• Conception of Leadership Behaviors
• Kansas Leadership Standards (KSLLC Standards)
• Building Leadership
• District Leadership
• Leading From Data to Instruction

 

Conception of Leadership Behaviors

taken from: A Framework for the Assessment of Learning-Centered Leadership; Andrew C. Porter, Ellen Goldring, Joseph Murphy, Stephen N. Elliot, Xiu Cravens, Vanderbilt University, September, 2006; Prepared for the Wallace Foundation.

 

Based on our reading of the literature and the Interstate School Leaders Licensure Consortium (ISLLC) standards, our conception of leadership behavior is two-dimensional; the behaviors we propose assessing and the corresponding instrument development will be defined by the intersection of the two dimensions.

 

Core Components of School Performance

 

The first dimension consists of core components of school performance and has the following elements:

 

High Standards for Student Performance—There are individual, team, and school goals for rigorous student academic and social learning.

 

Rigorous Curriculum (content)—There is ambitious academic content provided to all students in core academic subjects.

 

Quality Instruction (pedagogy)—There are effective instructional practices that maximize student academic and social learning.

 

Culture of Learning & Professional Behavior—There are integrated communities of professional practice in the service of student academic and social learning. There is a healthy school environment in which student learning is the central focus.

 

Connections to External Communities—There are linkages to people and institutions in the community that advance academic and social learning.

 

Systemic Performance Accountability—Leadership holds itself and others responsible for realizing high standards of performance for student academic and social learning. There is individual and collective responsibility among the professional staff and students.

 

Key Processes of Leadership

 

The second dimension defines the leadership behaviors that can lead to producing each core component of school performance. These key processes are

 

Planning—Articulate shared direction and coherent policies, practices, and procedures for realizing high standards of student performance.

 

Implementing—Engage people, ideas, and resources to put into practice the activities necessary to realize high standards for student performance.

 

Supporting—Create enabling conditions; secure and use the financial, political, technological, human, and social capital necessary to promote academic and social learning.

 

Advocating—Act on behalf of the diverse needs of students within and beyond the school.

 

Communicating—Develop, utilize, and maintain systems of exchange among members of the school and with its external communities.

 

Monitoring—Systematically collect and analyze data to make judgments that guide decisions and actions for continuous improvement.

 

 

 

The leadership behaviors we wish to assess are defined at the intersection of these two dimensions (see Figure 2). According to our conception, for example, we would assess the extent to which the school leadership plans for a rigorous curriculum (the intersection between planning and rigorous curriculum) or implements high quality instruction (the intersection between implementing and high quality instruction).

 

We realize that the language we use to state each level of each dimension and their definitions is important. While we have spent considerable time and care deriving the two dimensions, the specific levels of each dimension, and the language to describe them, the specifics of our conception are likely to continue to evolve. As just one example, in the spring of 2006, we convened separately a panel of researchers and a panel of practitioners to review our conceptual framework; what is presented here reflects changes based on advice we received. 

 

• Standard 1:  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 school community.
  • Kansas Standard #1: The program level 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 school and community.
• Standard 2:  The success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
  • Kansas Standard #2: The program level administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a building climate and instructional programs conducive to student learning for all and staff professional growth.
• Standard 3:  The success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
• Standard 4:  The success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
• Standard 5:  The success of all students by acting with integrity, fairness, and in an ethical manner.
• Standard 6:  The success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

• Standard #1:  The building level 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 school and community.
  • Knowledge
    1. The building level administrator has an understanding of effective communication skills.
    2. The building level administrator has an understanding of information sources, data collection, and analysis strategies.
    3. The building level administrator has an understanding of effective consensus building and negotiations skills.
    4. The building level administrator has an understanding of the principles of developing and implementing a school improvement plan.
  • Performance
    1. The building level administrator promotes the vision of the board of education.
    2. The building level administrator leads faculty and staff in developing the building mission and goals.
    3. The building level administrator leads faculty and staff in implementing the building mission.
    4. The building level administrator utilizes research, data, and effective teaching strategies to increase student learning for regular education and exceptional children and youth.
    5. The building level administrator communicates effectively with multiple publics.
  
