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To:	Members, Indiana Professional Standards Board
From:	Edit Team, Standing External Committee for District Administrators
Date:	November 17, 1999
RE:	Action Report and Standards

The Edit Team for the Standing External Committee for District Administrators is recommending no change in the attached Standards for District Administrators based on the feedback received during the dissemination process. The reasons for this are included in the attached Action Report. The Edit Team included Rebecca Libler, Gary Collings, Ann England and Shawn Sriver.

Recommendation: The Indiana Professional Standards Board accept the Standards for District Administrators.

The Indiana Professional Standards Board Action:

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

To:	Members, Indiana Professional Standards Board, Joseph Weaver, Chair
From:	The Executive Committee
Date:	November 17, 1999
RE:	Standards for District Administrators and Action Report

Proposed Licensure Pattern for District Administrators

· Initial License with two-year induction period

· Proficient Practitioner license valid for 5 years, renewable.

· Accomplished Practitioner license valid for 10 years, renewable.

We recommend that any individual receiving licensure as a district administrator must complete a two-year administrative induction period. A candidate who has served a two-year induction period for the building level administrator initial license has met this requirement and is eligible for a Proficient Practitioner license.


Rationale for waiving the initial license and a second two-year induction period for those who have already completed an administrative induction period:

1. The candidate is an experienced professional and, in many cases, an accomplished teacher.

The decision to seek licensure as a district administrator usually occurs after an educator has more than a few years experience as a classroom teacher and has likely served as a building administrator as well. This means that the individual has acquired, at a minimum, a proficient practitioner teacher license. Then the individual has completed an approved program of study and probably acquired a building level administrator initial license. This initial license as an administrator then becomes a proficient practitioner license upon successful completion of the requirements of a two-year induction period. It is after several years of intense experience in teaching, and then administration, that most individuals decide they would like to become licensed as district administrators. At this point, the person is not a first time educator, but instead is an experienced professional. At the time of completing a preparation program for a district administration license, they may also hold an accomplished practitioner teaching or building level administrator license.

2. The logistics of managing a peer mentoring or evaluation system for a district administrator are overwhelming.

There are few, if any, district administrators who will be able to serve as mentors for others. There may not be any other district administrators within the home district and few within reasonable distance from the district. The extremely small pool of potential mentors and evaluators in those areas are a consequence of the small number of practicing district administrators. This makes the concept of having a practicing peer as a mentor or evaluator during an extended induction period untenable.

3. Many individuals aspiring to district leadership complete a preparation program, become licensed, but do not have the opportunity for district level service to advance for several years.

An initial license is valid for a maximum of two years, while a license as an proficient district administrator is issued for a five-year period. This would allow more time for the individual to obtain a position and become engaged in activities to demonstrate growth in the standards necessary for license renewal.

It should be noted that this recommendation does not address issues of grandparenting or reciprocity. These components will be addressed by the committee at a later date.

Recommendation: A district administrator will be required to complete one two-year administrative induction period during his/her professional life.

The Executive Committee Recommendation:

A district administrator will be required to complete one two-year administrative induction period during his/her professional life.

The Indiana Professional Standards Board Action:

· Frederick Bechtold, Superintendent, Elkhart Community Schools, Elkhart

· Gary Collings, Executive Director, ISEAS Project, Indianapolis

· Ann England, Director of Human Resources, Richmond Community School Corporation, Richmond

· Robert Fallon, Director of Program Development, Department of Education, Indianapolis

· Larry Gambaiani, Assistant Superintendent, MSD of Washington Township, Indianapolis

· Daniel Grayson, Vocational Director, Twin Lakes School Corporation, Monticello

· Walter Harrison, Superintendent, Harrison-Washington School Corporation, Gaston

· William Hedges, Director of Personnel, Ft. Wayne Community Schools, Ft. Wayne (retired)

· David Kinman, Assistant Dean, Indiana University, School of Education, Bloomington (facilitator)

