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Delaware Administrator Standards
1.0 Systemic Leadership: An educational leader possesses the knowledge and skills to foster vision and purpose, to achieve common goals, to frame problems, to utilize information, to exercise leadership processes, and to promote teamwork to achieve the vision.
1.1
The
educational leader has knowledge and understanding of:
1.1.1 purposes of education.
1.1.2
strategic planning and vision
building.
1.1.3
learning communities.
1.1.4
organizational change
processes.
1.1.5
consensus building and
negotiating.
1.1.6
leadership and motivation.
1.1.7
problem framing and problem
resolution.
1.1.8
data collection, analysis, and
interpretation.
1.1.9
social and political
influences affecting schools.
1.2 The
educational leader prepares for and acts to:
1.2.1 create a shared vision of
learning that promotes high levels of success for all students.
1.2.2
develop a school community
focusing on teaching and learning.
1.2.3
facilitate
collegiality and teamwork by creating conditions that motivate staff, students,
and families to achieve the shared vision.
1.2.4
utilize the change
process to improve the organization.
1.2.5
frame, analyze,
and resolve issues using problem-solving techniques and decision-making skills.
1.2.6
gather, analyze,
and utilize data for strategic planning and decision-making using appropriate
technologies.
1.2.7
communicate the
vision and core beliefs of the school to the school community.
1.2.8
recognize
potential opportunities and barriers to achieving the school community's vision,
and initiate strategies to address them.
1.2.9
monitor and revise
the vision and mission regularly with the school community.
2.0 Instructional Leadership: An educational leader possesses the knowledge and skills to facilitate the design of appropriate standards-based curriculum, to develop a positive learning environment, to initiate with faculty a variety of instructional programs, to assess outcomes, and to plan professional development activities with staff.
2.1 The educational leader has knowledge and understanding of:
2.1.1 student growth and development.
2.1.2 applied learning theories.
2.1.3 curriculum design, implementation, evaluation and refinement.
2.1.4 instructional principles and strategies.
2.1.5 instructional technologies.
2.1.6 special needs of diverse student populations.
2.1.7 supervision and performance appraisal strategies.
2.1.8 measurement theory and assessment related issues.
2.1.9 adult learning and professional development strategies.
2.1.10 Delaware content standards.
2.2 The educational leader prepares for and acts to:
2.2.1 model a strong commitment to teaching and learning
2.2.2 collaborate with staff to plan and implement curriculum based on student needs, research, informed practice, governmental policies, and the recommendations of national groups.
2.2.3 develop collaboratively a learning organization that focuses on improving instruction, incorporates best practice, and promotes student achievement.
2.2.4 incorporate various staffing patterns, student grouping plans, scheduling patterns, and organizational structures to support teaching strategies appropriate to desired student outcomes.
2.2.5 facilitate with teachers the selection of learning materials and experiences appropriate for various learning styles and specific student needs.
2.2.6 promote learning responsive to gender, ethnicity, culture, socio-economic needs, and exceptionalities.
2.2.7 support instruction that develops thinking skills, promotes problem solving, and applies learning.
2.2.8 assure a variety of assessment strategies to measure desired student outcomes.
2.2.9 collect and analyze student data to improve curriculum and instruction.
2.2.10 incorporate technologies into the instructional system.
2.2.11 integrate co-curricular and extra-curricular activities with the instructional program.
2.2.12 facilitate the development of professional growth programs which promote continuous improvement.
2.2.13 utilize supervisory and performance appraisal techniques consistent with state policy.
3.0 Community and Political Leadership: An educational leader possesses the knowledge and skills to act in accordance with legal provisions and statutory requirements, to influence public policy, to apply regulatory standards, to understand schools as political systems, to inform and involve parents and community groups, and to develop public relations and media relations programs.
3.1 The educational leader has knowledge and understanding of:
3.1.1 federal and state
constitutional, statutory and regulatory provisions, and judicial decisions
governing education.
3.1.2 common law and
contractual requirements.
3.1.3 political, social,
cultural and economic issues and forces affecting
education.
3.1.4 policy
formulation, implementation and evaluation at the federal, state and local
levels.
3.1.5 public school
governance and school board functions.
3.1.6 family and
community involvement in appropriate policy development, program planning and
assessment procedures.
3.1.7 conditions and
dynamics of the diverse school community.
3.1.8 school communities
as political systems.
3.1.9 public and media
relations.
