Arts Education Leadership Initiative Self-Assessment Tool

© 2001 National Assembly of State Arts Agencies. All rights reserved.

Welcome to the NASAA Arts Education Manager Self-Assessment Tool. Please remember to complete the entire form before submitting. When finished, check your responses, then click the "submit" button.

Domain 1: Administration


Organizational Development

1 I am aware that non-profit organizations are different from for-profit companies.
2 I can identify several important similarities and differences between the non-profit, for-profit, and independent sectors.
3 I fully understand the nature of non-profit development and governance, including 501(c)(3) status, techniques of board development, and the constraints of non-profits in competing and cooperating with for-profits.
4 Using my understanding of the non-profit sector, I work with a variety of stakeholder organizations, helping them to develop dynamic, committed boards; achieve organizational stability; and position them for long-term sustainability.

Organizational Psychology

1 I realize that contemporary organizations function in a time of accelerated change.
2 I can identify specific environmental factors and explain how contemporary organizations need to be increasingly adaptable in response to them.
3 I understand the functioning of organizations in dynamic environments, and I use a constant flow of information to help my program adapt and change.
4 Applying my understanding of organizational theory, I help create a learning organization that manages change and thrives on the unpredictable.

Logic Model Program Development

1 I comprehend logic as a process for connecting antecedents and consequences.
2 I can build a simple logic model that connects the various components of a program.
3 I can construct a complex logic model that describes the relationships between numerous inputs, outputs, outcomes, and measurables.
4 I have a deep understanding of program logic, can critique logic model designs, predict the likely consequences of various effective and ineffective designs, and mentor others in using these skills.

Strategic Planning

1 I can define strategic planning.
2 I can construct a beginning strategic plan that includes such essential elements as mission, goals, objectives, and activities.
3 I craft a broad vision and mission for my program; set goals and attainable, measurable objectives aligned to the mission; identify indicators and activities; and monitor implementation of the plan, using data to correct variations from the plan.
4 Using my deep understanding of planning, I train others to develop more effective strategic plans and refine them.

Managing Resources

1 I am familiar with the purpose and general format of budgets.
2 I can construct a simple budget that relates line-item allocations to program components.
3 I make effective and appropriate allocations of monetary resources, assigning budget items based on clear priorities, planning for long-term variations in available dollars, and using budgets to drive policy.
4 I use budgeting and fiscal policy as creative tools to foster effective polices, explore and use innovative funding mechanisms such as cooperative agreements to bring about greater levels of work, and mentor others to apply these skills.

Meeting Design and Facilitation

1 I can distinguish successful meetings from unsuccessful ones.
2 I can identify specific characteristics of successful and unsuccessful meetings and describe how the characteristics shape the meeting outcomes.
3 I understand the factors that are key to successful meetings, plan carefully to ensure attainment of desired outcomes, and facilitate in a strategic but fair and open manner.
4 I train others in the use of innovative meeting formats such as Open Space Technology, in order to achieve extraordinary outcomes.

Working with People

1 I can distinguish successful from unsuccessful personnel management techniques.
2 I can identify specific actions that contribute to effective relationships among people.
3 I sensitively apply my knowledge of people as a manager, supervisor, and partner, and bring about desired actions through fair and open processes.
4 By training and counseling others, I help them develop effective ways to deal with people that draw upon people's own innate motivations to instill commitment, and discover and mobilize their unique talents.

Understanding Ethics

1 I am aware that public employees are governed by ethics.
2 I can distinguish ethical and unethical practices in governmental and non-profit administration.
3 I understand the ethical considerations of being a steward for public funds and practice consistently high ethical standards in my management.
4 I lead my field to consider and embrace high standards of ethical behavior.

In your opinion, how important are these skills to each of the following?

Yourself Your ED Your Agency
Not very
Somewhat
Fairly
Very

How often do you use the skills in this domain?
Seldom or never
Occasionally
Often

Please enter comments related to this domain in the following space. (For example, if you have used the skills in this domain, please provide an anecdote describing this experience.)



What is your past training in this domain? (Check as many buttons as apply.)
College course
Seminar or workshop
Self-study
Other. Please describe below:
(Please use this space to share any resources (people, places, URLs, workshops) that you've found helpful in growing in this domain.)

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Domain 2: Advocacy


Advocacy Infrastructures

1 I am aware that advocacy can be a deliberate and systematic process.
2 I can identify specific ways to support and conduct advocacy, including collecting information and delivering it to appropriate users.
3 I know about systems of information and communication; build a knowledge base over time that informs advocacy efforts; and systematize information flow to appropriate users.
4 I use my knowledge and leadership in my state and/or nationally to deepen and systematize a sustainable advocacy infrastructure consisting of numerous interrelated components.

