Licensing Rules 2002
Building Level Administrators
Standard #1: A Vision of Learning.
A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the greater school community.
Performances
The administrator facilitates processes and engages in activities ensuring that:
1. the vision, mission, and goals of the school are effectively communicated to staff, parents, students, and community members.
2. the core beliefs of the school are modeled for all stakeholders.
3. the vision is developed with and among stakeholders.
4. the contributions of school community members to the realization of the vision are celebrated.
5. progress toward the vision and mission is communicated to all stakeholders.
6. the greater school community is involved in school improvement efforts.
7. the vision shapes the educational programs, plans, and actions.
8. an implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated.
9. data related to student learning are used to develop the school vision and goals.
10. relevant demographic data pertaining to students and their families are used in developing the school mission and goals.
11. barriers to achieving the vision are identified, clarified, and addressed.
12. resources are sought to support the implementation of the school mission and goals.
13. the vision, mission, and implementation plans are regularly monitored, evaluated, and revised.
Knowledge
The administrator has a knowledge and understanding of:
1. learning goals in a pluralistic society.
2. the principles of developing and implementing strategic plans.
3. theories of educational leadership (e.g., the categories of systems theory, change theory, and motivational theory).
4. information sources, data collection, and data analysis strategies.
5. effective communication (e.g., writing, speaking, listening, use of technology).
6. negotiation skills for consensus building.
7. the foundations of education.
Dispositions
The administrator believes in, values, and is committed to:
1. the educability of all.
2. the ideal of the common good.
3. a school vision of high standards of learning.
4. continuous school improvement.
5. providing the opportunity for inclusion of all stakeholders in the school community.
6. ensuring that students have the knowledge, skills, and values needed to become successful adults.
7. a willingness to continuously examine one's own assumptions, beliefs, and practices.
8. the work ethic required for high levels of personal and organizational performance.
Standard #2: School Culture and Instructional Program.
A school administrator is an educational leader who promotes the success of all students and staff by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Performances
The administrator facilitates processes and engages in activities ensuring that:
1. all individuals are treated with fairness, dignity, and respect.
2. professional development promotes a focus on student learning consistent with the school vision and goals.
3. there is a culture of high expectations for self, student, and staff performance.
4. the responsibilities of all are defined.
5. student and staff accomplishments are recognized and celebrated.
6. barriers to student learning are identified, clarified, and addressed.
7. diversity is considered in developing learning experiences.
8. lifelong learning is encouraged and modeled.
9. multiple opportunities to learn are available to all students and staff.
10. the school is organized and aligned for success.
11. curricular, co-curricular, and extra-curricular programs are designed, implemented, evaluated, and refined.
12. curriculum decisions are based on research, expertise of teachers, the recommendations of learned societies, and the needs of the community.
13. the school culture and climate are assessed on a regular basis.
14. a variety of sources of information is used to make decisions.
15. student learning is assessed using a variety of techniques.
16. multiple sources of information regarding performance are used by staff and students.
17. a variety of supervisory models is employed.
18. student guidance programs are developed to meet the needs of students and their families.
19. technologies are used for teaching and learning.
20. data from pure research are used in decision making.
Knowledge
The administrator has a knowledge and understanding of:
1. school cultures.
2. student growth and development.
3. applied learning theories.
4. applied motivational theories.
5. curriculum design, implementation, evaluation, and refinement.
6. principles of effective instruction.
7. measurement, evaluation, and assessment strategies.
8. diversity and its meaning for educational programs.
9. adult learning and professional development models.
10. the change process for systems, organizations, and individuals.
11. the role of technology in promoting student learning and professional growth.
Dispositions
The administrator believes in, values, and is committed to:
- student learning as the fundamental purpose of schooling.
- the proposition that all students can learn.
4. lifelong learning for self and others.
5. professional development as an integral part of school improvement.
6. a safe and supportive learning environment.
7. preparing students to be contributing members of society.
Standard #3: Management.
A school administrator is an educational leader who promotes the success of all students and staff by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
Performances
The administrator facilitates processes and engages in activities ensuring that:
1. knowledge of learning, teaching, and student development is used in reaching management decisions.
2. operational procedures are designed and managed to maximize opportunities for successful learning.
3. emerging trends are recognized, studied, and applied as appropriate.
4. operational plans and procedures to achieve the vision and goals of the school are in place.
5. collective bargaining and other contractual agreements related to the school are effectively managed.
6. the school plant, equipment, and support systems operate safely, efficiently, and effectively.
7. time is managed to maximize attainment of organizational goals.
8. potential problems and opportunities are identified.
9. problems are confronted and resolved in a timely manner.
10. financial, human, and material resources are aligned to the goals of schools.
11. the school acts entrepreneurially to support continuous improvement.
12. organizational systems are regularly monitored and modified as needed.
13. stakeholders are involved in decisions affecting schools.
14. responsibility is shared to maximize ownership and accountability.
15. effective problem-framing and problem-solving skills are used.
16. conflict is effectively managed.
17. effective group-process and consensus-building skills are used.
18. effective communication skills are used.
19. there is effective use of technology to manage school operations.
20. fiscal resources of the school are managed responsibly, efficiently, and effectively.
21. a safe, clean, and aesthetically pleasing school environment is created and maintained.
22. confidentiality and privacy of school records are maintained.
Knowledge
The administrator has a knowledge and understanding of:
1. theories and models of organizations and the principles of organizational development.
2. human resources management and development.
3. operational policies and procedures at the school and district level.
4. principles and issues relating to school safety and security.