· Theodore Kowalski, Professor, Ball State University, Department of Educational Leadership, Muncie

· Rebecca Libler, Professor, Indiana State University, School of Education, Terre Haute

· G. W. Montgomery, Superintendent, MSD of Decatur Township, Indianapolis (retired)

· Peggy Ondrovich-Hinckley, Superintendent, LaPorte Community School Corporation, LaPorte

· Alice Smith, Teacher, Heartland Career Center, Wabash

· Shawn Sriver, educational consultant, Indiana Professional Standards Board

· Betty Steffy, Dean, School of Education, IPFW, Ft. Wayne (former member)

· Susan Switzer, Teacher, Lawrence Township, Indianapolis


Consultants:

· Tracy Dust, Executive Director, Indiana Association of Public School Superintendents, Indianapolis

· Roger Thornton, Executive Director, Indiana Association of Public School Superintendents, Indianapolis

Standard #1: Educational Vision

A District Administrator is an educational leader who guides, facilitates, and supports the success of all learners by developing, articulating, implementing, and evaluating an educational vision that is shared and supported by the greater school community.

Performances

A District Administrator facilitates processes and engages in activities that...

1. develop and model the core beliefs of the school's educational vision for all members of the greater school community.

2. effectively communicate the vision and goals of the school district to staff, parents, students, and community members through the use of symbols, ceremonies, and other community activities.

3. recognize and celebrate the contributions of greater school community members to the realization of the vision and goals.

4. involve the greater school community in the school district's improvement efforts.

5. systematically communicate progress toward the vision and goals to the greater school community.

6. ensure that the vision shapes the educational programs, plans, and actions.

7. clearly articulate the objectives and strategies to achieve the vision and goals.

8. use assessment data related to student learning to guide the school vision and goals.

9. use relevant demographic data pertaining to students and their families in developing the school district's vision and goals.

10. identify, clarify, and address barriers to achieving the vision and goals.

11. identify, obtain, and use needed resources, including information systems and technology, to support the implementation of the school system's vision and goals.

12. ensure that the vision, goals, and implementation plans are regularly monitored, evaluated, and revised.

13. encourage and model life-long personal and professional development.

14. promote multi-cultural awareness, gender sensitivity, and racial and ethnic appreciation.

15. define programs that promote and recognize individual differences.

Knowledge

A District Administrator has knowledge and understanding of...

1. building a climate for learning in a diverse society.

2. educational goals for all learners within the greater school community.

3. a variety of planning models.

4. an inclusive visioning process.

5. information sources, technology, data collection, and data analysis strategies.

6. traditional and current leadership theories.

7. consensus building and negotiation skills.

8. effective communication and human relations skills.

9. appropriate professional knowledge base.

Dispositions

A District Administrator believes in, values, and is committed to...

1. promoting democratic governance.

2. respecting the educability of all.

3. improving schools continuously.

4. promoting lifelong learning.

5. integrating the school and community.

6. ensuring that learners have the knowledge, skills, and values needed to become successful adults.

7. continuously examining one's own assumptions, beliefs, and practices.

8. high levels of personal and organizational performance.

Standard #2: School Culture

A District Administrator is an educational leader who guides, facilitates, and supports the success of all learners by advocating, nurturing, and sustaining a school culture that is shared and supported by the greater school community.

Performances

A District Administrator facilitates processes and engages in activities that...

1. promote standards of fairness, dignity, and respect for all individuals.

2. provide professional development opportunities consistent with a school and district vision and goals.

3. develop a culture that sets high expectations for performance.

4. define and clearly communicate role responsibilities.

5. recognize and celebrate achievement and growth.

6. identify and address barriers to learning.

7. address diversity in developing learning experiences.

8. encourage multiple opportunities for life-long learning.

9. result in effective curricular, co-curricular, and extra-curricular programs.

10. make curriculum decisions based on professional knowledge, standards developed by professional organizations, applicable laws and regulations, and the needs of the community

11. create and maintain a positive school district culture and climate.

