ISLLC Standards

Standard 2: A 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 student learning and staff professional growth.The administrator has KNOWLEDGE and understanding of:

• student growth and development
• applied learning theories
• applied motivational theories
• curriculum design, implementation, evaluation, and refinement
• principles of effective instruction
• measurement, evaluation, and assessment strategies
• diversity and its meaning for educational programs
• adult learning and professional development models
• the change process for systems, organizations, and individuals
• the role of technology in promoting student learning and professional growth
• school cultures

The administrator believes in, VALUES, and is committed to:

• student learning as the fundamental purpose of schooling
• the proposition that all students can learn
• the variety of ways in which students can learn
• life long learning for self and others
• professional development as an integral part of school improvement
• the benefits that diversity brings to the school community
• a safe and supportive learning environment
• preparing students to be contributing members of society

The administrator facilitates processes and ENGAGES in activities ensuring that:

• all individuals are treated with fairness, dignity, and respect
• professional development promotes a focus on student learning consistent with the school vision and goals
• students and staff feel valued and important
• the responsibilities and contributions of each individual are acknowledged
• barriers to student learning are identified, clarified, and addressed
• diversity is considered in developing learning experiences
• life long learning is encouraged and modeled
• there is a culture of high expectations for self, student, and staff performance
• technologies are used in teaching and learning
• student and staff accomplishments are recognized and celebrated
• multiple opportunities to learn are available to all students
• the school is organized and aligned for success
• curricular, co-curricular, and extra-curricular programs are designed, implemented, evaluated, and refined
• curriculum decisions are based on research, expertise of teachers, and the recommendations of learned societies
• the school culture and climate are assessed on a regular basis
• a variety of sources of information is used to make decisions
• student learning is assessed using a variety of techniques
• multiple sources of information regarding performance are used by staff and students
• a variety of supervisory and evaluation models is employed
• pupil personnel programs are developed to meet the needs of students and their families

Standard 3: A 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.

The administrator has KNOWLEDGE and understanding of:

• theories and models of organizations and the principles of organizational development
• operational procedures at the school and district level
• principles and issues relating to school safety and security
• human resources management and development
• principles and issues relating to fiscal operations of school management
• principles and issues relating to school facilities and use of space
• legal issues impacting school operations
• current technologies that support management functions

The administrator believes in, VALUES, and is committed to:

• making management decisions to enhance learning and teaching
• taking risks to improve schools
• trusting people and their judgments
• accepting responsibility
• high-quality standards, expectations, and performances
• involving stakeholders in management processes
• a safe environment

The administrator facilitates processes and ENGAGES in activities ensuring that:

• knowledge of learning, teaching, and student development is used to inform management decisions
• operational procedures are designed and managed to maximize opportunities for successful learning
• emerging trends are recognized, studied, and applied as appropriate
• operational plans and procedures to achieve the vision and goals of the school are in place
• collective bargaining and other contractual agreements related to the school are effectively managed
• the school plant, equipment, and support systems operate safely, efficiently, and effectively
• time is managed to maximize attainment of organizational goals
• potential problems and opportunities are identified
• problems are confronted and resolved in a timely manner
• financial, human, and material resources are aligned to the goals of schools
• the school acts entrepreneurially to support continuous improvement
• organizational systems are regularly monitored and modified as needed
• stakeholders are involved in decisions affecting schools
• responsibility is shared to maximize ownership and accountability
• effective problem-framing and problem-solving skills are used
• effective conflict resolution skills are used
• effective group-process and consensus-building skills are used
• effective communication skills are used
• there is effective use of technology to manage school operations
• fiscal resources of the school are managed responsibly, efficiently, and effectively
• a safe, clean, and aesthetically pleasing school environment is created and maintained
• human resource functions support the attainment of school goals
• confidentiality and privacy of school records are maintained

Standard 4 : A 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.

The administrator has KNOWLEDGE and understanding of:

• emerging issues and trends that potentially impact the school community
• the conditions and dynamics of the diverse school community
• community resources
• community relations and marketing strategies and processes
• successful models of school, family, business, community, government and higher education partnerships

The administrator believes in, VALUES, and is committed to:

• schools operating as an integral part of the larger community
• collaboration and communication with families
• involvement of families and other stakeholders in school decision-making processes
• the proposition that diversity enriches the school
• families as partners in the education of their children
• the proposition that families have the best interests of their children in mind
• resources of the family and community needing to be brought to bear on the education of students
• an informed public

The administrator facilitates processes and ENGAGES in activities ensuring that:

