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Leader Standards

By Katy Anthes

January 2005

Highly effective leaders are imperative to high student achievement. Research confirms it and everyone knows it intuitively, but what is an effective leader? How would someone going into the field be assessed? What skills would leaders need to be taught in preparing them to become highly effective?

Education organizations and researchers over the past several years have created multiple sets of “standards” for leaders that provide a good starting place in defining a highly qualified leader. Most states use these leadership standards in some form or another – though the types of use and implementation of the standards vary greatly. Currently, it is these standards that define a highly qualified leader. The Interstate School Leaders Licensure Consortium (ISLLC), now commonly known as ISLLC, produced one of the first sets of leadership standards. The Council of Chief State School Officers and a panel of education experts worked on this project and wrote six standards, dispositions and performances that school leaders should be able to meet. Connected to, and embedded in those standards, ISLLC identified the knowledge school leaders need to meet the standards and performances of a highly qualified school leader. At least 35 states use the ISLLC standards in some form or another to create licensure requirements, develop curriculum for preparation programs or help districts develop current leaders in the system.

In addition to the ISLLC leader standards, there are leadership standards from the National Association of Elementary School Principals (NAESP) and the Education Leaders Constituent Council (ELCC). The Southern Regional Education Board (SREB) and McREL also have completed substantial research on leadership practices and as such have several leadership frameworks that can be used as standards and definitions of what “highly qualified” might mean in terms of school and district leadership. Each set of standards defines a highly qualified leader slightly differently. Recently, McREL also conducted an analysis and comparison of the ISLLC standards and their “Balanced Leadership” research1 in their report titled, The Leadership We Need: Using Research To Strengthen the Use of Standards for Administrator Preparation and Licensure Programs (2004).

How Do Different Leader Standards Align?

Given the multiple versions of leader standards, and the fact that states are trying to align preparation-program accreditation, professional development and evaluations with these standards, this document compares the multiple versions so policymakers and education staffers can see how they align, and ensure there are no gaps in their teacher and leader standards. ECS’ analysis of the five different leadership standards (ISLLC, ELCC, NAESP, SREB and McREL) found all the standards generally fit within the following categories:

▪ Developing and articulating a vision

▪ Strategic decisionmaking and implementation

▪ Promoting community engagement

▪ Creating a culture of learning

▪ Using data appropriately

▪ Understanding curriculum and instruction

▪ Seeking engagement from all staff

▪ Understanding effective management

▪ Providing high-quality professional growth opportunities to staff

▪ Communicating effectively and honestly with staff, students and community members

Notes on the comparisons:

The McREL list summarizes their research “Balanced Leadership.” The items listed are the 21 characteristics of leaders they found had a statistically significant affect on student achievement. These are not “standards” per se, but they are useful in determining what a highly effective leader does.

ISLLC includes the basic standard, as well as the knowledge required to meet the standard. Knowledge that is repetitive between standards is not included. The dispositions and performances required to meet the standard are not included.

ELCC standards are summarized and condensed. The standards for the internship are not articulated in this crosswalk because it is too directly related to a program accreditation rather than school-leader performances.

NAESP standards come from “Leading Learning Communities: Standards for What Principals Should Know and Be Able To Do.” Some of these standards are condensed, therefore not all the details of the standards are in this matrix.

SREB standards are from an article written by Gene Bottoms titled “What School Principals Need to Know About Curriculum and Instruction.”

1 Waters, T., R. Marzano and Brian McNulty. Balanced Leadership: What 30 Years of Research Tells Us About the Effect of Leadership on Student Achievement. Aurora, CO: McREL, 2003.

