394  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.

      The Administrator Standards are a clear and defining statement of what all school administrators should know and be able to do regardless of specific job responsibilities.  These standards apply to all educational administrators requiring state licensure to practice.  Key to building a cadre of school administrators possessing these attributes is an expectation that the profession of educational leadership will possess the characteristics of all other major professions.  These characteristics include a common core of knowledge together with demonstrated performance, ethical standards and accountability to the public.

      These Delaware Administrator Standards reflect a solid compatibility with the two national documents, Standards for School Leaders prepared by the Interstate School Leaders Licensure Consortium (ISLLC) and Curriculum Guidelines for Advanced Programs in Educational Leadership approved by the National Council for the Accreditation of Teacher Education (NCATE).  There is also a high level of compatibility with the Delaware Teaching Standards.  The standards address Systemic Leadership, Instructional Leadership, Community and Political Leadership, Organizational Leadership and Interpersonal and Ethical Leadership.

      The Delaware Administrator Standards regulations include the five Standards with Knowledge and Performance Indicators for each Standard.  These regulations are also found in the General Regulations section of the Manual for Certification of Professional Public School Personnel, Chapter 13.