• high visibility, active involvement, and communication with the larger community is a priority
• relationships with community leaders are identified and nurtured
• information about family and community concerns, expectations, and needs is used regularly
• there is outreach to different business, religious, political, and service agencies and organizations
• credence is given to individuals and groups whose values and opinions may conflict
• the school and community serve one another as resources
• available community resources are secured to help the school solve problems and achieve goals
  • partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals
  • community youth family services are integrated with school programs
• community stakeholders are treated equitably
• diversity is recognized and valued
• effective media relations are developed and maintained
• a comprehensive program of community relations is established
• public resources and funds are used appropriately and wisely
• community collaboration is modeled for staff
• opportunities for staff to develop collaborative skills are provided

Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

The administrator has KNOWLEDGE and understanding of:

• the purpose of education and the role of leadership in modern society
• various ethical frameworks and perspectives on ethics
• the values of the diverse school community
• professional codes of ethics
• the philosophy and history of education

The administrator believes in, VALUES, and is committed to:

• the ideal of the common good
• the principles in the Bill of Rights
• the right of every student to a free, quality education
• bringing ethical principles to the decision-making process
• subordinating one’s own interest to the good of the school community
• accepting the consequences for upholding one’s principles and actions
• using the influence of one’s office constructively and productively in the service of all students and their families
• development of a caring school community

The administrator facilitates processes and ENGAGES in activities ensuring that:

• examines personal and professional values
• demonstrates a personal and professional code of ethics
• demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance
• serves as a role model
• accepts responsibility for school operations
• considers the impact of one’s administrative practices on others
• uses the influence of the office to enhance the educational program rather than for personal gain
• treats people fairly, equitably, and with dignity and respect
• protects the rights and confidentiality of students and staff
• demonstrates appreciation for and sensitivity to the diversity in the school community
• recognizes and respects the legitimate authority of others
• examines and considers the prevailing values of the diverse school community
• expects that others in the school community will demonstrate integrity and exercise ethical behavior
• opens the school to public scrutiny
• fulfills legal and contractual obligations
• applies laws and procedures fairly, wisely, and considerately

Standard 6: A 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.

The administrator has knowledge and understanding of:

• principles of representative governance that undergird the system of American schools
• the role of public education in developing and renewing a democratic society and an economically productive nation
• the law as related to education and schooling
• the political, social, cultural and economic systems and processes that impact schools
• models and strategies of change and conflict resolution as applied to the larger political, social, cultural and economic contexts of schooling
• global issues and forces affecting teaching and learning
• the dynamics of policy development and advocacy under our democratic political system
• the importance of diversity and equity in a democratic society

The administrator believes in, VALUES, and is committed to:

• education as a key to opportunity and social mobility

• recognizing a variety of ideas, values, and cultures

• importance of a continuing dialogue with other decision makers affecting education

• actively participating in the political and policy-making context in the service of education

• using legal systems to protect student rights and improve student opportunities

The administrator facilitates processes and ENGAGES in activities ensuring that:

• the environment in which schools operate is influenced on behalf of students and their families
• communication occurs among the school community concerning trends, issues, and potential changes in the
• environment in which schools operate
• there is ongoing dialogue with representatives of diverse community groups
• the school community works within the framework of policies, laws, and regulations enacted by local state, and
• federal authorities
• public policy is shaped to provide quality education for students
• lines of communication are developed with decision makers outside the school community

Standard 7: A school administrator is an educational leader who support digital age learning, implement technology and transform the education landscape. See the ISTE Technology Standards for Administrators. http://www.iste.org/standards/standards-for-administrators

The administrator has KNOWLEDGE and VALUES:

• how to inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization
• how to create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students
• how to promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources
• how to provide digital age leadership and management to continuously improve the organization through the effective use of information and technology resources
• how to model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture

The administrator facilitates processes and ENGAGES in activities ensuring that:

• Inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders
• Engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision
• Advocate on local, state and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan
• Ensure instructional innovation focused on continuous improvement of digital-age learning
• Model and promote the frequent and effective use of technology for learning
• Provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners
• Ensure effective practice in the study of technology and its infusion across the curriculum
• Promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital age collaboration
• Allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration
• Facilitate and participate in learning communities that stimulate, nurture and support administrators, faculty, and staff in the study and use of technology
• Promote and model effective communication and collaboration among stakeholders using digital age tools
• Stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning
• Lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources
• Collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning
• Recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals
• Establish and leverage strategic partnerships to support systemic improvement
• Establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning
• Ensure equitable access to appropriate digital tools and resources to meet the needs of all learners
• Promote, model and establish policies for safe, legal, and ethical use of digital information and technology
• Promote and model responsible social interactions related to the use of technology and information
• Model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools