Institutions and Organizations seeking State Approval for ... · system for using data-based research strategies to regularly monitor, evaluate, and revise the vision. • Candidates

Educational Administration and Leadership

Institutions and Organizations seeking State Approval for programs which prepare and result in the recommendation ofcandidates for licensure as Principals and Superintendents shall be required to demonstrate that they meet the followingprogram standards. The Standards below are an adapted version of the 2001 standards of the Educational LeadershipConstituent Council (ELCC), for the preparation of Principals and Superintendents.

Standard 1 - Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success ofall students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supportedby the school community.

Elements IndicatorsMap to Field Experience / Map

to Curriculum and CourseExperiences

Assessment Strategies

1.1 Develop a Vision • Candidates develop a vision oflearning for a school thatpromotes the success of allstudents.

• Candidates base this vision onrelevant knowledge andtheories, including but notlimited to an understanding oflearning goals in a pluralisticsociety, the diversity oflearners and learners' needs,schools as interactive socialand cultural systems, andsocial and organizationalchange.

1.2 Articulate a Vision • Candidates demonstrate theability to articulate thecomponents of this vision for aschool and the leadership

processes necessary toimplement and support thevision.

• Candidates demonstrate theability to use data-basedresearch strategies andstrategic planning processesthat focus on student learningto inform the development of avision, drawing on relevantinformation sources such asstudent assessment results,student and familydemographic data, and ananalysis of community needs.

• Candidates demonstrate theability to communicate thevision to staff, parents,students, and communitymembers through the use ofsymbols, ceremonies, stories,and other activities.

1.3 Implement a Vision • Candidates can formulate theinitiatives necessary tomotivate staff, students, andfamilies to achieve theschool's vision.

• Candidates develop plans andprocesses for implementingthe vision (e.g., articulating thevision and related goals,encouraging challengingstandards, facilitatingcollegiality and teamwork,structuring significant work,ensuring appropriate use of

student assessments,providing autonomy,supporting innovation,delegating responsibility,developing leadership inothers, and securing neededresources).

1.4 Steward a Vision • Candidates demonstrate anunderstanding of the roleeffective communication skillsplay in building a sharedcommitment to the vision.

• Candidates design or adopt asystem for using data-basedresearch strategies to regularlymonitor, evaluate, and revisethe vision.

• Candidates assumestewardship of the visionthrough various methods.

1.5 Promote CommunityInvolvement in the Vision

• Candidates demonstrate theability to involve communitymembers in the realization ofthe vision and in related schoolimprovement efforts.

• Candidates acquire anddemonstrate the skills neededto communicate effectivelywith all stakeholders aboutimplementation of the vision.

Standard 2 - Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success ofall students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning,and designing comprehensive professional growth plans for staff.




2.1 Promote Positive SchoolCulture

• Candidates assess schoolculture using multiple methodsand implement context-appropriate strategies thatcapitalize on the diversity (e.g.,population, language,disability, gender, race, socio-economic) of the schoolcommunity to improve schoolprograms and culture.

2.2 Provide EffectiveInstructionalProgram

• Candidates demonstrate theability to facilitate activities thatapply principles of effectiveinstruction to improveinstructional practices andcurricular materials.

• Candidates demonstrate theability to makerecommendations regardingthe design, implementation,and evaluation of a curriculumthat fully accommodateslearners' diverse needs.

• Candidates demonstrate theability to use and promotetechnology and informationsystems to enrich curriculumand instruction, to monitor

instructional practices andprovide staff the assistanceneeded for improvement.

2.3 Apply Best Practice toStudentLearning

• Candidates demonstrate theability to assist schoolpersonnel in understandingand applying best practices forstudent learning.

• Candidates apply humandevelopment theory, provenlearning and motivationaltheories, and concern fordiversity to the learningprocess.

• Candidates demonstrate anunderstanding of how to useappropriate researchstrategies to promote anenvironment for improvedstudent achievement.

2.4 Design ComprehensiveProfessional Growth Plans

• Candidates design anddemonstrate an ability toimplement well-planned,context-appropriateprofessional developmentprograms based on reflectivepractice and research onstudent learning consistentwith the school vision andgoals.

