STANDARDS FOR SCHOOL

LEADERS
DR. Robert Buchanan

Southeast Missouri State University

 Standard 1
 A school administrator is an
educational leader who promotes the
success of all students by
facilitating the development,
articulation, implementation,
and stewardship of a vision of
learning that is shared and
supported by the school
community.
 The Vision of Learning
 1a. Developing the Vision
 1b. Communicating the Vision
 1c. Implementing the Vision
 1d. Monitoring and Evaluating the
Vision
 Performances
standard 1
 the vision and mission of the
school are communicated to
staff, parents, students, and
community members
 the vision and mission are
communicated through the use
of symbols, ceremonies,
stories, and similar activities
 Performances
standard 1
 the core beliefs of the school vision
are modeled for all stakeholders
 the vision is developed with and
among stakeholders
 the contributions of school
community members are recognized
and celebrated
 progress is communicated
 Performances
standard 1
 the school community is involved
in school improvements efforts
 the vision shapes the
educational programs, plans,
and activities
 assessment data are used to
develop the school vision and
goals
 Performances
standard 1
 demographic data are used in
developing the school mission and
goals
 barriers to achieving the vision are
identified, clarified, and addressed
 needed resources are sought
and obtained
 Performances
standard 1
 existing resources are used in
support of the school vision and
goals
 the vision, mission, and
implementation plans are
regularly monitored,
evaluated, and revised
 Standard 2
 A school administrator is an
educational leader who promotes
the success of all students by
advocating, nurturing, and
sustaining a school culture and
instructional program
conducive to student learning
and staff professional growth.
 The Culture of Learning
 Valuing Students and Staff
 Developing and Sustaining the
Culture
 Ensuring an Inclusive Culture
 Monitoring and Evaluating the
Culture
 Performances
standard 2
 all individuals are treated with
fairness, dignity, and respect
 professional development
promotes a focus on student
learning
 students and staff feel valued
and important
 responsibilities and contributions of
each individual are acknowledged
 Performances
standard 2
 barriers to student learning are
identified, clarified, and addressed
 diversity is considered in
developing learning experiences
 life long learning is encouraged
and modeled
 there is a culture of high
expectations for self, and staff
performance
 Performances
standard 2
 technologies are used in
teaching and learning
 student and staff accomplishments
are recognized and celebrated
 multiple opportunities to learn
are available to all students
 the school is organized and
aligned for success
 Performances
standard 2
 curricular, co-curricular, and extra-
curricular programs are
implemented, evaluated, and refined
 curriculum decisions are based on
research, expertise of teachers, and
the recommendations of learned
societies
 the school culture and climate
are assessed on a regular basis
 Performances
standard 2
 a variety of sources of information
is used to make decisions
 student learning is assessed using
a variety of techniques
 multiple sources of information
regarding performance are
used by staff and students
 Performances
standard 2
 a variety of supervisory and
evaluation models is employed
 pupil personnel programs are
developed to meet the needs of
students and their families
 Standard 3
 A school administrator is an
educational leader who promotes
the success of all students by
ensuring management of the
organization, operations, and
resources for a safe, efficient,
and effective learning
environment.
 The Management of
Learning
 Making Management Decisions to ensure
Successful Teaching and Learning
 Developing Procedures to Ensure
Successful Teaching and Learning
 Allocating Resources to Ensure Successful
Teaching and Learning
 Creating a Safe, Healthy Environment to
Ensure Successful Teaching and Learning
 Performances
standard 3
 knowledge of learning, teaching,
and student development is used
to inform management decisions
 operational procedures are
designed and managed to
maximize opportunities for
successful learning
 emerging trends are recognized,
studied, and applied as appropriate
 Performances
standard 3
 operational plans and
procedures to achieve the
vision and goals of the school
are in place
 collective bargaining and other
contractual agreements related to
the school are effectively managed
 Performances
standard 3
 the school plant, equipment, and
support systems operate safely,
efficiently, and effectively
 time is managed to maximize
attainment of organizational goals
 potential problems and
opportunities are identified
 Performances
standard 3
 problems are confronted and
resolved in a timely manner
 financial, human, and material
resources are aligned to the
goals of schools
 the school acts entrepreneurally to
support continuous improvement
 Performances
Standard 3
 organizational systems are
regularly monitored and modified
as needed
 stakeholders are involved in
decisions affecting schools
 responsibility is shared to maximize
