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Educational Leadership Constituent Council Standards

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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 …show more content…

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 …show more content…

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

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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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The second domain in the Florida Principals Leadership Standards is composed of three different standards. The first of these is Instructional Plan Implementation and is about how an effective leader must collaborate to develop and implement an effective instructional framework that aligns with the required standards and meets his/her students’ needs (“The Florida Principal,” n.d.). Due to the variety in options that are available to align instruction to a pupil, given that the instruction will be adjusted to his/her needs, I feel that the situational leadership approach will be able to be implemented in this situation to create better results as “different situations demand different kinds of leadership (Northouse, P., 2016). The different leadership styles that make up the Situational approach can be tied to this standard by connecting the necessary leadership style with the supportive and directive behaviors in the task that is performed. As an instructor, I will spend time in the S1 category of the Situational Leadership Model as I make use of a “common language of instruction”, spend time between the S1 and S2 categories by “communicate the relationships among academic standards” and by being engaged “in data analysis for instructional planning and improvement”.

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Student must be able to have a positive learning environment. School leaders have a duty to hire teachers that will support student learning and support instruction. Looking at the major functions of this standard and my personal experience as an educator, it proves that school leaders must create a learning environment that will assist in maintaining the school mission and goals. Educators must be able to foster and create a learning environment in which it is student oriented and one that will aid in the process success for all students. In conclusion, standard three supports and monitor and effective management plan.

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Educational research clearly indicates that the most significant factor in achieving this outcome is the quality of the teaching and the relationship between the teacher and the student. The second greatest factor, however, is the quality and effectiveness of the leadership. This is a personal challenge for me every day. Curriculum Development: I am a passionate teacher and have always used this as a way to engage students and build credibility with staff and parents. In my 16 years at VHHS I have taught a range of subjects and worked closely with the numeracy and literacy capabilities with learning area leaders in the development of curriculum and pedagogy.

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When teachers can work closely with their administration, it helps to create a cohesive environment for all that work there. EDUC 502 Foundations and Psychology of Educational Leadership gave me a new insight into the field of administration and their workings. I learned the perspective of administration and working collaboratively with them to improve students’ learning. During this course I learned how to seek and build partnerships with the community which is a huge portion of goal 5. I was introduced to fundamental principles within administrative theories, including organizational, leadership, content, change, and process theories.

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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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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

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To bring a change in education we need leaders to be ambitious, inspirational, transformative and visionary. Leaders who consider bringing hope and empowerment to create a fair social society have to work within a political and bureaucratic system of the 21st century (Shields 2010). There is a vast amount of literature available regarding leadership in education, in term of policies and roles of leadership in schools (Gunter 2009). Gunter (2009) believes leadership in education lies within four different positions e.g. critical, humanistic, instrumental and scientific.

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Retrieved June 5, 2017, from http://achieve.lausd.net/cms/lib08/CA01000043/Centricity/Domain/434/LAUSD%2 0School%20Leadership%20Framework.pdf Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works : from research to results. Alexandria, Va. : Association for Supervision and Curriculum Development ; Aurora, Colo. : Mid-continent Research for Education and Learning, [2005]. Texas Teacher Evaluation and Support System T-TESS. (2017).

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School leaders recognize the importance of classroom instruction to ensure that the teaching and learning process takes place. School heads, as instructional leaders, play an important role in providing technical assistance and instructional support to teachers. Instructional teaching and learning allows students as well as teachers to create a more meaningful learning environment. Instructional leadership refers to the sets of leadership practices that involve planning, evaluation, coordination, and improvement of teaching and learning. It is also referred to as learning-centered leadership (Goldring, Porter, Murphy, Elliott, & Cravens, 2009).

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Essentially, I believe education is a community effort and responsibility. The superintendent serves as the leader of the educational organization and sets the tone by establishing and providing an environment that allows all students to reach their full potential, yet it takes the entire community to provide an all-inclusive educational experience for all children. As a means of developing a community that is truly vested and deeply values the educational experience, educational leaders, parents, teachers, and all community members must be actively committed partners in the education process. I believe all students can learn but first must have discovered personal meaning and taken ownership in learning through a multitude of classroom experiences.

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But organizational conditions sometimes blunt or wear down educators’ good intentions and actually prevent the use of effective practices. In some contexts, for example, high-stakes testing has encouraged a drill-and-practice form of instruction among teachers who are perfectly capable of developing deep understanding on the part of their students. Successful educational leaders develop their districts and schools as effective organizations that support and sustain the performance of administrators and teachers, as well as students. Specific practices typically associated with this set of basics include strengthening district and school cultures, modifying organizational structures and building collaborative processes. Such practices assume that the purpose behind the redesign of organizational cultures and structures is to facilitate the work of organizational members and that

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An effective leader can establish a school culture of positive promotion of student and educators. Through time and respect, leaders can gain support. With the creation of grade level teams, committees, such as, literacy, RtI, Elementary/Secondary math groups to enhance daily lessons, thus, listening to educators. With the use of researched based curriculum data educators

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I am committed to these roles and their impact on closing attainment gaps and raising standards. Through these roles, I facilitate outstanding teaching and astutely plan for modelling, reviewing and monitoring of these subjects to measure impact. The key to success in these groups is prioritising teacher education, and I firmly believe that teachers and support staff need ongoing quality professional development. This results in educators teaching with confidence and purpose, having the greatest impact on the children. Therefore, my leadership time is dedicated to modelling outstanding practice, providing staff trainings, both group and individual, and developing resources to support teaching strategies.

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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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