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Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.
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Meets Standards for School Building Leadership
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Meets Standards for School District Leadership
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1.1 Develop a Vision
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a. Candidates develop a vision of learning for a school
that promotes the success of all students.
b. Candidates base this vision on relevant knowledge
and theories, including but not limited to an
understanding of learning goals in a pluralistic
society, the diversity of learners and learners’ needs,
schools as interactive social and cultural systems,
and social and organizational change.
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a. Candidates develop and demonstrate the skills needed to
work with a board of education to facilitate the
development of a vision of learning for a school district
that promotes the success of all students.
b. Candidates base development of the vision on relevant
knowledge and theories applicable to school-level leaders
applied to a school district context.
c. Candidates use data-based research strategies to create a
vision that takes into account the diversity of learners in a
district.
d. Candidates demonstrate knowledge of ways to use a
district’s vision to mobilize additional resources to support
the vision.
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1.2 Articulate a Vision
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a. Candidates demonstrate the ability to articulate the
components of this vision for a school and the
leadership processes necessary to implement and
support the vision.
b. Candidates demonstrate the ability to use data-based
research strategies and strategic planning processes
that focus on student learning to inform the
development of a vision, drawing on relevant
information sources such as student assessment
results, student and family demographic data, and an
analysis of community needs.
c. Candidates demonstrate the ability to communicate
the vision to staff, parents, students, and community
members through the use of symbols, ceremonies,
stories, and other activities.
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a. Candidates demonstrate the ability to articulate the
components of this vision for a district and the leadership
processes necessary to implement and support the vision.
b. Candidates demonstrate the ability to use data-based
research strategies and strategic planning processes that
focus on student learning to develop a vision, drawing on
relevant information sources such as student assessment
results, student and family demographic data, and an
analysis of community needs.
c. Candidates demonstrate the ability to communicate the
vision to school boards, staff, parents, students, and
community members through the use of symbols,
ceremonies, stories, and other activities.
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1.3 Implement a Vision
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a. Candidates can formulate the initiatives
necessary to motivate staff, students, and
families to achieve the school’s vision.
b. Candidates develop plans and processes for
implementing the vision (e.g., articulating the
vision and related goals, encouraging
challenging standards, facilitating collegiality
and teamwork, structuring significant work,
ensuring appropriate use of student assessments,
providing autonomy, supporting innovation,
delegating responsibility, developing leadership
in others, and securing needed resources).
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a. Candidates demonstrate the ability to plan programs to
motivate staff, students, and families to achieve a school
district’s vision.
b. Candidates design research-based processes to effectively
implement a district vision throughout an entire school district
and community.
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1.4 Steward a Vision
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a. Candidates demonstrate an understanding of the
role effective communication skills play in
building a shared commitment to the vision.
b. Candidates design or adopt a system for using
data-based research strategies to regularly
monitor, evaluate, and revise the vision.
c. Candidates assume stewardship of the vision
through various methods.
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a. Candidates demonstrate the ability to align and, as necessary,
redesign administrative policies and practices required for full
implementation of a district vision.
b. Candidates understand the theory and research related to
organizational and educational leadership and engage in the
collection, organization, and analysis of a variety of
information, including student performance data, required to
assess progress toward a district’s vision, mission, and goals.
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(2-3)
Standard 1.0 Narrative Explanation: This standard addresses the need to prepare educational leaders who value and are committed to educating all students to become successful adults. Each educational leader is responsible for creating and articulating a vision of high
standards for learning within the school or district that can be shared by all employees and is supported by the broader school-community of
parents and citizens. This requires that educational leaders be willing to examine their own assumptions, beliefs, and practices; understand
and apply research; and foster a climate of continuous improvement among all members of the educational staff. Such educational leaders
will commit themselves to high levels of personal and organizational performance in order to ensure implementation of this vision of
learning.
(3-4)
Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all 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.
| Elements
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Meets Standards for School Building Leadership
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Meets Standards for School District Leadership
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2.2 Provide Effective Instructional Program
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a. Candidates demonstrate the ability to facilitate
activities that apply principles of effective
instruction to improve instructional practices and
curricular materials.
b. Candidates demonstrate the ability to make
recommendations regarding the design,
implementation, and evaluation of a curriculum
that fully accommodates learners’ diverse needs.
c. Candidates demonstrate the ability to use and
promote technology and information systems to
enrich curriculum and instruction, to monitor
instructional practices and provide staff the
assistance needed for improvement.
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a. Candidates demonstrate an understanding of a variety of
instructional research methodologies and can analyze the
comparable strengths and weaknesses of each method.
b. Candidates are able to use qualitative and quantitative data,
appropriate research methods, technology, and information
systems to develop a long-range plan for a district that
assesses the district’s improvement and accountability
systems.
c. Candidates demonstrate the ability to use and promote
technology and information systems to enrich district
curriculum and instruction, monitor instructional practices,
and provide assistance to administrators who have needs for
improvement.
d. Candidates demonstrate the ability to allocate and justify
resources to sustain the instructional program.
