The Inter-state School Leadership Licensure Consortium ISLLC policy standards, for the first time, provided state and district leaders guidance on what school leaders should know and do. The standards describe what all school leaders, regardless of grade level or context, can do to strengthen organizations, support teachers, lead instruction, and advance student learning. The ISLLC standards are about: Setting a widely shared vision for learning; Developing a school culture and instructional program conducive to student learning and staff professional growth; Ensuring effective management of the organization, operation, and resources for a safe, efficient, and effective learning environment; Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources; Acting with integrity, fairness, and in an ethical manner; and Understanding, responding to, and influencing the political, social, legal, and cultural contexts. Since their initial development in , the ISLLC standards were revised in , and they are currently being revised and updated to reflect changes in school leadership expectations. In response to the changing roles and responsibilities of school principals, the ISLLC standards are being refreshed in , following an extensive development and vetting process. In addition, national organizations such as the Council for the Accreditation of Educator Preparation CAEP have integrated standards into principal preparation program review processes.
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These materials will provide state education agency leaders and others the tools necessary to help create a common vision and goals for improving student achievement through better educational leadership. Education leadership is more important than ever. States recognize that schools and districts will not meet demanding requirements for improving achievement without effective leaders. The standards provide guidance to state policymakers as they work to improve education leadership preparation, licensure, evaluation, and professional development.
The publication also explains how the new standards were developed, what has been learned over the past decade about school leaders, and ideas for how to use the policy standards to improve practice. A comprehensive online database rich with empirical research reports, policy analyses, leadership texts, and other authoritative resources.
The new policy standards were informed by extensive input from the field and reflect the wealth of findings from the past decade of education leadership research. 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: Setting a widely shared vision for learning; Developing a school culture and instructional program conducive to student learning and staff professional growth; Ensuring effective management of the organization, operation, and resources for a safe, efficient, and effective learning environment; Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources; Acting with integrity, fairness, and in an ethical manner; and Understanding, responding to, and influencing the political, social, legal, and cultural context.
Reflecting a Decade of Learning One of the most important changes over the past decade has been the intense scrutiny that education leadership has received. When the original ISLLC Standards were adopted in , there was little consensus or research on the role and importance of education leaders in raising student achievement.
Today, it is widely accepted that education leadership is crucial to improving student performance. Research consistently indicates that education leadership is second only to classroom instruction among school-related factors in determining student achievement. The bottom line is that schools are more likely to attract and retain good teachers if they have strong leaders.
But it is a task worth taking on. When carefully designed and implemented, standards increase the likelihood that states and school districts are in the best position possible to raise student achievement. For example, the policy standards can influence and drive many levers in the system. For example, they can influence and contribute to what is appropriate to expect leaders to know when they are licensed; how improvements in school leadership education programs at colleges and universities should be planned, implemented, and evaluated; the development of assessment instruments and professional development used in helping define principal growth toward expert practice; and improving and determining appropriate working conditions aligning roles, authority, accountability, and incentives to support leader performance.
CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public. The Wallace Foundation The Wallace Foundation supported the development of Educational Leadership Policy Standards: ISLLC as part of its long-term commitment to develop and share knowledge, ideas, and insights aimed at increasing understanding of how education leadership can contribute to improved student learning.
Many of the resources cited in this publication and other materials on education leadership can be downloaded for free at www. Press Release.