Summarized Leadership Standards from McREL, ISLLC, ELCC, NAESP and SREB

|McREL |ISLLC |ELCC |NAESP |SREB |

|Affirmation – recognizes and celebrates |Creates a vision of learning that is |Develops a vision that is based on relevant |Leads schools in a way that places |Understands curriculum and |

|school accomplishments and acknowledges |shared and supported by the school |knowledge related to the learning goals in a |student and learning at the center |instruction |

|failures |community |pluralistic society, diverse learning needs and| | |

| | |on schools as interactive, social and cultural | | |

| | |systems | | |

|Change Agent – is willing to and actively |Understands learning goals in a |Articulates a vision through communication, |Creates and fosters a community of |Knows the “big ideas” that should be |

|challenges the status quo |pluralistic society |garnering support and implementing a |learners |taught in core curriculum and knows |

| | |strategic-planning process focused on student | |enough to determine whether students |

| | |learning | |are being taught the body of |

| | | | |knowledge; also should have knowledge|

| | | | |of career/ technical courses |

|Communication – establishes strong lines of|Understands the principles of |Implements a vision that can motivate staff; |Embodies learner-centered leadership |Knows about state and national |

|communication with teachers and among |developing and implementing strategic |and develop plans and processes for | |standards in academic courses and |

|stakeholders |plans |implementing the vision | |elective fields of study to help |

| | | | |teachers identify the most important |

| | | | |standards |

|Contingent Rewards – recognizes and rewards|Understands systems theory |Stewards a vision through effective |Seeks leadership contributions from |Knows how to distinguish between a |

|individual accomplishments | |communication, using data-based research |multiple sources |regular language arts course and a |

| | |strategies to regularly monitor, evaluate and | |college-preparatory/ honors language |

| | |revise the vision | |arts course |

|Culture – fosters shared beliefs and a |Understands information sources, data |Promotes community involvement in the vision |Ties the daily operations of the |Understands literacy –reading and |

|sense of community and cooperation |collection and data-analysis | |schoolhouse to school and |writing and speaking are the learning|

| |strategies | |student-learning goals |tools that are essential across the |

| | | | |curriculum |

|Curriculum, Instruction, Assessment – is |Understands effective communication |Promotes positive school culture using multiple|Sets high expectations and standards |Knows what students are supposed to |

|directly involved in the design and | |methods and implement context-appropriate |for the academic and social development|learn and the standards they are |

|implementation of curriculum, instruction | |strategies that capitalize on the diversity of |of all students and the performance of |supposed to meet in determining |

|and assessment practices | |the school community |adults |whether teachers’ exams and |

| | | | |assessment guides are appropriate to |

| | | | |measure work |

|Discipline – protects teachers from issues |Understands effective |Provides an effective instructional program |Articulates a clear vision that |Knows about assessment and is able to|

|and influences that would detract from |consensus-building and negotiation |through the design and implementation of |reflects the beliefs, values and |lead teams of teachers who are |

|their teaching-time focus |skills |curriculum that fully accommodates diverse |commitments of the school community |working together to develop guides |

| | |learner needs | |and exams |

|Flexibility – adapts his or her behavior to|Sustains a school culture and |Applies best practice to student learning |Ensures all students have adequate and |Knows about instructional practice |

|the needs of the current situation and is |instructional program conducive to |through using appropriate research strategies |appropriate opportunities to meet high | |

|comfortable with dissent |student learning and staff development|to promote an environment for improved student |standards | |

| | |achievement | | |

|Focus – establishes clear goals and keeps |Understands student growth and |Designs comprehensive professional growth plans|Develops a school culture that is |Has a working knowledge of |

|those goals in the forefront of the schools|development; applied learning and |that have a commitment to context appropriate |flexible, collaborative, innovative and|research-based, student-centered |

|attention |motivational theories |content, adult- learning strategies and reflect|supportive of efforts to improve |instruction, project-based learning, |

| | |a commitment to lifelong learning |achievement of all students |cooperative learning, the integration|

| | | | |of technology into instructional |

| | | | |strategies |

|Ideals/Beliefs – communicates and operates |Understands curriculum design, |Manages the organization through organizational|Demands content and instruction that |Is able to recognize whether teachers|

|from strong ideals and beliefs about |implementation, evaluation and |development and management strategies such as |ensure student achievement of |are using instructional strategies |

|schooling |refinement |effective data-driven decisionmaking, human and|agreed-upon academic standards |effectively |

| | |financial resource management, student safety, | | |

| | |as well as the deploying of such resources | | |

|Input – involves teachers in the design and|Understands principles of effective |Manages operations through consensus building |Hires and retains high-quality teachers|Knows how to help teachers learn new |

