By Tina Spencer, M.S., and Lee Anne Sulzberger, M.Ed.
September/October 2006
The ability to create a positive climate that supports student achievement
is one of the many characteristics of effective school leaders (e.g., Cotton,
2003; Marzano, Waters, & McNulty, 2005). The Interstate School Leaders Licensure
Consortium (ISLLC) has developed six standards that “present a common
core of knowledge, dispositions, and performances” (ISLCC, 1996, p. iii)
and provide the tools necessary to facilitate the growth of both teachers and
students. The ISLCC standards and corresponding actions for administrators and
other school leaders to consider are presented below.
| ISLLC Standards: A school administrator is an educational leader who promotes the success of all students by... | Action of the School Administrator |
| … facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community (Standard 1). | Gather a representative team of stakeholders to develop a vision of learning, and guide actions by keeping the vision the focal point of conversations about instruction. |
| … advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth (Standard 2). | Focus content of school-based professional development activities on teaching and learning as they relate to improved student achievement; include ample opportunities for coaching and reflection. |
| … ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment (Standard 3). | Develop a master schedule that includes established planning time for both grade-level/ content teams and co-teaching partners. |
| … collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources (Standard 4). | Establish on-going relationships with community groups. Consider establishing mentorship programs and business partnerships, or hosting informal “coffee hours” to promote communication and collaboration. |
| … acting with integrity, fairness, and in an ethical manner (Standard 5). | Demonstrate that fairness is giving individuals what is needed for success, not giving them the same resources or support. |
| … understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context (Standard 6). | Stay informed of current developments in educational research and legislation, and provide relevant and clear updates to parents, teachers, and students. |
The following websites provide additional information to help ensure success
for all students: http://www.ccsso.org/projects/Interstate_Consortium_on_School_Leadership/ISLLC_Standards/
and http://ericec.org/osep/topical/Beacons.pdf
References
Cotton, K. (2003). Principals and student achievement: What the research
says. Alexandria, VA: Association for Supervision and Curriculum Development.
Interstate School Leaders Licensure Consortium. (1996). Standards for school
leaders. Washington, DC: Council of Chief State School Officers.
Marzano, R.J., Waters, T., & McNulty, B.A. (2005). School leadership
that works: From research to results. Alexandria, VA: Association for Supervision
and Curriculum Development; Aurora, CO: Mid-Continent Research for Education
and Learning.
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