Tailoring Information

1 I am aware that different people need different information for different purposes.
2 I can identify specific audiences in my state and cite examples of ways to shape informational messages for them.
3 I know my audiences; identify their information needs, existing knowledge, perceptions, and barriers to perception; and craft appropriate messages based on this knowledge.
4 I use formal and systematic processes of knowledge management, including analyses of audiences and information contexts, to orchestrate an ongoing process for delivery of on-time information to various stakeholders, policymakers, and other consumers of information.

Advocacy and the Law

1 I know that lobbying is governed by governmental regulations.
2 I can identify specific ways in which public officials are restricted in the forms and extent of advocacy activities in which they can participate.
3 I understand and clearly differentiate between illegal options (such as direct advocacy by public employees) and legal options (such as providing timely information to stakeholders and responding to policymakers' requests for data).
4 I develop a statewide network of information consumers and users that includes elected officials, who actively seek the information I can provide in order to make effective decisions.

Advocacy and Policy

1 I am aware that various organizations try to shape policy through advocacy.
2 I can identify specific examples of advocacy messages and explain how they relate to organizational missions.
3 I examine and analyze various national, state, and local message strands and systematically align them with appropriate existing policy agendas.
4 I design and create structures and processes for systematic flow of advocacy information to policymakers, and continuously evaluate how effectively this information is used to craft new or redefine existing policy.

Educating Through Advocacy

1 I am aware that advocacy is more than just the transmission of information.
2 I understand that changing peoples' minds on key issues can be a complex process involving careful planning, implementation, and assessment.
3 I understand the similarity between advocacy and educating the public; use my deep knowledge of education to craft appropriate “learnings” for the public; and use these learning tools to shape public understanding of the arts and education.
4 I strategically design advocacy, using instructional design methods and models to address major gaps and errors in public understanding.

Intra-agency Advocacy

1 I am aware that not everyone in my agency understands the value of arts education.
2 I can identify specific instances of persons in my agency not valuing arts education, and can attribute these examples to specific ideas or conceptions.
3 I can effectively make advocacy arguments to other staff members, based on my knowledge of their perceptions and ideas.
4 I have implemented a systematic process for continually communicating the value of arts education to other staff and departments of my agency, ensuring a strong alignment between the mission of the agency and my program.

Partnering for Advocacy

1 I am aware that partners often share information.
2 I can identify examples of information being shared between partners for specific purposes.
3 I work with partners and stakeholders who use information to shape policy in various venues.
4 I design new communication processes and advocacy partnerships and train others to use them.

Embedding Advocacy

1 I am aware of the importance of advocacy.
2 I can cite specific facts and figures to support the value of arts and education in meetings and other public forums.
3 I have a strong working knowledge of key advocacy arguments, and I design situations in which to use them.
4 I “live” advocacy, see it as a continuous cycle of progress, constantly seek new information and ways to apply it, and mentor others to use it.

In your opinion, how important are these skills to each of the following?

Yourself Your ED Your Agency
Not very
Somewhat
Fairly
Very

How often do you use the skills in this domain?
Seldom or never
Occasionally
Often

Please enter any comments related to this domain in the following space. (If you have used the skills in this domain, please provide an anecdote describing this experience.)




What is your past training in this domain? (Check as many buttons as apply.)
College course
Seminar or workshop
Self-study
Other. Please describe below:
(Please use this space to share any resources (people, places, URLs, workshops) that you've found helpful in growing in this domain.)

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Domain 3: Communications


Communicating in Context

1 I realize that some communications are more effective than others.
2 I can identify specific examples of communications that are inappropriate for their audiences.
3 I understand the context, situation, audiences, and purpose of communication opportunities as they occur, and design my format and content accordingly.
4 I strategically design communication opportunities based on my deep understanding of audience characteristics, informational needs, and communication purposes, and mentor and train others to use these same skills.

Public Speaking

1 I can speak to small groups or individuals with relative ease.
2 I can deliver acceptable speeches to large or small audiences if I have adequate opportunity to prepare.
3 I am able to address large or small audiences effectively, clearly, and comfortably, using expressive language, humor, movement, visual aids, and A/V as appropriate. I “stay on message,” never losing site of my communication purpose.
4 I select and create opportunities to address large or small audiences and, using a variety of interpersonal tools, totally command the communicative situation. If necessary, I speak knowledgeably on my topic without preparation, and easily deal with unexpected questions.

Writing

1 I can write generally clear communications.
2 I write clearly and effectively, varying my tone and style for different purposes. I can edit others' writing.
3 I use effective writing to communicate to various audiences, from informal writing (for newspapers or newsletters) to formal writing (for technical reports, academic journals). I understand principles of language, grammar, and style. I edit the writing of other staff.
4 My writing is powerful, purposeful, and fluent. Other staff members of my agency look to me to take on the most important writing assignments. I am a resource to others in the field, who seek my help in writing and critiquing the writing of others.

