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PreK-3 Principal Leadership Series - Session 1 (C4)

Session 1: October 30, 2017

Thank you for attending the first session of the PreK-3 Principal Leadership Series! We have designed this survey to be formative for us and for you. Your feedback on this survey will help us ensure that this professional learning opportunity is beneficial and productive. We are also asking that you complete the planning section, as this will help you transform knowledge and strategies into practice. It will also help us provide better support and help districts and educators connect.
Once you have submitted the survey, your CEUs for this session will be emailed to you within one week. All responses to this survey will be kept confidential.

1. District name

2. Your role

Please enter an 'other' value for this selection.

3. Please indicate the degree to which the statements below are true for you regarding your knowledge of each of the principal competency strategies/indicators covered in Session 1.

Space Cell	My knowledge of the competency and indicators did not increase	My knowledge of the competency and indicators increased minimally	My knowledge of the competency and indicators increased significantly
Engage your learning community in understanding the importance of the early learning continuum and the transitions along it.	Engage your learning community in understanding the importance of the early learning continuum and the transitions along it.: My knowledge of the competency and indicators did not increase	Engage your learning community in understanding the importance of the early learning continuum and the transitions along it.: My knowledge of the competency and indicators increased minimally	Engage your learning community in understanding the importance of the early learning continuum and the transitions along it.: My knowledge of the competency and indicators increased significantly
Set expectations that the continuum of learning from age three to grade three is fundamental to your school’s mission.	Set expectations that the continuum of learning from age three to grade three is fundamental to your school’s mission.: My knowledge of the competency and indicators did not increase	Set expectations that the continuum of learning from age three to grade three is fundamental to your school’s mission.: My knowledge of the competency and indicators increased minimally	Set expectations that the continuum of learning from age three to grade three is fundamental to your school’s mission.: My knowledge of the competency and indicators increased significantly
Expand the concept of “learning community” to include collaboration among external, as well as internal, stakeholders.	Expand the concept of “learning community” to include collaboration among external, as well as internal, stakeholders.: My knowledge of the competency and indicators did not increase	Expand the concept of “learning community” to include collaboration among external, as well as internal, stakeholders.: My knowledge of the competency and indicators increased minimally	Expand the concept of “learning community” to include collaboration among external, as well as internal, stakeholders.: My knowledge of the competency and indicators increased significantly
Articulate the long-term value of early learning and the benefit of inclusive early learning to parents and all learning community stakeholders.	Articulate the long-term value of early learning and the benefit of inclusive early learning to parents and all learning community stakeholders.: My knowledge of the competency and indicators did not increase	Articulate the long-term value of early learning and the benefit of inclusive early learning to parents and all learning community stakeholders.: My knowledge of the competency and indicators increased minimally	Articulate the long-term value of early learning and the benefit of inclusive early learning to parents and all learning community stakeholders.: My knowledge of the competency and indicators increased significantly
Align funding, resources and governance to support the Pre-K-3 framework.	Align funding, resources and governance to support the Pre-K-3 framework.: My knowledge of the competency and indicators did not increase	Align funding, resources and governance to support the Pre-K-3 framework.: My knowledge of the competency and indicators increased minimally	Align funding, resources and governance to support the Pre-K-3 framework.: My knowledge of the competency and indicators increased significantly

4. Using your Self-Assessment Tool as a reference, indicate the level of priority for each of the competency indicators listed below.

Space Cell	Low priority	Medium priority	High priority
Engage your learning community in understanding the importance of the early learning continuum and the transitions along it.	Engage your learning community in understanding the importance of the early learning continuum and the transitions along it.: Low priority	Engage your learning community in understanding the importance of the early learning continuum and the transitions along it.: Medium priority	Engage your learning community in understanding the importance of the early learning continuum and the transitions along it.: High priority
Set expectations that the continuum of learning from age three to grade three is fundamental to your school’s mission.	Set expectations that the continuum of learning from age three to grade three is fundamental to your school’s mission.: Low priority	Set expectations that the continuum of learning from age three to grade three is fundamental to your school’s mission.: Medium priority	Set expectations that the continuum of learning from age three to grade three is fundamental to your school’s mission.: High priority
Expand the concept of “learning community” to include collaboration among external, as well as internal, stakeholders.	Expand the concept of “learning community” to include collaboration among external, as well as internal, stakeholders.: Low priority	Expand the concept of “learning community” to include collaboration among external, as well as internal, stakeholders.: Medium priority	Expand the concept of “learning community” to include collaboration among external, as well as internal, stakeholders.: High priority
Articulate the long-term value of early learning and the benefit of inclusive early learning to parents and all learning community stakeholders.	Articulate the long-term value of early learning and the benefit of inclusive early learning to parents and all learning community stakeholders.: Low priority	Articulate the long-term value of early learning and the benefit of inclusive early learning to parents and all learning community stakeholders.: Medium priority	Articulate the long-term value of early learning and the benefit of inclusive early learning to parents and all learning community stakeholders.: High priority
Align funding, resources and governance to support the Pre-K-3 framework.	Align funding, resources and governance to support the Pre-K-3 framework.: Low priority	Align funding, resources and governance to support the Pre-K-3 framework.: Medium priority	Align funding, resources and governance to support the Pre-K-3 framework.: High priority
Other (i.e., strategy that you created that aligns with the competency)	Other (i.e., strategy that you created that aligns with the competency): Low priority	Other (i.e., strategy that you created that aligns with the competency): Medium priority	Other (i.e., strategy that you created that aligns with the competency): High priority

5. Based on your work from Session 1, please share a goal you chose to work on.

6. How is your goal related to your World's Best Workforce (WBWF) plan? How will your goal help you meet/achieve the goal(s) in your WBWF plan?

7. What do you need in order to achieve your Session1 goal?

8. Overall, Session 1 of the PreK-3 Principal Leadership Series

9. In the space below, please share comments that will help us build on strengths or improve upcoming sessions of the PreK-3 Principal Leadership Series.

10. Name*

11. Email (so MESPA can send you administrative CEUs)

12. Email (if you need clock hours for relicensure)