The leader has knowledge and skills to think and plan strategically, creating an organizational vision around personalized student success.
Core 1A - Work with the Board of Education to accomplish strategic goals and objectives.
Core 1B - Facilitate the development of a shared vision for personalized student success.
Core 1C - Apply strategic thinking and change strategies to address student achievement challenges at the district level.
Core 1D - Work with a team to create and implement strategic, operational, and tactical plans that demonstrate desired results.
Core 1E - Lead a team through a district-level problem solving process resulting in a plausible solution.
Core 1F - Apply a range of leadership styles appropriate to a variety of coil texts.
The leader is grounded in standards-based systems theory and design and is able to transfer knowledge to his/her job as an architect of standards-based reform in theschool.
Core 2A - Implement a district-wide standards-based reform initiative.
Core 2B - Apply systems thinking in decision-making situations.
Core 2C - Focus adequate resources on reform efforts.
Core 2D - Demonstrate the ability to align reform efforts with federal, state, and district requirements.
The leader knows how to access and use appropriate data to inform decision-making at all levels of the system.
Core 3A - Lead decision-making processes appropriate to the situation.
Core 3B - Structure problems for solution and frame issues for resolution.
Core 3C - Use assessment and evaluation information for continuous improvement efforts.
Core 3D - Use data and information to inform decisions.
The leader creates a culture of teaching and learning with an emphasis on learning.
Corollary 1A - Apply research-based best practices to solve school reform problems and challenges.
Corollary 1B - Apply best practices to establish and improve the organizational climate across the educational community.
Corollary 1C - Model the attributes of a continuous learner and demonstrate that expectation for others.
Corollary 1D - Plan and execute plans to ensure the safest and most secure environment across the district.
The leader manages resources for effective results.
Corollary 2A - Develop a budget plan that is aligned to district goals and priorities.
Corollary 2B - Ensure that technology is appropriately implemented throughout the district.
Corollary 2C - Know how to manage human resources effectively.
Corollary 2D - Increase and allocate available resources.
Corollary 2E - Assess the way resources are utilized and the results produced.
Corollary 2F - Know regulations and policies and how to interpret them accurately and apply them appropriately.
Corollary 2G - Provide consistent and effective management practice through written policies and procedures.
The leader collaborates, communicates, engages, and empowers others inside and outside the organization to pursue excellence in learning.
Corollary 3A - Establish and improve the culture of learning throughout the district.
Corollary 3B - Communicate effectively.
Corollary 3C - Involve key community, district, and school stakeholders in reform efforts.
Corollary 3D - Model appropriate leadership behavior and develop leadership skills in others through mentoring and coaching.
Corollary 3E - Assemble appropriate stakeholders into effective teams for problem solving.
The leader operates in a fair and equitable manner with personal and professional integrity.
Corollary 4A - Demonstrate impeccable personal and professional ethics at all times.
Corollary 4B - Embrace and utilize diversity to improve performance and learning.
Corollary 4C - Use data and information from multiple sources to improve decision-making across the district.
Corollary 4D - Address conflict and resolve differences to achieve effective results.
The leader advocates for children and public education in the larger political, social, economic, legal, and cultural context.
Corollary 5A - Identify and interpret external influences and how they impact local educational decisions.
Corollary 5B - Exhibit continuous focus on all children and their individual learning needs.
Corollary 5C - Exhibit sound judgment in operational and educational decisions to maximize learning opportunities for all children.
Corollary 5D - Engage with governmental and political leaders to effectively address the developmental and educational needs of all children.
Corollary 5E - Demonstrate knowledge of the law.
The leader supports professional growth of self and others through practice and inquiry.
Corollary 6A - Use professional development as a way to increase individual and institutional capability.
Corollary 6B - Engage staff and Board members in relevant professional development activities.
Corollary 6C - Develop professional development plans that create challenging opportunities for all staff.
Corollary 6D - Demonstrate the ability to identify and nurture individual strengths and leverage the human resources to benefit the district.
Corollary 6E - Design professional development plans that lead to improved student learning.
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.