Marketing and Public Relations

1 I am aware that marketing is often a planned, strategic activity.
2 I can identify some principles of effective marketing.
3 I understand the principles of marketing, target specific audiences for communication, and design integrated strategies, campaigns, and tools.
4 Based on my knowledge of human motivation and perception, I envision, coordinate, and implement overall marketing strategies that help build broad demand for arts education.

Working with News Media

1 I can identify some important advantages to proactively communicating with persons in the media.
2 I can use several key strategies for media contact, including developing a media database and sending out press releases.
3 I understand the workings of print and electronic news media, cultivate relationships with members of the press, understand their needs, and help them meet those needs.
4 I am largely perceived by media in my state as the first point of contact on issues related to arts education and education reform. I have a reputation for providing as-needed information to meet their needs. I train others in working effectively with news personnel.

Using Advanced Technology

1 I am aware that some Websites are more sophisticated than others.
2 I can identify effective and ineffective uses of the Internet among arts organizations and schools.
3 I understand the power of the Internet to communicate globally and instantly. I tap this power to provide information to varied users.
4 I actively pioneer innovative uses of my agency's Website, providing multimedia, streaming audio and video, and interactive communications.

Listening

1 I can generally listen to others, understand what they say, and express it in my own words.
2 I make a practice of actively listening to others, focusing my attention in order to ensure maximum understanding.
3 I understand the value of being a good listener and constantly apply it, especially in situations that cross cultural boundaries.
4 I mentor and train others in using effective listening skills.

In your opinion, how important are these skills to each of the following?

Yourself Your ED Your Agency
Not very
Somewhat
Fairly
Very

How often do you use the skills in this domain?
Seldom or never
Occasionally
Often

Please enter any comments related to this domain in the following space. (If you have used the skills in this domain, please provide an anecdote describing this experience.)




What is your past training in this domain? (Check as many buttons as apply.)
College course
Seminar or workshop
Self-study
Other. Please describe below:
(Please use this space to share any resources (people, places, URLs, workshops) that you've found helpful in growing in this domain.)

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Domain 4: Community-Based Learning


Understanding Communities

1 I am aware of the existence of distinct communities and neighborhoods in my state.
2 I know that communities and neighborhoods tend to be distinct entities and can identify some factors that contribute to their uniqueness.
3 I understand the nature of communities and neighborhoods in general, including the role of demographics, culture, and leadership, and can apply this knowledge to communities in my state.
4 I use my deep understanding of the nature of communities to design and develop programs specifically for those communities in my state.

Understanding Community-Based Learning

1 I am aware that varied community institutions and venues, including museums, parks, churches, and hospitals may have roles in education.
2 I know the varied community institutions and venues that can provide community-based learning, and can identify their unique characteristics.
3 I understand the unique characteristics of various community institutions and their potential for community-based learning, and can apply this knowledge to program development.
4 I design, implement, and train others to develop innovative programs for community-based learning that reflect the unique needs and resources of communities in my state.

Assessing Needs and Resources

1 I am aware that communities have unique combinations of needs and resources.
2 I am familiar with research studies that assess community needs and resources.
3 I know how to enter a community and conduct research on its needs and resources.
4 I know how to design and implement systematic studies of community needs and resources in order to develop targeted programs, and I can train others to apply these same skills.

Building Support, Capacity, and Sustainability

1 I am aware that community-based learning programs can be economically fragile and sensitive to outside influences.
2 I can identify ways to help community-based learning programs build capacity.
3 I know how to develop programs that help sustain community programs while respecting indigenous community priorities.
4 I train others to design and implement continuous, sustainable community partnerships that respect and preserve indigenous community priorities and values.

Connecting with Communities

1 I am aware that communities have unique values and aesthetics.
2 I can identify examples of core values and aesthetics of different communities in my state.
3 I know how to meet with community leaders, uncover core values and community aesthetics, and build these into my programs.
4 I use my deep understanding of core values and community aesthetics to design programs that reflect and nourish them, and I train others to develop similar levels of understanding.

In your opinion, how important are these skills to each of the following?

Yourself Your ED Your Agency
Not very
Somewhat
Fairly
Very

How often do you use the skills in this domain?
Seldom or never
Occasionally
Often

Please enter any comments related to this domain in the following space. (If you have used the skills in this domain, please provide an anecdote describing this experience.)




What is your past training in this domain? (Check as many buttons as apply.)
College course
Seminar or workshop
Self-study
Other. Please describe below:
(Please use this space to share any resources (people, places, URLs, workshops) that you've found helpful in growing in this domain.)