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2.3 Apply Best Practice to Student Learning
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a. Candidates demonstrate the ability to assist
school personnel in understanding and applying
best practices for student learning.
b. Candidates apply human development theory,
proven learning and motivational theories, and
concern for diversity to the learning process.
c. Candidates demonstrate an understanding of
how to use appropriate research strategies to
promote an environment for improved student
achievement.
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a. Candidates demonstrate the ability to facilitate and engage
in activities that use best practices and sound educational
research to improve instructional programs.
b. Candidates demonstrate an ability to assist school and
district personnel in understanding and applying best
practices for student learning.
c. Candidates understand and can apply human development
theory, proven learning, and motivational theories, and
concern for diversity to the learning process.
d. Candidates understand how to use appropriate research
strategies to profile student performance in a district and
analyze differences among subgroups.
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2.4 Design Comprehensive Professional Growth Plans
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a. Candidates design and demonstrate an ability to
implement well-planned, context-appropriate
professional development programs based on
reflective practice and research on student
learning consistent with the school vision and
goals.
b. Candidates demonstrate the ability to use
strategies such as observations, collaborative
reflection, and adult learning strategies to form
comprehensive professional growth plans with
teachers and other school personnel.
c. Candidates develop and implement personal
professional growth plans that reflect a
commitment to life-long learning.
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a. Candidates demonstrate knowledge of adult learning
strategies and the ability to apply technology and research
to professional development design focusing on authentic
problems and tasks, mentoring, coaching, conferencing,
and other techniques that promote new knowledge and
skills in the workplace.
b. Candidates demonstrate the ability to use strategies such as
observations and collaborative reflection to help form
comprehensive professional growth plans with district and
school personnel.
c. Candidates develop personal professional growth plans that
reflect commitment to life-long learning and best practices.
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(5-6)
Standard 2.0 Narrative Explanation: This standard addresses the need for educational leaders to position teaching and learning at the focal point of schools. It accepts the proposition that all students can learn and that student learning is the fundamental purpose of schools. To this
end, educational leaders are responsible for ensuring that decisions about curriculum, instructional strategies (including instructional
technology), assessment, and professional development are based on sound research, best practice, school and district data, and other
contextual information and that observation and collaboration are used to design meaningful and effective experiences that improve student
achievement.
(6)
Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.
| Elements
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Meets Standards for School Building Leadership
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Meets Standards for School District Leadership
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3.1 Manage the Organization
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a. Candidates demonstrate the ability to optimize
the learning environment for all students by
applying appropriate models and principles of
organizational development and management,
including research and data driven decisionmaking
with attention to indicators of equity,
effectiveness, and efficiency.
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a. Candidates demonstrate the ability to use research-based
knowledge of learning, teaching, student development,
organizational development, and data management to
optimize learning for all students.
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3.2 Manage Operations
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a. Candidates demonstrate the ability to involve staff
in conducting operations and setting priorities
using appropriate and effective needs assessment,
research-based data, and group process skills to
build consensus, communicate, and resolve
conflicts in order to align resources with the
organizational vision.
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b. Candidates can use appropriate and effective needs
assessment, research-based data, and group process skills
to build consensus, communicate, and resolve conflicts in
order to align resources with the district vision.
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(7-8)
Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
| Elements
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Meets Standards for School Building Leadership
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Meets Standards for School District Leadership
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4.1 Collaborate with Families and Other Community Members
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c. Candidates demonstrate the ability to use public
information and research-based knowledge of
issues and trends to collaborate with families and
community members.
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b. Candidates demonstrate an ability to use public information
and research-based knowledge of issues and trends to
collaborate with community members and community
organizations to have a positive affect on student learning.
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4.2 Respond to Community Interests and Needs
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b. Candidates demonstrate the ability to use
appropriate assessment strategies and research
methods to understand and accommodate diverse
school and community conditions and dynamics.
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d. Candidates demonstrate the ability to effectively and
appropriately assess, research, and plan for diverse district
and community conditions and dynamics and capitalize on the
diversity of the community to improve district performance
and student achievement.
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(9-11)
Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
| Elements
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Meets Standards for School Building Leadership
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Meets Standards for School District Leadership
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6.1 Understand the Larger Context
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a. Candidates act as informed consumers of educational
theory and concepts appropriate to school context and
can demonstrate the ability to apply appropriate research
methods to a school context.
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a. Candidates demonstrate the ability to use
appropriate research methods, theories, and
concepts to improve district operations.
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(14)
Last modified February 11, 2007
by Boris Teske, Prescott Memorial Library,
Louisiana Tech University, Ruston, LA 71272
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