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Educational Leadership Constituent Council Standards

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Educational Leadership Constituent Council (ELCC) Standards Development
The Educational Leadership Constituent Council (ELCC) Standards are a set of standards created to guide educators throughout their careers as they strive to become effective school leaders. They are research-based guidelines that identify the qualities of effective educational leadership. Throughout this principalship add-on program combined with my previously earned Education Specialist degree, I completed a variety of internship activities to strengthen my knowledge and demonstrate mastery of each of these standards. The activities described for each standard also helped me to set goals for improvement in my leadership ability in my current position as well as future …show more content…

In my education specialist portfolio, there were no assignments required for this indicator. In the principalship portfolio the clinical supervision cycle was required, but I did not take that course. However, I can draw on my professional experience to discuss curriculum and instruction. Currently I serve as my district level social studies supervisor, and we are at the start of a standard revision. I know how important it is for our students to have a comprehensive and rigorous curriculum. So as I'm going forth working with teachers around our district on the adoption and understanding of the National C3 Framework, I'm realizing even more so the importance of teachers understanding the curriculum, and having a curriculum that is going to be rigorous enough to challenge our students as well as help them be the best prepared they can be for College and Career life. I am spending time right now, meeting with different grade level groups and discussing the shifts in thinking that will be required for our new curriculum. I'm spending time with teachers taking the Deep dive into the dimensions of the C3 framework. These experiences are showing me the importance of administrative support and professional development when addressing curriculum …show more content…

In my superintendent portfolio, I discussed my personal style inventory in which I discovered that most school administrators had identical style personalities based on the survey. Having the characteristics of judging and sensing help administrators make good decisions and finding these same qualities in teachers helps them stand out as instructional leaders. This leads to the grooming of teachers to become administrators which builds leadership capacity. With principalship, I feel textbook selection builds instructional capacity because it give teachers a voice as the experts in the curriculum that we use. I feel that the more opportunities teachers have to make choices for their classes, the more capacity we can build for educational

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A public-school board’s main purpose is to create a representative body that will allow them to serve the education system effectually. These school’s boards play an imperative part in the community and hold many responsibilities, such as: representing the students, incorporating their community’s view to create school policies, being held accountable for the performance of their schools, and regulating that students are getting the best education possible (Peifer, 2014). To meet all these standards, like all systems, the board needs an effective leadership structure. How does a leadership structure manifest itself into these standards? I took a deep look at the New Britain Board of Education and analyzed its power structure to answer that

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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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Because of the diversity that exists among our student population, it is important to offer an education that meets those diverse needs. This includes fostering an appreciation for the unique qualities students bring to the school community. Through working collaboratively in the classroom, students grow both academically and emotionally as they achieve project goals. In order to meet student needs, teachers must be prepared with the latest in professional development strategies to differentiate instruction among all learners. It is the responsibility of the district to provide comprehensive professional development and resources equitably to the teaching

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This curriculum is new to the district, with a few classes piloting the curriculum last school year. Not taught in my previous district, but they have adopted it this year. After teaching this curriculum for just about eight months, it is effective. This statement is being made as throughout the eight months of teaching it in first grade and kindergarten, those who have been exposed to the curriculum in kindergarten outperformed those who had not been exposed to it when they were assessed in first grade. As the students in my classroom have not been assessed at the district level twice due to various reasons such as never being in school, prior to kindergarten and starting after the beginning of the year testing it is unclear how they have grown on that assessment but in class using the curriculum has given them a chance to do well on the end-of-year assessment.

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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.

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ELCC 5.1 states that leaders act with integrity and fairness to ensure the success for all students; therefore, as an educational leader I will have to practice demonstrating principles of integrity and fairness, and know the federal, state, and local policies, guidelines and procedures. I will have to plan, implement, and evaluate policies and procedures within the school in order to support the student’s success. Data is an easy way to assess student learning, and to ensure teachers are following the policies and procedures that are in place through the federal and state guidelines. As a leader, I will need to improve on my knowledge of the laws that are in place (which are is also stated in ISLCC standard 6), and research the best ways to assess my teachers and students according to these

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Educational Leadership Constituent Council Standards Development Based on numerous educational leaders’ experiences and empirical research, the Educational Leadership Constituent Council Standards (ELCC) outline foundational principles of leadership for future and present educational leaders. Educational leaders can use these standards as a guide to help them effectively meet the daily challenges and to assist them in improving student learning and achievement outcomes. Education is changing now more than ever with advances in technology, the changing global economy, cuts in school funding, changing family structures, and higher levels of teacher accountability and student expectations. These changes, undoubtedly, are challenges for school

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Over the past three decades’ educational leadership has been in search of ways to increase student literacy in urban middle schools in the southeast sections of the District of Columbia. The quest to closing achievement gaps in urban school districts have and will always be an on-going issue for educational leadership (Daly & Chrispells, 2008). Findings from research studies suggest that school leadership accounts for fully one quarter of total school effects on pupils, making it second only to classroom instruction among school-based factors affecting student achievement (Leithwood, Louis, Anderson & Wahlstrom, 2004). There are certain challenges that middle school principals face that pertain only to these middle school principals due to

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Teachers are the life-blood of school districts across the United States. They are masters of their specific grade-level content and work tirelessly to manage the learning and well-being of their students. Teachers are the academic leaders of the learning environment within their classrooms and collaborate with their students throughout the year in order to facilitate learning, and foster creativity and problem solving. However, over the last thirty years, teacher leadership has taken on a whole new meaning.

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