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Domain 5: Development and Fundraising


Financing Non-profits

1 I am familiar with basic principles of finance.
2 I can apply key principles of finance to a non-profit situation in order to draft a basic business plan.
3 I understand the constraints and advantages of being a non-profit, including issues of competition and cooperation with for-profits; and can articulate and develop a non-profit business plan.
4 I use a deep understanding of the financial operations of non-profits, mentoring others to develop successful business plans that employ strategies of leveraging in-kind donations and developing earned income.

Development

1 I am aware that development is a formal process in the non-profit world.
2 I can describe several key strategies in development processes, how they differ, and why they might be applied in different situations.
3 I understand formal development processes, including identifying and cultivating prospects for support and planned giving, fund drives, united arts campaigns, corporate giving, and venture funds. I pursue innovative strategies to honor significant contributors.
4 I use my deep understanding of development to counsel and train partners within and outside of my agency. I design innovative strategies to further innovative and corporate contribution.

Grants-seeking

1 I have a basic knowledge of how to apply for a grant.
2 I can identify the key components of effective grants and the major steps in grants-seeking.
3 I research appropriate funding opportunities, develop proposals in response to them; write grant narratives that include effective case statements aligned with needs, budgets, workplans, and timelines. I work with other grants writers in my agency to provide them a high quality of information.
4 Through mentoring and training, I lead other departments of my agency, other state partners, and local constituents to seek new funding opportunities, strategically align prospects with core values, and develop competitive and fundable proposals.

Being a Resource

1 I am aware of various grants sources in your state.
2 I can identify several alternative sources of funding for my grantees or applicants to pursue, and recommend strategies for them to use in fundraising.
3 I design and deliver workshops for constituents and stakeholders to inform them of my grant categories and other opportunities in the field. I train others in effective fundraising techniques.
4 Through my participation in national and statewide networks, I provide a continuous flow of information to stakeholders on various kinds of funding opportunities, and train them in forming community consortia, partnerships, and other innovative techniques.

In your opinion, how important are these skills to each of the following?

Yourself Your ED Your Agency
Not very
Somewhat
Fairly
Very

How often do you use the skills in this domain?
Seldom or never
Occasionally
Often

Please enter any comments related to this domain in the following space. (If you have used the skills in this domain, please provide an anecdote describing this experience.)




What is your past training in this domain? (Check as many buttons as apply.)
College course
Seminar or workshop
Self-study
Other. Please describe below:
(Please use this space to share any resources (people, places, URLs, workshops) that you've found helpful in growing in this domain.)

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Domain 6: Evaluation and Assessment


Administering Program Evaluations

1 I am aware of program evaluation and will make use of it as I learn more about it.
2 I am beginning to make use of program evaluation and consult with colleagues to use it more effectively.
3 I make appropriate and timely decisions about the use of program evaluation, including whether and when to evaluate.
4 I strategically plan and use program evaluations to further my agency's mission; use evaluation findings to impact strategic planning, program development, grantsmanship, and advocacy; and train others to use evaluations effectively.

Working with Evaluators

1 I am aware of persons with knowledge of evaluation.
2 I can identify persons with knowledge of evaluation but may not always know what to ask them.
3 I can identify persons with knowledge of evaluation, and can communicate with them through a general knowledge of the field and its vocabulary.
4 I can train others to identify persons with the needed knowledge and skills in evaluation, to discuss problems and solutions, and to evaluate their qualifications.

Data Collection

1 I am aware of various data collection tools, such as surveys and interviews.
2 I administer data collection tools selected or designed by others.
3 I select, design, and use appropriate data collection tools and systematically store data for use as needed.
4 I evaluate data collection tools, and counsel grantees and other partners on the most appropriate selections.

Evaluating Evaluations

1 I plan in the future to learn how to review evaluation plans, components, and reports of grantees and other partners.
2 I am developing the knowledge to review evaluation plans, components, and reports, and I seek advice as needed.
3 I critically review evaluation plans, components, and reports and make recommendations for their improvement.
4 I train others to critically review evaluation plans, components, and reports, and establish criteria for reviewing these components.

Choosing Assessment Tools

1 I am aware of different tools for learner assessment.
2 I am developing the knowledge to select and use varied, authentic tools for learner assessment.
3 I make appropriate selection and use of varied, authentic tools for learner assessment.
4 I design assessment tools and train others to develop and use them.

In your opinion, how important are these skills to each of the following?

Yourself Your ED Your Agency
Not very
Somewhat
Fairly
Very

How often do you use the skills in this domain?
Seldom or never
Occasionally
Often

Please enter any comments related to this domain in the following space. (If you have used the skills in this domain, please provide an anecdote describing this experience.)




What is your past training in this domain? (Check as many buttons as apply.)
College course
Seminar or workshop
Self-study
Other. Please describe below:
(Please use this space to share any resources (people, places, URLs, workshops) that you've found helpful in growing in this domain.)

