tive

invo

lvem

ent o

f all

staf

f and

sta

keho

lder

s in

dec

isio

n-m

akin

gpr

oces

ses.

3.1

Pro

vide

s op

port

uniti

es fo

r le

arne

rs, i

nstr

ucto

rs, a

nd c

omm

unity

stak

ehol

ders

to g

ive

feed

back

bef

ore

sign

ifica

nt p

rogr

am c

hang

es a

reim

plem

ente

d.

3.2

Sho

ws

evid

ence

of s

take

hold

er b

uy-in

thro

ugh

such

mea

ns a

sm

eetin

gs o

f rep

rese

ntat

ive

grou

ps, a

nd p

rogr

am s

urve

ys to

the

com

mun

ity.

3.3

Del

egat

es a

utho

rity

and

deci

sion

-mak

ing

to a

ppro

pria

te e

ntiti

es a

ndsu

ppor

ts th

eir

deci

sion

s.

3.4

Use

s co

llabo

rativ

e te

ams

and

othe

r st

rate

gies

to id

entif

y ou

tcom

es,

desi

gn c

urric

ulum

, sha

re in

stru

ctio

nal s

trat

egie

s, c

ondu

ctas

sess

men

ts, a

naly

ze r

esul

ts, a

nd a

djus

t ins

truc

tiona

l pro

cess

es.

A-1

2 3

MA

NA

GE

ME

NT

CO

MP

ET

EN

CIE

S A

ND

SA

MP

LE P

ER

FO

RM

AN

CE

IND

ICA

TO

RS

LEA

DE

RS

HIP

SK

ILLS

Com

pete

ncy

Sam

ple

Per

form

ance

Indi

cato

rs

4.E

stab

lishe

s an

d pr

omot

es th

e ph

iloso

phy,

goa

ls, a

nd o

bjec

tives

of a

dult

educ

atio

n.4.

1 W

orks

to p

ositi

on a

dult

educ

atio

n to

ens

ure

that

adu

lt ed

ucat

ion

prog

ram

s m

esh

with

the

over

all o

rgan

izat

iona

l mis

sion

.

4.2

Est

ablis

hes

benc

hmar

ks to

sho

w a

lignm

ent w

ith v

isio

n, m

issi

on,

philo

soph

y, a

nd g

oals

.

5.P

rom

otes

an

envi

ronm

ent i

n w

hich

ling

uist

ic a

nd c

ultu

ral d

iffer

ence

s ar

e va

lued

and

appr

ecia

ted.

5.1

Pro

vide

s re

sour

ces

and

curr

icul

um m

ater

ials

that

sup

port

ant

i-bia

s an

d

mul

ticul

tura

l lea

rnin

g.

5.2

See

ks s

taff

who

rep

rese

nt th

e di

vers

ity o

f the

stu

dent

pop

ulat

ion.

5.3

Res

pect

s an

d ho

nors

div

ersi

ty in

eve

ryda

y in

tera

ctio

ns.

6.In

itiat

es a

nd fa

cilit

ates

cha

nge

proc

ess.

6.1

Rem

ains

cur

rent

on

tren

ds a

nd is

sues

and

see

ks in

nova

tions

.

6.2

Pre

sent

s in

nova

tions

to a

ppro

pria

te s

taff

and

mak

es d

ecis

ions

that

are

alig

ned

with

thei

r fe

edba

ck.

6.3

Ass

ists

sta

ff an

d le

arne

rs w

ith im

plem

entin

g ch

ange

and

sup

port

s ris

kta

king

.

6.4

Invo

lves

sta

ff in

iden

tific

atio

n of

tren

ds.

7.A

dvoc

ates

for

the

deve

lopm

ent o

f the

fiel

d of

adu

lt ed

ucat

ion

at n

atio

nal,

stat

e,an

d lo

cal l

evel

s,7.

1D

isse

min

ates

info

rmat

ion

in th

e co

mm

unity

abo

ut p

rogr

amac

com

plis

hmen

ts th

roug

h th

e us

e of

tech

nolo

gy a

nd o

ther

mea

ns.

7.2

Par

ticip

ates

in p

rofe

ssio

nal o

rgan

izat

ions

that

adv

ocat

e fo

r th

ead

vanc

emen

t of a

dult

educ

atio

n in

a v

arie

ty o

f way

s.

7.3

Eng

ages

and

enc

oura

ges

staf

f and

stu

dent

s to

be

activ

e ad

voca

tes

for

adul

t edu

catio

n.

A-2

MA

NA

GE

ME

NT

CO

MP

ET

EN

CIE

S A

ND

SA

MP

LE P

ER

FO

RM

AN

CE

IND

ICA

TO

RS

INS

TR

UC

TIO

NA

L LE

AD

ER

SH

IP

Com

pete

ncy

Sam

ple

Per

form

ance

Indi

cato

rs

8.In

itiat

es a

nd m

onito

rs th

e pr

oces

s of

cur

ricul

um d

esig

n an

d de

velo

pmen

t, an

dsu

ppor

ts in

stru

ctio

nal p

roce

sses

and

str

ateg

ies

base

d on

res

earc

h in

adu

ltle

arni

ng a

nd d

evel

opm

ent.

8.1

Gui

des

inst

ruct

iona

l sta

ff in

des

igni

ng a

nd im

plem

entin

g ed

ucat

iona

lcu

rric

ula

that

acc

omm

odat

e di

vers

e le

arni

ng s

tyle

s, a

bilit

ies,

and

cultu

res.

8.2

Sup

port

s an

d as

sist

s st

aff i

n pl

anni

ng in

stru

ctio

nal p

rogr

ams

base

d on

stat

e pe

rfor

man

ce s

tand

ards

, lea

rner

dat

a, r

esea

rch

on e

ffect

ive

prac

tice,

com

mun

ity a

nd le

arne

r ne

eds,

dem

ogra

phic

s, r

esou

rces

, and

econ

omic

and

tech

nolo

gica

l tre

nds.

8.3

Ass

ists

inst

ruct

ors

in g

uidi

ng le

arne

rs w

ith th

e de

velo

pmen

t and

ongo

ing

revi

ew o

f the

lear

ners

' edu

catio

nal p

lans

.

8.4

Est

ablis

hes

stru

ctur

es a

nd p

roce

sses

that

allo

w in

stru

ctor

s to

wor

kto

geth

er to

impr

ove

teac

hing

and

lear

ning

.

8.5

Sup

port

s in

divi

dual

ity o

f tea

cher

app

roac

hes

to im

plem

enta

tion

of th

ecu

rric

ulum

.

