Tuesday, May 17, 2011

NYSED Common Core Standards Timeline (ELA/Literacy, Math, Arts)

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Spring 2011
• Materials (protocol, facilitator’s guide, video) available for school-level Common Core awareness professional development session, recommended for teacher/principal PD
• RFP for CCSS Curricular Modules in ELA, Math, Arts is released and includes two Exemplary CCSS Aligned Curricular module in ELA and Math

Summer 2011
• 6 Exemplary CCSS Modules are made available through RttT Implementation Web page
• State Professional Development Institute (August 1-5) for Network Teams includes 1.5 days of training in CCSS, 1.5 days of training on School Based Inquiry, and 2 days of training on Teacher evaluation including guidance and materials for turnkey training on all three
• Recommended Network Team turn key professional development opportunity: CCSS training for all teachers and principals in August
• RttT Implementation Web page launches as Communication and Resource Vehicle 
School Year 2011-12
• Recommend initial phase of CCSS implementation: every teacher is delivering at least one CCSS aligned unit each semester.
• Math and ELA tests continue to be aligned with 2005 Standards
• Vendors who will collaborate with NYS educators to develop curricular modules in ELA, Math, and the Arts are chosen between September and January and their submissions (several exemplary units) are immediately made available to the field

Summer 2012
• The first 50% of ELA, Math, and Arts exemplary modules are in the field from the vendor. The nature and number of these modules is linked w/the common core-aligned tests to come in 12-13.
• Additional training on CCSS occurs
• Intensive training on the nature of the transition in the SY 12-13 tests occurs

School Year 2012-13
• Phase II of CCSS implementation happens in schools
• NYS tests aligned to CCSS in ELA and Math begin

Summer 2013
• Full menu of ELA, Math, and Arts exemplary units are available
• Ongoing training on curriculum and testing

School Year 2013-14
• Phase III of CCSS implementation happens in schools
• NYS Tests aligned to CCSS in ELA and Math

Summer 2014
• Ongoing training on CCSS implementation
• Intensive training on PARCC assessments (if adopted by the Board of Regents)

School Year 2014-15
• Full implementation of CCSS
• PARCC assessments (if adopted by the Board of Regents) 



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Teacher Evaluations -- Four Free Online Books

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This booklet outlines key questions that can guide observational tool selection. It is intended to provide guiding questions that will help users organize their thinking about what they want from an observation tool and help them to find instruments well aligned with their strategic goals.



This booklet includes a list of guiding principles for the successful use of observation tools, as well as logistical information regarding important ways to standardize observation protocols.



This booklet describes scientific evidence regarding several key areas of teachers’ practice that observational measures should assess



This booklet includes information about the ways that observation systems can help improve teachers’ use of effective teaching practices.



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Principal Evaluation Systems -- ISLLC Standards



ISLLC Standards

The Interstate School Leaders Licensure Consortium (ISLLC) Standards have recently been developed by the Council of Chief State School Officers in collaboration with the National Policy Board on Educational Administration (NPBEA) to help strengthen preparation programs in school leadership (Van Meter & Murphy, 1997). The Program in Educational Leadership uses the ISLLC standards as a requirement for the student's Learning Portfolio.
There are six standards. Each standard is followed by the Knowledge required for the standard, the Dispositions or attitudes manifest by the accomplishment of the standard, and Performances that could be observed by an administrator who is accomplished in the standard.
Standard 1: A school administrator is an educational leader who promotes the success of all students by
facilitating the development, articulation, implementation, and stewardship of a vision of
learning that is shared and supported by the school community.
Knowledge
The administrator has knowledge and understanding of:
  •      learning goals in a pluralistic society
  •      the principles of developing and implementing strategic plans
  •      systems theory
  •      information sources, data collection, and data analysis strategies
  •      effective communication
  •      effective consensus-building and negotiation skills
Dispositions
The administrator believes in, values, and is committed to:
  •      the educability of all
  •      a school vision of high standards of learning
  •      continuous school improvement
  •      the inclusion of all members of the school community
  •      ensuring that students have the knowledge, skills, and values needed to become successful adults
  •      a willingness to continuously examine one’s own assumptions, beliefs, and practices
  •      doing the work required for high levels of personal and organization performance
Performances
The administrator facilitates processes and engages in activities ensuring that:
 