12. use multiple sources of evidence to assess and evaluate performance.

13. integrate technologies to enhance teaching and learning.

14. engage families in the school-home partnership.





Knowledge

A District Administrator has knowledge and understanding of...

1. the concept of organizational cultures.

2. human growth and development.

3. theories of learning and motivation.

4. principles of curriculum design, implementation, evaluation, and refinement.

5. instructional theories and practices.

6. evaluation and assessment strategies.

7. diversity and its meaning for educational programs.

8. adult education and its application to professional development.

9. organizational change theories and practices.

Dispositions

A District Administrator believes in, values, and is committed to...

1. learning as the fundamental purpose of the greater school community.

2. recognizing dignity and worth of individual learners and their need for access to a high-quality educational program.

3. promoting the proposition that all students can learn.

4. recognizing that students learn in a variety of ways.

5. promoting life-long learning for self and others.

6. using professional development as an integral part of school system improvement.

7. developing and maintaining a safe and supportive learning environment.

8. preparing learners to be good citizens.




Standard #3: Management

A District Administrator is an educational leader who guides, facilitates, and supports the success of all learners by managing operations and resources to provide a safe, efficient, and effective learning environment.

Performances

A District Administrator facilitates processes and engages in activities that...

1. use knowledge of learning, teaching, and student development in reaching management decisions.

2. ensure operational procedures are designed and managed to maximize opportunities for
successful learning.

3. recognize, study, and apply emerging trends as appropriate.

4. assist in putting operational plans and procedures to achieve the vision and goals of the school
district in place.

5. effectively manage collective bargaining and other contractual agreements related to each school system.

6. ensure the school district's plants, equipment, and support systems operate safely, efficiently, and effectively.

7. manage time effectively to maximize attainment of organizational goals.

8. align financial, human, and material resources to the vision and goals of the school district.

9. monitor and modify organizational systems regularly as needed.

10. involve the greater school community in decisions affecting the school district.

11. share responsibility appropriately to maximize ownership and accountability.

12. use effective problem-framing and problem-solving skills.

13. use effective conflict resolution skills.

14. use effective group-process and consensus-building skills.

15. use effective communication skills within the organization.

16. use effective communication to the publics outside the organization.

17. ensure effectiveness of technology to improve the instructional and learning process and to manage school district and school operations.

18. manage fiscal resources of the school district and school in a responsible, efficient, and effective manner.

19. create and maintain adequate, safe, clean, and aesthetically pleasing school environments.

20. maintain confidentiality and privacy of school records according to recognized ethical and legal standards.

Knowledge

A District Administrator has knowledge and understanding of...

1. theories and models of organizations and the principles of organizational development.

2. human resources management.

3. operational policies and procedures at the school and district levels.

4. principles and issues relating to school safety and security.

5. principles and issues relating to fiscal policy and management for schools and districts.

6. legal issues impacting district and school operations.

7. current technologies that may support instruction and management functions.

8. theory and practice related to developing and maintaining adequate and appropriate instructional environment.

Dispositions

A District Administrator believes in, values, and is committed to...

1. promoting effective management necessary to enhance learning and teaching.

2. improving schools.

3. trusting people and their judgments.

4. accepting responsibility.

5. creating and maintaining high quality standards, expectations, and performances.

6. involving the greater school community in management processes.

7. creating and maintaining adequate and safe environments.

Standard #4: Communication and Collaboration with Communities

A District Administrator is an educational leader who guides, facilitates, and supports the success of all learners by practicing open, two-way communication and using collaborative strategies that respond to diverse community interests and needs.

Performances

A District Administrator facilitates processes and engages in activities that...

1. encourage high visibility, active involvement, and communication with the larger community.

2. establish and nurture relationships with community leaders.

3. ensure proper respect is given to individuals and groups whose values, opinions, and cultures may differ.

4. regularly use information about family and community concerns, expectations, and needs.

5. ensure there is outreach to different ethnic, religious, political, business, and service agencies and organizations.

