Transcript Document

The Interstate School Leader Licensure Consortium
(ISLLC) Standards is a program of the Council of Chief
State School Officers (CCSSO). The CCSSO is a
nationwide organization composed of public officials
who head departments of elementary and secondary
education in 50 states, the District of Columbia, the
Department of Defense Education Activity, and five
other state jurisdictions.
Improving Leadership Standards
Educational Leadership Policy Standards: ISLLC 2008
organizes the functions that help
define strong school leadership under six standards.
These standards represent the broad,
high-priority themes that education leaders must
address in order to promote the success
of every student. These six standards call for:
1. Setting a widely shared vision for
learning;
2. Developing a school culture and
instructional program conducive to student
learning and staff professional growth;
3. Ensuring effective management of the organization,
operation, and resources for a safe, efficient, and
effective learning environment;
4. Collaborating with faculty and community
members, responding to diverse community
interests and needs, and mobilizing community
resources;
5. Acting with integrity, fairness, and in an ethical
manner; and
6. Understanding, responding to, and
influencing the political, social, legal,
and cultural contexts.
Setting the Stage for ISLLC 2008
The following principles set the direction and priorities
during the development of
the new policy standards:
1. Reflect the centrality of student learning;
2. Acknowledge the changing role of the school leader;
3. Recognize the collaborative nature of school
leadership;
4. Improve the quality of the profession;
5. Inform performance-based systems of assessment
and evaluation for school leaders;
6. Demonstrate integration and coherence; and
7. Advance access, opportunity, and empowerment for
all members of the school community.
Standard 1
A Vision of Learning
1.
2.
3.
4.
5.
Facilitation
Challenges
Strategic Planning
Leadership Capacity
Stakeholder Involvement
Standard 2
School, Community, and
Teaching and Learning
1.
2.
3.
4.
Culture
Instructional Program
Student Learning
Professional Growth
Standard 3
Managing School Operations
1.
2.
3.
4.
Coordinating
Organizing
Planning
Resource Acquisition and
Management
5. Ensuring Safe Schools
Standard 4
Building Effective
Interpersonal Relationships
1. Respecting Diversity
2. Assessing Community Interests
and Needs
3. Utilizing Community Resources
4. Collaboration
Standard 5
Leading with Integrity in a Fair
and Ethical Manner
1. Integrity
2. Fairness
3. Ethics
Standard 6
Understanding the Political,
Social, Economic, and Legal
Context
1.
2.
3.
4.
5.
Political
Social
Economic
Legal
Culture
STANDARD ONE
Lead schools in a way that places student and adult
learning at the center.
STRATEGIES:
 Create and foster a community of learners
 Embody learner-centered leadership
 Seek leadership contributions from
multiple sources
 Tie the daily operations of the
schoolhouse to school and student
learning goals
STANDARD TWO
Set high expectations and standards for the academic
and social development of all students and the
performance of adults.
STRATEGIES:
 Articulate a clear vision that reflects the
beliefs, values and commitments of the
school community
 Ensure that all students have adequate
and appropriate opportunities to meet
high standards
 Develop a school culture that is flexible,
collaborative, innovative and supportive
of efforts to improve achievement of all
students
STANDARD THREE
Demand content and instruction that ensure student achievement
of agreed-upon academic standards.
STRATEGIES:
 Hire and retain high-quality teachers and hold
them responsible for student learning
 Monitor alignment of curriculum with
standards, school goals and assessments
 Observe classroom practices to assure that all
students are meaningfully engaged in active
learning
 Provide up-to-date technology and instructional
materials
 Review and analyze student work to determine
whether students are being taught to standard
STANDARD FOUR
Create a culture of continuous learning for adults tied
to student learning and other school goals.
STRATEGIES:
 Provide time for reflection as an important part of
improving practice
 Invest in teacher learning
 Connect professional development to school
learning goals
 Provide opportunities for teachers to work, plan
and think together
 Recognize the need to continually improve
principals’ own professional practice
STANDARD FIVE
Use multiple sources of data as diagnostic tools to assess,
identify and apply instructional improvement.
STRATEGIES:
 Consider a variety of data sources to measure
performance
 Analyze data using a variety of strategies
 Use data as tools to identify barriers to success,
design strategies for improvement and plan daily
instruction
 Benchmark successful schools with similar
demographics to identify strategies for improving
student achievement
 Create a school environment that is comfortable
using data
STANDARD SIX
Actively engage the community to create shared
responsibility for student and school success.
STRATEGIES:
Engage the community to build greater
ownership for the work of the school
Share leadership and decision-making
Encourage parents to become
meaningfully involved in the school and
in their own children’s learning
Ensure that students and families are
connected to the health, human and
social services they need to stay focused
on learning
El National Staff Development Council (NSDC)
desarrolló un mapa conceptual para maestros y
principales relacionados con la PLC. Estos mapas
proveen imágenes mentales de la nuevas prácticas en
acción y se usan como una herramienta para
comunicar cuáles deben ser las prácticas y las
expectativas para involucrarse individual en las PLC
de Leading Professional Learning Communitiees de
Hord y Sommers.
Rationale
Staff development that has as its goal high levels of
learning for all students, teachers, and administrators
requires a form of professional learning that is quite
different from the workshop-driven approach. The
most powerful forms of staff development occur in
ongoing teams that meet on a regular basis, preferably
several times a week, for the purposes of learning, joint
lesson planning, and problem solving.
These teams, often called learning communities or
communities of practice, operate with a commitment to
the norms of continuous improvement and
experimentation and engage their members in
improving their daily work to advance the achievement
of school district and school goals for student learning.
Learning teams may be of various sizes and serve
different purpose. For instance, the faculty as a whole
may meet once or twice a month to reflect on its work,
engage in appropriate learning, and assess its
progress. In addition, some members of the faculty
may serve on school improvement teams or
committees that focus on the goals and methods of
schoolwide improvement. While these teams make
important contributions to school culture, learning
environment and other priority issues, they do not
substitute for the day to day professional
conversations focused on instructional issues that are
the hallmark of effective learning communities.
Learning teams meet almost every day and concern
themselves with practical ways to improve teaching
and learning. Members of learning communities take
collective responsibility for the learning of all students
represented by team members. Teacher members of
learning teams, which consist of four to eight members,
assist one another in examining the standards students
are required to master, planning more effective lessons,
critiquing student work, and solving the common
problems of teaching.
The teams determine areas in which additional learning
would be helpful and read articles, attend workshops or
courses, or invite consultants to assist them in acquiring
necessary knowledge or skills. In addition to the regular
meetings, participants observe one another in the
classroom and conduct other job-related responsibilities.
Learning communities are strengthened when other
support staff, administrators, and even school board
members
choose
to
participate,
and
when
communication is facilitated between teams. Because of
this common focus and clear direction, problems of
fragmentation and incoherence that typically thwart
school improvement efforts are eliminated.
Administrator learning communities also meet on a
regular basis to deepen participants’ understanding of
instructional leadership, identify practical ways to
assist teachers in improving the quality of student
work, critique one another’s school improvement
efforts, and learn important skills such as data analysis
and providing helpful feedback to teachers.
Many educators also benefit from participation in
regional or national subject-matter networks or school
reform consortia that connect schools with common
interests. While most such networks have face-to-face
meetings, increasing numbers of participants use
electronic means such as e-mail, listservs, and bulletin
boards to communicate between meetings or as a
substitute for meetings. Such virtual networks can
provide important sources of information and
knowledge as well as the interpersonal support
required to persist over time in changing complex
schoolwide or classroom practices.