5. principles and issues relating to fiscal operations of school management.
6. principles and issues relating to school facilities and use of space.
7. legal issues impacting school operations.
8. current technologies which support management functions.
Dispositions
The administrator believes in, values, and is committed to:
1. making management decisions to enhance learning and teaching.
2. accepting responsibility.
3. high quality standards, expectations, and performances.
4. involving stakeholders in management processes.
5. cultivating a safe and trusting environment.
Standard #4: Collaboration with Families and the Community.
A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
Performances
The administrator facilitates processes and engages in activities ensuring that:
1. high visibility, active involvement, and communication with the larger community occurs.
2. relationships with community leaders are established and nurtured.
3. respect is given to individuals and groups whose values, opinions, and cultures may conflict.
4. information about family and community concerns, expectations, and needs is used regularly.
5. there is outreach to different business, religious, political, and service agencies and organizations.
6. the school and community serve one another as resources.
7. available community resources are secured to help the school solve problems and achieve goals.
8. partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals.
9. community stakeholders are treated equitably.
10. effective media relations are developed and maintained.
11. a comprehensive program of community relations is established.
12. public resources and funds are used appropriately and wisely.
13. community collaboration is modeled for staff.
14. opportunities for staff to develop collaborative skills are provided.
15. multicultural awareness, gender sensitivity, and racial and ethnic appreciation are promoted.
Knowledge
The administrator has a knowledge and understanding of :
1. emerging issues and trends that potentially impact the school community.
2. 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 school, family, business, community, government, and higher education partnerships.
6. community and district power structures.
Dispositions
The administrator believes in, values, and is committed to:
1. schools operating as an integral part of the larger community.
2. collaboration and communication with families and community.
3. involvement of families and other stakeholders in school decision-making processes.
4. the proposition that diversity can enrich the school.
5. families as partners in the education of their children.
6. using community resources to enhance the education of students.
7. informing the public.
8. schools and families keeping the best interests of children in mind.
Standard #5: Acting with Integrity and Fairness and in an Ethical Manner.
A school administrator is an educational leader who promotes the success of all students and staff by acting with integrity and fairness and in an ethical manner.
Performances
The administrator:
1. demonstrates a personal and professional code of ethics.
2. demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance.
3. accepts responsibility for school operations.
4. considers the impact of one's administrative practices on others.
5. uses the influence of the office to enhance the educational program rather than for personal gain.
6. treats people fairly, equitably, and with dignity and respect.
7. protects the rights and confidentiality of students and staff.
8. demonstrates appreciation for and sensitivity to the diversity in the school community after examining and considering the prevailing values.
9. recognizes and respects the legitimate authority of others.
10. welcomes and encourages the community into the school.
11. fulfills legal and contractual obligations.
12. makes decisions based on ethical implications within the spirit of the law.
Knowledge
The administrator has a knowledge and understanding of:
1. the purpose 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.
Dispositions
The administrator believes in, values, and is committed to:
1. the ideal of the common good.
2. the principles in the Bill of Rights.
3. bringing ethical principles to the decision-making process.
4. subordinating one's own interest to the good of the school community.
5. accepting the consequences for upholding one's principles and actions.
6. using the influence of one's office constructively and productively in the service of all students and their families.
7. development of a caring school community.
Standard #6: The Political, Social, Economic, Legal, and Cultural Context.
A school administrator is an educational leader who promotes the success of all students and staff by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
Performances
The administrator facilitates processes to encourage that:
1. the political, social, economic, legal, and cultural environment in which schools operate is influenced on behalf of students, their families, and staff.
2. communication occurs within the school community concerning trends, issues, and potential changes in the environment in which schools operate.
3. there is the opportunity for ongoing dialogue with representatives of diverse community groups.
4. the school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities.
5. public policy is shaped to provide quality education for students.
6. lines of communication are developed with decision makers outside the school community.
Knowledge
The administrator has a knowledge and understanding of:
1. principles of representative governance that support the system of American schools.
2. the role of public education in developing and renewing a democratic society and an economically productive nation.
3. the law as related to education and schooling.
4. the political, social, cultural, and economic systems that impact schools.
5. models and strategies of change and conflict resolution as applied to the larger political, social, cultural, and economic contexts of schooling.
6. global issues and forces affecting teaching and learning.
7. the dynamics of policy development and advocacy under our democratic political system.
8. the importance of diversity and equity in a democratic society.
Dispositions
The administrator believes in, values, and is committed to:
1. education as a key to opportunity, social mobility, and self-realization.
2. recognizing a variety of ideas, values, and cultures.
3. the importance of a continuing dialogue with other decision makers affecting education.
4. actively participating in the policy-making context in the service of education.
5. using legal systems to protect student, staff, and parental rights.
The following terms may have special meaning when used in the recommended standards:
Consensus--a general agreement among a group of people. Everyone does not have to accept the idea one hundred percent, but at the very least, almost everyone can live with it.
Greater School Community--includes everyone in the school and the community.
School Climate--how people get along with each other in a school. For example, there may be a friendly climate, a climate in which people care about each other, a happy climate, etc.
School Culture--the habits, beliefs, skills, and behaviors exhibited in a school.
School Community--all those directly associated with a school, including students, parents, teachers, administrators, secretaries, custodians, cooks, bus drivers, etc.
Stakeholders--all persons who have an interest in what goes on in a school, including students, parents, teachers, bus drivers, custodians, cooks, administrators, secretaries, and people not directly associated with the school but who live in the community such as business leaders, senior citizens, and adults who no longer have children in school.
