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PreK-3 Principal Leadership Series - Session 2 (C4)

Session 2: December 5, 2017

Thank you for attending the second 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 (check all that apply)

Principal
Community Education Director
Director of Teaching and Learning
Early Childhood Coordinator/Director
Special Education Director
Superintendent
Other - Write In 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 2.

Space Cell	My understanding of the competency and strategies did not increase	My understanding of the competency and strategies increased minimally	My understanding of the competency and strategies increased significantly
Align ambitious standards, curriculum, instruction and assessments so that they create a consistent framework for learning from age three to grade three.	Align ambitious standards, curriculum, instruction and assessments so that they create a consistent framework for learning from age three to grade three.: My understanding of the competency and strategies did not increase	Align ambitious standards, curriculum, instruction and assessments so that they create a consistent framework for learning from age three to grade three.: My understanding of the competency and strategies increased minimally	Align ambitious standards, curriculum, instruction and assessments so that they create a consistent framework for learning from age three to grade three.: My understanding of the competency and strategies increased significantly
Provide a comprehensive curriculum inclusive of, but not limited to, language arts and math.	Provide a comprehensive curriculum inclusive of, but not limited to, language arts and math.: My understanding of the competency and strategies did not increase	Provide a comprehensive curriculum inclusive of, but not limited to, language arts and math.: My understanding of the competency and strategies increased minimally	Provide a comprehensive curriculum inclusive of, but not limited to, language arts and math.: My understanding of the competency and strategies increased significantly
Work with teachers and teacher leaders to develop an interactive, relevant and engaging early learning curriculum.	Work with teachers and teacher leaders to develop an interactive, relevant and engaging early learning curriculum.: My understanding of the competency and strategies did not increase	Work with teachers and teacher leaders to develop an interactive, relevant and engaging early learning curriculum.: My understanding of the competency and strategies increased minimally	Work with teachers and teacher leaders to develop an interactive, relevant and engaging early learning curriculum.: My understanding of the competency and strategies increased significantly
Create professional communities of practice to empower teachers to learn from each other and to improve instruction.	Create professional communities of practice to empower teachers to learn from each other and to improve instruction.: My understanding of the competency and strategies did not increase	Create professional communities of practice to empower teachers to learn from each other and to improve instruction.: My understanding of the competency and strategies increased minimally	Create professional communities of practice to empower teachers to learn from each other and to improve instruction.: My understanding of the competency and strategies increased significantly

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

Space Cell	Low priority	Medium priority	High priority
Align ambitious standards, curriculum, instruction and assessments so that they create a consistent framework for learning from age three to grade three.	Align ambitious standards, curriculum, instruction and assessments so that they create a consistent framework for learning from age three to grade three.: Low priority	Align ambitious standards, curriculum, instruction and assessments so that they create a consistent framework for learning from age three to grade three.: Medium priority	Align ambitious standards, curriculum, instruction and assessments so that they create a consistent framework for learning from age three to grade three.: High priority
Provide a comprehensive curriculum inclusive of, but not limited to, language arts and math.	Provide a comprehensive curriculum inclusive of, but not limited to, language arts and math.: Low priority	Provide a comprehensive curriculum inclusive of, but not limited to, language arts and math.: Medium priority	Provide a comprehensive curriculum inclusive of, but not limited to, language arts and math.: High priority
Work with teachers and teacher leaders to develop an interactive, relevant and engaging early learning curriculum.	Work with teachers and teacher leaders to develop an interactive, relevant and engaging early learning curriculum.: Low priority	Work with teachers and teacher leaders to develop an interactive, relevant and engaging early learning curriculum.: Medium priority	Work with teachers and teacher leaders to develop an interactive, relevant and engaging early learning curriculum.: High priority
Create professional communities of practice to empower teachers to learn from each other and to improve instruction.	Create professional communities of practice to empower teachers to learn from each other and to improve instruction.: Low priority	Create professional communities of practice to empower teachers to learn from each other and to improve instruction.: Medium priority	Create professional communities of practice to empower teachers to learn from each other and to improve instruction.: 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. If you chose "Other" in question 4, please share your indicator in the textbox below. This could be an indicator that you created that aligns with the competency for Session 2: Ensure Developmentally-Appropriate Teaching (or based on something that our presenter covered but was not in our NAESP book).

6. Based on your work and discussions from Session 2, please share a goal you will be working on.

7. 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?

8. What do you need in order to achieve your Session 2 goal? (e.g., What resources do you need? What actions do you need to take?)

9. Overall, Session 2 of the PreK-3 Principal Leadership Series

If this session did not meet your expectations, please let us know why and what we could do to improve.

10. 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.

11. Name*

12. Email* (so MESPA send you administrative CEUs)

13. Email* (if you need clock hours for relicensure)