This paper, produced for the University of Virginia’s School Turnaround Specialist Program, describes how using competencies that predict performance can improve turnaround principal selection, evaluation, and development.  Although the term “competency” often describes any work-related skill, in this context competencies are the underlying motives  and habits—patterns of thinking, feeling, acting, and speaking—that cause a person to be successful in a specific job or role.  The primary critical competencies for school turnaround leader are “achievement” and “impact and influence.” Achievement is having the drive and taking actions to set challenging goals and reach a high standard of performance despite barriers.  Impact and influence is acting with the purpose of affecting the perceptions, thinking and actions of others. This report provides guidance for organizations on how to use competencies to select, evaluate, and develop effective school turnaround leaders.

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