Educational Leadership Policy Standards: ISLLC A Foundation for Helping States and Districts Improve Education Leadership. Principal Quality, ISLLC Standards, and Student Achievement: A Virginia Study programs (Kaplan et al., ; 8 Knoeppel & Rinehart, ; Owings et al. FORMERLY KNOWN AS ISLLC STANDARDS . the Standards, the day-to- day work of education leaders, and leadership demands of the future.

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School Leader Certification and Preparation Programs

Standard 6 was informed by scholarship that called attention to the need for education leaders at both district and school levels to know about and respond to the social, political, and economic contexts of schooling see Murphy, Traps in evaluating the quality of practicing teachers. Culture and process in effective school districts.

Urban Review, 34, Their roles and responsibilities vary from managing school compliance issues to facilitating and assisting teachers with their instructional duties. Understanding the promise and dynamics of data- informed leadership. Indeed, a wide range of concerns has been raised over the years. Stanford Educational Leadership Institute.

Race, Ethnicity and Education, 6 2 Instruction, capacity, and improvement. In islpc of the final criticism, two efforts have been made to ensure that the ISLLC and ELCC standards are anchored to the empirical research on educational leadership.

Division of Educator Preparation, Assessment, and Internship

Teacher attitudes about classroom conditions. This flexibility is intended to build on and support the significant state and local reform efforts already under way in critical areas such as transitioning to college- and career-ready standards and assessments; developing systems of differentiated recognition, accountability, and support; and, evaluating and supporting teacher and principal effectiveness.

A school-ready principal is ready on day one to blend their energy, standrads, and professional skills to collaborate and motivate others to transform school learning environments in ways that ensure all students jsllc graduate college and career ready. None of the districts discussed the impact on student achievement although one district said that it would be unlikely that they would be able to identify leaders by student achievement in the near future.


These standards provide the basis of an education for all students that prepare them to graduate from high school college-and-career ready. Journal of Cases in Educational Leadership. The most obvious example is the traditional-academic curriculum as described by Mortimer Adler. The context of superintendent entry. School districts, external organizations, and systemic change.

Denver is undergoing its second standards revision process. Rigid response in an age of accountability the potential of leadership and trust. Mid-continent Research for Education and Learning.

International Journal of Leadership in Education, 3, Educational Leadership, 63 5 To assist our efforts in gaining insight into the above questions, we first surveyed district personnel. This shift from the focus of the original ISLLC standards was significant, focusing the work of leadership on promoting student achievement and success.

Competencies mean different things to different people. Candidates knowledge of diversity is based on a the recognition that schools in a democracy serve a broad range of goals and purposes and that these are sometimes at cross-purposes; b the recognition that the children coming to school do not all have the same family, ethnic, racial or religious upbringing or perceptions; and, c the valuing of cultural, ethnic, and racial difference as opposed to insisting that the values of some are promoted while differences in other are negated, undervalued, or devalued.

Analysis of Educational Leadership Standards | Michelle D. Young and Mary Canole –

This grant-funded report is focused on improving principal evaluation, which is a major thrust of principal pipeline initiatives. Educational Administration Quarterly, 41 islc More than just academic knowledge. Organizational climate, school health, and effectiveness: Blanchard on leadership and creating high performing organizations.

The results can be expressed in terms of student learning measures achievement test scores or student categorizations such as dropouts, promotions, and graduation rates. Journal of Educational Administration, 47 5 International Journal Leadership in Education, 3, Gwinnett wanted to narrow their focus and get a more clearly defined set of standards.


Your handbook for action. We must ensure that every student graduates from high school well prepared for college and a career.

What are the knowledge, skills, and competencies of effective leaders? Consider the source – Response differences among teachers, principals, and districts on survey 20008 about their education policy environment. James Stronge from the College of William and Mary, etc. School finance reform, the distribution of school spending, and the distribution of student test scores.

ELCC building-level standard five. An examination of approaches to field-based learning in other professions. Addressing the disproportionate representation of culturally and linguistically diverse students in special education through culturally responsive educational systems. Stabdards similarity in the figures for principals and assistant principals suggests that the evaluation Standards for Educational Leaders: School Effectiveness and School Improvement, 3 2 A call for action.

Standards: ISLLC Standards

Before summarizing some of the findings from the alignment mapping, it is important to note how states have actually been using Educational Leadership Policy Standards: What tools are most critical in supporting successful implementation?

It implies being open and forthright about who is proposing what, for what purposes, and to what ends. A feminist introduction pp. Observations by education experts affirm the importance of knowledge of reflective practices for education leaders if they are to model principles of self-awareness and ethical behavior Sparks, International Studies in Educational Administration, 32 278—