Date___________
Name________________________________
Interviewer___________________________________
Interview for:
_____ Superintendent
_____ Ass't Superintendent
_____ Supervisor/Director
_____ Other
- Why do (did) you want to become a school superintendent?Objectives: 1 and 9
| ___Basic: |
Little or no evidence that the school leader believes that the impact should be upon a larger population than just students, e.g. all stakeholders. |
| ___Capable: |
Clear evidence that the school leader believes that the impact should be upon a larger population than just students, e.g. all stakeholders. |
| ___Proficient: |
Clear and consistent evidence that the school leader believes that the impact should be upon a larger population than just students, e.g. all stakeholders. |
- What do you consider to be your major strengths as an Administrator?Objectives: 1, 2, 3, 4, and 9
| ___Basic: |
Little or no evidence that the school leader believes strengths should include assisting in the growth and development of others, e.g., administrators, board, and community members. |
| ___Capable: |
Little or no evidence that the school leader believes strengths should include assisting in the growth and development of others, e.g., administrators, board, and community members. of issues. |
| ___Proficient: |
Clear and consistent evidence that the school leader believes strengths should include assisting in the growth and development of others, e.g., administrators, board, and community. |
- In your previous experience, in what ways have you most influenced a school and community?Objectives: 1, 2, 3, 4, and 9
| ___Basic: |
Little or no evidence that the school leader believes specific influences affect positive change in others. |
| ___Capable: |
Clear evidence that the school leader believes specific influences affect positive change in others. |
| ___Proficient: |
Clear and consistent evidence that the school leader believes specific influences affects positive change in others. |
- As a Superintendent, what communication approaches or systems are (would be) most effective for you?Objectives: 1, 2, and 9
| ___Basic: |
Little or no evidence that the school leader uses or would use formal communication--radio, television, newspapers--strategies as well as informal communication personal strategies--one-to-one and group contact. |
| ___Capable: |
Clear evidence that the school leader uses or would use formal communication-- radio, television, newspapers--strategies as well as informal communication personal strategies--one-to-one and group contact. |
| ___Proficient: |
Clear and consistent evidence that the school leader uses or would use formal communication--radio, television, newspapers--strategies as well as informal communication personal strategies--one-to-one and group contact. |
- What methods or approaches do you use most to bring about change in a school district?Objectives: 1, 2, 3, 4, 5, 8, and 9
| ___Basic: |
Little or no evidence that the school leader believes in clear involvement of people, which includes their ownership of the change. |
| ___Capable: |
Clear evidence that the school leader believes in clear involvement of people, which includes their ownership of the change. |
| ___Proficient: |
Clear and consistent evidence that the school leader believes in clear involvement of people, which includes their ownership of the change. |
- How do you delegate responsibilities to others?Objectives: 1, 2, and 8
| ___Basic: |
Little or no evidence that the school leader believes that delegation should focus on the strengths and interests of individuals. |
| ___Capable: |
Clear evidence that the school leader believes in clear involvement of people, which includes their ownership of the change. |
| ___Proficient: |
Clear and consistent evidence that the school leader believes in clear involvement of people, which includes their ownership of the change. |
- How do (will) you, as a Superintendent, work most effectively with the board of education?Objectives: 1, 5, and 9
| ___Basic: |
Little or no evidence that the school leader believes in the need to listen, understand, and recognize the strengths and commitments of board members, while maintaining open, honest and frank dialogue. |
| ___Capable: |
Clear evidence that the school leader believes in the need to listen, understand, and recognize the strengths and commitments of board members, while maintaining open, honest and frank dialogue. |
| ___Proficient: |
Clear and consistent evidence that the school leader believes in the need to listen, understand, and recognize the strengths and commitments of board members, while maintaining open, honest and frank dialogue. |
- What about being a School Superintendent has been (will be) most rewarding to you? Why?Objectives: 1, 5, and 9
| ___Basic: |
Little or no evidence that the school leader believes that the focus should be on the growth and change in people, not just students. |
| ___Capable: |
Clear evidence that the school leader believes that the focus should be on the growth and change in people, not just students. |
| ___Proficient: |
Clear and consistent evidence that the school leader believes that the focus should be on the growth and change in people, not just students. |
Overall Assessment: Basic___ Capable___ Proficient___
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