8.6

Sup

port

s st

aff i

n in

tegr

atin

g in

to c

urric

ulum

adu

lts' r

oles

as

wor

kers

,ci

tizen

s, a

nd fa

mily

and

com

mun

ity m

embe

rs.

8.7

Ass

ists

inst

ruct

ors

in in

corp

orat

ing

tech

nolo

gy in

to in

stru

ctio

nal

prac

tices

.

8.8

Pro

vide

s a

syst

em fo

r in

stru

ctor

acc

ount

abili

ty fo

r st

uden

t lea

rnin

g.

2 G

A-3

2

MA

NA

GE

ME

NT

CO

MP

ET

EN

CIE

S A

ND

SA

MP

LE P

ER

FO

RM

AN

CE

IND

ICA

TO

RS

INS

TR

UC

TIO

NA

L LE

AD

ER

SH

IP

Com

pete

ncy

Sam

ple

Per

form

ance

Indi

cato

rs

9.C

ompi

les

and/

or u

ses

vario

us n

eeds

ass

essm

ents

to d

eter

min

e st

aff,

lear

ner,

and

com

mun

ity n

eeds

.

9.1

Ass

esse

s an

d/or

rev

iew

s in

stru

ctor

nee

ds o

n an

indi

vidu

al b

asis

thro

ugh

clas

sroo

m o

bser

vatio

ns, m

eetin

gs, w

ritte

n go

als

and

plan

s,an

d as

sess

men

t ins

trum

ents

. Fac

ilita

tes

the

disc

ussi

on o

f out

com

esw

ith in

stru

ctor

s.

9.2

Coo

rdin

ates

pro

cedu

res

for

asse

ssm

ent a

nd p

lace

men

t of l

earn

ers

in

appr

opria

te p

rogr

ams

at a

ppro

pria

te e

duca

tiona

l fun

ctio

ning

leve

ls.

9.3

Res

earc

hes

and/

or c

ondu

cts

com

mun

ity n

eeds

ass

essm

ents

tode

term

ine

serv

ice

and

empl

oym

ent n

eeds

and

opp

ortu

nitie

s.

9.4

Ens

ures

that

the

targ

eted

stu

dent

pop

ulat

ion

has

been

ass

esse

d fo

r

spec

ial l

earn

ing

and

lang

uage

nee

ds a

nd th

at a

ppro

pria

te

prog

ram

min

g is

pro

vide

d.

2E1

A-4

MA

NA

GE

ME

NT

CO

MP

ET

EN

CIE

S A

ND

SA

MP

LE P

ER

FO

RM

AN

CE

IND

ICA

TO

RS

RESOURCE MANAGEMENT AND ALLOCATION

Com

pete

ncy

Sam

ple

Per

form

ance

Indi

cato

rs

10.

Iden

tifie

s an

d ap

plie

s fo

r ad

ditio

nal f

undi

ng in

depe

nden

tly o

r co

llabo

rate

s w

ithot

her

prog

ram

s an

d pa

rtne

rs.

10.1

See

ks p

artn

ersh

ips

with

oth

er p

rogr

ams

fund

ed u

nder

fede

ral

regu

latio

ns a

nd o

ther

col

labo

rativ

e pa

rtne

rshi

ps, a

s ap

prop

riate

.

10.2

Dem

onst

rate

s re

sour

ce d

evel

opm

ent a

t the

pro

gram

leve

l.

10.3

Mai

ntai

ns a

ctiv

e aw

aren

ess

of a

nd p

ursu

es p

oten

tial g

rant

and

fund

ing

sour

ces

in lo

cal,

regi

onal

, and

nat

iona

l com

mun

ity.

11.

Effe

ctiv

ely

man

ages

and

allo

cate

s th

e bu

dget

.11

.1 E

nsur

es th

at e

xpen

ditu

res

are

allo

wab

le a

nd a

ppro

pria

te a

nd th

atal

loca

ted

fund

s ar

e av

aila

ble

thro

ugho

ut th

e fis

cal y

ear.

12.

Use

s fin

anci

al r

esou

rces

to s

uppo

rt th

e pr

ogra

m's

mis

sion

and

goa

ls a

nd to

fost

erco

ntin

uous

pro

gram

impr

ovem

ent a

nd a

ccou

ntab

ility

,12

.1 A

lloca

tes

fund

s eq

uita

bly

to e

ffect

ive

prog

ram

s an

d si

tes

base

d on

such

indi

cato

rs a

s at

tend

ance

, ret

entio

n, s

tude

nt o

utco

mes

, and

benc

hmar

ks.

13.

Iden

tifie

s an

d ut

ilize

s re

sour

ces

to e

nhan

ce th

e in

stru

ctio

nal p

roce

ss.

13.1

Use

s re

sour

ces

to in

tegr

ate

and

upgr

ade

tech

nolo

gy a

nd p

rovi

des

prof

essi

onal

dev

elop

men

t on

effe

ctiv

e us

e of

tech

nolo

gy fo

r in

stru

ctor

san

d ad

min

istr

ator

s.

13.2

Est

ablis

hes

a sa

fe a

nd n

on-t

hrea

teni

ng le

arni

ng e

nviro

nmen

t tha

t is

appr

opria

te fo

r ad

ult l

earn

ers.

A-5

MA

NA

GE

ME

NT

CO

MP

ET

EN

CIE

S A

ND

SA

MP

LE P

ER

FO

RM

AN

CE

IND

ICA

TO

RS

HU

MA

N R

ES

OU

RC

E M

AN

AG

EM

EN

T

Com

pete

ncy

Sam

ple

Indi

cato

rs

14.

Rec

ruits

, hire

s, e

valu

ates

, and

term

inat

es s

taff

base

d on

est

ablis

hed

crite

ria.

14.1

Pro

vide

s fo

rmal

orie

ntat

ion

of n

ew s

taff

and

lear

ners

to th

e ad

ult

educ

atio

n pr

ogra

m.

14.2

Pro

vide

s fo

r a

syst

em o

f ins

truc

tor

obse

rvat

ions

and

eva

luat

ions

focu

sing

on

such

are

as a

s: (

1) o

rgan

izin

g an

d de

liver

ing

inst

ruct

ion,

(2)

man

agin

g in

stru

ctio

nal r

esou

rces

; (3)

mon

itorin

g an

d as

sess

ing

prog

ress

, (4)

acc

omm

odat

ing

dive

rse

lear

ning

sty

les,

(5)

usi

ngm

ater

ials

and

tech

nolo

gy, (

6) p

rovi

ding

lear

ner

guid

ance

and

ref

erra

ls,

and

(7)

help

ing

lear

ners

tran

sfer

lear

ning

to r

eal-l

ife s

ituat

ions

.

14.3

Rec

ogni

zes

whe

n st

aff m

embe

rs a

re n

ot p

erfo

rmin

g ef

fect

ivel

y,pr

ovid

es g

uida

nce

and

supp

ort t

o en

able

atta

inm

ent o

f nee

ded

com

pete

ncie

s, in

volv

es a

ppro

pria

te s

take

hold

ers

and

follo

ws

requ

ired

proc

edur

es a

nd d

ue p

roce

ss, l

eadi

ng to

sta

ff te

rmin

atio

n w

hen

nece

ssar

y.

32A

-633

MA

NA

GE

ME

NT

CO

MP

ET

EN

CIE

S A

ND

SA

MP

LE P

ER

FO

RM

AN

CE

IND

ICA

TO

RS

PR

OG

RA

M M

ON

ITO

RIN

G A

ND

RE

PO

RT

ING

Com

pete

ncy

Sam

ple

Per

form

ance

Indi

cato

rs

15.

Pro

mot

es c

lear

pro

cedu

res

for

colle

ctin

g, d

ocum

entin

g, a

nd r

epor

ting

data

.15

.1 E

stab

lishe

s an

d m

onito

rs a

pro

cess

for

colle

ctin

g, d

ocum

entin

g, a

ndre

port

ing

seco

ndar

y or

opt

iona

l mea

sure

s re

late

d to

em

ploy

men

t and

fam

ily, i

n ac

cord

ance

with

cur

rent

gov

ernm

ent l

egis

latio

n.

15.2

Pro

vide

s an

d pr

omot

es tr

aini

ng fo

r da

ta c

olle

ctor

s to

ens

ure

accu

racy

of o

utco

me

data

.

15.3

Ful

fills

lega

l or

prog

ram

req

uire

men

ts fo

r co

mpl

ianc

e, r

ecor

d ke

epin

g,an

d re

port

ing.

15.4

Mai

ntai

ns c

onfid

entia

lity

and

limits

acc

ess

to s

taff

and

lear

ner

files

and

reco

rds

(e.g

. pas

t edu

catio

n, e

mpl

oym

ent,

inte

rest

s, d

isab

ilitie

s, a

ndsh

ort-

term

edu

catio

nal,

pers

onal

, and

em

ploy

men

t goa

ls).

15.5

Ana

lyze

s, id

entif

ies

diss

emin

atio

n st

rate

gies

, and

rep

orts

pro

gram

outc

omes

and

eva

luat

ion

data

for

vario

us a

udie

nces

.

15.6

Ens

ures

dat

a ar

e ac

cess

ible

, in

a tim

ely

man

ner,

to s

taff,

lear

ners

,co

mm

unity

mem

bers

, and

oth

er s

take

hold

ers

(via

suc

h m

eans

as

repo

rts,

use

of m

edia

, and

web

pag

es).

A-7

MA

NA

GE

ME

NT

CO

MP

ET

EN

CIE

S A

ND

SA

MP

LE P

ER

FO

RM

AN

CE

IND

ICA

TO

RS

PR

OG

RA

M M

ON

ITO

RIN

G A

ND

RE

PO

RT

ING

Com

pete

ncy

Sam

ple

Per

form

ance

Indi

cato

rs

16.

Mon

itors

and

eva

luat

es th

e pr

ogra

m a

nd u

ses

the

data

for

prog

ram

impr

ovem

ent

and

acco

unta

bilit

y,16

.1 D

evel

ops

and

impl

emen

ts a

n ov

eral

l pro

gram

rev

iew

pro

cess

that

ison

goin

g, p

artic

ipat

ory,

gui

ded

by a

n ar

ticul

ated

eva

luat

ion

proc

ess,

and

base

d on

a w

ritte

n pl

an to

ass

ess

prog

ram

str

engt

hs a

nd a

reas

for

impr

ovem

ent.

16.2

Invo

lves

rep

rese

ntat

ive

staf

f in

the

deve

lopm

ent o

f writ

ten

plan

s an

dda

ta c

olle

ctio

n.

16.3

Ens

ures

that

pro

gram

s ar

e in

clus

ive

of a

nd s

uita

ble

for

stud

ents

with

spec

ial l

angu

age

and

lear

ning

nee

ds.

16.4

Coo

rdin

ates

the

proc

edur

e fo

r th

e co

llect

ion

and

mai

nten

ance

of

rele

vant

up-

to-d

ate

lear

ner

info

rmat

ion

in o

rder

to im

prov

e th

e pr

ogra

mba

sed

on th

e ne

eds

of th

e le

arne

rs.

36A

-8

MA

NA

GE

ME

NT

CO

MP

ET

EN

CIE

S A

ND

SA

MP

LE P

ER

FO

RM

AN

CE

IND

ICA

TO

RS

PR

OF

ES

SIO

NA

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EV

ELO

PM

EN

T P

RA

CT

ICE

S

Com

pete

ncy

Sam

ple

Per

form

ance

Indi

cato

rs

17.

Pla

ns, p

rom

otes

, and

mod

els

life-

long

lear

ning

pra

ctic

es.

17.1

Kee

ps u

p-to

-dat

e w

ith r

esea

rch

on in

stru

ctio

nal p

ract

ices

, man

agem

ent,

and

lead

ersh

ip, a

s w

ell a

s on

effe

ctiv

e pr

actic

es in

pro

fess

iona

lde

velo

pmen

t, an

d sh

ares

thos

e pr

actic

es w

ith s

taff.

17.2

Eng

ages

in a

var

iety

of a

ctiv

ities

that

fost

er o

wn

lear

ning

suc

h as

part

icip

atin

g in

col

legi

al n

etw

orki

ng a

nd s

ubsc

ribin

g to

jour

nals

and

lists

ervs

.

18.

Pro

mot

es c

ontin

uous

pro

fess

iona

l dev

elop

men

t for

sta

ff.18

.1 S

uppo

rts

the

prof

essi

onal

dev

elop

men

t of i

nstr

ucto

rs b

y re

layi

ng s

peci

ficin

form

atio

n ab

out p

rofe

ssio

nal d

evel

opm

ent o

ppor

tuni

ties

and

by p

rovi

ding

rele

ase

time,

stip

ends

, or

othe

r ty

pes

of s

uppo

rt e

nabl

ing

inst

ruct

ors

toen

gage

in p

rofe

ssio

nal d

evel

opm

ent a

ctiv

ities

that

focu

s on

stu

dent

and

prog

ram

impr

ovem

ent.