ownership and accountability
 problem-framing and problem-
solving skills are used
 Performances
standard 3
 effective conflict resolutions skills are
used
 effective group-process and consensus-
building skills are used
 effective communication skills are used
 there is effective use of technology
to manage school operations
 Performances
standard 3
 fiscal resources of the school
are managed responsibly,
efficiently, and effectively
 a safe, clean, and aesthetically
pleasing school environment is
created and maintained
 human resource functions support
the attainment of school goals
 Performances
standard 3
 confidentiality and privacy of
school records are maintained
 Standard 4
 A school administrator is an
educational leader who promotes the
success of all students by
collaborating with families and
community members,
responding to diverse
community interests and needs,
and mobilizing community
resources.
 Relationships with the
Community to Foster
Learning
 Involving Members of the
Community
 Understanding Community Needs
 Providing Opportunities for the
Community and School to Serve
Each Other
 Understanding and Valuing
Diversity
 Performances
standard 4
 high visibility, active involvement,
and communication with the larger
community is a priority
 relationships with community
leaders are identified and
nurtured
 information about family and
community concerns, expectations,
and needs is used regularly
 Performances
standard 4
 there is outreach to different
business, religious, political,
and service agencies and
organizations
 credence is given to individuals
and groups whose values and
opinions may conflict
 the school and community
serve one another as resources
 Performances
standard 4
 available community resources are
secured to help the school solve
problems and achieve goals
 partnerships are established with
area businesses, institutions of
higher education and community
groups to strengthen programs
and support school goals
 Performances
standard 4
 community youth family services
are integrated with school
programs
 community stakeholders are treated
equitably
 diversity is recognized and valued
 effective media relations re developed
and maintained
 Performances
standard 4
 a comprehensive program of
community relations is established
 public resources and funds are used
appropriately and wisely
 community collaboration is
modeled for staff
 opportunities for staff to develop
collaborative skills are provided
 Standard 5
 A school administrator is an
educational leader who promotes
the success of all students by
acting with integrity, fairness,
and in an ethical manner.
 Integrity, Fairness, and
Ethics in Learning
 Demonstrating a Personal and
Professional Code of Ethics
 Understanding One’s Impact on
the School and Community
 Respecting the Rights and Dignity
of All
 Inspiring Integrity and Ethical
Behavior in Others
 Performances
standard 5
 examines personal and
professional values
 demonstrates a personal and
professional code of ethics
 demonstrates values, beliefs,
and attitudes that inspire
others to higher levels of
performance
 serves as a role model
 Performances
standard 5
 accepts responsibility for school
operations
 considers the impact of one’s
administrative practices on
others
 uses the influence of the office to
enhance the educational program
rather than for personal gain
 Performances
standard 5
 treats people fairly, equitably, and
with dignity and respect
 protects the rights and
confidentiality of students and
staff
 demonstrates appreciation for and
sensitivity to the diversity in the
school community
 Performances
standard 5
 recognizes and respects the legitimate
authority of others
 examines and considers the prevailing
values of the diverse school
community
 expects that others in the school
community will demonstrate
integrity and exercise ethical
behavior
 Performances
standard 5
 opens the school to public scrutiny
 fulfills legal and contractual
obligations
 applies laws and procedures
fairly, wisely, and
considerately
 Standard 6
 A school administrator is an
educational leader who promotes
the success of all students by
understanding, responding to,
and influencing the larger
political, social, economic,
legal, and cultural context.
 The Political, Social,
Economic, Legal, And
Cultural Context of
Learning
 Operating Schools on Behalf of
Students and Families
 Communicating Changes in
Environment to Stakeholders
 Working Within Policies, Laws, and
Regulations
 Communicating with Decision
Makers Outside the School
Community
 Performances
standard 6
 the environment in which school
operates is influenced on behalf
of students and their families
 communication occurs among the
school community concerning
trends, issues, and potential
changes in the environment in
which schools operate
 Performances
standard 6
 there is ongoing dialogue with
representatives of diverse
community groups
 the school community works within
the framework of policies, laws,
and regulations enacted by local,
state, and federal authorities
 Performances
standard 6
 public policy is shaped to provide
quality education for students
 lines of communication are
developed with decision
makers outside the school
community