EQUIP

Core Competencies for Early Childhood Professionals:

Child Development

Early childhood professionals have an understanding of how children develop physically, cognitively, socially and emotionally, as well as how children acquire language and other forms of communication. In addition, professionals need to know about various factors that influence child development, and how individual children’s development can vary. Early childhood professionals use their understanding of child development combined with their knowledge of each child as an individual in the context of the family to support children’s overall development.
Level One Competencies
Level Two Competencies
Level Three Competencies

Level One Competencies

A. How Children Develop

Describes principles of growth and development

Identifies and defines developmental domains (physical, cognitive, social-emotional, communication)

Identifies basic developmental milestones of children prenatal through middle childhood

Recognizes how children are different from adults in learning, behavior, and needs

Describes how children’s play contributes to overall development

Recognizes the importance of observing and documenting children’s development, begins to keep anecdotal records, and communicates with others about the observations

B. Influences on Child Development

Describes the importance of attachment to children’s development
Describes how the fulfillment of basic needs relate to child growth and development (physical, cognitive, social-emotional, communication)
Describes the importance of seeing the child in the context of his/her family and environment
Describes the importance of children’s interactions and relationships with peers and adults to their development

C. Individual Variance

Recognizes that children have different temperaments, needs, rates of development, and learning styles

Recognizes that stress resulting from trauma, abuse, neglect, poverty, and other factors impacts children’s development and behavior in individual ways

Recognizes the characteristics and signs of atypical development in children


Level Two Competencies

A. How Children Develop

Identifies major theories and theorists of child development

Begins to identify a personal philosophy

Recognizes the crucial role of sensory exploration and play in children’s development

Summarizes the basic findings from brain development research

Describes the sequence of communication development

Describes the sequence of physical development, including gross and fine motor skills

Describes cognitive development in children

Conducts, documents, and interprets observations

Recognizes when to seek the help of others in understanding and addressing children’s atypical development

Identifies resources for acquiring information about atypical development

B. Influences on Child Development

Recognizes physical or behavior changes that may indicate the presence of stress in children’s lives

Understands and supports children’s need to use play to express stressful events in their lives

Identifies the impact of children’s health status on their behavior and their ability to interact and learn

Describes factors influencing resiliency in children
Identifies aspects of children’s home and family culture that influence their development

C. Individual Variance

Identifies temperament and individual differences in children and their impact on children’s development and behavior

Describes characteristics of a resilient child

Describes the potential effects of stress on children’s development and behavior


Level Three Competencies

A. How Children Develop

Analyzes major theories of child development

Observes and uses knowledge of typical developmental progression and expectations to identify children’s abilities, needs, and behaviors in the following domains: communication cognition, physical development, and social and emotional development

Observes and analyzes children’s play referring to the stages described by developmental theorists

Employs strategies that enhance brain development

B. Influences on Child Development

Uses preventative strategies that influence and optimize healthy child development

Uses an understanding of societal influences on child development (for example, poverty, trauma, homelessness, violence, racism) to address the needs of individual children

Analyzes the role of media in children’s development and behavior

Recognizes the impact of biological, prenatal, and environmental influences on a child’s development

C. Individual Variance

Integrates information on child development with children’s individual approaches to learning to tailor the curriculum to each child

Employs a variety of strategies to help children cope with stress and other developmental challenges

Employs practices that build children’s resiliency

Identifies strengths, needs and interests of each child and develops strategies to support each child’s growth and development

Identifies and discusses issues in child development arising from differences in gender, race, and class

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Families and Communities

Early childhood professionals understand that children are members of a family and a community. They value both the diversity of and their unique relationships with children, families, and communities. All early childhood education professionals work in partnership with families by communicating respectfully and by sharing information and resources that support the health of children and families.

Level One Competencies
Level Two Competencies
Level Three Competencies

Level One Competencies

A. Relationships

Describes qualities of a healthy, accessible, inclusive, and welcoming environment for all families

Describes the importance of building strong relationships with families

Identifies strengths in individuals and family units

Describes a strengths-based, family-centered philosophy and practice and the ways that educators partner with families

B. Communication

Identifies different types of communication (verbal, non-verbal, written, etc.)

Describes effective communication, including active listening, and ways to build trust

Identifies and explores personal beliefs, values, and biases

Examines one’s communication skills for cultural sensitivity and overall effectiveness

Learns about children’s diverse family structures, values, and traditions

Defines and maintains rules of confidentiality related to children and families

Uses release of information protocol appropriately


C. Community Involvement and Resources

Identifies local community resources that support children and families

Identifies state and national resources that support children and families

Establishes collaborative, positive working relationships with service providers

Supports families to access resources that meet family’s needs


Level Two Competencies

A. Relationships

Employs strategies that value and build on family strengths

Supports and values families as active decision-makers and educators of their children

Shares knowledge of child development with families and acknowledges children’s individual variances in development

Partners with families to develop healthy behaviors and routines for their children

Involves families in planning and implementing children’s learning experiences

Recognizes signs of stress, declining mental and/or physical health in parents and guardians and responds supportively

B. Communication

Employs diverse communication styles with children and adults
Applies a variety of communication strategies that are respectful, non-biased, and reflective of children’s diverse family structures, values, and traditions
Utilizes a variety of strategies with families that encourage feedback, evaluation and involvement
Describes and implements policies that foster respect and inclusion of all children and families

C. Community Involvement and Resources

Demonstrates knowledge of community resources that support children and families
Makes appropriate referrals to community services for children and families
Assists families to make their own referrals and requests for services


Level Three Competencies

A. Relationships

Employs strategies for building peer support networks for families in the classroom and community

Strengthens parents’ abilities to be observers of child behavior and development

Facilitates opportunities for families to engage in classroom programs and to interact with one another

Creates opportunities for families to engage in recreational and social activities with each other

B. Communication

Evaluates a variety of communication techniques and selects appropriate methods to support and build trusting relationships with families
Integrates children’s home cultures and languages into the program as appropriate

C. Community Resources and Involvement

Employs service-provider team building strategies to coordinate services for children and families

Works with others in the community to apply family-centered philosophy in services delivered to children and families


Teaching and Learning

Early childhood professionals understand that the substance of teaching and learning is in the combination of interactions, routines and experiences in children’s daily lives. Teaching and learning with young children is complex. It includes a variety of strategies that are designed to match the child’s unique approach to learning, depends on a thorough knowledge of the content of early childhood education, and is dependent on observation and reflection to plan and develop curriculum and to assess children's learning.