18.2

Enc

oura

ges

inst

ruct

ors

to b

ecom

e in

volv

ed in

the

iden

tific

atio

n an

dpl

anni

ng o

f the

ir ow

n pr

ofes

sion

al d

evel

opm

ent a

nd to

eng

age

in a

var

iety

of a

ctiv

ities

incl

udin

g in

quiry

res

earc

h, w

orks

hops

, ins

titut

es, a

ndob

serv

atio

n/fe

edba

ck (

e.g.

, pee

r co

achi

ng a

nd m

ento

ring)

.

18.3

Des

igns

col

labo

rativ

ely,

a s

taff

deve

lopm

ent p

rogr

am in

acc

orda

nce

with

prog

ram

nee

ds b

ased

on

the

resu

lts o

f sta

ff ne

eds

asse

ssm

ents

, inf

orm

alco

nver

satio

ns, i

dent

ified

sta

te o

r lo

cal n

eeds

and

man

date

s, a

nd r

esea

rch.

18.4

Sup

port

s a

varie

ty o

f pro

fess

iona

l dev

elop

men

t act

iviti

es th

at r

efle

ct th

e

orga

niza

tion'

s m

issi

on a

nd p

rinci

ples

of a

dult

lear

ning

.

19.

Enc

oura

ges

and

prom

otes

pro

fess

iona

l dev

elop

men

t act

iviti

es r

elat

ed to

tech

nolo

gy,

19.1

Acq

uire

s an

d m

aint

ains

kno

wle

dge

of te

chno

logy

and

app

lies

it to

adu

ltle

arni

ng a

nd p

rofe

ssio

nal d

evel

opm

ent.

19.2

Sha

res

info

rmat

ion

on, p

rovi

des

trai

ning

in, a

nd p

rom

otes

the

use

ofte

chno

logy

with

inst

ruct

ors

and

othe

r st

aff.

A-9

3

MA

NA

GE

ME

NT

CO

MP

ET

EN

CIE

S A

ND

SA

MP

LE P

ER

FO

RM

AN

CE

IND

ICA

TO

RS

CO

MM

UN

ITY

CO

LLA

BO

RA

TIO

N

Com

pete

ncy

Sam

ple

Per

form

ance

Indi

cato

rs

20.

Bui

lds

rela

tions

hips

with

var

ious

age

ncie

s an

d in

stitu

tions

to e

nhan

ce th

e de

liver

yof

ser

vice

s,20

.1 M

aint

ains

ong

oing

age

ncy

outr

each

, pub

licity

, and

sta

ff re

crui

tmen

tac

tiviti

es to

pro

mot

e th

e pr

ogra

m a

nd s

ecur

e fu

ndin

g, c

omm

unity

expe

rtis

e, e

quip

men

t, an

d ot

her

reso

urce

s.

20.2

Est

ablis

hes

part

ners

hips

and

alli

ance

s w

ith b

usin

esse

s, in

stitu

tions

of

high

er le

arni

ng, l

ocal

edu

catio

nal a

genc

ies,

chi

ld c

are

cent

ers,

hea

lthce

nter

s, e

mpl

oym

ent a

nd jo

b tr

aini

ng c

ente

rs, b

oard

s, a

nd o

ther

agen

cies

to e

xpan

d un

ders

tand

ing

of a

dult

educ

atio

n, a

sses

s ne

eds,

enha

nce

prog

ram

res

ourc

es, a

nd im

prov

e se

rvic

es fo

r ad

ult l

earn

ers.

20.3

See

ks a

nd s

hare

s in

form

atio

n ab

out s

tude

nt/c

lient

ben

efits

and

pote

ntia

l fun

ding

opp

ortu

nitie

s w

ith b

usin

esse

s an

d co

mm

unity

orga

niza

tions

.

21. A

cces

ses

and

mak

es a

vaila

ble

info

rmat

ion

to c

lient

s ab

out c

omm

unity

res

ourc

esan

d is

sues

, and

rel

evan

t law

s an

d re

gula

tions

.21

.1 In

form

s th

e co

mm

unity

and

sta

ff ab

out r

elev

ant l

egal

req

uire

men

tssu

ch a

s th

ose

for

inst

ruct

ing

adul

ts w

ith s

peci

al n

eeds

.

21.2

Sha

res

info

rmat

ion

abou

t ava

ilabl

e re

sour

ces,

suc

h as

com

mun

ityre

sour

ce g

uide

s an

d w

eb-b

ased

info

rmat

ion.

40A

-10

APPENDIX B

MANAGEMENT COMPETENCIES

ASSESSMENT INSTRUMENT

Table of Contents

Administering the Management Competencies and Instructor Competencies Assessment Instruments

Sample Cover Sheet

CATEGORY: LEADERSHIP SKILLS

Competency 1.

Competency 2.

Competency 3.

Competency 4.

Competency 5.

Competency 6.

Competency 7.

CATEGORY:

Competency 8.

Competency 9.

Models appropriate professional behavior and encourages other staff members toact in a professional manner

Demonstrates effective interpersonal and communication skills

Encourages active involvement of all staff and stakeholders in

decision-making processes.

Establishes and promotes the philosophy, goals, and objectives of adult education

Promotes an environment in which linguistic and cultural differences are valued andappreciated

Initiates and facilitates change process

Advocates for the development of the field of adult education at national, state,and local levels

INSTRUCTIONAL LEADERSHIP

Initiates and monitors the process of curriculum design and development, and supportsinstructional processes and strategies based on research in adult learningand development

Complies and/or uses various needs assessments to determine staff, learner, andcommunity needs

CATEGORY: RESOURCE MANAGEMENT AND ALLOCATION

Competency 10. Identifies and applies for additional funding independently or collaborates with other programsand partners

Competency 11. Effectively manages and allocates the budget

Competency 12. Uses financial resources to support the program's mission and goals and to fostercontinuous program improvement and accountability

B-1-B-2

B-3

B-4-B-5

B-6-B-7

B-8-B-9

B-10-B-11

B12-B-13

B-14-B-15

B-16-B-17

B-18-B-20

B-21-B-22

B-23-B-24

B-25-B-26

B-27-B-28

Competency 13.

CATEGORY:

Competency 14.

CATEGORY:

Competency 15.

Competency 16.

CATEGORY:

Competency 17.

Competency 18.

Competency 19.

CATEGORY:

Competency 20.

Competency 21.

