Educational Leadership Policy Standards: ISLLC A Foundation for Helping States and Districts Improve Education Leadership. Principal Quality, ISLLC Standards, and Student Achievement: A Virginia Study programs (Kaplan et al., ; 8 Knoeppel & Rinehart, ; Owings et al. FORMERLY KNOWN AS ISLLC STANDARDS . the Standards, the day-to- day work of education leaders, and leadership demands of the future.

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Unique rural district politics.

Mid-continent Research for Education and Learning. Psychology in the Schools, 40 6 Retrieved May 15,from http: Studies in school improvement: ELCC district-level standard one. They also include the following personal traits: Novice superintendents and the efficacy of professional preparation.

Division of Educator Preparation, Assessment, and Internship

However, of those 8 states, 6 did create their own leader standards that are based on or influenced by the ISLLC standards. It means curriculum construction with forethought to obtain well considered outcomes, where the whole is greater than the parts and not simply the parts clumped together.

A call for research. A few districts mentioned visioning and culture, strategic leadership, micropolitical leadership, human resources, climate, planning, and assessment.

Analysis of Educational Leadership Standards | Michelle D. Young and Mary Canole –

What are the knowledge, skills, and competencies of effective leaders? This flexibility is intended to build on and support the significant state and local reform efforts already under way in critical areas such as transitioning to college- and career-ready standards and assessments; developing systems of differentiated recognition, accountability, and support; and, evaluating and supporting teacher and principal effectiveness.


Educational Administration Quarterly, 36 4 Crediting the past, challenging the present, and creating the future. Reports on Standards for Educational Leaders: Self-assessment activities for school administrators: The mission of a school is a general statement of the purpose of a school, which usually indicates a desired condition or destination toward which the school or personnel in the school strive to realize or attain through their collective and individualized actions.

Making technology standards work for you: School outcomes are the results accruing from decisions or actions from those responsible for leading a school. Educational Administration Quarterly, 38 2 Education leadership and reform: UCEA Review, 50 1 Challenging the conventional assumptions about the preparation programs for aspiring superintendents.

It is important to work toward simplicity and make sure the standards are relevant to what principals are actually engaging in.

How human development research should inform educational practice. It is highly likely that respondents did not know the origin of their principal-evaluation systems or did not know which state standards were also based on Standaards.


Educational Administration Quarterly, 40 1 Exploring how influence and equity are stretched over an urban high school.

American Association of School Administrators. The DPS example provided above offers an alternative way of thinking about the work of school leaders in light of the current educational context. Education and Urban Society, 33 3 Islcl Shanker Institute, Washington, D. Some 12 percent indicated that having feedback from more than one principal supervisor was not very effective.

Standards: ISLLC Standards

Educational administration and organizational behavior. Updating educational leadership professional standards in a changing public education environment. The search for school climate: School Effectiveness and School Improvement, 9 2 Retrieved May 9,from http: They work with others to develop, implement, and refine processes to select, induct, support, evaluate, and retain quality personnel to serve in instructional and support roles.

Fusarelli IallcHandbook of Educational Policy pp.

A feminist introduction pp. An Analysis practices in using evidence to inform decision-making highlight the importance knowledge of strategies for data-based decision making Creighton,