  •     the vision and mission of the school are effectively communicated to staff, parents, students, and community members
  •     the vision and mission are communicated through the use of symbols, ceremonies, stories, and similar activities
  •     the core beliefs of the school vision are modeled for all stakeholders
  •     the vision is developed with and among stakeholders
  •     the contributions of school community members to the realization of the vision are recognized and celebrated
  •     progress toward the vision and mission is communicated to all stakeholders
  •     the school community is involved in school improvement efforts
  •     the vision shapes the educational programs, plans, and actions
  •     an implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated
  •     assessment data related to student learning are used to develop the school vision and goals
  •     relevant demographic data pertaining to students and their families are used in developing the school mission and goals
  •     barriers to achieving the vision are identified, clarified, and addressed
  •     needed resources are sought and obtained to support the implementation of the school mission and goals
  •     existing resources are used in support of the school vision and goals
  •     the vision, mission, and implementation plans are regularly monitored, evaluated, and revised

Standard 2: A school administrator is an educational leader who promotes the success of all students by
advocating, nurturing, and sustaining a school culture and instructional program conducive to
student learning and staff professional growth.
Knowledge
The administrator has knowledge and understanding of:
  •      student growth and development
  •      applied learning theories
  •      applied motivational theories
  •      curriculum design, implementation, evaluation, and refinement
  •      principles of effective instruction
  •      measurement, evaluation, and assessment strategies
  •      diversity and its meaning for educational programs
  •      adult learning and professional development models
  •      the change process for systems, organizations, and individuals
  •      the role of technology in promoting student learning and professional growth
  •      school cultures
Dispositions
The administrator believes in, values, and is committed to:
  •      student learning as the fundamental purpose of schooling
  •      the proposition that all students can learn
  •      the variety of ways in which students can learn
  •      life long learning for self and others
  •      professional development as an integral part of school improvement
  •      the benefits that diversity brings to the school community
  •      a safe and supportive learning environment
  •      preparing students to be contributing members of society
Performances
The administrator facilitates processes and engages in activities ensuring that:
 
  •      all individuals are treated with fairness, dignity, and respect
  •      professional development promotes a focus on student learning consistent with the school vision and goals
  •      students and staff feel valued and important
  •      the responsibilities and contributions of each individual are acknowledged
  •      barriers to student learning are identified, clarified, and addressed
  •      diversity is considered in developing learning experiences
  •      life long learning is encouraged and modeled
  •      there is a culture of high expectations for self, student, and staff performance
  •      technologies are used in teaching and learning
  •      student and staff accomplishments are recognized and celebrated
  •      multiple opportunities to learn are available to all students
  •      the school is organized and aligned for success
  •      curricular, co-curricular, and extra-curricular programs are designed, implemented, evaluated, and refined
  •      curriculum decisions are based on research, expertise of teachers, and the recommendations of learned societies
  •      the school culture and climate are assessed on a regular basis
  •      a variety of sources of information is used to make decisions
  •      student learning is assessed using a variety of techniques
  •      multiple sources of information regarding performance are used by staff and students
  •      a variety of supervisory and evaluation models is employed
  •      pupil personnel programs are developed to meet the needs of students and their families
Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring
management of the organization, operations, and resources for a safe, efficient, and effective learning
environment.
Knowledge
The administrator has knowledge and understanding of:
  •      theories and models of organizations and the principles of organizational development
  •      operational procedures at the school and district level
  •      principles and issues relating to school safety and security
  •      human resources management and development
  •      principles and issues relating to fiscal operations of school management
  •      principles and issues relating to school facilities and use of space
  •      legal issues impacting school operations
  •      current technologies that support management functions
Dispositions
The administrator believes in, values, and is committed to:
  •      making management decisions to enhance learning and teaching
  •      taking risks to improve schools
  •      trusting people and their judgments
  •      accepting responsibility
  •      high-quality standards, expectations, and performances
  •      involving stakeholders in management processes
  •      a safe environment
Performances
The administrator facilitates processes and engages in activities ensuring that:
  •      knowledge of learning, teaching, and student development is used to inform management decisions
  •      operational procedures are designed and managed to maximize opportunities for successful learning
  •      emerging trends are recognized, studied, and applied as appropriate
  •      operational plans and procedures to achieve the vision and goals of the school are in place
  •      collective bargaining and other contractual agreements related to the school are effectively managed
  •      the school plant, equipment, and support systems operate safely, efficiently, and effectively
  •      time is managed to maximize attainment of organizational goals
  •      potential problems and opportunities are identified
  •      problems are confronted and resolved in a timely manner
  •      financial, human, and material resources are aligned to the goals of schools
  •      the school acts entrepreneurially to support continuous improvement
  •      organizational systems are regularly monitored and modified as needed
  •      stakeholders are involved in decisions affecting schools
  •      responsibility is shared to maximize ownership and accountability
  •      effective problem-framing and problem-solving skills are used
  •      effective conflict resolution skills are used
  •      effective group-process and consensus-building skills are used
  •      effective communication skills are used
  •      there is effective use of technology to manage school operations
  •      fiscal resources of the school are managed responsibly, efficiently, and effectively
  •      a safe, clean, and aesthetically pleasing school environment is created and maintained
  •      human resource functions support the attainment of school goals
  •      confidentiality and privacy of school records are maintained