|implementation of important decisions and |instruction |and setting priorities and communicating those |and holds them responsible for student |instructional methods, how to gauge |

|policies | |priorities to employees |learning |the amount of time it will take for |

| | | | |teachers to master them |

|Intellectual Stimulation – ensures faculty |Understands measurement, evaluation |Manages resources through new technologies and |Monitors alignment of curriculum with |Understands the amount of time it |

|and staff are aware of the most current |and assessment strategies |using problem-solving skills and long-range and|standards, school goals and assessments|takes to plan effectively; |

|theories and practices, and makes the | |operational planning | |understands what is required of good |

|discussion of these a regular aspect of the| | | |planning |

|school’s culture | | | | |

|Knowledge of Curriculum, Instruction and |Understands diversity and its meaning |Collaborates with families and other community |Observes classroom practices to ensure |Knows enough about teaching and |

|Assessment – is knowledgeable about these |for educational programs |members through outreach, understanding |all students are meaningfully engaged |learning to be able to identify |

|practices | |community relations models and engaging them in|in active learning |teachers who are doing the best job |

| | |the decisionmaking process | |of raising achievement |

|Monitors/Evaluates – the effectiveness of |Understands adult learning and |Responds to community interest and needs |Provides up-to-date technology and |Understands the school and classroom |

|school practices and their impact on |professional development models | |instructional materials |conditions that contribute to higher |

|student learning | | | |expectations; recognizes whether such|

| | | | |a “culture” exists in a classroom |

|Optimizer – inspires and leads new and |Understands the change process for |Mobilizes community resources to further the |Reviews and analyzes student work to |Knows about organizing a school for |

|challenging innovations |systems, organization and individuals |goals of students and school |determine whether students are being |greater student learning |

| | | |taught to standard | |

|Order – establishes a set of standard |Understands the role of technology in |Acts with integrity and respects the rights of |Creates a culture of continuous |Understands how to create “small |

|operating principles and procedures |promoting student learning and growth |others, acts fairly and ethically |learning for adults tied to student |learning communities” in which teams |

| | | |learning and other school goals |of teachers from the core academic |

| | | | |subjects and fine arts work together |

| | | | |to teach a group of students |

|Outreach – is an advocate or spokesperson |Manages the organization, operations |Understands, responds to and influences the |Provides time for reflection as an |Knows how to create an organizational|

|for the school to all stakeholders |and resources for a safe, efficient |larger political, social, economic and cultural|important part of improving practice |structure that promotes high |

| |and effective learning environment |context | |achievement (using team leaders, |

| | | | |master teachers, focused goals, etc.)|

|Relationships – demonstrates an awareness |Understands theories and models of |Completes an internship that is substantial, |Invests in teacher learning |Knows about supporting teachers with |

|of the personal aspects of teachers and |organizations and the principles of |sustained and in real work-based settings | |continuous opportunities for growth |

|staff |organizational development | | |and development |

|Resources – provides teachers with the |Understands operational procedures and| |Connects professional development to |Provides opportunities for teachers |

|material and professional development |school facilities at the school and | |school learning goals |to strengthen their subject-matter |

|necessary for the successful execution of |district level | | |knowledge while learning new |

|their jobs | | | |research-based, student-centered |

| | | | |instructional strategies |

|Situational Awareness – is aware of the |Understands principles and issues | |Provides opportunities for teachers to |Helps teachers change their beliefs |

|details and undercurrents in the running of|relating to school safety and security| |work, plan and think together |about whether all students can learn |

|the school and uses this information to | | | |advanced material; arranges for |

|address current and potential problems | | | |teachers to talk with employers about|

| | | | |workplace requirements, interview |

| | | | |former students who had to take |

| | | | |remedial courses in college and visit|

| | | | |schools that teach advanced methods |

| | | | |to all students |

|Visibility – has quality contact and |Understands human resources management| |Recognizes the need to continually |Decides all students will be taught |

|interactions with teachers and students |and development | |improve principals’ own professional |at a higher level |