Level One Competencies
Level Two Competencies
Level Three Competencies

Level One Competencies

A. Interactions

Demonstrates warm, positive, nurturing and respectful interactions with children and families

Builds a trusting relationship with children and families so that they will feel safe, secure, and valued

Appropriately supervises children and uses positive guidance strategies

Encourages and supports children to actively participate in a variety of activities

Facilitates and participates in children’s play without taking over the activity

Models good communication skills

B. Learning Environment

Recognizes the elements of a welcoming, supportive, healthy and enriching learning environment

Maintains a predictable daily schedule that can be flexible

Offers children a choice of learning activities based on their interests

Implements appropriate procedures and practices for good hygiene, nutrition, physical activity, and rest

Limits use of television, videos, computers, video games, and other technologies

C. Curriculum & Content

Recognizes how children’s concrete experiences and play contribute to their learning across all domains

Recognizes the value of various sensory experiences for infants, toddlers, and preschoolers

Demonstrates knowledge of the Vermont Early Learning Standards

Recognizes dramatic play, songs, games, and books as activities that support children’s emergent literacy

Selects and reads aloud quality fictional and non-fictional literature that represents different cultures and ethnicities, and facilitates discussions of the story’s central themes and ideas

Encourages, supports, and respects children’s creative expressions

Focuses on the creative process rather than the end product

Observes and integrates children’s interests when planning learning opportunities

D. Assessment

Recognizes the importance of observing and documenting children’s behavior and interests

Recognizes that children’s work samples provide evidence of their development

Understands and maintains confidentiality regarding child assessments


Level Two Competencies

A. Interactions

Uses positive guidance strategies that respect children and teach appropriate social skills


Provides opportunities for children to listen, interact, and communicate freely with other children and adults

Responds to children in ways that show reasonable expectations about children’s attention spans, social and physical abilities, needs, and interests

Promotes positive, pro-social relationships among children and helps each child feel accepted in the group

Models the recognition and expression of feelings, and encourages children’s development of empathy and mutual respect for adults and other children

Responds appropriately to the variety of ways children experience grief and loss

Guides children to resolve interpersonal conflicts and solve problems with others

Asks open-ended questions and encourages children to ask questions


B. Learning Environment

Uses space, relationships, materials, and routines as resources for constructing an environment that encourages play, exploration, and learning

Creates a learning environment that balances individual, large and small group activities, child-directed and teacher-directed activities, and indoor and outdoor activities

Provides materials that reflect children’s diverse backgrounds and that are appropriate for the children’s developmental levels

Creates a print-rich environment and promotes the development of children’s writing by providing various media (e.g., crayons, pencils, chalkboards)

Creates a daily schedule that includes time for spontaneous and extended play

Uses technology (eg. television, videos, computers, video games) and adaptive technologies in appropriate and meaningful ways

Develops strategies for facilitating transitions during the day

C. Curriculum & Content

Describes how children acquire content knowledge through play, interactions, and inquiry

Provides various sensory experiences for infants, toddlers, and preschoolers

Plans appropriate learning experiences based on observations and analyses of children’s behaviors and activities

Uses Vermont’s Early Learning Standards in planning and evaluating curricula, learning environments, and materials

Adapts curricula, environments, and materials to meet the needs of individual children

Makes a wide variety of engaging, age-appropriate books easily accessible to children

Provides various opportunities for the development of children’s oral language and emerging literacy

Uses a range of activities and materials to support the development of early numeracy concepts (e.g., quantity, shape) and to illustrate the application of mathematics in everyday life

Provides opportunities for children to learn about their communities, experience various cultures, and explore the relationship between people and their environments

Plans activities that encourage children to explore nature and the physical world

Provides opportunities for children’s physical development, including small and large muscle coordination, strengthening, and control

Provides open-ended opportunities for children to express their creativity through language, music, dramatic play, and art media (clay, paint, wire, etc.)

Provides opportunities for children to learn and practice self help skills such as dressing, feeding, toileting, etc.

D. Assessment

Collects and organizes information about each child’s development from parent information and direct observation

Collects, interprets, and presents documentation of child observations and samples of children’s work

Maintains accurate records of observations and assessments

Communicates observations and interpretations in written and oral form with parents and, with parental consent, with colleagues and other professionals


Level Three Competencies

A. Interactions

Designs the learning environment and curriculum in ways that will promote positive behaviors and cooperative interactions

Encourages children to develop independence and self-esteem by providing physical and emotional security and opportunities for children to master new skills, experience success, and safely take risks

B. Learning Environment

Plans indoor and outdoor environments that are safe, stimulating, engaging, and intentionally designed to support curricular goals

Analyzes learning environments to ensure that they foster children’s communication, competence, problem solving skills, and creativity

Evaluates the quality and safety of the physical environment and recommends and/or makes needed modifications

Uses transitions during the day as learning opportunities

C. Curriculum & Content

Differentiates instruction based on children’s developmental accomplishments and needs

Creates and implements an integrated curriculum that incorporates skills and concepts from various content areas (i.e., language arts, science, mathematics, social studies, the arts) and is based on children’s interests and abilities

Analyzes children’s sensory play and makes modifications based on children’s individual needs and interests

Provides opportunities for children to raise questions about the world around them and to investigate their questions using the scientific method

Provides open-ended activities that foster curiosity, exploration, and problem solving appropriate to the children’s developmental levels

Participates with other professionals in developing and implementing individualized service and educational plans for young children with disabilities

Plans and implements accommodations in order to include all children

Describes specific curriculum models along with their rationales and limitations

Evaluates the effectiveness of methods and materials used for achieving curricular goals and addressing children’s individual differences

D. Assessment

Uses a variety of methods to systematically observe, record, monitor, and document young children’s development, behaviors and wellness

Develops a plan for tracking children’s progress and communicating conclusions with families

Recognizes and responds to the warning signs of delays and suspected disorders for children of various ages

Identifies individually appropriate expectations for children’s behavior through observation and collaboration with families

Demonstrates knowledge of the eligibility guidelines and referral process to the Family, Infant and Toddler Program or Essential Early Education

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Healthy and Safe Environments

Early childhood professionals use practices that protect children’s health, keep children safe, and promote healthy growth and development. This includes knowledge of good nutrition and the importance of physical activity.

