The knowledge, skills and attributes to identify contexts, development with others vision and purpose, utilize information, frame problems, exercise leadership processes to achieve common goals, and to act ethically fro educational communities.
I.A.1 - Facilitate the development and implementation of a shared vision and strategic plan for the school or district that focuses on teaching and learning.
I.A.2 - Understand and create conditions that motivate staff, students and families to achieve the school’s vision.
I.A.3 - Frame, analyze, and resolve problems using appropriate problem solving techniques and decision making skills.
I.A.4 - Initiate, manage and evaluate the change process.
I.A.5 - Identify and critique several theories of leadership and their application to various school environments.
I.A.6 - Act with a reasoned understanding of major historical, philosophical, ethical, social and economic influences affecting education in a democratic society.
I.A.7 - Manifest a professional code of ethics and values.
I.B.1 - Conduct needs assessments by collecting information on students, on staff, and the school environment; on family and community values, expectations and priorities; and on national and global conditions affecting schools.
I.B.2 - Use qualitative and quantitate data to make informed decisions, to plan and assess school programs, to design accountability systems, to plan for school improvement, and to develop and conduct research.
I.B.3 - Engage staff in an ongoing study of current best practices and relevant research and demographic data, and analyze their implications for school improvement.
I.B.4 Analyze and interpret educational data, issues, and trends for boards, committees, and other groups, outlining possible actions and their implications.
The knowledge, skills and attributes to design with others appropriate curricula and instructional programs, to develop student personnel services, and to plan with faculty professional development activities aimed at improving instruction.
II.A.1 - Create with teachers, parents and students a positive school culture that promotes learning.
II.A.2 - Develop collaboratively a learning organization that supports instructional improvement, builds an appropriate curriculum, and incorporates best practices.
II.A.3 - Base curricular decisions on research, applied theory, informed practice, the recommendations of the learned societies, and state and federal policies and mandates.
II.A.4 - Design curricula with consideration for philosophical, sociological, and historical foundations, democratic values, and the community’s values, goals, social needs, and changing conditions.
II.A.5 - Align curricular goals and objectives with instructional goals and objectives and desired outcomes when developing scope, sequence, balance, etc.
II.A.6 - Develop with others curriculum and instruction appropriate for varied teaching and learning styles and specific student needs based on gender, ethnicity, culture, social class and exceptionalities.
II.A.7 - Utilize a variety of supervisory models to improve teaching and learning.
II.A.8 - Use various staffing patterns, student grouping plans, class scheduling forms, school organizational structures, and facilities design process, to support various teaching strategies and desired student outcomes.
II.A.9 - Assess student progress using a variety of appropriate techniques.
II.B.1 - Work with faculty and other stakeholders to identify needs for professional development, to organize, facilitate, and evaluate professional development programs, to integrate district and school priorities, to build faculty as a resource, and to ensure that professional development activities focus on improving student outcomes.
II.B.2 - Apply adult learning strategies to professional development, focusing on authentic problems and tasks, and utilizing mentoring, coaching, conferencing and other techniques to ensure that the new knowledge and skills are practiced in the workplace.
II.B.3 - Apply effective job analysis procedures, supervisory techniques and performance appraisal for instructional and non-instructional staff.
II.B.4 - Formulate and implement a self-development plan, endorsing the value of career-long growth, and utilizing a variety of resources for continuing professional develop.
II.B.5 - Identify and apply appropriate policies, criteria and processes for the recruitment, selection, induction, compensation and separation of personnel, with attention to issues of equity and diversity.
II.B.6 - Negotiate and manage effectively collective bargaining or written agreements.
II.C.1 - Apply the principles of student growth and development to the learning environment and the educational program.
II.C.2 - Develop with the counseling and teaching staff a full program of student advisement, counseling, and guidance services.
II.C.3 - Develop and administer policies that provide a safe school environment and promote student health and welfare.
II.C.4 - Address student and family conditions affecting learning by collaborating with community agencies to integrate health, social and other services for students.
II.C.5 - Plan and manage activity programs to fulfill student developmental, social cultural, athletic, leadership and scholastic needs; working with staff, students, families, and community.
The knowledge, skills and attributes to understand and improve the organization, implement operational plans, manage financial resources, and apply decentralized management processes and procedures.
III.A.1 - Establish operational plans and process to accomplish strategic goals, utilizing practical applications of organizational theories.
III.A.2 - Apply a systems perspective, viewing schools as interactive internal systems operating within external environments.
III.A.3 - Implement appropriate management techniques and group process to define roles, assign functions, delegate effectively, and determine accountability for attaining goals.
