Building Ranks | K–12 | A Comprehensive Framework for Effective School Leaders

Diagnostic of Educational Leadership Practice

Coming soon! This research-based, online diagnostic measures a school leader’s response to scenarios that are mapped specifically to the Building Ranks™ framework and analyzed by each dimension. You’ll be presented with reliable data which you can use to identify professional strengths and areas for growth—giving you a clear starting point for action planning and goal setting in your practice. The Diagnostic of Educational Leadership Practice is the perfect tool to help you understand the school leader’s role in creating a high-performance culture and empowering the application of knowledge, skills, and dispositions of growth in a global society.

Through 14 authentic situations, the diagnostic:

  • Can be used across the leadership continuum from preparation through mastery, perfectly suited for both current and aspiring principals and assistant principals
  • Assesses written and verbal responses to emails, observations, and voicemails to provide leadership strengths and areas for growth in the context of Building Culture and Leading Learning
  • Is administered in a user-friendly, online format and provides full-color visual displays of data results
  • Takes approximately six hours to complete, either in one sitting or several shorter ones to allow principals to manage their time
  • Offers a tutorial that can be viewed as many times as necessary to help participants familiarize themselves with the tool

“The Diagnostic of Educational Leadership Practice seems like a much better way to gauge proficiency than a multiple-choice test, which is what my state currently uses to grant licenses to school administrators.”
“This experience allowed me to move outside of my small school lens. I was able to put myself in a variety of hypothetical situations and test my reactions.”
“I really liked the platform and would love if this replaced traditional assessments.”
“I have desired a tool that would allow me to ‘virtually’ manage a school so that I could learn new skills without having an adverse impact on my school. I have often said that new principals need a virtual simulated school to start so that they could learn to put theory into practice.”

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