  
• Standard #2:  The building level administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a building climate and instructional programs conducive to student learning and staff professional growth.
  • Knowledge
    1. The building level administrator understands principles of effective instruction for regular education students and students with exceptionalities.
    2. The building level administrator understands diversity and its meaning for instructional programs.
    3. The building level administrator understands adult learning and results-based professional development models.
    4. The building level administrator understands the role of technology in promoting student learning and staff professional growth.
    5. The building level administrator understands the principles of instructional strategies and curriculum development for exceptional children.
  • Performance
    1. The building level administrator designs results based professional growth activities aligned with curriculum and designed to increase student achievement.
    2. The building level administrator integrates instructional programs designed to meet the needs of exceptional students within the general school setting.
    3. The building level administrator implements technology into the instructional program for regular education students and exceptional children and youth.
    4. The building level administrator utilizes technology for effective student management practices.
• Standard #3: The building level administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
  • Knowledge
    1. The building level administrator understands human resource management and laws pertaining to certified and classified staff.
    2. The building level administrator understands school finance at the building level.
    3. The building level administrator understands principles, issues, and laws relating to school facilities and use of space.
    4. The building level administrator understands principles and issues relating to school safety.
  • Performance
    1. The building level administrator develops and utilizes appropriate human resource procedures.
    2. The building level administrator develops a school budget incorporating general fund expenditures and special education expenditures.
    3. The building level administrator uses knowledge of facilities and staff to promote effective instruction.
    4. The building level administrator demonstrates knowledge of school safety, including crisis intervention, through the use of effective problem solving skills.
• Standard #4:  The building level administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community needs and interests, and mobilizing community resources.
  • Knowledge
    1. The building level administrator has knowledge of issues and trends that potentially impact the school community.
    2. The building level administrator has knowledge of community resources.
    3. The building level administrator has knowledge of successful models of business and school partnerships.
    4. The building level administrator has an understanding of federal and state laws that apply to students with exceptionalities.
  • Performance
    1. The building level administrator maintains a high visibility and presence in the school community.
    2. The building level administrator participates in activities to foster communication among the various school publics.
    3. The building level administrator facilitates the implementation of business and school partnerships.
    4. The building level administrator implements IDEA and Section 504 to meet the needs of students identified as in need of special education supports and services.
• Standard #5:  The building level administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.
  • Knowledge
    1. The building level administrator has knowledge of the role of education and leadership in a modern society.
    2. The building level administrator has knowledge of and values the diverse school community.
    3. The building level administrator understands professional codes of ethics.
    4. The building level administrator has knowledge of the philosophy and history of education.
  • Performance
    1. The building level administrator practices a personal and professional code of ethics.
    2. The building level administrator demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance.
    3. The building level administrator accepts responsibility for school operations.
    4. The building level administrator applies laws and procedures fairly and accurately.
    5. The building level administrator treats people fairly, equitably, and with dignity and respect.
    6. The building level administrator protects the rights, confidentiality, and privacy of records for students and staff.
• Standard #6:  The building level administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
  • Knowledge
    1. The building level administrator understands the political, social, economic, and cultural context of the school community.
    2. The building level administrator understands the importance of diversity and equity in a democratic society.
  • Performance
    1. The building level administrator demonstrates the ability to work with all the members of the school community.
    2. The building level administrator demonstrates the ability to address trends, issues, and changes occurring in the school environment.
    3. The building level administrator maintains an ongoing dialogue with diverse populations in the school community.
    4. The building level administrator maintains a visible presence in the school community.
• Standard #7:  The building level administrator must complete an internship supervised by the recommending institution as part of the performance assessment for this license. The candidate must enroll in 2-3 hours a semester during the first year under the conditional license as a full-time employee. If the employee is working only half time, the internship can be spread out over two years. A mentor should be provided by the employing district from the same endorsement field and under conditions described in 91-41-1 through 91-41-4. The university must supply a supervisor who makes a minimum of two visits per semester with additional communications between visits. The university will then make the recommendation for licensure after the internship has been completed successfully.