Standard 4 : A school administrator is an educational leader who promotes the success of all students by
collaborating with families and community members, responding to diverse community
interests and needs, and mobilizing community resources.
Knowledge
The administrator has knowledge and understanding of:
  •      emerging issues and trends that potentially impact the school community
  •      the conditions and dynamics of the diverse school community
  •      community resources
  •      community relations and marketing strategies and processes
  •      successful models of school, family, business, community, government and higher education partnerships
Dispositions
The administrator believes in, values, and is committed to:
  •      schools operating as an integral part of the larger community
  •      collaboration and communication with families
  •      involvement of families and other stakeholders in school decision-making processes
  •      the proposition that diversity enriches the school
  •      families as partners in the education of their children
  •      the proposition that families have the best interests of their children in mind
  •      resources of the family and community needing to be brought to bear on the education of students
  •      an informed public
Performances
The administrator facilitates processes and engages in activities ensuring that:
  •      high visibility, active involvement, and communication with the larger community is a priority
  •      relationships with community leaders are identified and nurtured
  •      information about family and community concerns, expectations, and needs is used regularly
  •      there is outreach to different business, religious, political, and service agencies and organizations
  •      credence is given to individuals and groups whose values and opinions may conflict
  •      the school and community serve one another as resources
  •      available community resources are secured to help the school solve problems and achieve goals
·            partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals
·            community youth family services are integrated with school programs
  •      community stakeholders are treated equitably
  •      diversity is recognized and valued
  •      effective media relations are developed and maintained
  •      a comprehensive program of community relations is established
  •      public resources and funds are used appropriately and wisely
  •      community collaboration is modeled for staff
  •      opportunities for staff to develop collaborative skills are provided
Standard 5:  A school administrator is an educational leader who promotes the success of all students by acting
with integrity, fairness, and in an ethical manner.
Knowledge
The administrator has knowledge and understanding of:
  •      the purpose of education and the role of leadership in modern society
  •      various ethical frameworks and perspectives on ethics
  •      the values of the diverse school community
  •      professional codes of ethics
  •      the philosophy and history of education
Dispositions
The administrator believes in, values, and is committed to:
  •      the ideal of the common good
  •      the principles in the Bill of Rights
  •      the right of every student to a free, quality education
  •      bringing ethical principles to the decision-making process
  •      subordinating one’s own interest to the good of the school community
  •      accepting the consequences for upholding one’s principles and actions
  •      using the influence of one’s office constructively and productively in the service of all students and their families
  •      development of a caring school community
Performances
The administrator facilitates processes and engages in activities ensuring that:
  •      examines personal and professional values
  •      demonstrates a personal and professional code of ethics
  •      demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance
  •      serves as a role model
  •      accepts responsibility for school operations
  •      considers the impact of one’s administrative practices on others
  •      uses the influence of the office to enhance the educational program rather than for personal gain
  •      treats people fairly, equitably, and with dignity and respect
  •      protects the rights and confidentiality of students and staff
  •      demonstrates appreciation for and sensitivity to the diversity in the school community
  •      recognizes and respects the legitimate authority of others
  •      examines and considers the prevailing values of the diverse school community
  •      expects that others in the school community will demonstrate integrity and exercise ethical behavior
  •      opens the school to public scrutiny
  •      fulfills legal and contractual obligations
  •      applies laws and procedures fairly, wisely, and considerately
Standard 6:  A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and
cultural context.
Knowledge
The administrator has knowledge and understanding of:
  •      principles of representative governance that undergird the system of American schools
  •      the role of public education in developing and renewing a democratic society and an economically productive nation
  •      the law as related to education and schooling
  •      the political, social, cultural and economic systems and processes that impact schools
  •      models and strategies of change and conflict resolution as applied to the larger political, social, cultural and economic contexts of schooling
  •      global issues and forces affecting teaching and learning
  •      the dynamics of policy development and advocacy under our democratic political system
  •      the importance of diversity and equity in a democratic society
Dispositions
The administrator believes in, values, and is committed to:
    •     education as a key to opportunity and social mobility
    •     recognizing a variety of ideas, values, and cultures
    •     importance of a continuing dialogue with other decision makers affecting education
    •     actively participating in the political and policy-making context in the service of education
    •     using legal systems to protect student rights and improve student opportunities  
Performances
The administrator facilitates processes and engages in activities ensuring that:
  •      the environment in which schools operate is influenced on behalf of students and their families
  •      communication occurs among the school community concerning trends, issues, and potential changes in the
  •      environment in which schools operate
  •      there is ongoing dialogue with representatives of diverse community groups
  •      the school community works within the framework of policies, laws, and regulations enacted by local state, and
  •      federal authorities
  •      public policy is shaped to provide quality education for students
  •      lines of communication are developed with decision makers outside the school community