3.2 The educational
leader prepares for and acts to:
3.2.1 apply federal and
state constitutional, statutory and regulatory provisions, judicial decisions,
common law requirements, and contractual agreements to schools and school
personnel.
3.2.2 propose and
influence policies that benefit students and schools.
3.2.3 interact with the
diverse school community to benefit students.
3.2.4 develop
relationships with families to strengthen educational commitment and
opportunity.
3.2.5 identify and
influence key opinion leaders and organizations to generate support for school
goals and programs.
3.2.6 assure that
ethical standards be applied to the development and implementation of policies.
3.2.7 involve the school
community, as appropriate, in planning and assessing school policies and
programs.
3.2.8 articulate the
district and school educational vision and program initiatives.
3.2.9 develop
partnerships with public and private organizations to improve educational
opportunities for all students.
3.2.10 work with local
governing boards.
3.2.11 implement staff
communications and public relations strategies for the benefit of students and
schools.
3.2.12 communicate with
parents, the community, and school personnel, utilizing available technologies.
4.0 Organizational Leadership:
An
educational leader possesses the knowledge and skills to establish and improve
organizational structure and processes, to design and implement operational
plans, to secure and manage resources, and to engage others in the decision
making process.
4.1 The educational
leader has knowledge and understanding of:
4.1.1 organizational and
management systems and technologies.
4.1.2 operational
procedures.
4.1.3 budget planning
and management processes.
4.1.4 management
techniques.
4.1.5 facilities and
support services management.
4.2 The educational
leader prepares for and acts to:
4.2.1 establish
operational plans and procedures to accomplish goals.
4.2.2 implement
management processes and procedures which recognize the value of decentralized
and centralized decisions.
4.2.3 use collaborative
processes to develop procedures and make decisions.
4.2.4 prioritize
individual and organizational time to accomplish educational goals.
4.2.5 review
organizational structures and management systems regularly.
4.2.6 develop a budget
planning process which reflects school and district priorities.
4.2.7 perform budget
management and reporting functions.
4.2.8 apply technologies
to management operations.
4.2.9 utilize the change
process for improving organizational structure and management.
4.2.10 create a safe
school environment.
4.2.11 manage collective
bargaining agreements.
4.2.12 manage capital
goods and support services.
5.0 Interpersonal and Ethical Leadership:
An educational leader possesses the knowledge and interpersonal
skills to facilitate teamwork and collegiality and the attributes to act
ethically and with integrity.
5.1 The educational
leader has knowledge and understanding of:
5.1.1 professional codes
of ethics.
5.1.2 ethical frameworks
and perspectives.
5.1.3 communication
processes and skills.
5.1.4 consensus-building
and negotiating strategies.
5.1.5 interpersonal
processes.
5.1.6 conflict
management.
5.1.7 counseling and
mentoring.
5.1.8 values of the
diverse school community.
5.1.9 leadership by
example.
5.2 The educational
leader prepares for and acts to:
5.2.1 demonstrate by
example a high standard of professional and personal ethics.
5.2.2 make decisions
within an ethical framework.
5.2.3 develop an
organizational ethos to guide school policies and programs, and to encourage a
positive school culture.
5.2.4 create a culture
of trust and open communication.
5.2.5 exhibit
sensitivity, respect, tact, and consistency in interpersonal relations.
5.2.6 use effective
written, verbal and nonverbal communication.
5.2.7 foster continuous
professional growth.
5.2.8 develop leadership
opportunities for staff.
5.2.9 utilize the
knowledge, skills, and experiences of the diverse school community.
5.2.10 resolve conflicts
and tensions.
5.2.11 promote awareness
of and sensitivity to ethnicity, gender, culture, and exceptionalities.
5.2.12 utilize
counseling and mentoring techniques.
5.2.13 examine and
consider the prevailing values of the community.
5.2.14 promote integrity
and ethical behavior of others within the school community.
5.2.15 celebrate student
and staff accomplishments.
Comments on this new Regulation:
Delaware Administrator Standards regulations are the result of the work of a committee of twenty-one educators representing building administrators, central office administrators, Department of Education staff, teachers, school boards and higher education. The work of the committee was made easier by the fact that an ad hoc committee made up of representatives of various professional groups had been working on the same task, albeit for a different purpose, for several years. In addition, the committee was fortunate to have a national leader in the development of administrator standards, Scott Thomson, recently retired Executive Director of the National Policy Board for Educational Administration, as their consultant.