DISTRICT LEADERSHIP
Early Childhood through Late Adolescence/Adulthood
PreK-12

• Standard #1:  The district level administrator is an educational leader who promotes the success of all students and staff in the district by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the community.
  • Knowledge
    1. The district level administrator has an understanding of the principles of developing and implementing a strategic plan.
    2. The district level administrator has an understanding of systems theory and its impact on student learning and staff development.
    3. The district level administrator has an understanding of information sources, data collection, and analysis strategies.
    4. The district level administrator has an understanding of effective consensus building and negotiations skills.
    5. The district level administrator has an understanding of effective communication.
  • Performance
    1. The district level administrator works with the board of education and community stakeholders to develop a district mission and strategic plan.
    2. The district level administrator articulates the mission of the school district.
    3. The district level administrator uses effective consensus building and negotiations skills.
    4. The district level administrator periodically monitors, evaluates, and revises the district vision and strategic plan.
    5. The district level administrator utilizes research, data, and knowledge of effective teaching strategies to increase student learning.
• Standard #2:  The district level administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a district climate and instructional programs conducive to student learning and staff professional growth.
  • Knowledge
    1. The district level administrator understands principles of sound curriculum, effective instruction and assessment procedures for regular education and exceptional students.
    2. The district level administrator understands diversity and its meaning for instructional programs.
    3. The district level administrator understands adult learning and results based professional development models.
    4. The district level administrator understands the role of technology in promoting student learning and professional growth.
    5. The district level administrator understands the principles of instructional strategies and curriculum development for exceptional children.
    6. The district level administrator understands educational research and best practices.
    7. The district level administrator understands school cultures.
  • Performance
    1. The district level administrator helps design results based professional growth activities aligned with curriculum and increasing student achievement.
    2. The district level administrator coordinates effective instruction and appropriate curriculum for exceptional students to meet their individual needs in the least restrictive environment.
    3. The district level administrator supports the use of technology into the instructional program.
    4. The district level administrator supports technology for effective student management practices.
    5. The district level administrator supports the development and supervision of an effective evaluation model.
• Standard #3:  The district level administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
  • Knowledge
    1. The district level administrator understands theories and models of organization and the principles of organizational development.
    2. The district level administrator understands operational procedures at the district level.
    3. The district level administrator understands human resource management and laws pertaining to certified and classified staff.
    4. The district level administrator understands school finance at the district level relating to all funds.
    5. The district level administrator understands principles, issues, and laws relating to school facilities and fiscal issues.
    6. The district level administrator understands principles and issues relating to school safety, including crisis intervention.
    7. The district level administrator understands technologies that support management functions.
    8. The district level administrator understands the organization and administration of services for exceptional children and youth.
  • Performance
    1. The district level administrator demonstrates competence in developing an organizational structure and operational procedures.
    2. The district level administrator assumes responsibility for and aligns financial, human, and material resources to the school goals.
    3. The district level administrator develops all district funds to support school goals.
    4. The district level administrator facilitates the development of facilities, equipment, and support systems to ensure successful learning and management.
    5. The district level administrator promotes a safe, clean, and aesthetically pleasing learning environment.
    6. The district level administrator develops a plan for crisis intervention.
    7. The district level administrator uses technology to support district management functions.
    8. The district level administrator uses knowledge of services for exceptional children to ensure the provision of a free, appropriate public education in the least restrictive environment.
• Standard #4:  The district level administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community needs and interests, and mobilizing community resources.
  • Knowledge
    1. The district level administrator has knowledge of issues and trends that potentially impact the school community.
    2. The district level administrator has knowledge of community resources.
    3. The district level administrator has knowledge of conditions and dynamics of the diverse community.
    4. The district level administrator has knowledge of community relations and marketing strategies and processes.
    5. The district level administrator has knowledge of successful models of business school partnerships.
    6. The district level administrator has an understanding of federal and state laws that apply to students with exceptionalities.
  • Performance
    1. The district level administrator maintains a high visibility and presence in the greater community.
    2. The district level administrator participates in activities to foster communication among the various publics.
    3. The district level administrator encourages the implementation of business and school partnerships.
    4. The district level administrator implements the Individuals with Disabilities Education Act (IDEA) and Section 504 to meet the needs of students identified as in need of special education supports and services.
    5. The district level administrator encourages the sharing of school and community resources.
    6. The district level administrator establishes working relationships with community leaders.
• Standard #5:  The district level administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.
  • Knowledge
    1. The district level administrator has knowledge of the role of education and leadership in a modern society.
    2. The district level administrator has knowledge of and values the diverse school community.
    3. The district level administrator understands beliefs, values, and attitudes that encourage high performance.
    4. The district level administrator understands professional codes of ethics.
    5. The district level administrator has knowledge of the philosophy and history of education.
  • Performance
    1. The district level administrator practices a personal and professional code of ethics.
    2. The district level administrator demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance.
    3. The district level administrator accepts responsibility for school operations.
    4. The district level administrator applies laws and procedures fairly and accurately.
    5. The district level administrator treats people fairly, equitably, and with dignity and respect.
    6. The district level administrator protects the rights, confidentiality, and privacy of records for students and staff.
    7. The district level administrator demonstrates an appreciation for and sensitivity to the diversity in the school community.
    8. The district level administrator opens the schools to public scrutiny.
• Standard #6:  The district level administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
  • Knowledge
    1. The district level administrator understands the principle of local control and the function of the Board of Education.
    2. The district level administrator understands the political, social, economic, and cultural context of the school community.
    3. The district level administrator understands the role of public education in renewing a democratic society and an economically proven nation.
    4. The district level administrator understands the law as it relates to public education.
    5. The district level administrator understands the importance of diversity and equity in a democratic society.
  • Performance
    1. The district level administrator demonstrates the ability to work with the board of education and other legal and political entities.
    2. The district level administrator demonstrates the ability to address trends, issues, and changes occurring in the school environment.
    3. The district level administrator maintains an ongoing dialogue with diverse populations in the community.
    4. The district level administrator maintains a visible presence at the local, state, and national level.
    5. The district level administrator demonstrates the ability to shape public policy to provide a quality education for all students.
• Standard #7:      The district level administrator must complete an internship supervised by the recommending institution as part of the performance assessment for this license. The candidate must enroll in 2-3 hours a semester during the first year under the conditional license as a full-time employee. If the employee is working only half time, the internship can be spread out over two years. A mentor should be provided by the employing district from the same endorsement field and under conditions described in 91-41-1 through 91-41-4. The university must supply a supervisor who makes a minimum of two visits per semester with additional communications between visits. The university will then make the recommendation for licensure after the internship has been completed successfully.