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Domain 7: Human Development & Educational Psychology


Understanding Child Development

1 I am aware that children develop rapidly in their earliest years.
2 I have some knowledge of contemporary brain-based learning theory.
3 I understand the stages of child development and the important role that the arts can play in early neural development.
4 I apply my understanding of child development to design innovative programs and to mentor others in developing curricula and learning environments that are “brain-friendly.”

Adult Learning

1 I am aware that adult learners have different motives for learning than children.
2 I can identify some differences between adult learners and children that may influence the effectiveness of programs targeted to them.
3 I have knowledge of specific qualities of adult learners that influence their motivation and readiness to learn.
4 I design innovative and effective adult education programs based on my understanding of the unique qualities of adult learners.

Learning Theory and the Arts

1 I have an awareness that theories such as Multiple Intelligences may have some bearing on the arts.
2 I am familiar with several key ideas from learning theory, such as Multiple Intelligences, constructivism, and higher order thinking, and can draw connections between these ideas and arts learning.
3 I understand the current body of learning theory, including Multiple Intelligences, constructivism, and higher order thinking, and the implications of these theories for the educational value of the arts.
4 I design innovative programs based on my knowledge of learning theory and its implications for arts education, and I mentor others to use this knowledge.

Being an Informed Consumer

1 I am aware of different types of education research methodologies and reporting formats.
2 I can read education research reports and generally comprehend the major findings.
3 I can generally understand the findings of education research and review them critically.
4 I can readily understand the findings of education research, judge their technical adequacy based on my knowledge, and discuss findings with researchers and other colleagues.

Translating and Repackaging Educational Research

1 I can generally understand digests of education research studies and reports that have been developed for lay audiences.
2 I can read education research studies and reports developed for academic or specialized audiences and explain many of the findings in terms that general audiences would understand.
3 I can digest complex findings from education research studies and reports, translate educational jargon into laypersons' language, condense findings for various audiences, and accurately report the implications of findings for the arts.
4 I design programs and initiatives to actively make academic research accessible to and accurately understood by a wide range of audiences, using research compendia, policy briefs, press tool kits, and other methods, and I train partners and stakeholders in the use of these tools.

Guiding Future Research

1 I am aware of major categories or areas in which educational research is taking place.
2 I can identify key areas in which educational research is needed.
3 I understand the most important research priorities and imperatives for the arts and actively support them.
4 I lead the field in designing and updating a research agenda to guide further research in academia and among independent researchers, and future funding of state and federal agencies and foundations.

In your opinion, how important are these skills to each of the following?

Yourself Your ED Your Agency
Not very
Somewhat
Fairly
Very

How often do you use the skills in this domain?
Seldom or never
Occasionally
Often

Please enter any comments related to this domain in the following space. (If you have used the skills in this domain, please provide an anecdote describing this experience.)




What is your past training in this domain? (Check as many buttons as apply.)
College course
Seminar or workshop
Self-study
Other. Please describe below:
(Please use this space to share any resources (people, places, URLs, workshops) that you've found helpful in growing in this domain.)

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Domain 8: Human and Inter-Cultural Understanding


Understanding Culture

1 I am aware of the concept of culture and can identify different cultures.
2 I know the different cultures in my state and can describe how they differ according to various dimensions.
3 I understand that there are complex differences both among and within cultures, and that cultures also include groupings characterized by such conditions as religion, profession, economic status, and geography.
4 I apply my deep understanding of the nature and role of culture to program development, ensuring that partners are educated to understand these concepts.

Trans-Cultural Empathy

1 I am aware that some of my thinking is specific to my own culture.
2 I am able to identify specific instances of my thoughts and actions that are culture-specific and to analyze them.
3 I am able to transcend my own cultural assumptions, worldviews, and ways of thinking to consider and respect the perspectives of other cultures.
4 I actively lead and facilitate others in transcending their own cultural beliefs and ways of thinking to understand and respect the perspectives of other cultures.

Working with Cultural Groups

1 I am aware that other cultural groups have different ways of interacting and relating to each other.
2 I have some knowledge of the customs of other cultures and am familiar with various protocols for working with them.
3 I understand how to interact with persons of other cultures, and I observe appropriate protocols for contacting and forming new relationships with cultural groups.
4 I have a deep understanding of the most effective processes for working with various cultures, and I lead others to understand and use practices that reflect this understanding.

Culture and Policy

1 I am aware of some of the implications of culture for arts and educational policy.
2 I have basic knowledge of issues related to cultural equity, inclusion, and access to educational and artistic resources.
3 I craft programs and policies to help ensure that diverse cultures have equity of, access to, and inclusion in artistic and educational experiences.
4 I lead others to design programs and policies that embed and integrate mechanisms to ensure equity, access, and inclusion for diverse cultures to artistic and educational experiences.

In your opinion, how important are these skills to each of the following?

