Vision of a Successful DSLTI Graduate
DSLTI articulates its vision of a successful graduate in the following seven areas of competency and ties every element of the program to building skill and knowledge in these areas. Participants work with their mentors to assess their current capabilities in each area and set personal goals for moving to higher levels of mastery.
Note on reading this document: Each competency, in bold-face type, is followed by a developmental list of ways educational leaders can show evidence of their mastery in this area; the first bullet indicates a beginner’s level of mastery and the last bullet indicates a highly-developed level of mastery.
1. A DSLTI graduate develops a Jewish leadership identity and leads with it in mind.
• Is cognizant of and appreciates his/her Jewish journey.
• Reflects upon and understands how this journey influences his/her values.
• Reflects upon and understands how this journey and these values influence his/her Jewish leadership identity.
• Uses his/her Jewish values and leadership identity as a source of personal and professional meaning and inspiration.
• Is empowered and motivated to make thoughtful and knowledgeable decisions taking into account the Jewish lens of the school.
• Uses the Habits of Mind and Heart of Jewish Educational Leaders to guide his/her actions.*
• Helps other school constituents discover their own Jewish journeys, values, and identity.
2. A DSLTI graduate can articulate a personal vision of Jewish educational leadership and lead with it in mind.
• Can explain the importance of vision in Jewish educational leadership
• Can identify discreet values and principles that contribute to his/her own Jewish educational vision
• Uses ongoing Jewish learning to inform and enrich his/her own Jewish educational vision
• Can articulate a coherent and compelling vision statement
• Can lead others in articulating their own personal vision statements, as well as in developing a common school-wide vision statement
• Habitually frames his/her personal educational vision in terms of Jewish values
• Habitually uses his/her personal vision of Jewish education in all aspects of leadership.
3. A DSLTI graduate understands the central issues of Jewish day schools, proposes various alternative approaches to those issues, and leads drawing on theory and best practice.
• Can restate in his/her own language central issues in education and identify those which are unique to Jewish day schools and those which are found in independent and public schools in the following areas of leadership challenge: school culture; Jewish life; curriculum, teaching and learning; board development; school organization (collaboration, communication, day-to-day);; budget and finance; institutional advancement; constituent relations; and external affairs
• Can access and use appropriate reference literature that probes central issues in Jewish day schools
• For each central issue, can articulate at least two alternative solutions and can identify theoretical and practical differences between them
• For selected issues, can describe a model intervention based on his/her own preferred solution (case studies)
• For selected focus of individual project can develop a comprehensive analysis, intervention and evaluation of a central issue in Jewish day schools
• Routinely draws on theory and best practices in leading his/her school
4. A DSLTI graduate promotes and reinforces a collaborative and collegial school culture in which students, teachers, and parents are heard and valued.
• Exhibits openness, respect, humility, and sensitivity
• Actively listens to and communicates with all students, teachers, and parents
• Respects and affirms diverse ways of reaching common goals
• Nurtures school wide commitment to shared values and assumes responsibility for achieving the school's mission
• Promotes the shared use of the language of Jewish values among all constituents in discussions of school issues
• Promotes shared inquiry into Jewish texts as a "signature pedagogy" (i.e., a distinctive and pervasive teaching method) for fostering collaboration
• Leads a school in which there is evidence of a collaborative and collegial school culture, such as a sense of common purpose, frequent conversations about teaching and learning, teachers learning from one another about teaching and learning, teachers working together to develop and evaluate instructional materials, and teachers helping each other solve problems of teaching and learning
5. A DSLTI graduate works with the board of trustees to achieve the school's mission.
• Can identify and distinguish between areas of board responsibility and staff responsibility
• Brings appropriate matters and data to board's attention
• Cultivates a close and trusting relationship with board chair
• Serves as chief communicator between board and staff
• Educates board to appreciate the centrality of teaching and learning in the school's mission and the board's work
• Frames personal commitment to working with trustees in terms of Jewish moral and communal values
• Effectively works with board leadersto advance the school's mission
6. A DSLTI graduate leads with self-reflection, Jewish ethics and morality.
• Can restate in his/her own language influential theories of educational leadership and identify behaviors that reflect particular leadership styles and/or traits
• Can cite appropriate Jewish sources and articulate appropriate Jewish value concepts and general moral statements that support or call into question particular leadership options and decisions.
• Can critique plans of action and descriptions of interventions using leadership theory
• Accurately describes his/her personal leadership styles and traits and can articulate strengths, opportunities, and challenges that relate to each
• In problem solving and action planning, consciously evaluates alternatives in terms of elements of leadership theory and his/her personal leadership style
• Explicitly models self-reflection, Jewish ethics and morality in decisions large and small
7. A DSLTI graduate is committed to continuous improvement and perpetual learning.
• Exhibits openness to honest discussion of personal strengths and weaknesses
• Uses insights into and feedback about personal strengths and weaknesses to develop an Individual Education Plan (360º Evaluation)
• Seeks out learning opportunities that go beyond program expectations, e.g.: supplemental readings, setting aside time for Torah study, reflective writing, wide consultation with staff and colleagues, efforts to apply learning to own school
• Establishes and holds him/herself accountable to annual professional development goals based on an analysis of student achievement and institutional needs.
• Establishes a school culture that expects and supports ongoing adult learning to improve performance for all staff, including the head of school, and for the board of trustees.
• Uses ongoing Jewish learning to inform and enrich leadership
* See document Habits of Mind and Heart of Jewish Educational Leaders.