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Draft Revision Of The ISLLC Standards For Educational Leaders

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Draft revisions to the 2008 standards were completed by the ISLLC Standards Committee in 2014. The updated version, referred to as the Professional Standards for Educational Leaders (PSEL), reflects years of research, as well as, best practices and knowledge from experienced school leaders and district-level practitioners. The new standards challenge ‘business as usual’ as it reshapes school policy, leadership programs, and evaluations. More precisely, the standards place a higher level of expectation on schools to respond to, and plan for, diverse learners with various cultural influences. The leader must establish a community of care wherein each student is valued, respected, and emotionally protected. Even more, all four added standards undergird the complex role of the administrator as the ‘change agent.’
The first standard promotes equity and cultural responsiveness. The administration is should consider methods that acknowledge all facets of culture and diversity. Activities surrounding the standard could …show more content…

Administrators are to provide programs that meet the academic, social, emotional, and physical needs of each student. In an effort to build community, principals can involve families by asking their needs and coordinating community resources. Another method of leading change is to provide homework help during before and after-school programs. Yet another example of leading a community of care is having extracurricular activities that involve the needs and wants of each student, not just sports, clubs, or academics. An additional way to lead change is through mentoring programs in which community businesses and members, with significant experience and resources, team with students. For example, businesses could offer to fund summer lunch programs or school-supply drives. All of these efforts foster a community of care and support for

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Essential characteristics of the principal’s role have been identified by groups such as the Interstate School Leaders Licensure Consortium, and the Educational Leadership Constituent Council. Standards from both these organizations require that a principal have a vision of learning, advocate for students, collaborate with teachers and the community, provide a safe environment, act with integrity, and understand the social and political confines in which we live. As noted by Sergiovanni in The Principalship, “For Parochial school principals, the religious dimension must be added to any array of roles and responsibilities that define the principalship.” (2015, p. 43)

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Other aspects of this standard such as: “effective instruction, student performance, implement the district 's adopted curricula and state 's adopted academic standards in a manner that is rigorous and culturally relevant to the students and school, and ensure the appropriate use of high quality formative and interim assessments aligned with the adopted standards and curricula” (“The Florida Principal,” n.d.) will have me deviate throughout the model depending on the student that I am dealing with. My experience using the Situational Leadership model is that it is not a rigid model. I have always started in the first stage, directing, regardless of what situation I have been in. However, my students’

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Additionally, they help increase the revenue of local community businesses. Finally, they keep possible families’ loved ones cared

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The teaching profession, while often undervalued, plays a critical role in the development of upcoming generations. Children from five years old to their upper teens spend upwards of 7 hours a day for over half the calendar year in a school system with only their teachers as a primary guiding force outside of their homes. Teachers not only cultivate minds in educating their subjects, but they also help to mold their students’ lives by leading by example and showing how to properly interact in everyday life. The Interstate Teacher Assessment and Support Consortium (INTASC) standards were enacted to ensure that incoming teachers possess the knowledge and skills required to provide quality instruction to their students. Teachers must be aware

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In order to govern the behavior of leaders, the code of ethics has been available for leaders and teachers to follow to ensure that the behavior that takes place in the organization is professional in nature. According to the National Association of Secondary School Principals (n.d.), it supports the 2008 Educational Leadership Standards “which call for education leaders to promote the success of every student by acting with integrity, fairness, and in an ethical manner” (Ethics for School Leaders, n.d, para 3). It is the leader’s responsibility to make ethical decisions that are in the best interest of the students and the people in the organization. In order for teachers to have a strong commitment to meet shared goals, teachers

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The other element of the course standard is Developing Shared Vision. This element emphasizes leaders’ engagement and collaborative process to develop a vision of teaching, and learning that is shared and supported by all stakeholders (CPSELs, 2016). The article Requiring Collaboration or Distributing Leadership? underlines that “when teachers and principals share leadership in school, both the adults and students win” (Kennedy, Deuel, Nelson & Slavit, 2011). From this article I learned the importance of seeking, recognizing and using teachers’ expertise through differentiated top-down and the lateral decision-making process, as well as culture building through dialogue and collaborative inquiry (Kennedy, Deuel, Nelson & Slavit, 2011, p.21).

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Also, they put a large focus on the youth of communities, as they believe that inspiring youth is the best way to develop and foster a positive change in a community. They get communities involved through events such as the Partnership

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In addition, we often plant trees, flowers, and other vegetation around the school and community and assist in the elementary kickball tournament. Moreover, select students and staff are assigned to aid local elderly residents’

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Decisions made by school administrators directly impact students’ progress. By developing focused, high-quality school, family, and community partnerships, schools can “engage, guide, energize, and motivate students to produce their own success” (Epstein, 2009, p. 10). The following paper will present a partial plan to promote the development of school, family, and community partnerships at Sunshine Academic School (SAS). School Context SAS is located in West Springs, Calgary, AB.

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o How might you address these to make necessary changes? Leadership assignments are considered and leadership development needed for both administrators and teachers is provided. o To what extent is the school leadership knowledgeable about curriculum, instruction, and assessment?

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This is also a good outreach to get mailing addresses, email addresses, and by doing giveaways or freebies, it will get you more contacts for little cost. The organization gets recognition by the local community for its work and you get the word out faster. This was especially important for non-profit organizations that are looking to expand in a local fashion. We set up tents at a local community days and had a small free giveaway as well as donations from local businesses that we used to get people to stop by, and that brings us to the final

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Students are able submit articles to inform other students about their organization. Student Life and Learning also provides leadership programs, to educate students on how to become a better leader in their community. Students can take leadership classes, attend leadership program events and even meet with a leadership advisor. Student Life and Learning also provides means to allow students to become more engaged in their community. They do this by creating events that allow students to volunteer on the campus and in the Bloomington

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Teachers are being placed in the center of how schools function and are being asked to aid in crucial decisions about the academic direction of the school (Warren, 2016). Research by York-Barr and Duke (2004), states “teacher leadership roles range from assisting with the management of schools to evaluating educational initiatives and facilitating professional learning communities” (p. 1). While teacher leadership is evolving, the perceptions that teachers have regarding themselves as leaders has not truly been uncovered. This literature review is an attempt to highlight the research surrounding teacher leadership. It begins with the foundations of teacher leadership which includes the history of teacher leadership, the evolving definition of teacher leadership, and finally a summary of current teacher leadership development programs.

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