• Candidates demonstrate theability to use strategies suchas observations, collaborativereflection, and adult learningstrategies to formcomprehensive professional

growth plans with teachersand other school personnel.

• Candidates develop andimplement personalprofessional growth plans thatreflect a commitment to life-long learning.

Standard 3 - Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success ofall students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learningenvironment.




3.1 Manage the Organization • Candidates demonstrate theability to optimize the learningenvironment for all students byapplying appropriate modelsand principles oforganizational developmentand management, includingresearch and data drivendecision making with attentionto indicators of equity,effectiveness, and efficiency.

• Candidates develop plans ofaction for focusing on effectiveorganization and managementof fiscal, human, and materialresources, giving priority tostudent learning, safety,curriculum, and instruction.

• Candidates demonstrate anability to manage time

effectively and deploy financialand human resources in waysthat promote studentachievement.

3.2 Manage Operations • Candidates demonstrate theability to involve staff inconducting operations andsetting priorities usingappropriate and effectiveneeds assessment, research-based data, and groupprocess skills to buildconsensus, communicate, andresolve conflicts in order toalign resources with theorganizational vision.

• Candidates developcommunications plans for staffthat includes opportunities forstaff to develop their familyand community collaborationskills.

• Candidates demonstrate anunderstanding of how to applylegal principles to promoteeducational equity and providea safe, effective, and efficientfacilities.

3.3 Manage Resources • Candidates use problem-solving skills and knowledge ofstrategic, long-range, andoperational planning (includingapplications of technology) inthe effective, legal, andequitable use of fiscal, human,and material resource

allocation and alignment thatfocuses on teaching andlearning.

• Candidates creatively seeknew resources to facilitatelearning.

• Candidates apply and assesscurrent technologies for schoolmanagement, businessprocedures, and scheduling.

Standard 4 - Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success ofall students by collaborating with families and other community members, responding to diverse community interests and needs, andmobilizing community resources.




4.1 Collaborate with Familiesand Other CommunityMembers

• Candidates demonstrate anability to bring together theresources of family membersand the community topositively affect studentlearning.

• Candidates demonstrate anability to involve families in theeducation of their childrenbased on the belief thatfamilies have the best interestsof their children in mind.

• Candidates demonstrate theability to use public informationand research-basedknowledge of issues andtrends to collaborate with

families and communitymembers.

• Candidates apply anunderstanding of communityrelations models, marketingstrategies and processes,data-based decision making,and communications theory tocreate frameworks for school,family, business, community,government, and highereducation partnerships.

• Candidates develop variousmethods of outreach aimed atbusiness, religious, political,and service organizations.

• Candidates demonstrate theability to involve families andother stakeholders in schooldecision-making processes,reflecting an understandingthat schools are an integralpart of the larger community.

• Candidates demonstrate theability to collaborate withcommunity agencies tointegrate health, social, andother services.

• Candidates develop acomprehensive program ofcommunity relations anddemonstrate the ability to workwith the media.

4.2 Respond to CommunityInterests and Needs

• Candidates demonstrateactive involvement within thecommunity, including

interactions with individualsand groups with conflictingperspectives.

• Candidates demonstrate theability to use appropriateassessment strategies andresearch methods tounderstand and accommodatediverse school and communityconditions and dynamics.

• Candidates provide leadershipto programs serving studentswith special and exceptionalneeds.

• Candidates demonstrate theability to capitalize on thediversity (cultural, ethnic,racial, economic, and specialinterest groups) of the schoolcommunity to improve schoolprograms and meet thediverse needs of all students.

4.3 MobilizeCommunityResources

• Candidates demonstrate anunderstanding of and ability touse community resources,including youth services, tosupport student achievement,solve school problems, andachieve school goals.

• Candidates demonstrate howto use school resources andsocial service agencies toserve the community.

• Candidates demonstrate anunderstanding of ways to usepublic resources and funds

appropriately and effectively toencourage communities toprovide new resources toaddress emerging studentproblems.

