Research Competencies in Educational Leadership

Expected by NPBEA

Excerpts from:

National Policy Board for Educational Administration, Educational Leadership Constitutent Council. Standards for Advanced Programs in Educational Leadership for Principals, Superintendents, Curriculum Directors, and Supervisors. National Policy Board for Educational Administration, 2002.

Standard 1.0

1.1 Develop a Vision

1.2 Articulate a Vision

1.3 Implement a Vision

1.4 Steward a Vision

Standard 1.0 Narrative Explanation

Standard 2.0

2.2 Provide Effective Instructional Program

2.3 Apply Best Practice to Student Learning

2.4 Design Comprehensive Professional Growth Plans

Standard 2.0 Narrative Explanation

Standard 3.0

3.1 Manage the Organization

3.2 Manage Operations

Standard 4.0

4.1 Collaborate with Families and Other Community Members

4.2 Respond to Community Interests and Needs

Standard 6.0

6.1 Understand the Larger Context


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.

Elements Meets Standards for School Building Leadership Meets Standards for School District Leadership
1.1 Develop a Vision

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 learnersí needs, schools as interactive social and cultural systems, and social and organizational change.

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 districtís vision to mobilize additional resources to support the vision.

1.2 Articulate a Vision

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.

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.

1.3 Implement a Vision

a.   Candidates can formulate the initiatives necessary to motivate staff, students, and families to achieve the schoolís 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).

a.   Candidates demonstrate the ability to plan programs to motivate staff, students, and families to achieve a school districtís vision.

b.   Candidates design research-based processes to effectively implement a district vision throughout an entire school district and community.

1.4 Steward a Vision

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.

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 districtís vision, mission, and goals.

(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 Meets Standards for School Building Leadership Meets Standards for School District Leadership
2.2 Provide Effective Instructional Program

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 learnersí 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.

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 districtís 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.

2.3 Apply Best Practice to Student Learning

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.

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.

2.4 Design Comprehensive Professional Growth Plans

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.

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.

(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 Meets Standards for School Building Leadership Meets Standards for School District Leadership
3.1 Manage the Organization

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.

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.

3.2 Manage Operations

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.

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.

(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 Meets Standards for School Building Leadership Meets Standards for School District Leadership
4.1 Collaborate with Families and Other Community Members

c.   Candidates demonstrate the ability to use public information and research-based knowledge of issues and trends to collaborate with families and community members.

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.

4.2 Respond to Community Interests and Needs

b.   Candidates demonstrate the ability to use appropriate assessment strategies and research methods to understand and accommodate diverse school and community conditions and dynamics.

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.

(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 Meets Standards for School Building Leadership Meets Standards for School District Leadership
6.1 Understand the Larger Context

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.

a.   Candidates demonstrate the ability to use appropriate research methods, theories, and concepts to improve district operations.

(14)


Last modified February 11, 2007
by Boris Teske, Prescott Memorial Library,
Louisiana Tech University, Ruston, LA 71272