6. allow the school district and community to serve on another as resources.

7. secure available community resources to help the school district solve problems and achieve goals.

8. establish partnerships with district parent groups, area businesses, institutions of higher education, and community groups to strengthen programs and support school district goals.

9. integrate community youth family services with school district programs.

10. equitably treat all members of the greater school community.

11. establish an ongoing comprehensive program of community and media relations.

12. use public resources and funds appropriately.

13. model community collaboration for staff.

14. promote multi-cultural awareness, gender sensitivity, and racial and ethnic appreciation.

Knowledge

A District Administrator has knowledge and understanding of...

1. emerging issues and trends that potentially impact school families and the school community.

2. effective relations with the media and the public regarding the conditions and dynamics of the diverse school community (e.g., social, cultural, leadership, historical, and political).

3. community resources (e.g., parental, business, governmental agencies, community, and social services).

4. community relations and marketing strategies and processes.

5. successful models of partnerships with school, family, business, community, government, and higher education.

6. schools' and families' keeping the best interests of children in mind.

Dispositions

A District Administrator believes in, values, and is committed to...

1. operating a school as an integral part of the greater school community.

2. collaborating and communicating with families and the greater school community as partners in the education of children, including them in school decision-making processes.

3. using diversity to enrich the school.

4. using family and community resources to educate children.


Standard #5: Acting with Honesty, Fairness, and Professional Ethics

A District Administrator is an educational leader who guides, facilitates, and supports the success of all learners by personally demonstrating and promoting honesty, fairness, and professional ethics.

Performances

A District Administrator facilitates processes and engages in activities that...

1. demonstrate a personal and professional code of ethics.

2. examine personal and professional values.

3. demonstrate values, beliefs, and attitudes that inspire others to higher levels of performance.

4. accept responsibility for school district operations.

5. consider the impact of one's administrative practices on the greater school community.

6. use the influence of the office to enhance the educational program rather than for personal gain.

7. treat all fairly, equitably, and with dignity and respect.

8. protect the rights and confidentiality of students and staff.

9. demonstrate appreciation for and sensitivity to the diversity in the school community.

10. recognize and respect the legitimate authority of others.

11. welcome and encourage community involvement in the school district.

12. fulfill legal and contractual obligations.

13. make decisions based on ethical implications within the spirit of the law.

14. interpret and utilize legal concepts, practices, regulations, and codes for school district operations.

Knowledge

A District Administrator has knowledge and understanding of...

1. the purposes of education and the role of leadership in a changing society.

2. the values, ethics, and challenges of the diverse school community.

3. professional codes of ethics.

4. the philosophy and history of education.

5. various ethical frameworks and perspectives on ethics.

Dispositions

A District Administrator believes in, values, and is committed to...

1. promoting the common good and constitutional principles.

2. using ethical principles to the decision-making process.

3. respecting the rights of every student to a free, quality education.

4. providing every learner access to quality education and life-long learning.

5. subordinating one's own interest to the good of the school community.

6. accepting the consequences for upholding one's principles and actions.

7. using the influence of one's office constructively and productively in the service of all students and their families.

8. developing a caring school community.

Standard #6: The Political, Social, Legal, Economic, and Cultural Environments

A District Administrator is an educational leader who guides, facilitates, and supports the success of all learners by understanding, responding to, and influencing larger political, social, legal, economic, and cultural environments.

Performances

A District Administrator facilitates processes and engages in activities that...

1. influence the environment in which schools operate on behalf of students and their families.

2. ensure communication occurs within the school community concerning trends, issues, and potential changes in the environment in which schools operate.

3. enable the school community to work within the framework of policies, laws, and regulations enacted by local, state, and federal authorities.

4. shape public policy to provide quality education for students.

5. develop lines of communication with political decision makers.

6. create decision making processes which are inclusive.

Knowledge

A District Administrator has knowledge and understanding of...

1. principles of representative governance that undergird the system of American schools.

2. the law as related to education and schooling.

