Estándares claves para líderes educativos publicados por
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1 Estándares claves para líderes educativos publicados por THE INTERSTATE SCHOOL LEADERS LICENSURE CONSORTION STANDARDS (ISLLC)Desarrollados por THE COUNCIL OF CHIEF STATE SCHOOL OFFICIALS (CCSSO)Dr. Rafael Cartagena
2 The Interstate School Leader Licensure Consortium (ISLLC) Standards is a program of the Council of Chief State School Officers (CCSSO). The CCSSO is a nationwide organization composed of public officials who head departments of elementary and secondary education in 50 states, the District of Columbia, the Department of Defense Education Activity, and five other state jurisdictions.
4 Improving Leadership Standards Educational Leadership Policy Standards: ISLLC organizes the functions that helpdefine strong school leadership under six standards. These standards represent the broad,high-priority themes that education leaders must address in order to promote the successof every student. These six standards call for:Setting a widely shared vision forlearning;Developing a school culture andinstructional program conducive to student learning and staff professional growth;
5 Ensuring effective management of the organization, operation, and resources for a safe, efficient, and effective learning environment;Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources;Acting with integrity, fairness, and in an ethical manner; andUnderstanding, responding to, andinfluencing the political, social, legal,and cultural contexts.
6 Setting the Stage for ISLLC 2008 The following principles set the direction and priorities during the development ofthe new policy standards:Reflect the centrality of student learning;Acknowledge the changing role of the school leader;Recognize the collaborative nature of school leadership;Improve the quality of the profession;Inform performance-based systems of assessment and evaluation for school leaders;Demonstrate integration and coherence; andAdvance access, opportunity, and empowerment for all members of the school community.
9 Standard 1 A Vision of Learning FacilitationChallengesStrategic PlanningLeadership CapacityStakeholder Involvement
10 School, Community, and Teaching and Learning Standard 2School, Community, and Teaching and LearningCultureInstructional ProgramStudent LearningProfessional Growth
11 Managing School Operations Standard 3Managing School OperationsCoordinatingOrganizingPlanningResource Acquisition and ManagementEnsuring Safe Schools
12 Building Effective Interpersonal Relationships Standard 4Building Effective Interpersonal RelationshipsRespecting DiversityAssessing Community Interests and NeedsUtilizing Community ResourcesCollaboration
13 Leading with Integrity in a Fair and Ethical Manner Standard 5Leading with Integrity in a Fair and Ethical MannerIntegrityFairnessEthics
14 Understanding the Political, Social, Economic, and Legal Context Standard 6Understanding the Political, Social, Economic, and Legal ContextPoliticalSocialEconomicLegalCulture
16 Six Standards for What Principals Should Know and Be Able To Do and Strategies for Achieving Them
17 STANDARD ONELead schools in a way that places student and adult learning at the center.STRATEGIES:Create and foster a community of learnersEmbody learner-centered leadershipSeek leadership contributions frommultiple sourcesTie the daily operations of theschoolhouse to school and studentlearning goals
18 STANDARD TWOSet high expectations and standards for the academic and social development of all students and the performance of adults.STRATEGIES:Articulate a clear vision that reflects the beliefs, values and commitments of the school communityEnsure that all students have adequate and appropriate opportunities to meet high standardsDevelop a school culture that is flexible, collaborative, innovative and supportive of efforts to improve achievement of all students
19 STANDARD THREEDemand content and instruction that ensure student achievement of agreed-upon academic standards.STRATEGIES:Hire and retain high-quality teachers and hold them responsible for student learningMonitor alignment of curriculum with standards, school goals and assessmentsObserve classroom practices to assure that all students are meaningfully engaged in active learningProvide up-to-date technology and instructional materialsReview and analyze student work to determine whether students are being taught to standard
20 STANDARD FOURCreate a culture of continuous learning for adults tied to student learning and other school goals.STRATEGIES:Provide time for reflection as an important part of improving practiceInvest in teacher learningConnect professional development to school learning goalsProvide opportunities for teachers to work, plan and think togetherRecognize the need to continually improve principals’ own professional practice
21 STANDARD FIVEUse multiple sources of data as diagnostic tools to assess, identify and apply instructional improvement.STRATEGIES:Consider a variety of data sources to measure performanceAnalyze data using a variety of strategiesUse data as tools to identify barriers to success, design strategies for improvement and plan daily instructionBenchmark successful schools with similar demographics to identify strategies for improving student achievementCreate a school environment that is comfortable using data
22 STANDARD SIXActively engage the community to create shared responsibility for student and school success.STRATEGIES:Engage the community to build greater ownership for the work of the schoolShare leadership and decision-makingEncourage parents to become meaningfully involved in the school and in their own children’s learningEnsure that students and families are connected to the health, human and social services they need to stay focused on learning