III.A.4 - Monitor and assess the program of activities; making adjustments and formulating new action steps as necessary.
III.B.1 - Use appropriate interpersonal skills, e.g., exhibiting sensitivity, showing respect and interest, perceiving needs and concerns, showing tact, exhibiting consistency and trustworthiness.
III.B.2 - Use appropriate written, verbal, and non-verbal communications in a variety of situations.
III.B.3 - Apply appropriate communication strategies, e.g., identifying audiences, determining messages, selecting transmission mediums, identifying reaction of receivers, soliciting responses.
III.B.4 - Promote multi-cultural awareness, gender sensitivity, and racial and ethnic appreciation.
III.B.5 - Apply counseling and mentoring skills, and utilize stress management and conflict management techniques.
III.C.1 - Identify and analyze the major sources of fiscal and non-fiscal resources for schools and school districts.
III.C.2 - Acquire and manage financial and material assets, and capital goods and services allocating resources according to district or school priority, e.g., property, plant, equipment, transportation, and food services.
III.C.3 - Develop an efficient budget planning process that is driven by district and school priorities and involves staff and community.
III.C.4 - Performs budget management functions including financial planning, monitoring, cost control, expenditures accounting, and cash flow management.
III.D.1 - Use technology, telecommunications and information systems to enrich curriculum and instruction, e.g., CAI systems, CD ROM retrieval systems, in-line networks, distance learning, interactive video.
III.D.2 - Apply and assess current technologies for school management and business procedures.
III.D.3 - Develop and monitor long range plans for school and district technology and information systems, making informed decisions about computer hardware and software, and about staff development, keeping in mind the impact of technologies on student outcomes.
The knowledge, skills and attributes to act in accordance with legal provisions and statutory requirements, to apply regulatory standards, to develop and apply appropriate policies, to be conscious of ethical implications of policy initiatives and political actions, to relate public policy initiatives to student welfare, to understand schools as political systems to involve citizens and service agencies, and to develop effective staff communications and public relations programs.
IV.A.1 - Analyze community and district power structures, and identify major opinion leaders and their relationships to school goals and programs.
IV.A.2 - Articulate the district’s or school’s vision, mission and priorities to the community and media, and build community support for district or school priorities and programs, e.g., form collaborative relationships with businesses, citizen groups, neighborhood associations, social service agencies, parent organizations, advocacy groups, universities, and religious institutions.
IV.A.3 - Communicate effectively with various cultural, ethnic, racial, and special interest groups in the community.
IV.A.4 - Involve family and community in appropriate policy development, program planning, and assessment process.
IV.A.5 - Develop an effective and interactive staff communications plan and public relations program.
IV.A.6 - Utilize and respond effectively to electronic and printed news media.
IV.B.1 - Apply knowledge of federal and state constitutional, statutory and regulatory provisions and judicial decisions governing education.
IV.B.2 - Apply knowledge of common law and contractual requirements and procedures in an educational setting, e.g., tort liability, contract administration, formal hearings.
IV.B.3 - Define and relate the general characteristics of internal and external political systems as they apply to school settings.
IV.B.4 - Describe the processes by which federal, state, district, and school-site policies are formulated, enacted, implemented and evaluated, and develop strategies for influencing policy development.
IV.B.5 - Make decisions based on the moral and ethical implications of policy options and political strategies.
IV.B.6 - Analyze the major philosophical tenets of contemporary intellectual movements and analyze their effect on school contexts, e.g., critical theory, feminism, fundamentalism, etc.
IV.B.7 - Develop appropriate procedures and relationships for working with local governing boards.
The internship is defined as the process and product that result from the application in a workplace environment of the strategic, instructional, organizational, and contextual leadership guidelines. When coupled with integrating experiences through related clinics or report seminars, the outcome should be a powerful synthesis of knowledge and skills useful to practicing school leaders. The internship includes a variety of substantial concurrent or capstone experiences in diverse settings planned and guided cooperatively by university and school district personnel for credit hours and conducted in schools and school districts over an expanded period of time. The experiences should reflect increasing complexity and responsibility, and include some work in private, community, or social service organizations. An optimum internship would be a year-long, full-time experience. Part-time internships involving limited periods of time are insufficient. Participating school districts should be committed to the value of internships and supportive of these Guidelines for the internship.
V.A.1 - Requires a variety of substantial in-school/district experiences over and extended period of time in diverse settings, planned cooperatively and supervised by university and school district personnel.
V.A.2 - Established relationships with school leaders acting as trained mentors/clinical professors who guide individual preparing for school leadership in appropriate in-school/district experiences.
V.A.3 - Includes experiences in social service, private and/or community organizations.