Students will demonstrate leadership in the five major themes of the Ed.S. program of leadership development
The leader has a clear and working philosophy of education and leadership that reflects the many dimensions in which both education and leadership are connected.
- Demonstrates the ability to build visions by engaging the school-community in defining vision, mission and core values for the system and critical priorities for the schools, programs and district.
- Demonstrates the ability to align programs and practices to the district/school/program missions, vision, values and priority goals.
- Demonstrates the ability to act ethically, making decisions based on data and engagement of stakeholders
- Continuously works to evaluate programs and practices on their contribution to the mission, vision, values and priorities of the programs, schools and district.
- Demonstrates understanding of the practices of curriculum design, instructional planning and assessment as they relate to continuous improvement of teaching and learning and how they each fit into a systems approach to teaching and learning.
- Demonstrates the capacity to develop professional learning communities within the schools and district and the capacity to infuse data and information into the collaborative process of developing better practices in teaching and learning.
- Demonstrates how to plan for curriculum, instruction and assessment that honors diversity and cultural competence.
- Provides assessment of student learning in ways that promote student self-assessment; provide information needed by teachers to adjust instruction, and frames the information needed for public reporting of student learning.
- Provides for the continuous professional development of all instructional staff to continuously improve practice and ensure the capacity to teach all students, advancing equity in opportunities to learn and the equitable distribution of learning outcomes.
- Understands the district organization as a system and demonstrates leadership at the system level that ensures, supports and plans for leadership at the school and program levels.
- Aligns the work of the organization at all levels to be supportive of the core of the organization, i.e., the classroom and school; the core “actors” of the organization, i.e., the teachers and students, and the core work of the organization, i.e., teaching and learning.
- Provides for the alignment of district resources to support the mission, vision and values of the organization, the district and school-level priorities, the core workers (teachers and students) and the work of the classrooms (teaching and learning).
3.1 Demonstrates an understanding of the importance and values of school activities and athletics and the role they play in establishing positive, collaborative and student-centered cultures in the school-community. Demonstrates the ability to ensure that student activity programs are planned, aligned to the mission, vision and goals of the district and the schools, and that they provide opportunities for all students to participate in learning activities designed to teach participation, democratic principles, cooperation, collaboration, teamwork, respect for one another, and sportsmanship.
3.2 Provides leadership to the design, planning, implementation and evaluation of district and school level policies and practices that provide for the safety, health, and welfare of those engaged in the work of the educational community.
3.3 Demonstrates a systems perspective, viewing schools as the operational core of the system where core work of the classroom is carried out. Demonstrates understanding that schools are “open” structures interacting with external environments.
3.4 Demonstrates understanding of how to design, plan for, implement and evaluate processes at the district and school levels for the recruitment, selection, and induction of personnel with attention to equity and diversity.
3.5 Demonstrates the knowledge, skills and dispositions of developing a budget for the district that aligns to mission, vision and values of the district and allocates fiscal and other resources to district/school goals and priorities. Demonstrates the capacity to develop the budget as a policy document, addressing key purposes to be achieved identifying the critical fiscal and non-fiscal resources to be allocated. Demonstrates the capacity to create plans and processes for maximizing district investment in non-fiscal resources such as buildings and grounds, transportation systems, food service programs other non-instructional programs and services effectively using such enterprise budget strategies as depreciation funds, building funds, special funds, adjunct funds and other such enterprise budgetary funding categories. Demonstrates an understanding of the tools and processes for maximizing fiscal resources through establishing foundations, school-business partnerships and grant writing.
3.6 Demonstrates the ability to design, plan for, implement and evaluate systems of performance appraisal for all staff. Demonstrates the ability to design, plan for, implement and evaluate systems of support for all staff at the district and school levels to support the appraisal process and to build capacity within the personnel resources of the district and schools
- Understands the role of the district in collaborating and developing the relationships required to provide for the educational, health, social and other support services that may be needed by families, in order for the students they enroll in the schools to have maximum support for success in learning and in achieving the educational goals we hold for all students.
- Understands the role of school-community in supporting the students and families of the district and schools, and understands the strategies for identifying and accessing the resources needed by children, families, and the educational system. The leader understands and facilitates understanding within the school-community of the challenges of diversity, the need for culturally competent policies and practices and depth and breadth of the principle of equity of opportunity to learn
- Understands the intricate relationship of policy at all levels – local, state and federal.
- Uses the principle of “right” practice supported by evidence/research to determine advocacy for various policy strategies and positions.
- Engages in the state and federal policy formulation appropriate to the role and needs of the district of their employment.
- Develops connections and collaborations with key policy and political leadership within the school-community and with those policy leaders that impact the work of the district from the state and federal levels.
- Works collaboratively with the policy and program level representatives from the regional, state and federal agencies.
- Understands the critical difference between advocacy for a cause or on behalf of groups such as students, and lobbying for a specific position or for the specific benefit/welfare of a secondary group.
- Understands and can apply the principles and prescriptions of law to provide equity of opportunity, to promote the democratic principles of public education, to promote and protect the health, safety and security of the school-community and protect the individual and collective rights of all members of the school-community.