Level One Competencies
Level Two Competencies
Level Three Competencies

Level One Competencies

A. Healthy Environments and Health Needs

Summarizes and follows program licensing regulations intended to protect the health of children and early childhood professionals

Identifies and follows procedures to avoid the spread of infectious illnesses

Uses care-taking activities, such as diapering, as an opportunity to foster healthy development through positive adult/child interactions

Responds to injuries using appropriate documentation, communication and treatment protocols

Observes the general health and mental health status of children and notes changes or problems
Identifies local health care professionals, health services, and health resources available to children and their families

Recognizes children’s readiness for toilet learning, and respects families’ individual toilet teaching practices

B. Safe Environments

Summarizes and follows program licensing regulations intended to protect child and adult safety and prevent injuries

Provides age appropriate comfort to an injured child

Selects indoor and outdoor toys, materials and equipment that are safe, and maintains them in
safe condition

Anticipates potential safety hazards and acts to prevent them

Identifies poisonous plants and removes them from the premises, including playgrounds

Recognizes the dangers and eliminates children’s exposure to secondhand smoke

C. Nutrition

Summarizes and follows program licensing regulations intended to ensure good nutrition, food preparation and service

Recognizes and avoids health hazards in meals (choking, allergies, burns)

Recognizes that developmentally appropriate foods are different for infants, toddlers and preschoolers

Provides meals for children with special dietary needs as instructed

Is aware that there are cultural differences in food-related practices

Provides information on community programs to supplement family food resources

D. Physical Activity

Recognizes the importance of and provides time and space for active play for all children

Recognizes the long-term health risks of extended periods of screen media and other passive activities

Provides appropriate periods of rest and safe sleeping environments

Level Two Competencies

A. Healthy Environments and Health Needs

Demonstrates and provides instruction for new staff and volunteers on hand washing, diapering, toileting and sanitation practices

Encourages routine hygiene practices (brushing teeth, combing hair, and washing hands)

Develops and implements policies regarding exclusion and readmission of sick children

Collaborates with health and mental health professionals to ensure the healthy growth and development of children

Provides information to families about children’s toilet learning readiness

Follows up with parents about maintaining accurate immunization records

B. Safe Environments

Adapts the indoor and outdoor environments to maximize the safety and independence of children, including children with special needs

Teaches simple safety precautions and rules to children and enforces rules consistently

Conducts periodic safety assessments of the program and environment, and makes
recommendations for appropriate modifications

Provides information to families about safety and injury prevention for children and adults

C. Nutrition

Provides space and options for breastfeeding in privacy if necessary

Provides meals and snacks that are appealing, nutritionally balanced, and developmentally appropriate

Recognizes that infants and toddlers have individualized schedules for eating and resting

Teaches children about healthy food choices

Communicates with families about healthy food choices and foods children prefer while respecting cultural preferences

D. Physical Activity

Plans age appropriate opportunities for children to be active and have adequate rest

Provides information for families about children’s need for physical activity

Informs families about appropriate clothing for outdoor play


Level Three Competencies

A. Healthy Environments and Health Needs

Documents illness and knows when to communicate with public health agencies about outbreaks of communicable disease

Documents sanitation procedures

Recognizes children’s interest in their bodies and integrates this interest into the curriculum
appropriately

Provides opportunities for children to learn basic health promotion practices

Identifies, documents and reports suspected emotional or physical abuse or neglect immediately
B. Safe Environments

Plans and implements emergency evacuation policies and procedures

Considers safety and preparedness issues when planning field trips

Designs and assesses safe indoor and outdoor environments

C. Nutrition

Describes how nutrition relates to children’s healthy development

Plans and evaluates menus to ensure they are nutritious

Involves children in menu planning and snack preparation

Models good nutrition and oral hygiene habits for children

Involves families in activities promoting good nutrition and oral hygiene routines

Uses meal times and to build children’s independence and learning

D.Physical Activity

Makes opportunities available for children to obtain and practice age appropriate gross motor
skills involving running, jumping, kicking, pedaling and ball skills

Models good physical activity habits for children

Involves families in promoting physical activity

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Professionalism and Program Organization

Early childhood professionals ensure that children and their families receive comprehensive, high quality early care, health and education and child development services. They maintain a code of ethical conduct, articulate a philosophy of early care and education, work collaboratively with colleagues, mentors, families, and organizations, maintain a solid work ethic, and implement sound business practices such as budgeting, administration, and evaluation.

Level One Competencies
Level Two Competencies
Level Three Competencies

Level One Competencies

A. Professionalism

Discusses ethical conduct, specifically the NAEYC Code of Ethics

Defines self-reflection and begins to practice it with support from supervisors and mentors

Discusses philosophies related to early care, health and education

Maintains confidentiality of children and families, complying with required policies

Indicates an understanding of the role of a mandated reporter, and complies with required policies

Exhibits a professional appearance

Demonstrates good work habits

Participates in learning opportunities for professional and personal growth

Begins to develop an Individualized Professional Development Plan


B. Working with Staff and Colleagues

Identifies positive communication strategies for use with colleagues

Defines role and participates as a member of a team

Works effectively with staff and colleagues

Participates in a supervisory or mentoring relationship, and/or other available supports

C. Program Organization and Administration

Completes required documentation (for employer, local, state and federal government)

Follows basic business or financial regulations

Complies with local, state and federal regulations

Demonstrates awareness of the purpose of contracts and policies

Shows commitment to the program’s goals

Describes program’s philosophy and mission

Shows awareness of program accreditation and other program quality systems

Identifies components of protective services for children in early care and education settings.

Level Two Competencies

A. Professionalism

Reflects on ethical conduct, specifically the NAEYC Code of Ethics

Recognizes potentially unethical practices in early care, health, and education

Articulates a personal philosophy of early care, health, and education

Maintains and Individualized Professional Development Plan

Promotes one’s own health and well-being, and uses strategies to avoid burn-out

Evaluates own performance as an early childhood educator

Selects and pursues professional development opportunities that contribute to an IPDP and enhance knowledge and practice

Engages in reflective practice

Manages demands of personal and professional commitments, and maintains personal and professional boundaries

Identifies local, state, and national organizations that advocate for children, families, and early childhood professionals

B. Working with Staff and Colleagues

Uses feedback from supervision as an opportunity for professional growth

Practices supervision of others according to program structure

Identifies qualities of an early childhood educator for hiring purposes

Collaborates as a team member

Interacts with others reflecting values of respect and equity, and a commitment to conflict resolution

Demonstrates an awareness of resources for professional development for oneself and staff

C. Program Organization and Administration

Demonstrates the ability to plan a budget

Demonstrates the ability to operate within a budget

Conducts or assists in marketing the program and recruiting children and families

Conducts or assists in evaluating program goals

Recognizes the benefits of program evaluation and assessment

Participates in quality assessment ratings (STARS) and program accreditation activities

