Finance & Equitable Resource Allocation

PSEL Standard 6: Professional Capacity of School Personnel
[6a; 6b; 6c; 6d; 6e; 6f; 6g; 6h; 6i]

Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being. Effective leaders:

a) Recruit, hire, support, develop, and retain effective and caring teachers and other professional staff and form them into an educationally effective faculty.
b) Plan for and manage staff turnover and succession, providing opportunities for effective induction and mentoring of new personnel.
c) Develop teachers’ and staff members’ professional knowledge, skills, and practice through differentiated opportunities for learning and growth, guided by understanding of professional and adult learning and development.
d) Foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student.
e) Deliver actionable feedback about instruction and other professional practice through valid, research-anchored systems of supervision and evaluation to support the development of teachers’ and staff members’ knowledge, skills, and practice.
f) Empower and motivate teachers and staff to the highest levels of professional practice and to continuous learning and improvement.
g) Develop the capacity, opportunities, and support for teacher leadership and leadership from other members of the school community.
h) Promote the personal and professional health, well-being, and work-life balance of faculty and staff.
i) Tend to their own learning and effectiveness through reflection, study, and improvement, maintaining a healthy work-life balance.

PSEL Standard 7: Professional Community for Teachers and Staff [7a; 7b; 7c; 7d; 7e; 7f; 7g; 7h]

Effective educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being. Effective leaders:
a) Develop workplace conditions for teachers and other professional staff that promote effective professional development, practice, and student learning.
b) Empower and entrust teachers and staff with collective responsibility for meeting the academic, social, emotional, and physical needs of each student, pursuant to the mission, vision, and core values of the school.
c) Establish and sustain a professional culture of engagement and commitment to shared vision, goals, and objectives pertaining to the education of the whole child; high expectations for professional work; ethical and equitable practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement.
d) Promote mutual accountability among teachers and other professional staff for each student’s success and the effectiveness of the school as a whole.
e) Develop and support open, productive, caring, and trusting working relationships among leaders, faculty, and staff to promote professional capacity and the improvement of practice.
f) Design and implement job-embedded and other opportunities for professional learning collaboratively with faculty and staff.
g) Provide opportunities for collaborative examination of practice, collegial feedback, and collective learning.h) Encourage faculty-initiated improvement of programs and practices.

PSEL Standard 9: Operations and Management [9a; 9b; 9c; 9d; 9e; 9f; 9g; 9h; 9i; 9j; 9k; 9l]

Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being. Effective leaders:
a) Institute, manage, and monitor operations and administrative systems that promote the mission and vision of the school.
b) Strategically manage staff resources, assigning and scheduling teachers and staff to roles and responsibilities that optimize their professional capacity to address each student’s learning needs.
c) Seek, acquire, and manage fiscal, physical, and other resources to support curriculum, instruction, and assessment; student learning community; professional capacity and community; and family and community engagement.
d) Are responsible, ethical, and accountable stewards of the school’s monetary and nonmonetary resources, engaging in effective budgeting and accounting practices.
e) Protect teachers’ and other staff members’ work and learning from disruption.
f) Employ technology to improve the quality and efficiency of operations and management.
g) Develop and maintain data and communication systems to deliver actionable information for classroom and school improvement.
h) Know, comply with, and help the school community understand local, state, and federal laws, rights, policies, and regulations so as to promote student success.
i) Develop and manage relationships with feeder and connecting schools for enrollment management and curricular and instructional articulation.
j) Develop and manage productive relationships with the central office and school board
k) Develop and administer systems for fair and equitable management of conflict among students, faculty and staff, leaders, families, and community.
l) Manage governance processes and internal and external politics toward achieving the school’s mission and vision.

NELP Standard Six: Operations and Management [6.1; 6.2; 6.3]

• Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data-informed and equitable school resource plans and to apply laws, policies, and regulations.

• Element 6.1 (MANAGEMENT AND OPERATION SYSTEMS): Program completers understand and demonstrate the capacity to evaluate, develop, and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission and vision of the school.

• Element 6.2 (DATA AND RESOURCES): Program completers understand and demonstrate the capacity to evaluate, develop, and advocate for a data-informed and equitable resourcing plan that supports school improvement and student development.

• Element 6.3 (SUCCESS AND WELL-BEING): Program completers understand and demonstrate the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being.

• NELP Standard Seven: Building Professional Capacity [7.1; 7.2; 7.3; 7.4]

• Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.

• Element 7.2 (PROFESSIONAL CULTURE): Program completers understand and have the capacity to develop and engage staff in a collaborative professional culture designed to promote school improvement, teacher retention, and the success and well-being of each student and adult in the school.

• Element 7.3 (ENGAGEMENT): Program completers understand and have the capacity to personally engage in, as well as collaboratively engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success.

• Element 7.4 (SUPERVISION AND EVALUATION): Program completers understand and have the capacity to evaluate, develop, and implement systems of supervision, support, and evaluation designed to promote school improvement and student success.