ISLLC* ADMINISTRATOR STANDARDS
Standard 1
The Administrator has an understanding of and demonstrates competence
in the teacher standards.
Teacher standards:
(1) Content. The teacher understands the central concepts, tools of inquiry, and structures
of the disciplines he or she teaches and can create learning experiences that make these
aspects of subject matter meaningful for pupils.
(2) Pupil growth and development. The teacher understands how children with broad
ranges of ability learn and provides instruction that supports their intellectual, social, and
personal development.
(3) Learning styles. The teacher understands how pupils differ in their approaches to
learning and the barriers that impede learning and can adapt instruction to meet the
diverse needs of pupils, including those with disabilities and exceptionalities.
(4) Classroom Instruction. The teacher understands and uses a variety of instructional
strategies, including the use of technology to encourage children’s development of
critical thinking, problem solving, and performance skills.
(5) Classroom Management. The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation.
(6) Communication. The teacher uses effective verbal and nonverbal communication
techniques as well as instructional media and technology to foster active inquiry,
collaboration, and supportive interaction in the classroom.
(7) Lesson Planning. The teacher organizes and plans systematic instruction based upon
knowledge of subject matter, pupils, the community, and curriculum goals.
(8) Assessment. The teacher understands and uses formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social, and physical
development of the pupil.
(9) Reflection. The teacher is a reflective practitioner who continually evaluates the effect
of his or her choices and actions on pupils, parents, professionals in the learning
community and others and who actively seeks out opportunities to grow professionally.
2
(10) Community. The teacher fosters relationships with school colleagues, parents, and
agencies in the larger community to support pupil learning and well being and who acts
with integrity, fairness and in an ethical manner.
Standard 2
A School administrator is an educational leader who promotes the
success of all students by facilitating the development, articulation,
implementation, and stewardship of a vision of learning that is shared and
supported by the school community.
Knowledge
The administrator has knowledge and understanding of:
learning goals in a pluralistic society
the principles of developing and implementing strategic plans
systems theory
information sources, data collection, and data analysis strategies
effective communication
effective consensus-building and negotiation skills
Dispositions
The administrator believes in, values, and is committed to:
the educability of all
a school vision of high standards of learning
continuous school improvement
the inclusion of all members of the school community
ensuring that students have the knowledge, skills, and values needed to become
successful adults
a willingness to continuously examine one’s own assumptions, beliefs, and
practices
3
doing the work required for high levels of personal and organization performance
Performances
The administrator facilitates processes and engages in activities ensuring that:
the vision and mission of the school are effectively communicated to staff, parents,
students, and community members
the vision and mission are communicated through the use of symbols, ceremonies,
stories, and similar activities
the core beliefs of the school vision are modeled for all stakeholders
the vision is developed with and among stakeholders
the contributions of school community members to the realization of the vision are
recognized and celebrated
progress toward the vision and mission is communicated to all stakeholders
the school community is involved in school improvement efforts
the vision shapes the educational programs, plans, and actions
an implementation plan is developed in which objectives and strategies to achieve
the vision and goals are clearly articulated
assessment data related to student learning are used to develop the school vision
and goals
relevant demographic data pertaining to students and their families are used in
developing the school mission and goals
barriers to achieving the vision are identified, clarified, and addressed
needed resources are sought and obtained to support the implementation of the
school missions and goals
existing resources are used in support of the school vision and goals
the vision, mission, and implementation plans are regularly monitored, evaluated
and revised
4
Standard 3
The administrator manages by advocating, nurturing, and sustaining a
school culture and instructional program conducive to pupil learning
and staff professional growth.
Knowledge
The administrator has knowledge and understanding of:
student growth and development
applied learning theories
applied motivational theories
curriculum design, implementation, evaluation, and refinement
principles of effective instruction
measurement, evaluation, and assessment strategies
diversity and its meaning for educational programs
adult learning and professional development models
the change process for systems, organizations, and individuals
the role of technology in promoting student learning and professional growth
school cultures
Dispositions
The administrator believes in, values, and is committed to:
student learning as the fundamental purpose of schooling
the proposition that all students can learn