Identifies and utilizes resources to enhance the instructional process B-29-B-30

HUMAN RESOURCE MANAGEMENT

Recruits, hires, evaluates, and terminates staff based on established criteria B-31-B-32

PROGRAM MONITORING AND REPORTING

Promotes clear procedures for collecting, documenting, and reporting data B-33-B-35

Monitors and evaluates the program and uses the data for program improvement

and accountability B-36-B-37

PROFESSIONAL DEVELOPMENT PRACTICES

Plans, promotes, and models life-long learning practices B-38-B-39

Complies and/or uses various needs assessments to determine staff, learner,and community needs B-40-B-41

Encourages and promotes professional development activities related to technology B-42-B-43

COMMUNITY COLLABORATION

Builds relationships with various agencies and institutions to enhance the deliveryof services B-44-B-45

Accesses and makes available information to clients about community resources and issues;and relevant laws and regulations B-46-B-47

4 4

ADMINISTERING THE MANAGEMENT COMPETENCIES ANDINSTRUCTOR COMPETENCIES ASSESSMENT INSTRUMENTS

*If you plan to use both the MCAI and the ICA!, you may not need to read both sets of instructions as there isconsiderable duplication.

Managers: General Instructions for the MCAI

> Explain that the Management Competencies Assessment Instrument (MCAI) and the InstructorCompetencies Assessment Instrument (ICAI) may be used for a variety of purposes: as needsassessments to help plan for professional development; for evaluating the impact of professionaldevelopment; for program evaluation; for hiring and retention; to foster communication amonginstructors and managers; and to determine the needs for systemic change.

> The MCAI does not have to be done in its entirety. Managers may choose the competencies that mostreflect their roles. All indicators are examples of competencies. Programs or individuals should feelfree to write or modify indicators to reflect their program's needs.

> If used as a needs assessment, ask managers to complete the MCAI. Tell them to be candid in theirresponses as there are no right or wrong answers. For confidentiality purposes, note that managernames will not be identified. Each manager will be assigned a code. Once completed, data will beaggregated at the program level. However, if states or regions within states choose to adopt thisinstrument, data can be aggregated at the regional or state level. Data can be aggregated in a varietyof ways, for example by type of program managed (e.g., ABE, ESL, GED), years of experience, or type

of agency.

> If used for hiring purposes, ask the applicant to complete the form as a self-assessment, and torespond to the Evidence section by providing some examples of how he or she will achieve or haspreviously met the competency. Note that you may ask applicants to focus on only a few selectedcompetency indicators. Compare responses with the applicant's resume, references, and jobinterview. If the applicant has worked in the agency previously and has completed the MCAI or ICAI,you may ask for a copy to review.

> If used as an evaluation of the program, ask the manager to rate him or herself on competencies thatare pre-determined as relevant for documenting program success. They should complete the MCAI inthe beginning and the end of the year. Remember to include comments in the Evidence section asexamples of management improvement and progress toward goal attainment.

> Regardless of the purpose for which the MCAI, is used, ask managers to record a few comments in thesection marked Evidence, to support their rating. These comments will be helpful in planning forprofessional development and in noting effectiveness of professional development.

> If used as a needs assessment, allow 1 1/2 hours to complete the MCAI. The time will be much shorterif only select indicators are rated.

> Programs may want to create a cover sheet to attach to the instrument. Cover sheets may vary fromprogram to program, based on the programs. A sample cover sheet appears as Exhibit A. Askmanagers to complete the cover sheet before they begin. Often individuals have multipleresponsibilities so ask them to identify the management area in which they spend the most time.

Managers: General Instructions for the ICAI

> Some programs may want managers to complete both the ICAI and the MCAI. This provides anopportunity to think constructively about instructional and management roles. If instructors also

complete both instruments it will allow the program to compare responses of managers and instructorson the same indicators. Completion of both, will foster dialogue between instructors and managers.

> Ask managers to complete the ICAI to the best of their ability. Again, remind them that there are noright or wrong answers.

> Ask managers to record a few comments in the section marked Evidence, to support their rating.

> Allow up to three hours if managers are completing both the ICAI and the MCAI. Depending upon thenumber of competencies chosen for scoring.

Specific Instructions

> For each indicator, CIRCLE the number that best describes the extent to which the indicator is beingmet. For example, if you are excelling at the competency, circle number 4 for Exemplary. If you arehave difficulty performing the competency circle 1 for Needs Assistance. As an manager, if you arecompleting the ICAI, complete the responses to the best of your ability.

> If an indicator is NOT APPLICABLE, circle NA. If you DO NOT KNOW the answer, circle DK.

Instructions for Obtaining Average Scores for a Management Competency

> All of the 21 competencies and their associated indicators do not need to be rated. Choose thecompetencies that most reflect of the program or the manager's role. The indicators may be modifiedto fit the realities of the program or managers being rated.

> Each of the 21 management competencies has multiple indicators. To obtain an average for acompetency, transfer ratings from each indicator rated under the competency to the grid on theadjacent page. Record the score in the box above each rated indicator. Calculate the average of allindicators that were rated in that competency to determine competency average. Place the average inthe circle next to the grid.

> Record NOT APPLICABLE and DO NOT KNOW scores separately at the grid on the bottom of theadjacent page. Note the number of NA and DK responses in the two triangles on the page. Do notfactor the NA and DK responses into the average for the competency.

Instructions for Obtaining a Summary Profile Across All Management Competencies AssessmentInstrument

> Plot the averages for each of the competencies on the Summary Profile Form. Connect the dots tograph the manager's strengths and areas for improvement.

> To obtain an overall rating of manager competency, calculate the overall average of the managementcompetencies that have been rated. Place the number in the overall average circle on the summary

chart at the end of the instrument.

> Record the totals for NA and DA for each of the competencies in the bottom of the chart. Record thetotal number of NA;s and DK's in the two triangles next to the bottom chart.

EXHIBIT A

SAMPLE COVER SHEET

MANAGEMENT COMPETENCIES ASSESSMENT INSTRUMENT

Manager

Local Program Director

Professional DevelopmentCoordinator

Agency

Assistant Director

Program Coordinator

Other

School System Community College Library

Corrections Tutoring Program

Community-based Organization

Geographic Area

Urban Suburban Rural

Setting

Classroom Language Lab Distance Learning

Independent study Tutorial

Years of Experience

Less than one year 2 - 5 years 6 - 10 years 10 + years

Status

Full-time Part-time

Competency 1. Models appropriate professional behavior and encourages other staff members to act in aprofessional manner

DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficientinformation to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 1

1.1 1 .2

Indicators

1 .1

Indicators

1 .2

B-4

CompetencyAverage

A.DK Total

4 8

NA Total

MANAGEMENT COMPETENCIES

ASSESSMENT INSTRUMENT

DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number thatbest describes each item. Note that some items may not be applicable to management'sposition. For these items, circle NA not applicable. For other items you may not havesufficient information to respond, circle DK don't know. Indicators are examples of thecompetency and you may develop other samples or modify them to reflect your program orposition. Evidence may take the form of a conversation, documentation, or observation.

