The Leader has knowledge and skills to think and plan strategically, creating an organizational vision around personalized student success.
Core 1A - Understand and address major challenges that schools face as they enable students to reach high standards to be successful adults in the new world economy.
Core 1B - Lead and motivate a school or district in creating a vision and strategic plan focused on higher student achievement.
Core 1C - Create a process of change in order to improve student achievement.
Core 1D - Develop a vision, mission, and strategies for school improvement.
Core 1E - Understand the conceptual framework for thinking strategically.
The Leader is grounded in standard-based systems theory and design and is able to transfer knowledge to his/her job as an architect of standard-based reform in theschool.
Core 2A - Understand historical and contemporary issues in the development of national, state and local PK-12 academic standards.
Core 2B - Understand current Federal, state and district standards and requirements for demonstrating and reporting student performance data.
Core 2C - Understand standard-based systems theory and design, including the elements of a standards-based school system, which are aligned and focused on string results for students.
Core 2D - Understand the implications of communicating assessment results to students, teachers, parents, government and the community-at-large.
Core 2E - Understand current research and strategies on school reform and school design models.
Core 2F - Understand the importance of a coherent curriculum and effective instruction as key strategies for improving student performance.
The Leader is grounded in standard-based systems theory and design and is able to transfer knowledge to his/her job as an architect of standard-based reform in theschool.
Core 3A - Understand the critical role of data in informing decisions, setting, targets, and interpreting results for learning.
Core 3B - Understand available technologies that can be used to gather and maintain data systems.
Core 3C - Understand how to access data needed to address the long-term and strategic planning needs of the school in the areas of personnel, fiscal operations, facilities, technology and other leadership initiatives.
Core 3D - Understand how student achievement data are used in decisions on curriculum and instruction and how to access data from national, state and local sources.
Core 3E - Understand how to use data from many sources reported in multiple formats to improve student achievement, such as demographics, student achievement and learning, school process, perceptions data.
The Leader creates a culture of teaching and learning with an emphasis on learning.
Corollary 1A - Develop a deep understanding of current research in teaching and learning.
Corollary 1B - Model the attributes of a continuous learner and create high expectations for others.
Corollary 1C - Engage families in developing a learning culture.
Corollary 1D - Develop leadership skills in teachers.
The Leader effectively manages resources for effective results.
Corollary 2A - Effectively employ available resources to maximize benefits.
Corollary 2B - Plan and implement an effective learning environment.
Corollary 2C - Develop and maintain an effective staffing plan.
The Leader collaborates, communicates, engages, and empowers others inside and outside the organization to pursue excellence in learning.
Corollary 3A - Engage stakeholders in effective improvement efforts.
Corollary 3B - Communicate effectively with all stakeholders
Corollary 3C - Effectively engage stakeholders in the school governance process.
The Leader operates in a fair and equitable manner with personal and professional integrity.
Corollary 4A - Practice impartial, reasoned and ethical judgment in all decisions and actions.
Corollary 4B - Understand and demonstrate the professional code of ethics.
Corollary 4C - Respect and engage diverse stakeholders to improve performance and learning.
The Leader and advocates for children and public education in the larger political, social, economic, legal, and cultural context.
Corollary 5A - Accurately interpret and apply laws, policies and regulations to promote the success of students.
Corollary 5B - Effectively educate and engage governmental and community leaders in issues regarding children and their education.
Corollary 5C - Promote a continuous focus on children and their learning.
The Leader supports professional growth of self and others through practice and inquiry.
Corollary 6A - Understand the process of aligning professional development activities with student performance goals.
Corollary 6B - Understand the importance of continuous learning within the context of a learning organization.
Corollary 6C - Understand the importance of motivating, mentoring and modeling to improve professional practice.
Over-representation of diverse students in Special Education.
Sed 1A - Identify factors contributing to the over-representation of culturally and linguistically diverse students in programs for individuals with disabilities and implement strategies for the reduction of the over-representation.
Sed 1B - Demonstrate an understanding of over-representation of minorities in special education so as to not misinterpret behaviors that represent cultural, linguistic differences as indicative of learning problems.
Sed 1C - Demonstrate the ability to interact and meet effectively with families.
Sed 1D - Distinguish between the culture of the family and the economic situation of the family and how poverty affects families.
Sed 1E - Identify how the family’s culture and values affect how they view disabilities.
Sed 1F - Celebrate heritages and vultures and their link to learning.
Sed 1G - Incorporate stories and resources from many cultural and ethnic traditions.
Sed 1H - Build on students’ strengths when teaching literacy skills to language minority students.
Sed 1I - Use best, evidence-based practices for teaching student from diverse backgrounds.
Sed 1J - Implement processes that successfully prevent inappropriate placement and ensure that the opportunities for educational achievement to minority students equal those offered to the majority group.
Prevention and Early Intervention.
Sed 2A - Connect general education curriculum, compensatory and special education in providing high quality standard- based instruction/intervention that is matched to students’ academic, social, emotional, and behavioral needs.
Sed 2B - Demonstrate high-quality instruction for all students, through scientific research and evidence-based practice to produce high rates for learning for all students.
Sed 2C - Implement universal screening of all students with periodic monitoring of students’ progress in the curriculum.
Sed 2D - Provide interventions for struggling learners at increasing levels of intensity and matched to individual student need.
Sed 2E - Implement an integrated system of assessment and data collection for identification of students struggling to meet academic and behavioral expectations.
Sed 2F - Monitor students’ learning rates and levels of performance and use that information in ongoing problem solving and decision-making.
Sed 2G - Determine which students need additional help regarding the intensity and likely duration of interventions, based on each student’s response to instruction across multiple tiers of intervention.
Sed 2H - Participate in school-wide approaches to intervention and effective instruction.
Sed 2I - Demonstrate evidence-based practices for use in both the special and regular education settings in the school.
Effective Instructional Strategies for students with Disabilities in Inclusive Settings.
Sed 3A - Identify effective instructional strategies to address areas of need.
Sed 3B - Scaffold instruction to maximize instructional access to all students.
Sed 3C - Monitor student progress to provide mediated scaffolding and increase academic rigor when appropriate.
Sed 3D - Provide feedback to students at all levels to increase awareness in areas of strengths, as well as areas of concern.
Sed 3E - Strategically align standard-based curriculum with effective instructional practices.
Sed 3F - Identify and implement instructional adaptations based on evidence-based practices to provide curriculum content in a variety of ways without compromising curriculum intent.
Sed 3G - Analyze performance of all learners and make appropriate modifications.
Sed 3H - Design and implement programs that reflect knowledge, awareness and responsiveness to diverse needs of students with disabilities.
Sed 3I - Use research-supported methods for academic and non-academic instruction for students with disabilities.
Sed 3J - Develop and implement universally designed instruction.
Sed 3K - Demonstrate and understanding of the range and the appropriate use of assistive technology (i.e., no tech, low tech, high tech).
Sed 3L - Demonstrate efficient differentiated instruction and an understanding of efficient planning, coordination, and delivery for effective instruction required for inclusive settings.