the variety of ways in which students can learn
life long learning for self and others
professional development as an integral part of school improvement
5
the benefits that diversity brings to the school community
a safe and supportive learning environment
preparing students to be contributing members of society
Performances
The administrator facilitates processes and engages in activities ensuring that:
all individuals are treated with fairness, dignity, and respect
professional development promotes a focus on student learning consistent with the
school vision and goals
students and staff feel valued and important
the responsibilities and contributions of each individual are acknowledged
barriers to student learning are identified, clarified, and addressed
diversity is considered in developing learning experiences
life long learning is encouraged and modeled
there is a culture of high expectations for self, student, and staff performance
technologies are used in teaching and learning
student and staff accomplishments are recognized and celebrated
multiple opportunities to learn are available to all students
the school is organized and aligned for success
curricular, co-curricular, and extra-curricular programs are designed, implemented,
evaluated, and refined.
curriculum decisions are based on research, expertise of teachers, and the
recommendations of learned societies
the school culture and climate are assessed on a regular basis
a variety of sources of information is used to make decisions
6
student learning is assessed using a variety of techniques
multiple sources of information regarding performance are used by staff and
students
a variety of supervisory and evaluation models is employed
pupil personnel programs are developed to meet the needs of students and their
families
Standard 4
The administrator ensures management of the organization, operations,
finances, and resources for a safe, efficient, and effective learning
environment.
Knowledge
The administrator has knowledge and understanding of:
theories and models of organizations and the principles of organizational
development
operational procedures at the school and district level
principles and issues relating to school safety and security
human resources management and development
principles and issues relating to fiscal operations of school management
principles and issues relating to school facilities and use of space
legal issues impacting school operations
current technologies that support management functions
Dispositions
The administrator believes in, values, and is committed to:
making management decisions to enhance learning and teaching
taking risks to improve schools
7
trusting people and their judgments
accepting responsibility
high-quality standards, expectations, and performances
involving stakeholders in management processes
a safe environment
Performances
The administrator facilitates processes and engages in activities that:
knowledge of learning, teaching, and student development is used to inform
management decisions
operational procedures are designed and managed to maximize opportunities for
successful learning
emerging trends are recognized, studied, and applied as appropriate
operational plans and procedures to achieve the vision and goals of the school are
in place
collective bargaining and other contractual agreements related to the school are
effectively managed
the school plant, equipment, and support systems operate safely, efficiently, and
effectively
time is managed to maximize attainment of organizational goals
potential problems and opportunities are identified
problems are confronted and resolved in a timely manner
financial, human, and material resources are aligned to the goals of schools
the school acts entrepreneurially to support continuous improvement
organizational systems are regularly monitored and modified as needed
stakeholders are involved in decisions affecting schools
responsibility is shared to maximize ownership and accountability
8
effective problem-framing and problem-solving skill are used
effective conflict resolution skills are used
effective group-process and consensus-building skills are used
effective communication skills are used
there is effective use of technology to manage school operations
fiscal resources of the school are managed responsibly, efficiently, and effectively
a safe, clean and aesthetically pleasing school environment is created and
maintained
human resource functions support the attainment of school goals
confidentiality and privacy of school records are maintained
Standard 5
The administrator models collaborating with families and community
members, responding to diverse community interests and needs, and
mobilizing community resources.
Knowledge
The administrator has knowledge and understanding of:
emerging issues and trends that potentially impact the school community
the conditions and dynamics of the diverse school community
community resources
community relations and marketing strategies and processes
successful models of school, family, business, community, government and higher
education partnerships
9
Dispositions
The administrator believes in, values, and is committed to:
schools operating as an integral part of the larger community
collaboration and communication with families
involvement of families and other stakeholders in school decision-making
processes
the proposition that diversity enriches the school
families as partners in the education of their children
the proposition that families have the best interests of their children in mind
resources of the family and community needing to be brought to bear on the