Category: Leadership Skills

1. Models appropriate professional behavior and encourages other staff members toact in a professional manner.

1.1 Engages in and promotes ethical conduct.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

1.2 Uses and practices a participatory management style open toconstructive criticism. 4 3 2 1 NA DK

Evidence:

Competency 2. Demonstrates effective interpersonal and communication skills.

DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficientinformation to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 2

"5al(..)ti=1,2

0 .Co)

2.1 2.2

Indicators

2.3 2.4

2.1 2.2

Indicators

2.3 2.4

CompetencyAverage

ADK Total

NA Total

Category: Leadership Skills

2. Demonstrates effective interpersonal and communication skills.

2.1 Seeks input from all levels of staff, listens attentively,demonstrates fairness and consistency, and conveysinformation fully and clearly.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

2.2 Uses a variety of modes of communication. 4 3 2 1 NA DKEvidence:

2.3 Encourages and allows opportunity for staff to confer andpresent issues and problems affecting instruction and otherprogram-related services.

Evidence:

4 3 2 1 NA DK

2.4 Supports innovative practices to improve program-relatedissues and services. 4 3 2 1 NA DK

Evidence:

Competency 3. Encourages active involvement of all staff and stakeholders in decision-making processes.DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficientinformation to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 3

3.1 3.2

Indicators

3.3 3.4

3.1 3.2

Indicators

3.3 3.4

CompetencyAverage

ADK Total

NA Total

Category: Leadership Skills

3. Encourages active involvement of all staff and stakeholders in decision-makingprocesses.

3.1 Provides opportunities for learners, management, andcommunity stakeholders to give feedback before significantprogram changes are implemented.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

3.2 Shows evidence of stakeholder buy-in through such meansas meetings of representative groups, and program surveysto the community.

Evidence:

4 3 2 1 NA DK

3.3 Delegates authority and decision-making to appropriateentities and supports their decisions. 4 3 2 1 NA DK

Evidence:

3.4 Uses collaborative teams and other strategies to identifyoutcomes, design curriculum, share instructional strategies,conduct assessments, analyze results, and adjustinstructional processes.

Evidence:

4 3 2 1 NA DK

Competency 4. Establishes and promotes the philosophy, goals, and objectives of adult education.DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficientinformation to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 4

2a_

co,

CV

4.1

Indicators4.2

4.1

Indicators

4.2

CompetencyAverage

ADK Total

NA Total

Category: Leadership Skills

4. Establishes and promotes the philosophy, goals, and objectives of adulteducation.

4.1 Works to position adult education to ensure that adulteducation programs mesh with the overall organizationalmission.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

4.2 Establishes benchmarks to show alignment with vision,mission, philosophy, and goals. 4 3 2 1 NA DK

Evidence:

Competency 5. Promotes an environment in which linguistic and cultural differences are valued andappreciated.

DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficientinformation to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 5

5.1 5.2

Indicators

5.3

5.1 5.2

Indicators

5.3

CompetencyAverage

ADK Total

NA Total

Category: Leadership Skills

5. Promotes an environment in which linguistic and cultural differences are valued andappreciated.

5.1 Provides resources and curriculum materials that supportanti-bias and multicultural learning.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

5.2 Seeks staff who represent the diversity of the studentpopulation.

Evidence:

4 3 2 1 NA DK

5.3 Respects and honors diversity in everyday interactions. 4 3 2 1 NA DKEvidence:

Competency 6. Initiates and facilitates change process.DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficientinformation to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 6

6.1 6.2

Indicators

6.3 6.4

6.1 6.2

Indicators

5.3 6.4

B-14

'5 8

CompetencyAverage

DK Total

NA Total

Category: Leadership Skills

6. Initiates and facilitates change process.

6.1 Remains current on trends and issues, and seeksinnovations.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

6.2 Presents innovations to appropriate staff and makesdecisions that are aligned with their feedback. 4 3 2 1 NA DK

Evidence:

6.3 Assists staff and learners with implementing change andsupports risk taking. 4 3 2 1 NA DK

Evidence:

6.4 Involves staff in identification of trends. 4 3 2 1 NA DK

Evidence:

Competency 7. Advocates for the development of the field of adult education at national, state, and locallevels.

DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficientinformation to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 7

7.1 7.2

Indicators

7.3

7.1 7.2

Indicators

7.3

B-16

CompetencyAverage

ADK Total

NA Total

Category: Leadership Skills

7. Advocates for the development of the field of adult education at national, state,and local levels.

7.1 Disseminates information in the community about programaccomplishments through the use of technology and othermeans. 4 3 2 1 NA DK

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

7.2 Participates in professional organizations that advocate forthe advancement of adult education in a variety of ways. 4 3 2 1 NA DK

Evidence:

7.3 Engages and encourages staff and students to be activeadvocates for adult education. 4 3 2 1 NA DK

Evidence:

Competency 8. Initiates and monitors the process of curriculum design and development, and supportsinstructional processes and strategies based on research in adult learning anddevelopment.

DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficientinformation to respond, circle DK don't know. Instructional Leadership

PROFILE FOR MANAGEMENT COMPETENCY 8

8.1 8.2 8.3 8.4 8.5

Indicators

8.6 8.7 8.8

8.1 8.2 8.3 8.4 8.5

Indicators

B-18

8.6 8.7 8.8

62

CompetencyAverage

DK Total

NA Total

Category: Instructional Leadership

8. Initiates and monitors the process of curriculum design and development, andsupports instructional processes and strategies based on research in adultlearning and development.

8.1 Guides instructional staff in designing and implementingeducational curricula that accommodate diverse learningstyles, abilities, and cultures.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

8.2 Supports and assists staff in planning instructionalprograms based on state performance standards, learnerdata, research on effective practice, community and learnerneeds, demographics, resources, and economic andtechnological trends.

Evidence:

4 3 2 1 NA DK

8.3 Assists management in guiding learners with thedevelopment and ongoing review of the learners'educational plans.

Evidence:

4 3 2 1 NA DK

8.4 Establishes structures and processes that allowmanagement to work together to improve teaching andlearning.

Evidence:

4 3 2 1 NA DK

8.5 Supports individuality of teacher approaches toimplementation of the curriculum. 4 3 2 1 NA DK

Evidence:

8.6 Supports staff in integrating into curriculum adults' roles asworkers, citizens, and family and community members. 4 3 2 1 NA DK

Evidence:

8.7 Assists management in incorporating technology intoinstructional practices. 4 3 2 1 NA DK

Evidence:

8.8 Provides a system for management accountability forstudent learning. 4 3 2 1 NA DK

Evidence:

Competency 9. Complies and/or uses various needs assessments to determine staff, learner, andcommunity needs.

DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not havesufficient information to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 9

9.1 9.2 9.3

Indicators

9.4

9.1 9.2

Indicators

9.3 9.4

CompetencyAverage

Z\DK Total

NA Total

Category: Instructional Leadership

9. Compiles and/or uses various needs assessments to determine staff, learner, andcommunity needs.

9.1 Assesses and/or reviews management needs on anindividual basis through classroom observations, meetings,written goals and plans, and assessment instruments.Facilitates the discussion of outcomes with management.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

9.2 Coordinates procedures for assessment and placement oflearners in appropriate programs at appropriate educationalfunctioning levels.

Evidence:

4 3 2 1 NA DK

9.3 Researches and/or conducts community needsassessments to determine service and employment needsand opportunities.

Evidence:

4 3 2 1 NA DK

9.4 Ensures that the targeted student population has beenassessed for special learning and language needs and thatappropriate programming is provided. 4 3 2 1 NA DK

Evidence:

Competency 10. Identifies and applies forprograms and partners.

DIRECTIONS: Based on observation, documentation,items may not be applicable to management's position.information to respond, circle DK don't know.

additional funding independently or collaborates with other

and/or interviews, circle the number that best describes each item. Note that someFor these items, circle NA not applicable. For other items you may not have sufficient

PROFILE FOR MANAGEMENT COMPETENCY 10

10.1 10.2

Indicators

10.3

10.1 10.2

Indicators

10.3

B-23

CompetencyAverage

L\DK Total

NA Total

Category: Resource Management and Allocation

10. Identifies and applies for additional funding independently or collaborates withother programs and partners.

10.1 Seeks partnerships with other programs funded underfederal regulations and other collaborative partnerships, asappropriate.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

10.2 Demonstrates resource development at the program level. 4 3 2 1 NA DKEvidence:

10.3 Maintains active awareness of and pursues potential grantand funding sources in local, regional, and nationalcommunity.

Evidence:

4 3 2 1 NA DK

Competency 11. Effectively manages and allocates the budget.DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficientinformation to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 11

11.1

Indicators

Indicators

CompetencyAverage

ADK Total

B-25

NA Total

Category: Resource Management and Allocation

11. Effectively manages and allocates the budget.

11.1 Ensures that expenditures are allowable and appropriateand that allocated funds are available throughout the fiscalyear.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NADK

Competency 12. Uses financial resources to support the program's mission and goals and to fostercontinuous program improvement and accountability.

DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficientinformation to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 1 2

.6.c..

a)04=Cl20 .

co)

a)cF.2

P2CO

20_

Cs1

12.1

Indicators

12.1

Indicators

CompetencyAverage

ADK Total

NA Total

Category: Resource Management and Allocation

12. Uses financial resources to support the program's mission and goals and tofoster continuous program improvement and accountability.

12.1 Allocates funds equitably to effective programs and sitesbased on such indicators as attendance, retention, studentoutcomes, and benchmarks.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

Competency 13. Identifies and utilizes resources to enhance the instructional process.DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficientinformation to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 13

4E.a)C.)4=20_

0')

13.1

Indicators13.2

13.1 13.2

Indicators

CompetencyAverage

ADK Total

NA Total

Category: Resource Management and Allocation

13. Identifies and utilizes resources to enhance the instructional process.

13.1 Uses resources to integrate and upgrade technology andprovides professional development on effective use oftechnology for management and administrators.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

13.2 Establishes a safe and non-threatening learningenvironment that is appropriate for adult learners. 4 '3 2 1 NA DK

Evidence:

Competency 14. Recruits, hires, evaluates, and terminates staff based on establishedcriteria.

DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to managemenfs position. For these items, circle NA not applicable. For other items you may not have sufficientinformation to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 14

C.,

.1.,ca)

"(7)Ls=

420-

0)CU)U)0)64,20_

14.1 14.2

Indicators

14.3

14.1 14.2

Indicators

14.3

B-31

CompetencyAverage

oDK Total

NA Total

Category: Human Resource Management

14. Recruits, hires, evaluates, and terminates staff based on established criteria.

14.1 Provides formal orientation of new staff and learners to theadult education program. 4 3 2 1 NA DK

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

14.2 Provides for a system of management observations andevaluations focusing on such areas as: (1) organizing anddelivering instruction, (2) managing instructional resources,(3) monitoring and assessing progress, (4) accommodatingdiverse learning styles, (5) using materials and technology,(6) providing learner guidance and referrals, and (7) helpinglearners transfer learning to real-life situations.

Evidence:

4 3 2 1 NA DK

14.3 Recognizes when staff members are not performingeffectively, provides guidance and support to enableattainment of needed competencies, involves appropriatestakeholders and follows required procedures and dueprocess, leading to staff termination when necessary.

Evidence:

4 3 2 1 NA DK

Competency 15. Promotes clear procedures for collecting, documenting, and reporting data.

DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficientinformation to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 15

as0_Ea)xui

.cr

15.1 15.2 15.3

Indicators15.4 15.5 15.6

15.1 15.2 15.3

Indicators

15.4 15.5 15.6

CompetencyAverage

ADK Total

NA Total

Category: Program Monitoring and Reporting

15. Promotes clear procedures for collecting, documenting, and reporting data.

15.1 Establishes and monitors a process for collecting,documenting, and reporting secondary or optionalmeasures related to employment and family, in accordancewith current government legislation.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

15.2 Provides and promotes training for data collectors to ensureaccuracy of outcome data. 4 3 2 1 NA DK

Evidence:

15.3 Fulfills legal or program requirements for compliance,record keeping, and reporting.

Evidence:

4 3 2 1 NA DK

15.4 Maintains confidentiality and limits access to staff andlearner files and records (e.g. past education, employment,interests, disabilities, and short-term educational, personal,and employment goals).

Evidence:

4 3 2 1 NA DK

15.5 Analyzes, identifies dissemination strategies, and reportsprogram outcomes and evaluation data for variousaudiences.

Evidence:

4 3 2 1 NA DK

15.6 Ensures data are accessible, in a timely manner, to staff,learners, community members, and other stakeholders (viasuch means as reports, use of media, and web pages).

Evidence:

4 3 2 1 NA DK

Competency 16. Monitors and evaluates the program and uses the data for program improvement andaccountability.

DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficient

information to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 1 6

16.1 16.2 16.3

Indicators

16.4

16.1 16.2

Indicators

B-36

16.3 16.4

,8

CompetencyAverage

DK Total

NA Total

Category: Program Monitoring and Reporting

16. Monitors and evaluates the program and uses the data for programimprovement and accountability.

16.1 Develops and implements an overall program reviewprocess that is ongoing, participatory, guided by anarticulated evaluation process, and based on a written planto assess program strengths and areas for improvement.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

16.2 Involves representative staff in the development of writtenplans and data collection.

Evidence:

4 3 2 1 NA DK

16.3 Ensures that programs are inclusive of and suitable forstudents with special language and learning needs.

Evidence:

4 3 2 1 NA DK

16.4 Coordinates the procedure for the collection andmaintenance of relevant up-to-date learner information inorder to improve the program based on the needs of thelearners.

Evidence:

4 3 2 1 NA DK

Competency 17. Plans, promotes, and models life-long learning practices.

DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficientinformation to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 1 7

0_

17.1

Indicators17.2

17.1

Indicators

17.2

CompetencyAverage

DK Total

NA Total

Category: Professional Development Practices

17. Plans, promotes, and models life-long learning practices.

17.1 Keeps up-to-date with research on instructional practices,management, and leadership, as well as on effectivepractices in professional development, and shares thosepractices with staff.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

17.2 Engages in a variety of activities that foster own learningsuch as participating in collegial networking and subscribingto journals and listservs. 4 3 2 1 NA DK

Evidence:

Competency 18. Complies and/or uses various needs assessments to determine staff, learner, andcommunity needs.

DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficient

information to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 18

18.1 18.2 18.3

Indicators

18.4

18.1 18.2

Indicators

B-40

18.3 18.4

CompetencyAverage

DK Total

NA Total

Category: Professional Development Practices

18. Promotes continuous professional development for staff.

18.1 Supports the professional development of management byrelaying specific information about professionaldevelopment opportunities and by providing release time,stipends, or other types of support enabling management toengage in professional development activities that focus onstudent and program improvement.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

18.2 Encourages management to become involved in theidentification and planning of their own professionaldevelopment and to engage in a variety of activitiesincluding inquiry research, workshops, institutes, andobservation/feedback (e.g., peer coaching and mentoring). 4 3 2 1 NA DK

Evidence:

18.3 Designs collaboratively, a staff development program inaccordance with program needs based on the results ofstaff needs assessments, informal conversations, identifiedstate or local needs and mandates, and research.

Evidence:

4 3 2 1 NA DK

18.4 Supports a variety of professional development activitiesthat reflect the organization's mission and principles of adultlearning. 4 3 2 1 NA DK

Evidence:

Competency 19. Encourages and promotes professional development activities related to technology.

DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficientinformation to respond, circle DK don't know.

PROFILE FOR MANAGEMENT COMPETENCY 19

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19.1 19.2

Indicators

19.1

Indicators

19.2

CompetencyAverage

ADK Total

NA Total

Category: Professional Development Practices

19. Encourages and promotes professional development activities related to technology.

19.1 Acquires and maintains knowledge of technology andapplies it to adult learning and professional development.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

19.2 Shares information on, provides training in, and promotesthe use of technology with management and other staff. 4 3 2 1 NA DK

Evidence:

Competency 20. Builds relationships with various agencies and institutions to enhance the delivery ofservices.

DIRECTIONS: Based on observation, documentation, and/or interviews, circle the number that best describes each item. Note that someitems may not be applicable to management's position. For these items, circle NA not applicable. For other items you may not have sufficientinformation to respond, circle DK don't know

PROFILE FOR MANAGEMENT COMPETENCY 20

20.1 20.2

Indicators

20.3

20.1 20.2

Indicators

20.3

B-44

,8 8

CompetencyAverage

DK Total

NA Total

Category: Community Collaboration

20. Builds relationships with various agencies and institutions to enhance thedelivery of services.

20.1 Maintains ongoing agency outreach, publicity, and staffrecruitment activities to promote the program and securefunding, community expertise, equipment, and otherresources.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

20.2 Establishes partnerships and alliances with businesses,institutions of higher learning, local educational agencies,child care centers, health centers, employment and jobtraining centers, boards, and other agencies to expandunderstanding of adult education, assess needs, enhanceprogram resources, and improve services for adult learners. 4 3 2 1 NA DK

Evidence:

20.3 Seeks and shares information about student/client benefitsand potential funding opportunities with businesses andcommunity organizations.

Evidence:

4 3 2 1 NA DK

Competency 21. Accesses and makes available informationissues; and relevant laws and regulations.

DIRECTIONS: Based on observation, documentation, and/or interviews, circleitems may not be applicable to management's position. For these items, circleinformation to respond, circle DK don't know.

to clients about community resources and

the number that best describes each item. Note that someNA not applicable. For other items you may not have sufficient

PROFILE FOR MANAGEMENT COMPETENCY 21

21.1 21.2

Indicators

21.1

Indicators

21.2

B-46

CompetencyAverage

ADK Total

NA Total

Category: Community Collaboration

21. Accesses and makes available information to clients about community resourcesand issues, and relevant laws and regulations.

21.1 Informs the community and staff about relevant legalrequirements such as those for instructing adults withspecial needs.

Evidence:

4 Exemplary3 Proficient2 Progressing1 Needs Assistance

NA Not ApplicableDK Don't Know

4 3 2 1 NA DK

21.2 Shares information about available resources, such ascommunity resource guides and web-based information. 4 3 2 1 NA DK

Evidence:

APPENDIX C

SUMMARY PROFILE FOR MANAGEMENT COMPETENCIES

92

Directions for Completing Summary Profile

1) Plot the averages for the competencies that were rated onto the top chart. The competencies are listedhorizontally and the rating scale is listed vertically. All 21 cornpetencies do not have to be rated.

2) Connect the dots to show management's strengths and areas for improvement.

3) Calculate the overall average of the rated competencies.

4) Place that number in the overall average circle. This number provides an overall rating of themanagement's competence.

5) Record the totals for DK and NA for each of the competencies in the bottom chart. The total number of DKand NA's should be noted in the two triangles next to the bottom chart.

9 3

DK

NA

Sum

mar

y P

rofil

e fo

r M

anag

emen

t Com

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12

34

56

78

910

1112

13

Com

pete

ncy

Ave

rage

1415

1617

1819

2021

12

34

56

78

9

9 41

1011

1213

14

Com

pete

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Tot

al

C-

1

1516

1718

1920

21

9

Ove

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Ave

rage

DK

Tot

al

NA

Tot

al

U.S. Department of EducationOffice of Educational Research and Improvement (OERI)

National Library of Education (NLE)

Educational Resources Information Center (ERIC)

NOTICE

Reproduction Basis

ERIC

This document is covered by a signed "Reproduction Release(Blanket)" form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.

This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Release form(either "Specific Document" or "Blanket").

EFF-089 (3/2000)