Yourself Your ED Your Agency
Not very
Somewhat
Fairly
Very

How often do you use the skills in this domain?
Seldom or never
Occasionally
Often

Please enter any comments related to this domain in the following space. (If you have used the skills in this domain, please provide an anecdote describing this experience.)




What is your past training in this domain? (Check as many buttons as apply.)
College course
Seminar or workshop
Self-study
Other. Please describe below:
(Please use this space to share any resources (people, places, URLs, workshops) that you've found helpful in growing in this domain.)

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Domain 9: Intrapersonal and Artistic


Self-Knowledge and Values

1 I am beginning to explore my own values, skills, strengths, and limitations.
2 I am aware of my own values, skills, strengths, and limitations and am beginning to apply this knowledge to my work.
3 I know my own values, skills, strengths, and limitations and effectively apply this knowledge to my work.
4 I have a deep understanding of my values, skills, strengths, and boundaries, constantly update this understanding through reflection, and mentor others in developing this knowledge for themselves.

Achieving Balance

1 I am beginning to consider how to balance my work with broader life issues such as relationships, leisure/pastimes, health, and personal happiness.
2 I am learning to balance my work with broader life issues such as relationships, leisure/pastimes, health, and personal happiness.
3 I effectively balance my work with broader life issues.
4 I understand how to integrate my work with broader life issues, and help others to achieve the same understanding through coaching, mentoring, or counseling.

Managing Time

1 I frequently have to adjust my schedule to account for unexpected demands on my time.
2 I am beginning to effectively plan my schedule to avoid excessive time demands.
3 I strategically plan my schedule/workload and, though flexible, resist excessive or unreasonable demands on my time.
4 I have mastered personal time management and train or assist others to develop the same skills.

Cultivating the Artist Within

1 I am aware of a range of options for personal artistry, such as engagement with an art form or other creative pursuits.
2 I am beginning to develop personal artistry, either through involvement with an art form or through creative pursuit of work and leisure activities.
3 I actively practice personal artistry through engagement with an art form or through creative and passionate pursuit of meaningful work and leisure activities.
4 I develop personal artistry in myself and others, through active engagement with the arts and/or creative and passionate pursuit of multiple meaningful activities, both in and outside of work.

In your opinion, how important are these skills to each of the following?

Yourself Your ED Your Agency
Not very
Somewhat
Fairly
Very

How often do you use the skills in this domain?
Seldom or never
Occasionally
Often

Please enter any comments related to this domain in the following space. (If you have used the skills in this domain, please provide an anecdote describing this experience.)




What is your past training in this domain? (Check as many buttons as apply.)
College course
Seminar or workshop
Self-study
Other. Please describe below:
(Please use this space to share any resources (people, places, URLs, workshops) that you've found helpful in growing in this domain.)

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Domain 10: Leadership and Partnership


Understanding Leadership Dynamics

1 I am aware that leadership takes many forms in different arenas.
2 I can identify specific areas in which leadership takes place and some of the factors that constrain or enable it, including socio-political structures and processes, cultural differences, group dynamics, and communication.
3 I understand the overall context that shapes leadership, the various actors that take on leadership roles, and the complex interactions that shape their ability to lead.
4 I shape leadership dynamics in my state and nationally, using my understanding of the leadership process to create opportunities for myself and others to lead.

Understanding Partnerships

1 I am aware of various kinds of partnerships between organizations and agencies.
2 I can identify some advantages of partnership formation, as well as some principles of effective partnerships.
3 I understand the advantages and key principles of partnership formation, including complementary resources and needs, aligned goals, organizational dynamics, and the timely use of opportunities to partner.
4 Using my deep understanding of the workings of partnerships, I create opportunities for organizations and agencies to partner, and train others to develop similar levels of skill.

Building and Nurturing Partnerships

1 I am aware that some partnerships are more effective and enduring than others.
2 I can identify some reasons that partnerships succeed or fail.
3 I understand how to work with partners to ensure relevance of mission, interests, and outcomes, while allocating resources and establishing sustainable governance structures.
4 I use informal techniques (personal leadership, networking) and formal mechanisms (grants, cooperative agreements, joint agency initiatives) to foster and sustain innovative, effective partnerships.

Forming Mutual Agendas

1 I am aware of the existence of many organizations and agencies with distinct missions and goals.
2 I can identify specific examples of different organizations or agencies having mutual goals or interests.
3 I know how to work with a variety of stakeholders at various levels (for example, the state departments of education, justice, or health and human services; national organizations and agencies; my state alliance for arts education; and local arts agencies) to define intersections of interest.
4 I convene and lead high-level initiatives in my state to investigate mutual interests and forge effective alliances based on them, and I train constituents to build similar skills at a local level.