education of students
an informed public
Performances
The administrator facilitates processes and engages in activities ensuring that:
high visibility, active involvement, and communication with the larger community
is a priority
relationships with community leaders are identified and nurtured
information about family and community concerns, expectations, and needs is
used regularly
there is outreach to different business, religious, political, and service agencies and
organizations
credence is given to individuals and groups whose values and opinions may
conflict
the school and community serve one another as resources
available community resources are secured to help the school solve problems and
achieve goals
10
partnerships are established with area businesses, institutions of higher education,
and community groups to strengthen programs and support school goals
community groups to strengthen programs and support school goals
community youth family services are integrated with school programs
community stakeholders are treated equitably
diversity is recognized and valued
effective media relations are developed and maintained
a comprehensive program of community relations is established
public resources and funds are used appropriately and wisely
community collaboration is modeled for staff
opportunities for staff to develop collaborative skills are provided
Standard 6
The administrator acts with integrity, fairness, and in an ethical manner.
Knowledge
The administrator has knowledge and understanding of:
the purpose of education and the role of leadership in modern society
various ethical frameworks and perspectives on ethics
the values of the diverse school community
professional codes of ethics
the philosophy and history of education
11
Dispositions
The administrator believes in, values, and is committed to:
the ideal of the common good
the principles in the Bill of Rights
the right of every student to a free, quality education
bringing ethical principles to the decision-making process
subordinating one’s own interest to the good of the school community
accepting the consequences for upholding one’s principles and actions
using the influence of one’s office constructively and productively in the service
of all students and their families
development of a caring school community
Performances
The administrator facilitates processes and engages in activities ensuring that:
examines personal and professional values
demonstrates a personal and professional code of ethics
demonstrates values, beliefs, and attitudes that inspire others to higher levels of
performance
serves as a role model
accepts responsibility for school operations
considers the impact of one’s administrative practices on others
uses the influence of the office to enhance the educational program rather than for
personal gain
treats people fairly, equitably, and with dignity and respect
protects the rights and confidentiality of students and staff
demonstrates appreciation for and sensitivity to the diversity in the school
community
12
recognizes and respects the legitimate authority of others
examines and considers the prevailing values of the diverse school community
expects that others in the school community will demonstrate integrity and
exercise ethical behavior
opens the school to public scrutiny
fulfills legal and contractual obligations
applies laws and procedures fairly, wisely, and considerately
Standard 7
The administrator understands, responds to, and interacts with the larger
political, social, economic, legal, and cultural context that affects
schooling.
Knowledge
The administrator has knowledge and understanding of:
principles of representative governance that undergird the system of American
schools
the role of public education in developing and renewing a democratic society and
an economically productive nation
the law as related to education and schooling
the political, social, cultural and economic systems and processes that impact
schools
models and strategies of change and conflict resolution as applied to the larger
political, social, cultural and economic contexts of schooling
global issues and forces affecting teaching and learning
the dynamics of policy development and advocacy under our democratic political
system
the importance of diversity and equity in a democratic society
13
Dispositions
The administrator believes in, values and is committed to:
education as a key to opportunity and social mobility
recognizing a variety of ideas, values, and cultures
importance of a continuing dialogue with other decision makers affecting
education
actively participating in the political and policy-making context in the service of
education
using legal systems to protect student rights and improve student opportunities
Performances
The administrator facilitates processes and engages in activities ensuring that:
the environment in which schools operate is influenced on behalf of students and
their families
communication occurs among the school community concerning trends, issues,
and potential changes in the environment in which schools operate
there is ongoing dialogue with representatives of diverse community groups
the school community works within the framework of policies, laws and
regulations enacted by local, state, and federal authorities
public policy is shaped to provide quality education for students
lines of communication are developed with decision makers outside the school
community
*ISLLC - Interstate School Leaders Licensure Consortium, a project of the Council of
Chief State School Officers.