Plans or participates in parent and community involvement activities

Plans and acquires appropriate materials and equipment

Describes and discusses the concept of reasonable accommodations

Develops and implements contracts and policies as needed

Level Three Competencies

A. Professionalism

Evaluates current trends and research in early care, health and education and adjusts practice as appropriate

Incorporates program and individual standards into practice

Describes the benefits of mentoring and supervisory relationships for both parties

Uses consultation, mentoring, and technical assistance to improve practice

Discusses leadership styles and identifies a personal leadership style

Participates in advocacy activities that benefit children, families, and early childhood professionals


B. Working with Staff and Colleagues

Advises and informs others about options for professional growth and development

Provides learning opportunities for staff and colleagues that enhance their professional growth

Strengthens ability to supervise and/or mentor others

Participates in reflection and problem solving to address ethical dilemmas with integrity and a humane attitude

Conducts observations of staff and/or colleagues

Assesses the performance of staff using program processes and tools

Participates or initiates problem solving and conflict resolution with staff and colleagues

Conducts effective job interviews

C. Program Organization and Administration

Creates program policies and tools (e.g., handbooks, contracts, forms)

Demonstrates ability to address facility needs

Demonstrates collaboration at the community level

Conducts and maintains an inventory of supplies and equipment

Develops and manages an annual budget

Writes grants and proposals for funding

Understands laws and regulations pertaining to early care, health and education

Initiates program quality assessment (e.g., STARS) and program accreditation

Participates in or initiates transition practices for children and families

Participates in or initiates strategic planning for the program

Critically evaluates or revises program vision, purpose, and mission statement

Develops or selects curriculum for the program

Communicates effectively with advisory or governance boards

Communicates effectively about contracts and policies

posted by AcrosticGuy @ 3:21 AM 0 comments

We All Have a Lot to Learn

Singapore's students do brilliantly in math and science tests. American kids test much worse but do better in the real world. Why?

By Fareed Zakaria
Newsweek

Jan. 9, 2006 issue - Last week India was hit by a terror attack that unsettled the country. A gunman entered the main conference hall of the Indian Institute of Science in Bangalore, tossed four grenades into the audience and, when the explosives failed, fired his AK-47 at the crowd. One man, a retired professor of mathematics from one of the Indian Institutes of Technology, was killed. What has worried some about this attack is not its scope or planning or effect—all unimpressive—but the target. The terrorists went after what is increasingly seen as India's core strategic asset for the 21st century: its scientific and technological brain trust. If that becomes insecure, what will become of India's future?
This small event says a lot about global competition. Traveling around Asia for most of the past month, I have been struck by the relentless focus on education. It makes sense. Many of these countries have no natural resources, other than their people; making them smarter is the only path for development. China, as always, appears to be moving fastest. When officials there talk about their plans for future growth, they point out that they have increased spending on colleges and universities almost tenfold in the past 10 years. Yale's president, Richard Levin, notes that Peking University's two state-of-the-art semiconductor fabrication lines—each employing a different technology—outshine anything in the United States. East Asian countries top virtually every global ranking of students in science and mathematics.
But one thing puzzles me about these oft-made comparisons. I talked to Tharman Shanmugaratnam to understand it better. He's the minister of Education of Singapore, the country that is No. 1 in the global science and math rankings for schoolchildren. I asked the minister how to explain the fact that even though Singapore's students do so brilliantly on these tests, when you look at these same students 10 or 20 years later, few of them are worldbeaters anymore. Singapore has few truly top-ranked scientists, entrepreneurs, inventors, business executives or academics. American kids, by contrast, test much worse in the fourth and eighth grades but seem to do better later in life and in the real world. Why?
"We both have meritocracies," Shanmugaratnam said. "Yours is a talent meritocracy, ours is an exam meritocracy. There are some parts of the intellect that we are not able to test well—like creativity, curiosity, a sense of adventure, ambition. Most of all, America has a culture of learning that challenges conventional wisdom, even if it means challenging authority. These are the areas where Singapore must learn from America."
Shanmugaratnam also pointed out that American universities are unrivaled globally—and are getting better. "You have created a public-private partnership in tertiary education that is amazingly successful. The government provides massive funding, and private and public colleges compete, raising everyone's standards." Shanmugaratnam highlighted in particular the role that American foundations play. "Someone in society has to be focused on the long term, on maintaining excellence, on raising quality. You have this array of foundations—in fact, a whole tradition of civic-minded volunteerism—that fulfills this role. For example, you could not imagine American advances in biomedical sciences without the Howard Hughes Foundation."
Singapore is now emphasizing factors other than raw testing skills when selecting its top students. But cultures are hard to change. A Singaporean friend recently brought his children back from America and put them in his country's much-heralded schools. He described the difference. "In the American school, when my son would speak up, he was applauded and encouraged. In Singapore, he's seen as pushy and weird. The culture of making learning something to love and engage in with gusto is totally absent. Here it is a chore. Work hard, memorize and test well." He took his child out of the Singapore state school and put him into a private, Western-style one.

http://msnbc.msn.com/id/7681925/site/newsweek/?articleid=10663340

posted by AcrosticGuy @ 4:44 AM 0 comments

Developing Instructional Leadership Skills
The Academy's curriculum focus includes the following learning strands:

1. Vision of Learning:

This strand focuses on understanding the goals of education and the importance of embracing a compelling vision for education. The focus of this module is helping our participants move from “managing” school to “leading” schools that focus on teaching and learning. This module will cover an analysis of John Bransford’s learning theory, How People Learn. Specific topics to be addressed include, Assessing Student Performance, Structuring Curriculum and Instruction, and Instructional Strategies.

2. Creating a Culture of Learning:

This module focuses on how instructional leaders can work effectively with teachers and others in their school community (such as parents) to propel student learning. This module emphasizes the importance of creating a learning community within the school. Principals gain experience in classroom observation of teachers, coaching and mentoring teachers, and developing a school culture that supports systematic feedback and ongoing teacher development based on student work and data. Principals learn about strategies to engage parents and the broader community in supporting their school’s vision and the instructional programs.

3. The Leader as Learner:

This module focuses on the individual leadership challenges of each participant. Participants learn about their own personal leadership styles and set individual goals to support their growth and development as school leaders. These goals are tied to their school improvement efforts. Specific leadership skills are highlighted, such as the art of negotiation, decision-making, and using technology to become more efficient and effective. Time is spent analyzing dilemmas that often confront principals as they make tough decisions.