| | | |practice | |

| |Understands principles and issues | |Uses multiple sources of data as |Knows the value of providing a |

| |relating to fiscal operations of | |diagnostic tools to assess, identify |“mentor” for each new teacher during |

| |school management | |and apply instructional improvement |the first three years; assigns the |

| | | | |best teachers as mentors and |

| | | | |schedules a series of “learning |

| | | | |experiences” for new teachers |

| |Understands legal issues impacting | |Considers a variety of data sources to |Is willing to make follow-up an |

| |school operations | |measure performance |integral part of staff development |

| |Understands current technologies that | |Analyzes data using a variety of |Balances the pressing need for |

| |support management functions | |strategies |ongoing school improvement with the |

| | | | |heavy demands of non-instructional |

| | | | |issues and emergencies |

| |Collaborates with families and | |Uses data as tools to identify barriers|Understands that many |

| |community members, responds to diverse| |to success, design strategies for |non-instructional situations are the |

| |community interests and needs, and | |improvement and plan daily instruction |result of low-quality instruction and|

| |mobilizes resources | | |the school’s inability to teach all |

| | | | |students equally |

| |Understands emerging issues and trends| |Benchmarks successful schools with |Leads teams composed of assistant |

| |that impact the school community | |similar demographics to identify |principals, team leaders, department |

| | | |strategies for improving student |heads and others who share a common |

| | | |achievement |point of view on raising student |

| | | | |achievement; helps the staff maintain|

| | | | |focus on the important things such as|

| | | | |engaging students in learning |

| |Understands the conditions and | |Creates a school environment that is |Knows how to delegate effectively and|

| |dynamics of the diverse school | |comfortable using data |to involve school teams in an overall|

| |community | | |effort to change what is taught, how |

| | | | |it is taught and what is expected of |

| | | | |students |

| |Understands community resources, | |Actively engages the community to |Understands how to use data to |

| |community relations and marketing | |create shared responsibility for |promote higher standards and the |

| |strategies | |student and school success |viewpoint that “effort matters”; |

| | | | |leaders who make data-driven |

| | | | |decisions can produce powerful |

| | | | |changes |

| |Understands successful models of | |Engages the community to build greater |Is the “chief learner” and the model |

| |partnerships | |ownership for the work of the school |for higher performance; Must know |

| | | | |what is needed now and what will be |

| | | | |needed in the future to make |

| | | | |continuous improvement |

| |Acts with integrity, fairness and in | |Shares leadership and decisionmaking | |

| |an ethical manner | | | |

| |Understands the purpose of education | |Encourages parents to become | |

| |and the role of leadership in modern | |meaningfully involved in the school and| |

| |society | |in their own children’s learning | |

| |Understands various ethical frameworks| |Ensures students and families are | |

| |and perspectives on ethics, as well as| |connected to the health, human and | |

| |the professional codes of ethics | |social services they need to stay | |

| | | |focused on learning | |

| |Understands the philosophy and history| | | |

| |of education | | | |

| |Responds to and influences the larger | | | |

| |political, social, economic, legal and| | | |

| |cultural context | | | |

| |Understands principles of | | | |

| |representative governance that under | | | |

| |gird the system of American schools | | | |

| |Understands the role of public | | | |

| |education in developing and renewing a| | | |

| |democratic society and an economically| | | |

| |productive nation | | | |

| |Understands the law as related to | | | |

| |education and schooling | | | |

| |Understands models and strategies of | | | |

| |change and conflict resolution as | | | |

| |applied to the larger political | | | |

| |context | | | |

| |Understands global issues and forces | | | |

| |affecting teaching and learning | | | |

| |Understands the dynamics of policy | | | |

| |development and advocacy under our | | | |

| |democratic political system | | | |

Katy Anthes is an ECS policy analyst and program director who focuses on education leadership and governance issues. She has a master's degree in public policy, with an emphasis in public leadership and currently is obtaining her Ph.D

|© 2005 by the Education Commission of the States (ECS). All rights reserved. ECS is a nonprofit, nationwide organization that helps state leaders shape education policy. |

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