Educational Leadership Constituent Council Standards

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

The “Action Research Project” from my Theories of Instruction class forced me to take a systematic approach at collecting multiple sources of data, analyzing it, and then representing it in order to determine how exactly my own instructional practices should be improved on. The “Effective Schools Project” from my Ethical Leadership class similarly helped me learn how to assess multiple perspectives and sources of data regarding issues such as the school’s climate, the school’s safety, student progress, and time on task. The “Field Experience Project” from my Curriculum Management class taught me how to look at the standardized test data to determine an area where curricular reform was needed and what my next steps would be to accomplish this reform. Finally, the “School Board Activity” from my Curriculum Management class helped me learn how to use data from an interview with a school board member to gain an understanding of where the school is at in assessing its effectiveness and how the school plans to achieve its

The first element of Standard 2 calls for educational leaders to nurture and sustain a culture of collaboration, trust, learning, and high expectations. My graduate courses have taught me that effective principals will make the deliberate decision to focus their time on creating such a culture, because this kind of culture is at the heart of any kind of noteworthy improvement and growth. For example, as a future administrator, I will want to empower the teachers and instill in them a sense of value and confidence – whether it be as they prepare for achievement testing, participate in professional learning communities or dialogue, or conduct action research. By asking for and valuing the teachers’ suggestions and allowing them latitude to try out new approaches, they will be comfortable to take risks and in the long run the school will experience continuous