Defining a Leadership Style

1 I am aware that different persons have different leadership styles.
2 I can identify different leadership styles and some of the characteristics that constitute them.
3 I actively assess my individual leadership qualities, build on my strengths, cultivate areas in which I need remediation, and develop a specific leadership style reflecting my own personality, as well as the unique characteristics of the environment in which I work.
4 I mentor and counsel others to assess their individual leadership qualities and help them to define and develop their leadership styles.

Building Leadership Resources

1 I am aware of different resources for training leaders.
2 I can identify specific resources and opportunities for developing leadership, including professional development and self-study.
3 I understand what characteristics make leadership training effective and can analyze and critique various training programs and resources.
4 I develop leadership training institutes and workshops and actively train others, cultivating a new generation of leaders.

In your opinion, how important are these skills to each of the following?

Yourself Your ED Your Agency
Not very
Somewhat
Fairly
Very

How often do you use the skills in this domain?
Seldom or never
Occasionally
Often

Please enter any comments related to this domain in the following space. (If you have used the skills in this domain, please provide an anecdote describing this experience.)




What is your past training in this domain? (Check as many buttons as apply.)
College course
Seminar or workshop
Self-study
Other. Please describe below:
(Please use this space to share any resources (people, places, URLs, workshops) that you've found helpful in growing in this domain.)

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Domain 11: Policy Formulation, Implementation, Analysis & Evaluation


Understanding Policy Contexts

1 I am aware that various conditions—such as social, cultural, political, and economic—are related to policy.
2 I can identify specific social, cultural, political, and economic conditions that shape policy.
3 I understand specific ways in which social, cultural, political, and economic conditions shape policy in my state.
4 I apply my understanding of the complex interrelationships among social, cultural, political, and economic conditions to actively shape policy locally, statewide, and nationally, and to train others in developing similar skills.

Cultural Policy

1 I am aware that specific laws, rules, procedures, and policy initiatives have impact on culture.
2 I can identify specific national and state agencies and organizations that have roles in shaping cultural policy and examples of their impact on policy.
3 I can explain the major contexts and mechanisms that shape cultural policy in the U.S.—including the NEA and NEH, state and local arts agencies, and national and state organizations—as well as the effect of cultural policies on ethnic and minority populations.
4 Using my understanding of the contexts and mechanisms that shape cultural policy in the U.S., I lead partners in developing specific mechanisms to improve policy understanding and formulation.

Educational Policy

1 I am aware of different levels of governance, including state departments of education, local education agencies, and schools.
2 I can identify various policy mechanisms that influence and govern education in the U.S., such as the USED, state DOEs, and LEAs; and can describe examples of their influence.
3 I understand the various policy mechanisms that influence and govern education in the U. S., including the role of state DOEs, LEAs, site-based management; the role of finance on policy; and the effect of traditions, cultures, and worldviews in facilitating or impeding education reform.
4 I use my understanding of the complex interrelationships of formal policy mechanisms and traditions, cultures, and worldviews, to improve the climate for positive education change, in my state and nationally.

Policy Analysis

1 I am aware that some policies are more effective or desirable than others.
2 I can discern differences between effective or desirable cultural and educational policies and ineffective ones, and identify specific qualities and characteristics of effectiveness and value.
3 I can apply formal analytical tools to cultural and educational policies and judge their adequacy, merit, value, and impact on various populations and stakeholders.
4 Using rigorous analytical procedures, I actively critique cultural and educational policies; make formal recommendations to local and state policymakers and policy leaders, and train others to apply similar skills.

Local, State, and Federal Policy Mechanisms

1 I am aware that laws are enacted by various bodies, such as city councils, legislators, and the U.S. Congress.
2 I can describe in detail examples of the legislative process, including how a bill becomes law, the roles of legislators, committees, leaders, and political parties; and the involvement of the executive branch, including the secretary of education and the governor.
3 I understand the legislative process as a general description that varies markedly across governmental levels and geographically, and can give specific examples of how this variation affects policy formation in different contexts.
4 I apply my knowledge of the complexities of the policy process to bring about favorable action on the policy agendas of my agency and its stakeholders.

Policy Development and Implementation

1 I am aware that formal policies come into being through some perception of need that leads to official action.
2 I can identify several stages of policy development, including stakeholder meetings, public hearings, and formal enactment.
3 I understand that policy development is a continual process beginning with needs assessment, continuing through the development of resources for change, and proceeding through enactment and implementation of policies.
4 I apply my understanding of the processes of policy development to train and mentor others in its mastery.

Mobilizing Constituents for Policy Change

1 I am aware that given policies may have impacts on specific groups.
2 I can identify specific groups in my state, match them with relevant policy outcomes, and show how they are related.
3 I conduct needs assessments and build consensus by working with stakeholder groups to advocate for policy agendas.
4 I apply my understanding of policy formation to lead a statewide network that actively targets specific arts and education policy agendas.

In your opinion, how important are these skills to each of the following?