4. Political, Social, and Community Contexts of Learning:

Schools cannot improve in a vacuum. They are embedded in a larger community context. This module will familiarize participants with district, state and federal policies and financial arrangements that are central to understanding education today. Principals must be able to work within these contexts to propel learning and teaching. At the same time, they must be familiar with a wide array of school designs and systems to make informed choices about their own schools.

5. Leading Change for Learning:

This strand helps the participants understand the process of change that must be embraced in their mission of propelling teaching and learning. This process is primarily about strategizing. The participants learn how to motivate and organize others toward the goal of improved student achievement. In this strand each principal embarks on a strategic planning process for his/her school. This process entails an in-depth assessment of the participant’s school, reviewing all available data to highlight strengths, weakness, threats and opportunities. Participants develop specific strategic goals for their schools and mechanisms for addressing these goals through the strategic planning process. The objective of this strand is for each participant to develop specific school improvement strategies based on data that is used to define needs, set goals, plan interventions, manage the change process, and evaluate progress.

6. Mentoring Others in Learning and Leading:

This module provides these principals with an overview of mentoring as a central ingredient in leadership development. The participants in this cohort provide the opportunity to assess and develop their ability to move from leadership development theory to practice using the principles of adult learning. This requires that these principals shift from merely transferring knowledge to facilitating a learning relationship. This phase of the program teaches the principals how to work with other adults in the school to assure learning is occurring.

posted by AcrosticGuy @ 9:05 AM 0 comments

How to Become A New Leader

While New Leaders are a very diverse group of individuals, they all have a few things in common.

These selection criteria, which are the basis for all admissions decisions, are what we seek in strong candidates. We encourage you to keep these criteria in mind as you complete your application.

Belief in the Potential of All Children to Excel Academically

Believe each and every child can excel academically

Take personal responsibility for ensuring high academic achievement for every child

Demonstrate the personal drive and commitment to eliminate the disparity of educational quality that exists

Commitment to Ongoing Learning

Seek feedback and reflect on experiences to grow and develop

Demonstrate humility and willingness to continually improve

Commit to the coaching and the development of adults

Communication and Listening

Possess written and verbal skills to communicate with clarity, conciseness, and appropriateness to multiple audiences

Demonstrate poise and professionalism in diverse situations

Listen actively

Interpersonal Skills

Build successful one-on-one relationships

Value each personÂ?s perspective and treat people with respect

Relate to adults and children: understand where they are coming from, what they need, and how to meet their needs

Diffuse anger and find common ground to move people towards solutions

Exhibit confidence and competence under pressure

Knowledge of Teaching and Learning
Identify exemplary teaching

Provide feedback and guidance to improve instructional strategies

Enable students to attain results despite significant challenges

Problem Solving

Work proactively to solve problems and reach effective solutions

Analyze and diagnose complex issues to develop strategic plan

Identify concrete outcomes as a way to evaluate results

Project Management to Deliver Results

Articulate a clear vision, set agenda, and implement goals

Select, prioritize, and communicate strategies effectively to reach goals

Balance day-to-day tasks and urgent needs with progress towards goals

Delegate decision-making and authority in responsible manner

Self-Awareness

Identify accurately personal strengths and areas for development

Demonstrate integrity by acting in a manner that consistently reflects stated values and beliefs

Understand how you are perceived by and impact others

Team Building

Collaborate effectively

Read group dynamics accurately

Mobilize adults to take action and hold them accountable for reaching common goals

Engage and empower others to take responsibility in decision-making to achieve results

Unyielding Focus on Goals and Results

Confront difficult situations head-on and implement diverse solutions to get results

Achieve results despite obstacles by demonstrating persistence, determination, and relentless drive

Exhibit resilience to persevere and overcome setbacks

Take personal responsibility for finding solutions when faced with challenges

Be decisive and hold people to core values when it counts

©2005 New Leaders for New Schools

posted by AcrosticGuy @ 8:47 AM 0 comments

Competency Standards in Student Assessment for Educational Administrators

Developed by theAmerican Association of School Administrators
National Association of Elementary School Principals
National Association of Secondary School Principals
National Council on Measurement in Education[1]

This is not copyrighted material. Reproduction and dissemination are encouraged. 1997.

Background

Student assessment is pervasive in schools, yet few preservice programs for educational professionals require substantive course work in assessment.

These standards are intended to guide the preservice and in-service preparation of educational administrators and to inform future standards for the accreditation of administrator preparation programs and the certification of educational administrators. They are intended for both building-level and central office personnel who assist, supervise, or evaluate individuals directly instructing students.

The committee[2] that formulated these competency standards for educational administrators first met in 1991. Draft standards went through several revisions, informed by a sample survey of members of participating organizations[3], by feedback received in a forum at a professional meeting, and by responses to a draft circulated for public comment.

In these standards the term assessment refers to the process of obtaining information about student learning outcomes to guide educational decisions about students; to inform students, their parents, teachers, or other appropriate audiences about their progress, strengths, and weaknesses; to judge instructional effectiveness and curricular adequacy; and to inform policy.

Assessment methods or techniques include, but are not limited to, formal and informal observation of student performance, student demonstration of skills and knowledge, qualitative analysis of pupil performance and products, portfolio-based assessments, commercially developed and teacher-developed paper-and-pencil tests, oral questioning, computer-managed or adaptive tests, and analysis of student records.

Overview of the Standards These standards represent assessment competencies in the administrative contexts in which assessment is relevant to educational administrators.

These contexts include:

(a) assisting teachers in creating and using assessment effectively;

(b) providing leadership in the creation and implementation of building- or district-level assessments policies; and

(c) using assessment results in their capacity as administrators in making decisions about students, teachers, and instruction, and in reporting on assessment results to a variety of stakeholders and constituencies.

Educational administrators should have the same student assessment competencies as teachers when they are performing in the context of assisting teachers in creating and using assessment. Because of that role the first standard is a summary of the Standards for Teacher Competence in Educational Assessment of Students. Educational administrators should have the competencies described in the teachers' standards consistent with the level of direct interaction, supervision, and evaluation of teachers. Administrators should possess, at a minimum, a working knowledge of these competencies.

This working level is needed for two reasons.

First, administrators must understand why teachers need these competencies;
and second, if appropriate, administrators may be required to observe, recognize, record, monitor, and evaluate them in teachers.

These competencies are reflected in Standards 1 and 2.

Educational administrators require a somewhat different mix of knowledge, skills, and abilities than teachers when providing leadership in the creation and development of assessment policies. Because the field of assessment is changing rapidly, administrators should be able to judge the reasonableness of new assessment techniques proposed for use in their schools and districts. They ought to be able to evaluation the appropriateness of the proposed uses and interpretations of both tradition and new assessment strategies.