Standard 5 - Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success ofall students by acting with integrity, fairly, and in an ethical manner.




5.1 Acts with Integrity • Candidates demonstrate arespect for the rights of otherswith regard to confidentialityand dignity and engage inhonest interactions.

5.2 Acts Fairly • Candidates demonstrate theability to combine impartiality,sensitivity to student diversity,and ethical considerations intheir interactions with others.

5.3 Acts Ethically • Candidates make and explaindecisions based upon ethicaland legal principles.

Standard 6 - Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success ofall students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.




6.1 Understand the LargerContext

• Candidates act as informedconsumers of educationaltheory and conceptsappropriate to school contextand can demonstrate theability to apply appropriateresearch methods to a schoolcontext.

• Candidates demonstrate theability to explain how the legaland political systems andinstitutional framework ofschools have shaped a schooland community, as well as theopportunities available tochildren and families in aparticular school.

• Candidates demonstrate theability to analyze the complexcauses of poverty and otherdisadvantages and theireffects on families,communities, children, andlearning.

• Candidates demonstrate anunderstanding of the policies,laws, and regulations enactedby local, state, and federal

authorities that affect schools,especially those that mightimprove educational and socialopportunities.

• Candidates demonstrate theability to describe theeconomic factors shaping alocal community and theeffects economic factors haveon local schools.

• Candidates demonstrate theability to analyze and describethe cultural diversity in aschool community.

• Candidates can describecommunity norms and valuesand how they relate to the roleof the school in promotingsocial justice.

• Candidates demonstrate theability to explain varioustheories of change and conflictresolution and the appropriateapplication of those models tospecific communities.

6.2 Respond to the LargerContext

• Candidates demonstrate theability to communicate withmembers of a schoolcommunity concerning trends,issues, and potential changesin the environment in whichthe school operates, includingmaintenance of an ongoingdialogue with representativesof diverse community groups.

6.3 Influence the LargerContext

• Candidates demonstrate theability to engage students,parents, and other members ofthe community in advocatingfor adoption of improvedpolicies and laws.

• Candidates apply theirunderstanding of the largerpolitical, social, economic,legal, and cultural context todevelop activities and policiesthat benefit students and theirfamilies.

• Candidates advocate forpolicies and programs thatpromote equitable learningopportunities and success forall students, regardless ofsocioeconomic background,ethnicity, gender, disability, orother individual characteristics.

Standard 7 - Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practiceand develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guidedcooperatively by the institution and school districtpersonnel for graduate credit.




7.1 Substantial • Candidates demonstrate theability to accept genuineresponsibility for leading,facilitating, and makingdecisions typical of thosemade by educational leaders.

• The experience(s) shouldprovide interns with substantialresponsibilities that increaseover time in amount andcomplexity and involve directinteraction and involvementwith staff, students, parents,and

• community leaders.• Each candidate should have a

minimum of six months (orequivalent, see note below) offulltime internship experience.

7.2 Sustained • Candidates participate inplanned intern activities duringthe entire course of theprogram, including anextended period of time nearthe conclusion of the programto allow for candidateapplication of knowledge and

skills on a full-time basis.7.3 Standards-based • Candidates apply skills and

knowledge articulated in thesestandards as well as state andlocal standards for educationalleaders.

• Experiences are designed toaccommodate candidates'individual needs.

7.4 Real Settings • Candidates' experiences occurin multiple settings that allowfor the demonstration of a widerange of relevant knowledgeand skills.

• Candidates' experiencesinclude work with appropriatecommunity organizations suchas social service groups andlocal businesses.

7.5 Planned andGuided Cooperatively

• Candidates' experiences areplanned cooperatively by theindividual, the site supervisor,and institution personnel toprovide inclusion ofappropriate opportunities toapply skills, knowledge, andresearch contained in thestandards.

• The three individuals worktogether to meet candidateand program needs.

• Mentors are provided trainingto guide the candidate duringthe intern experience.

Documents

Institutions and Organizations seeking State Approval for ... · system for using data-based research strategies to regularly monitor, evaluate, and revise the vision. • Candidates