ISLLC Standards for School Leaders
Standard 1
Standard 1
A school administrator is an educational leader who promotes the success of all students by facilitating
the development, articulation, implementation, and stewardship of a vision of learning that is shared and
supported by the school community.
Knowledge
The administrator has knowledge and understanding of:
1. Learning goals in a pluralistic society
2. The principles of developing and implementing strategic plans
3. Systems theory
4. Information sources, data collection, and data analysis strategies
5. Effective communication
6. Effective consensus-building and negotiation skills
Dispositions
The administrator believes in, values, and is committed to:
1. The educability of all
2. A school vision of high standards of learning
3. Continuous school improvement
4. The inclusion of all members of the school community
5. Ensuring that students have the knowledge, skills, and values needed to become successful
adults
6. A willingness to continuously examine one's own assumptions, beliefs, and practices
7. Doing the work required for high levels of personal and organization performance
Performances
The administrator facilitates processes and engages in activities ensuring that:
1. The vision and mission of the school are effectively communicated to staff, parents, students,
and community members
2. The vision and mission are communicated through the use of symbols, ceremonies, stories,
and similar activities
3. The core beliefs of the school vision are modeled for all stakeholders
4. The vision is developed with and among stakeholders
5. The contributions of school community members to the realization of the vision are
recognized and celebrated
6. Progress toward the vision and mission is communicated to all stakeholders
7. The school community is involved in school improvement efforts
ISLLC Standards for School Leaders
Standard 2
8. The vision shapes the educational programs, plans, and activities
9. The vision shapes the educational programs, plans, and actions
10. An implementation plan is developed in which objectives and strategies to achieve the vision
and goals are clearly articulated
11. Assessment data related to student learning are used to develop the school vision and goals
12. Relevant demographic data pertaining to students and their families are used in developing
the school mission and goals
13. Barriers to achieving the vision are identified, clarified, and addressed
14. Needed resources are sought and obtained to support the implementation of the school
mission and goals
15. Existing resources are used in support of the school vision and goals
16. The vision, mission, and implementation plans are regularly monitored, evaluated, and
revised
Standard 2
A school administrator is an educational leader who promotes the success of all students by advocating,
nurturing, and sustaining a school culture and instructional program conducive to student learning and
staff professional growth.
Knowledge
The administrator has knowledge and understanding of:
1. Student growth and development
2. Applied learning theories
3. Applied motivational theories
4. Curriculum design, implementation, evaluation, and refinement
5. Principles of effective instruction
6. Measurement, evaluation, and assessment strategies
7. Diversity and its meaning for educational programs
8. Adult learning and professional development models
9. The change process for systems, organizations, and individuals
10. The role of technology in promoting student learning and professional growth
11. School cultures
ISLLC Standards for School Leaders
Standard 2 (cont.)
Dispositions
The administrator believes in, values, and is committed to:
1. Student learning as the fundamental purpose of schooling
2. The proposition that all students can learn
3. The variety of ways in which students can learn
4. Life long learning for self and others
5. Professional development as an integral part of school improvement
6. The benefits that diversity brings to the school community
7. A safe and supportive learning environment
8. Preparing students to be contributing members of society
Performances
The administrator facilitates processes and engages in activities ensuring that:
1. The school is organized and aligned for success
2. Curricular, co-curricular, and extra-curricular programs are designed, implemented,
evaluated, and refined
3. Curriculum decisions are based on research, expertise of teachers, and the recommendations
of learned societies
4. The school culture and climate are assessed on a regular basis
5. A variety of sources of information is used to make decisions
6. Student learning is assessed using a variety of techniques
7. Multiple sources of information regarding performance are used by staff and students
8. A variety of supervisory and evaluation models is employed
9. Pupil personnel programs are developed to meet the needs of students and their families
10. All individuals are treated with fairness, dignity, and respect
11. Professional development promotes a focus on student learning consistent with the school
vision and goals
12. Students and staff feel valued and important
13. The responsibilities and contributions of each individual are acknowledged
14. Barriers to student learning are identified, clarified, and addressed
15. Diversity is considered in developing learning experiences
16. Life long learning is encouraged and modeled
17. There is a culture of high expectations for self, student, and staff performance
18. Technologies are used in teaching and learning
19. Student and staff accomplishments are recognized and celebrated
20. Multiple opportunities to learn are available to all students
ISLLC Standards for School Leaders
Standard 3
Standard 3
A school administrator is an educational leader who promotes the success of all students by ensuring
management of the organization, operations, and resources for a safe, efficient, and effective learning
environment.
Knowledge
The administrator has knowledge and understanding of:
1. Theories and models of organizations and the principles of organizational development
2. Operational procedures at the school and district level
3. Principles and issues relating to school safety and security
4. Human resources management and development
5. Principles and issues relating to fiscal operations of school management
6. Principles and issues relating to school facilities and use of space
7. Legal issues impacting school operations
8. Current technologies that support management functions
Dispositions
The administrator believes in, values, and is committed to:
1. Making management decisions to enhance learning and teaching
2. Taking risks that improve schools
3. Trusting people and their judgments
4. Accepting responsibility
5. High-quality standards, expectations, and performances
6. Involving stakeholders in management processes
7. A safe environment
Performances
The administrator facilitates processes and engages in activities ensuring that:
1. Knowledge of learning, teaching, and student development is used to inform management
decisions
2. Operational procedures are designed and managed to maximize opportunities for successful
learning
3. Emerging trends are recognized, studied, and applied as appropriate
4. Operational plans and procedures to achieve the vision and goals of the school are in place
5. Collective bargaining and other contractual agreements related to the school are effectively
manage
6. The school plant, equipment, and support systems operate safely, efficiently, and effectively
ISLLC Standards for School Leaders
Standard 4
7. Time is managed to maximize attainment of organizational goals
8. Potential problems and opportunities are identified
9. Problems are confronted and resolved in a timely manner
10. Financial, human, and material resources are aligned to the goals of schools
