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Welcome

Practicing The Art of Leadership


Green. 2013

The chapter includes; (P.2)

Standards


Examine emergence of standards

Rational of their use

Informing
organization proposing them
Set of standards informing school leadership behavior and
programs

School
scenarios and vignettes used to transform the standards into
practice

Leadership
Background

Challenges for schools leaders; enactment of new federal and state


laws, new reforms and accountability (p.1)
Lack of preparation for new role of School (p.1)
National standards to inform school leadership behavior and practices.
(p.1)
Broadened standard movement (curriculum to school leadership),
Accountability measures, new investments to meet high standard and
improvement of quality of education in all states. (p.1)
Although they are diverse the only tool enhance the quality of school
leadership is questionable/debatable (P.2)
Sustainability of standards movement (p. 2)
Emergence of standards for
schools (p.2)
Development of leaders who transform school into
learning communities where the beliefs, values, and
opinions of all stakeholders are respected. (p. 2)
Believe in diversity and shared vision and accountability
system to ensure fair process and equity for all children
(P. 3)
Ensuring the approach used to communicate the vision
to all stakeholder is appropriate and effective. (P. 3)
Establishment of clear objective standards, define
leaders behavior help in developing evaluation criteria
Emergence of standards for
schools (p.2)
Understanding school conditions: (p. 3)
In order to prepare school leader knowledgeable about
process and procedures align with School improvement
plan with involvement of stakeholders and with data
analysis for the enhancement of student performance
there should be understanding of existing conditions of
the school.
The school leader must establish climate of trust,
mutual respect and collaboration, that build empowered
team to achieve the objectives and has capacity to lead.
Emergence of standards for
schools (p.2)
Building the Capacity (P. 4)
Utilizing best practices to enhance student
achievements
Sustaining PD programs
Developing skills in planning, organization,
communication, interpersonal relation, group process,
problem solving and change process
The Use of Standards and the Organizations That
Create Them

To inform policy decision at local and state level


To move from course based programs to standards-driven program
(Green et al. 2006 shows that many states has adopted standards)
The extent to achievement of proficiency in a variety of areas
Processing of the leadership licensure, or certification
Assessing the accuracy of administration preparation programs(p. 5)
Granting leadership program approval
Continuing of employment , promotion and salary adjustment
Developing performance-based evaluation system to assess school
leaders
The Use of Standards and the Organizations That
Create Them

National Policy Board for Educational Administration


NPBEA is umbrella organization having nine member organizations, with
the purpose of advancing the professional development standard for
educational administration
Provides imputes for the development of set of policy standards to inform
school leadership development programs and behavior of practitioners
Led for the development and implementation of ISLLCSs
Its strategic initiatives includes:
1. National Standards for School leaders
2. Accreditation Standards and Reviews of Edu. Leadership Preparation programs
3.Advanced Board Certification for Educational Leaders
ISLLC Standard and
Performance Assessment
Some states use ISLLC standards for assessing
performance for school licensure for future school
leaders
School Leaders Licensure Assessment (SLLA) is a
program of educational testing service offered for
school leaders licensure and for superintendents
The Educational Leadership Constituent Council
Standards (p. 8)

Some school accreditation agencies use standards for assessing


the quality of college and university preparation programs (P.8)
ELCC on the behalf of National Council for Accreditation of Teacher
Education developed set of standards for accreditation process,
aligned with ISLLCSs and used by NCATE for leadership
preparation programs to ensure that graduates are well prepared
to perform at workplace
THE ASSOCIATED STANDARDS: ISLLC and ELCC standards are
similar in content help in determining who well graduate from
university preparation programs are prepared to practice the art
of leadership
UNPACKING THE ISLLC
STANDARDS: (P. 8-10)
The original six ISLLCSs were 183 indicators, 43 about
required knowledge, 43 about disposition and 97
addressed the outcome performance of school leaders
(p. 8)
Indicators were replaced with functions in revised six
standards (p. 9-10)
These standards assist school leaders in planning their
course of action, and coping to variety of situations and
enhance their professional growth
Essential Component of ISLLC Standards (p. 16)

Standard 1 (A vision of
Learning)
Facilitation Standard 2 (School, community and Teaching and
Learning)
Culture
Challenges Instructional Program

Strategic Planning


Student Learning

Professional Growth

Leadership Capacity Climate

Stakeholder Involvement
Essential Component of ISLLC Standards (p. 16)

Standard 3 (Managing
School Operation)
Coordinating Standard 4 (Building Effective Interpersonal Relationship)

Organizing


Respecting Diversity

Assessing Community Interests and Needs

Planning Utilizing community resources


Collaboration

Resource Acquisition and


Management
Ensuring Safe Schools
Essential Component of ISLLC Standards (p. 16)

Standard 5 (Leading
with Integrity in Fair and
Ethical Manner Standard 6 (Understanding the Political, Social, Economic
and Legal Context)

Integrity Political
Social

Fairness Economic
Legal
Ethics Culture
Transforming Standard into
Practice (p. 17-19)
Center for Urban School Leadership at U of M and Regional Education
Board in Atlanta GA are using ISLLC standards for reinventing
leadership preparation programs (p. 17)
Green (2006) develop The Leadership Behavior Inventory to measure
the extent to which school leaders exhibit behavior
63 Individuals were participated in Center for Urban School Leadership
programs and are serving as school leaders in west Tennessee schools
The Southern Regional Education Board (SREB) and its partner
universities and schools districts in 16-state region have developed 13
critical success factors that establish a framework for 17 curriculum
modules. (p. 18)
Leadership Behavior in Schools

ISLLC standards can be implemented in one year or in


the phases depending on the capacity of the leader and
faculty.
Implementing Standards Using Scenarios and
Vignettes (p. 20-22)

Use of case study or scenario approach as a pedagogical approach is


adopted in different fields and proven effective instructional tool. (p.
21)
Selecting standard that inform leader behavior, relating to the specific
theories then transforming theories into practice through the analysis
of scenarios will create discussion of practical solutions to real-life
school challenges. (p. 21)
The use of scenario will help connecting theory and practice, acquiring
skills and critical analysis and problem solving to foster their capacity
to analyze situations make decisions and communicate with
constituents. This will also help in developing, implementing and
evaluating action plans.
Thank you and Discussion