Standards 3, 4, and 5 are associated with the fundamentals skills of student assessment: the sound principles as assessment, the uses of assessment, and the language of assessment.

Educational administrators need a variety of competencies when using and reporting assessment results for decision making. Administrators often communicate assessment results to others and use assessment results to make decisions about individual students, groups of students, teachers and other personnel, curricula, and educational programs. The remaining Standards (6 through 12) apply to various contexts within which administrators and the principal users of assessment results.

Standards

Competencies associated with assisting teachers:

1. Have a working level of competence in the Standards for Teacher Competence in Educational Assessment of Students. These standards are:

a. choosing assessment methods appropriate for instructional decisions.
b. developing assessment methods appropriate for instructional decisions.
c. administering, scoring, and interpreting the results of both externally produced and teacher-produced assessment methods.
d. using assessment results when making decisions about individual students, planning, teaching, developing curriculum, and school improvement.
e. developing valid pupil grading procedures that use pupil assessments.
f. communicating assessment results to students, parents, other lay audiences, and other educators.
g. recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information.

2. Know the appropriate and useful mechanics of constructing various assessments. Locally built assessments are pervasive. Teachers construct daily, weekly, and term assessments for their classrooms. Administrators who have supervisory responsibility must be able to determine the quality of the assessment procedures their staff members use in masking decisions about students. The growing use of performance assessment, portfolio-based assessment, and computerized testing requires administrators to play a critical role in the proper development and use of these approaches.
Competencies associated with providing leadership in developing and implementing assessment policies:

3. Understand and be able to apply basic measurement principles to assessments conducted in school settings. Administrators ought to be aware of how these principles apply to school settings so that in their supervisory roles they can support the p[roper use and interpretation of assessment results. They should understand the distinction between criterion-referenced and norm-referenced test interpretations, and should be able to judge the appropriateness of each kind of interpretation in specific decision contexts. They must understand the principle that validity inheres in the use or interpretation made of a test score, not in the score itself, and should be prepared to exercise leadership both in supporting appropriate uses and in discouraging inappropriate uses of assessment results.

4. Understand the purposes (e.g., description, diagnosis, placement) of different kinds of assessment (e.g., achievement, aptitude, attitude) and the appropriate assessment strategies to obtain the assessment data needed for the intended purpose. This standard extends Standards 1 and 2 in the Standards for Teacher Competence in Educational Assessment of Students, which focus only on making instruction decisions., Most assessment techniques are best used for a single purpose. Therefore, decisions should be based on assessment results consistent with the purpose for which the technique was constructed. Administrators have a responsibility to use assessment results appropriately in each decision context.

5. Understand the need for clear and consistent building- and district-level policies on student assessment. This extends Standard 5 in the Standards for Teacher Competence in Educational Assessment of Students, which focuses only on grading. School- and district-level policies should incorporate grading, final examinations, and other aspects of assessment. Administrators should work to ensure that teachers share a common understanding of the appropriate bases on which to assign marks and grades, and share common standards for the quality of work that merits a given grade. Similarly, administrators should provide opportunities for teachers and others to understand the proper means by which final examinations and other assessments are used in making decisions about students.

Competencies needed in using assessments in making decisions and in communicating assessment results.

6. Understand and express technical assessment concepts and terminology to others in nontechnical but correct ways. Administrators should understand technical concepts in order to make decisions about what assessments to use or how to present assessment results to others. As administrators interpret assessment results to various audiences and stakeholders (e.g., teachers, other administrators, parents, school boards, the media), they need to be able to express technical concepts in nontechnical but correct ways. Moreover, decisions such as selecting a standardized test or other assessment procedure often require reading manuals, technical reports, or other technical literature on assessment that use technical concepts.

7. Understand and follow ethical and technical guidelines for assessment. Because assessment results may be used to make important and sometimes difficult-to-reverse decisions about individual pupils, school personnel, and educational programs, interpretations of results must be valid and consistent with technically sound assessment principles and good educational practice. Administrators should be familiar with available guidelines and standards that describe how to develop, use, and report assessments properly. The major educational assessment guidelines and standards applicable to administrators' assessment uses at the time these competency standards were developed in 1995 are:

American Federation of Teachers, National Council on Measurement in Education, and the National Education Association. (1990). Standards for Teacher Competence in Educational Assessments of Students. Washington, DC: Author.

American Psychological Association, American Educational Research Association, and the National Council on Measurement in Education. (1985). Standards for Educational and Psychological Testing. Washington, DC: Author. (Currently under revision.)

Joint Committee on Testing Practices. (1988). Code of Fair Testing Practices in Education. Washington, DC: Joint Committee on Testing Practices, American Psychological Association.

8. Reconcile conflicting assessment results appropriately. Sometimes assessment results appear contradictory, and these apparent contradictions need to be resolved to make appropriate decisions., For example, results from a curriculum-based assessment may indicate strong performance in reading, yet scores from a standardized test in reading may be low; measures of school climate may indicate a positive perception of the school by the students, yet parental complaints about safety may be frequent. Administrators should be able to recognize apparent contradictions in assessment results in light of contextual factors and make appropriate interpretations.

9. Recognize the importance, appropriateness, and complexity of interpreting assessment results in light of students' linguistic and cultural backgrounds and other out-of-school factors in light of making accommodations for individual differences, including disabilities, to help ensure the validity of assessment results for all students. Assessment results may be influenced by a number of social, cultural, and other factors. These factors may or may not directly cause poor or good performance, but knowledge of these factors often helps in the interpretation of performance on assessment tasks. Administrators should be aware of the kinds of accommodations for administering assessments that may be appropriate in inappropriate for different students under different circumstances.

10. Ensure the assessment and information technology are employed appropriately to conduct student assessment. Technology includes computer-based assessment tools such as computerized-adaptive testing, computer-managed testing, computerized test item pools, computerized assessment records, and computerized databases. As technology becomes available to more and more schools, administrators will need to make decisions about the use of this technology to conduct student assessments and to store, organize, use, and safeguard the results obtained.

11. Use available technology appropriately to integrate assessment results and other student data to facilitate students' learning, instruction, and performance. Administrators should be able to organize a wide array of student assessment information with other student data and to make inferences about the quality of performance of students, their teachers, and school programs. Administrators should recognize appropriate and inappropriate uses of assessment results in this context.