3. the political, social, cultural, and economic systems that impact schools.

4. models and strategies of change and conflict resolution as applied to the larger political, social, cultural, and economic contexts of schooling.

5. global issues and forces affecting teaching and learning.

6. the dynamics of policy development and advocacy under our democratic political system.

7. the importance of diversity and equity in a democratic society.

8. the political and economic dimensions associated with acquiring resources.

Dispositions

A District Administrator believes in, values, and is committed to...

1. promoting education as a key to opportunity, social mobility, and self-realization.

2. recognizing a variety of ideas, values, and cultures.

3. actively participating in the policy-making context of education.

4. using legal systems to protect individual rights.

5. respecting the resources provided by the community.

Standard #7: Instructional Program

A District Administrator is an educational leader who guides, facilitates, and supports the success of all learners by providing leadership in curriculum development, learning assessment, instructional supervision, and program evaluation conducive to student learning, staff professional growth, and district accountability.

Performances

A District Administrator facilitates processes and engages in activities that...

1. establish curriculum and instructional strategies to meet the needs of a diverse school community and its learners.

2. align curriculum with appropriate levels of learner development and styles.

3. involve appropriate faculty and community members in decision-making regarding curriculum and special programs.

4. evaluate the use of resources, including technology, for effectiveness, equability, and relevance to the instructional process.

5. use test results and other assessments appropriately to improve the educational system.

Knowledge

A District Administrator has knowledge and understanding of...

1. development of core curriculum design and delivery systems for diverse school communities.

2. curriculum planning/futures, methods to anticipate occupational trends and their educational implication for life-long learners.

3. instructional taxonomies, goals, objectives, and processes.

4. cognitive development and learning theories and their importance to the sequencing of instruction.

5. child and adolescent growth and development.

6. processes to create developmentally appropriate curriculum and instructional practices for all learners.

7. the use and role of computers and other technologies.

8. current trends and future learning needs.

9. a process for faculty input in the continued and systematic renewal of the curriculum to ensure appropriate scope, sequence, and content.

10. curricular alignment to improve student performance and higher order thinking.

11. the development, implementation, and monitoring of change processes to improve learning and climates for learning.

12. an understanding of appropriate teaching methods and assessment strategies.

13. available instructional resources and how to use them in the most cost-effective and equitable manner.

14. applications of computer technology connected to instructional programs.

15. testing and alternative methods of assessment to evaluate learner achievement.

16. a variety of instructional strategies based upon current research.

17. student achievement monitoring and reporting systems.

18. diverse learner needs.

Dispositions

A District Administrator believes in, values, and is committed to...

1. developing and implementing a core curriculum design with instructional strategies which reflect multi-cultural sensitivity and learning styles.

2. using technology appropriately to enhance and educational programming.

3. maintaining communication regarding curriculum among developmental levels and content areas.

4. using multiple assessment tools in determining the effectiveness of educational programs.

5. using multiple information sources for gathering perspectives from the educational community.








Standard #8: Policy Implementation

A District Administrator is an educational leader who guides, facilitates, and supports the success of all learners by recommending and implementing policy that guides district operations.

Performances

A District Administrator facilitates processes and engages in activities that...

1. maintain compliance with state, federal, and local laws and regulations.

2. promote positive relationships with the school board.

3. keep all staff current on applicable laws and regulations.

4. communicate all policies to staff and make them available to the greater school community.

Knowledge

A District Administrator has knowledge and understanding of...

1. the system of public school governance in our democracy.

2. the dynamics of superintendent-board of education roles and relationships.

3. conflict resolution skills.

4. how to formulate sound district policy.

5. adapting local policy to accommodate state and federal regulations and requirements.

6. procedures to avoid civil and criminal liabilities.

7. the contributions and benefits of professional organizations.

Dispositions

A District Administrator believes in, values, and is committed to...

1. working within the laws and regulations of state, federal, and local government.

2. supporting the current fundamental system of the school system.

3. creating educational opportunities for the greater school community.

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