Yourself Your ED Your Agency
Not very
Somewhat
Fairly
Very

How often do you use the skills in this domain?
Seldom or never
Occasionally
Often

Please enter any comments related to this domain in the following space. (If you have used the skills in this domain, please provide an anecdote describing this experience.)




What is your past training in this domain? (Check as many buttons as apply.)
College course
Seminar or workshop
Self-study
Other. Please describe below:
(Please use this space to share any resources (people, places, URLs, workshops) that you've found helpful in growing in this domain.)

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Domain 12: Public School and Other Education Systems


Tapping Human Resources

1 I am aware of the potential contributions of teachers, principals, artists, parents, community organizations, and volunteers.
2 I have knowledge of the potential of teachers, principals, artists, parents, community organizations, and volunteers, and am beginning to utilize their skills.
3 I understand the unique potential of teachers, principals, artists, parents, community organizations, and volunteers, and I effectively incorporate and utilize their skills.
4 I understand the unique potential of teachers, principals, artists, parents, community organizations, and volunteers, and I create innovative ways to embed their contributions in my programs.

The Structure and Culture of Schools

1 I am aware that schools share a culture based on their societal roles.
2 I know about the culture of schools, including constraints on teachers, the leadership roles of principals, relationships with district offices, and variations in governance; and am beginning to reflect this knowledge in my programs.
3 I understand the culture of schools and use this understanding to improve the implementation of my programs.
4 I design innovative programs to reflect my deep understanding of the role that school culture plays in program effectiveness, and mentor others in this knowledge.

Teaching and Learning

1 I am aware that there are different methods of organizing classrooms and delivering instruction.
2 I can distinguish different methods of organizing classrooms and delivering instruction.
3 I understand the effects that classroom organization and teaching practice can have on learning effectiveness.
4 I analyze classroom organization and teaching practice, critically review them, and suggest alternatives.

The Structure, Processes, and Language of Education Policy

1 I am becoming aware of the education policymaking process in my state.
2 I can identify major components of the policymaking process, including the roles of the legislature, state DOE, and stakeholder organizations; the role of standards, high-stakes assessments, and curricula frameworks; and the state and local values that underlie education policy.
3 I actively apply my knowledge of the policymaking process, monitoring developments, providing information, and leveraging resources to bring about desired outcomes.
4 I am a statewide leader, interacting with a network of partners to proactively craft policy agendas; to bring about effective, innovative education policy; and to impact on governance, funding, standards, assessment, licensure, graduation/admission requirements, certification, and preservice training.

Professional Development

1 I am aware of the different types of professional development programs available.
2 I have knowledge of basic issues in professional development and contribute to the design or administration of workshops or programs.
3 I actively design professional development programs and conduct research and evaluation to continuously improve them.
4 Using needs assessment and knowledge of effective practices, I design a continuous cycle of innovative, effective professional development programs that sequentially train teachers, artists, and others, and regularly benchmark these programs against the best examples nationally.

The Arts and Learning

1 I am aware that the arts can provide some important advantages to learning.
2 I know how the arts contribute to learning, both as subjects worthy of study in their own right, and also as useful components of integrated curricula.
3 I understand the contributions of learning in and through the arts to overall human development; to richer comprehension and higher-order thinking; and to engagement in the learning process.
4 I use my deep understand of the manifold contributions of learning in and through the arts to develop innovative programs that place the arts at the center of learning.

Curriculum and Instructional Design

1 I am aware that there are various learning theories and approaches to curriculum development.
2 I am familiar with a number of different learning theories and can envision how these approaches could shape the development of curricula.
3 I understand important principles of learning, including Multiple Intelligences, constructivism, and curricula integration, and apply this knowledge in developing lessons, units, and curricula.
4 I use my deep understanding of various learning theories and instructional design approaches to lead others in developing effective, innovative, arts-centered curricula.

In your opinion, how important are these skills to each of the following?

Yourself Your ED Your Agency
Not very
Somewhat
Fairly
Very

How often do you use the skills in this domain?
Seldom or never
Occasionally
Often

Please enter any comments related to this domain in the following space. (If you have used the skills in this domain, please provide an anecdote describing this experience.)




What is your past training in this domain? (Check as many buttons as apply.)
College course
Seminar or workshop
Self-study
Other. Please describe below:
(Please use this space to share any resources (people, places, URLs, workshops) that you've found helpful in growing in this domain.)

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Domain 13: Technology


Using the Administrative Tools

1 I have little or no experience using basic office programs such as word processors, spreadsheets, or presentation/graphics programs.
2 I know how to use these programs at a comfortable level.
3 I am proficient in the use of such programs and freely exchange text and images among them.
4 I am totally fluent in the use of such programs and can train others in their use.

Communicating Through Technology

1 I generally rely on telephone, fax, and mail to communicate with others.
2 I make some use of e-mail for basic communications.