12. Judge the quality of an assessment strategy or program used for decision making within their jurisdiction. Teachers' classroom assessments, school-based testing programs, system-wide testing, and state assessment potentially have an impact on school operations. Administrators should be able to assist teachers and others to make informed judgments about assessment strategies. Administrators ought to be able to undertake or coordinate systematic investigations that correctly inform decisions about the quality of existing and proposed assessment programs. The changing technology of assessment procedures makes this responsibility especially critical. For example, administrators should establish and monitor assessment procedures so that performance and portfolio assessments are undertaken in technically sound and educationally appropriate ways.



Synthesis of Competency Standards in Student Assessment for Educational Administrators

Competencies associated with assisting teachers:

1. Have a working level of competence in the Standards for Teacher Competence in Educational Assessment of Students.

2. Know the appropriate and useful mechanics of constructing various assessments.
Competencies associated with providing leadership in developing and implementing assessment policies:

3. Understand and be able to apply basic measurement principles to assessments conducted in school settings.

4. Understand the purposes (e.g., description, diagnosis, placement) of different kinds of assessment (e.g., achievement, aptitude, attitude) and the appropriate assessment strategies to obtain the assessment data needed for the intended purpose.

5. Understand the need for clear and consistent building- and district-level policies on student assessment.

Competencies needed in using assessments in making decisions and in communicating assessment results:

6. Understand and express technical assessment concepts and terminology to others in nontechnical but correct ways.

7. Understand and follow ethical and technical guidelines for assessment.

8. Reconcile conflicting assessment results appropriately.

9. Recognize the importance, appropriateness, and complexity of interpreting assessment results in light of students' linguistic and cultural backgrounds and other out-of-school factors in light of making accommodations for individual differences, including disabilities, to help ensure the validity of assessment results for all students.

10. Ensure the assessment and information technology are employed appropriately to conduct student assessment.

11. Use available technology appropriately to integrate assessment results and other student data to facilitate students' learning, instruction, and performance.

12. Judge the quality of an assessment strategy or program used for decision making within their jurisdiction.

[1] In 1990, the American Federation of Teachers, the National Council on Measurement in Education, and the National Education Association published the Standards for Teacher
Competence on Educational Assessment of Students. The joint committee recommended those standards as a framework for preservice and in-service training for teachers. The committee also recommended that standards be developed for other categories of educational professionals. This document is intended to complement the Standards for Teacher Competence.

[2] The committee was appointed by the collaborating professional associations: James C. Impara and Barbara S. Plake (University of Nebraska-Lincoln) co-chaired the committee and represented the NCME along with Jack C. Merwin (University of Minnesota), Richard Miller, Gail Stephens, and Gary Marx represented the AASA, Ron Areglado represented the NAESP, and James Keefe and Paul Hersey represented the NASSP. The project could not have been completed without the financial support of the W. K. Kellogg Foundation.

[3] More information about this survey can be found in: Impara, J. C., Plake, B. S., & Merwin, J. C. (1994). Student assessment tasks and knowledge: Comparing superintendents and elementary and secondary principals. Journal of School Leadership, 4 (5), 517-528.

posted by AcrosticGuy @ 5:39 PM 0 comments

PRINCIPAL's Competency Standards

Principals
[29.120]



Course Title and Number
and/or Experiences

Assessment Activities

STANDARD 1 – Facilitating a Vision of Learning
The competent 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.



Knowledge Indicators - The competent principal:
1A. has knowledge and understanding of learning goals in a pluralistic society.



1B. comprehends the principles of developing and implementing long‑term plans.



1C. recognizes theories of educational leadership.



1D. understands information sources, data collection, and data analysis strategies.



1E. understands effective communication.



1F. understands effective consensus‑building and negotiation skills.



1G. has knowledge of the philosophy and history of education.



Performance Indicators - The competent principal:
1H. designs curricula with consideration for philosophical, sociological, and historical foundations, democratic values and the community's values, goals, social needs, and changing conditions.



1I. facilitates the development and implementation of a shared vision and strategic plan for the school or district that focuses on teaching and learning.



1J. analyzes, evaluates, and monitors operational plans and processes to accomplish strategic goals using practical applications of organizational theories.



1K. solicits and uses financial, human, and material resources to support the implementation of the school’s mission and goals.



1L. identifies and critiques several theories of leadership and their application to various school environments.



1M. conducts needs assessments and uses qualitative and quantitative data to plan and assess school programs.



1N. analyzes and interprets educational data, issues and trends.



1O. uses appropriate interpersonal skills and applies appropriate and effective communications strategies when using written, verbal, and nonverbal communication.



1P. engages in effective consensus‑building and displays effective negotiation skills.



1Q. frames, analyzes, and resolves problems using appropriate problem‑solving techniques and decision‑making skills.



1R. analyzes school problems with an understanding of major historical, philosophical, ethical, social, and economic influences in a democratic society.



STANDARD 2 – School Culture and Instructional Program
The competent 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 students’ learning and staff’s professional growth.



Knowledge Indicators - The competent principal:
2A. has knowledge and understanding of school cultures.



2B. understands the continuum of students’ growth and development.



2C. knows the procedures used in the assessment of the learning environment.



2D. understands applied learning theories.



2E. understands curriculum design, implementation, evaluation, and refinement.



2F. recognizes the components of a special education evaluation.



2G. understands principles of effective instruction and best practices.



2H. comprehends measurement, evaluation, and assessment strategies.



2I. understands diversity and its meaning for educational programs.



2J. is familiar with adult learning and professional development models.



2K. understands the change process for systems, organizations, and individuals.



2L. recognizes the role of technology in promoting students’ learning and professionals’ growth.



2M. understands classroom management.



Performance Indicators - The competent principal:
2N. creates with teachers, parents, and students a positive school culture that promotes learning.



2O. promotes an inclusive educational culture.



2P. articulates the district's or school's vision, mission, and priorities to the community and media.



2Q. builds community support for district or school priorities and programs.



2R. promotes an environment where all individuals are treated with fairness, dignity, and respect.



2S. develops a culture of high expectations for self, students and staff’s performance where accomplishments are recognized.



2T. applies the principles of student growth and development to the learning environment and the educational program.



2U. utilizes procedures in the assessment of the learning environment.



2V. develops collaboratively a learning organization that supports instructional improvement, builds an appropriate curriculum, and incorporates best practice.



2W. develops collaboratively curriculum and developmentally appropriate instruction for varied teaching and learning styles as well as specific needs of students, considering gender, ethnicity, culture, social class, and exceptionalities.



2X. analyzes various staffing patterns, student grouping plans, class scheduling forms, and school organizational structures and facilitates design processes to support various teaching strategies and desired student outcomes.