11. The school acts entrepreneurally to support continuous improvement
12. Organizational systems are regularly monitored and modified as needed
13. Stakeholders are involved in decisions affecting schools
14. Responsibility is shared to maximize ownership and accountability
15. Effective problem-framing and problem-solving skills are used
16. Effective conflict resolution skills are used
17. Effective group-process and consensus-building skills are used
18. Effective communication skills are used
19. There is effective use of technology to manage school operations
20. Fiscal resources of the school are managed responsibly, efficiently, and effectively
21. A safe, clean, and aesthetically pleasing school environment is created and maintained
22. Human resource functions support the attainment of school goals
23. Confidentiality and privacy of school records are maintained
Standard 4
A school administrator is an educational leader who promotes the success of all students by collaborating
with families and community members, responding to diverse community interests and needs, and
mobilizing community resources.
Knowledge
The administrator has knowledge and understanding of:
1. Emerging issues and trends that potentially impact the school community
2. The conditions and dynamics of the diverse school community
3. Community resources
4. Community relations and marketing strategies and processes
5. Successful models of school, family, business, community, government and higher education
partnerships
Dispositions
The administrator believes in, values, and is committed to:
1. Schools operating as an integral part of the larger community
ISLLC Standards for School Leaders
Standard 4 (cont.)
2. Collaboration and communication with families
3. Involvement of families and other stakeholders in school decision-making processes
4. The proposition that diversity enriches the school
5. Families as partners in the education of their children
6. The proposition that families have the best interests of their children in mind
7. Resources of the family and community needing to be brought to bear on the education of
students
8. An informed public
Performances
The administrator facilitates processes and engages in activities ensuring that:
1. Community youth family services are integrated with school programs
2. Community stakeholders are treated equitably
3. Diversity is recognized and valued
4. Effective media relations are developed and maintained
5. A comprehensive program of community relations is established
6. Public resources and funds are used appropriately and wisely
7. Community collaboration is modeled for staff
8. Opportunities for staff to develop collaborative skills are provided
9. High visibility, active involvement, and communication with the larger community is a
priority
10. Relationships with community leaders are identified and nurtured
11. Information about family and community concerns, expectations, and needs is used regularly
12. There is outreach to different business, religious, political, and service agencies and
organization
13. Credence is given to individuals and groups whose values and opinions may conflict
14. The school and community serve one another as resources
15. Available community resources are secured to help the school solve problems and achieve
goals
16. Partnerships are established with area businesses, institutions of higher education, and
community groups to strengthen programs and support school goals
ISLLC Standards for School Leaders
Standard 5
Standard 5
A school administrator is an educational leader who promotes the success of all students by acting with
integrity, fairness, and in an ethical manner.
Knowledge
The administrator has knowledge and understanding of:
1. The purpose of education and the role of leadership in modern society
2. Various ethical frameworks and perspectives on ethics
3. The values of the diverse school community
4. Professional codes of ethics
5. The philosophy and history of education
Dispositions
The administrator believes in, values, and is committed to:
1. The ideal of the common good
2. The principles in the Bill of Rights
3. The right of every student to a free, quality education
4. Bringing ethical principles to the decision-making process
5. Subordinating one's own interest to the good of the school community
6. Accepting the consequences for upholding one's principles and actions
7. Using the influence of one's office constructively and productively in the service of all
students and their families
8. Development of a caring school community
Performances
The administrator:
1. Examines personal and professional values
2. Demonstrates a personal and professional code of ethics
3. Demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance
4. Serves as a role model
5. Accepts responsibility for school operations
6. Considers the impact of one's administrative practices on others
7. Uses the influence of the office to enhance the educational program rather than for personal
gain
8. Treats people fairly, equitably, and with dignity and respect
9. Protects the rights and confidentiality of students and staff
10. Demonstrates appreciation for and sensitivity to the diversity in the school community
ISLLC Standards for School Leaders
Standard 6
11. Recognizes and respects the legitimate authority of others
12. Examines and considers the prevailing values of the diverse school community
13. Expects that others in the school community will demonstrate integrity and exercise ethical
behavior
14. Opens the school to public scrutiny
15. Fulfills legal and contractual obligations
16. Applies laws and procedures fairly, wisely, and considerately
Standard 6
A school administrator is an educational leader who promotes the success of all students by
understanding, responding to, and influencing the larger political, social, economic, legal, and cultural
context.
Knowledge
The administrator has knowledge and understanding of:
1. Principles of representative governance that undergird the system of American schools
2. The role of public education in developing and renewing a democratic society and an
economically productive nation
3. The law as related to education and schooling
4. The political, social, cultural and economic systems and processes that impact schools
5. Models and strategies of change and conflict resolution as applied to the larger political,
social, cultural and economic contexts of schooling
6. Global issues and forces affecting teaching and learning
7. The dynamics of policy development and advocacy under our democratic political system
8. The importance of diversity and equity in a democratic society
Dispositions
The administrator believes in, values, and is committed to:
1. Education as a key to opportunity and social mobility
2. Recognizing a variety of ideas, values, and cultures
3. Importance of a continuing dialogue with other decision makers affecting education
4. Actively participating in the political and policymaking context in the service of education
5. Using legal systems to protect student rights and improve student opportunities
ISLLC Standards for School Leaders
Standard 6 (cont.)
Performances
The administrator facilitates processes and engages in activities ensuring that:
1. The environment in which schools operate is influenced on behalf of students and their
families
2. Communication occurs among the school community concerning trends, issues, and potential
changes in the environment which schools operate
3. There is ongoing dialogue with representatives of diverse community groups
4. The school community works within the framework of policies, laws, and regulations enacted
by local, state, and federal authorities
5. Public policy is shaped to provide quality education for students
6. Lines of communication are developed with decision-makers outside the school community



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