2Y. assesses students’ progress using a variety of appropriate techniques.



2Z. bases curricular decisions on research, applied theory, informed practice, the recommendations of learned societies, and State and federal policies and mandates.



2AA. aligns curricular goals and objectives with the Illinois Learning Standards (see 23 Ill. Adm. Code 1. Appendix D).



2BB. facilitates the design, implementation, and evaluation of curricular, co‑curricular, and extracurricular programs for continuous improvement.



2CC. uses resources to support instructional programs and best practices and incorporates a variety of supervisory models to improve teaching and learning.



2DD. uses qualitative and quantitative data to plan and assess school programs.



2EE. promotes an inclusive educational culture.



2FF. identifies needs for professional development and incorporates adult learning strategies and assessment in the formulation of self‑development plans for staff.



2GG. facilitates the change process for systems, organizations, and individuals by using qualitative and quantitative data to plan and assess school programs.



2HH. studies best practices, relevant research, and demographic data to analyze their implications for school improvement.



2II. develops, analyzes and implements operational plans and processes to accomplish strategic goals using practical applications of organizational theories.



2JJ. applies a systems perspective and monitors and assesses the progress of activities, making adjustments and formulating new action steps as necessary.



2KK. uses technology, telecommunications, and information systems to enrich curriculum and instruction.



2LL. develops and implements long‑range plans for school and district technology information systems.



2MM. uses a variety of supervisory models to improve teaching and learning.



2NN. uses and implements collaboratively developed policies and procedures that provide a safe school environment and promote health and welfare.



STANDARD 3 – Management
The competent 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.



Knowledge Indicators - The competent principal:
3A. understands theories and models of organizations and the principles of organizational development.



3B. is aware of local operational policies and procedures.



3C. understands principles and issues relating to school safety and security.



3D. has knowledge of management and development of human resources.



3E. comprehends principles and issues relating to fiscal considerations of school management.



3F. understands principles and issues relating to school facilities and use of space.



3G. recognizes legal issues impacting school operations.



3H. has knowledge of current technologies that support management’s functions.



Performance Indicators - The competent principal:
3I. applies theories to create conditions that motivate staff, students, and families to achieve the school's vision.



3J. analyzes a school’s problems with an understanding of major historical, philosophical, ethical, social, and economic influences in a democratic society.



3K. applies effective job‑analysis procedures, supervisory techniques, and performance appraisal for instructional and non‑instructional staff.



3L. utilizes appropriate policies, criteria, and processes for the recruitment, selection, induction, compensation, and separation of personnel, with attention to issues of equity, diversity, and exceptionalities.



3M. develops and implements an efficient building‑level budget planning process that is driven by school priorities.



3N. understands federal, State and local statutory and regulatory provisions and judicial decisions governing education.



3O. applies common legal and contractual requirements and procedures in an educational setting.



3P. applies and assesses current technologies for school management and business procedures.



STANDARD 4 – Collaboration with Families and Communities
The competent 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.



Knowledge Indicators - The competent principal:
4A. recognizes emerging issues and trends that potentially affect the school community.



4B. comprehends parents' rights, including the right to an independent evaluation and the use of that evaluation by the student’s IEP team (see 23 Ill. Adm. Code 226.75).



4C. understands the conditions and dynamics of the diverse school community.



4D. has knowledge of community resources.



4E. understands community relations and marketing strategies and processes.



4F. is aware of successful models of school, family, business, community, government, and higher education partnerships.



Performance Indicators - The competent principal:
4G. assesses emerging issues and trends to determine their impact on the school community.



4H. engages in activities that address parents' rights, including the right to an independent evaluation and the use of that evaluation by the student’s IEP team.



4I. analyzes community and district power structures and identifies major opinion leaders and their relationships to school goals and programs.



4J. identifies and analyzes the major sources of fiscal and non‑fiscal resources for schools.



4K. develops and implements an effective staff communication plan and public relations program.



4L. articulates the district's or school's vision, mission, and priorities to the community and media and understands how to build community support for district’s or school’s priorities and programs.



STANDARD 5 – Acting with Integrity, Fairness, and in an Ethical Manner
The competent administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.



Knowledge Indicators - The competent principal:
5A. understands the purpose of education and the role of leadership in modern society.



5B. recognizes various ethical frameworks and perspectives on ethics.



5C. understands the values and challenges of the diverse school community.



5D. is aware of professional codes of ethics.



Performance Indicators - The competent principal:
5E. analyzes school problems with an understanding of major historical, philosophical, ethical, social, and economic influences in a democratic society.



5F. manifests a professional code of ethics and values.



5G. bases decisions on the moral and ethical implications of policy options and political strategies.



5H. promotes the values and challenges of the diverse school community.



5I. communicates effectively with various cultural, ethnic, racial, and special interest groups and other diverse populations in the community.



5J. treats people fairly, equitably and with dignity and respect and protects the rights and confidentiality of others.



5K. encourages others in the school community to demonstrate integrity and exercise ethical behavior.



STANDARD 6 – The Political, Social, Economic, Legal and Cultural Context
The competent 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.



Knowledge Indicators - The competent principal:
6A. comprehends principles of representative governance that undergird the system of American schools.



6B. recognizes the role of public education in developing and renewing a democratic society and an economically productive nation.



6C. understands the law as related to education.



6D. understands State and federal requirements regarding least restrictive environment (including placement based on the student's Individualized Education Program (IEP) or Individual Family Service Plan (IFSP); (see 23 Ill. Admin. Code 226.75) for students ages birth through 21 years old.



6E. has knowledge of the political, social, cultural, and economic systems and processes.



6F. understands models and strategies of change and conflict resolution as applied to the larger political, social, cultural, and economic contexts of schooling.



6G. knows about global issues and forces affecting teaching and learning.



6H. recognizes the dynamics of policy development and advocacy under our democratic political system.



6I. understands federal, State and local statutory and regulatory provisions as well as judicial decisions governing education.



Performance Indicators - The competent principal:
6J. Considers the general characteristics of internal and external political systems as they apply to school settings.



6K. Influences policy development at the federal, State, district and school‑site level.



6L. Applies knowledge of common legal and contractual requirements and procedures in an educational setting.



6M. Analyzes appropriate procedures and relationships for working with local governing boards.



6N. Develops lines of communication with decision makers outside the school community.



6O. Frames, analyzes and resolves problems using models and strategies of change and conflict resolution as applied to the larger political, social, cultural, and economic contexts of schooling.



6P. Bases decisions on the moral and ethical implications of policy options and political strategies.

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