Illinois Administrative Code › Title 23 - EDUCATION AND CULTURAL RESOURCES › Part 33 - PROGRAMS FOR THE PREPARATION OF SUPERINTENDENTS IN ILLINOIS › Appendix A - Standards for Assessment and Evaluation

Current through Register Vol. 48, No. 28, July 12, 2024
By October 1, 2025, all standards shall be assessed using the
				candidate assessments and evaluation rubrics set forth in Appendix 1 of the
				National Educational Leadership Preparation (NELP) Program Recognition
				Standards-District Level, published by National Policy Board for Educational
				Administration, 1615 Duke Street, Alexandria VA 22314-3483 and available at
http://www.npbea.org/wp-content/uploads/2018/11/NELP-DISTRICT-Standards.pdf
.
				(No later amendments to or editions of these guidelines are incorporated.)
				Preparation program providers may utilize additional assessments and rubrics at
				their discretion.
Standards Through September 30, 2025
This Appendix sets forth the competencies that a candidate must
				acquire, aligned to each of the Standard Elements of the Educational Leadership
				Program Standards: 2011 ELCC District Level, as a result of successfully
				completing a superintendent preparation program.
Standard Category and Standard
						  Elements
Competencies Aligned to the Standard Elements
The candidate has acquired the knowledge, skills and
						  experience to lead a board of education, community and district stakeholders
						  to:
Standard 1: Vision
Standard Element
						  1.1
Understand and collaboratively develop, articulate,
						  implement and steward a shared vision of learning for a school district.
Design, lead and support a collaborative process for
						  developing and implementing a shared district vision and mission for learning
						  that is characterized by a respect for students and their families, and
						  community partnerships and includes a focus on the future.
Standard Element 1.2
Understand and collect and use data to identify
						  district goals, assess organizational effectiveness and implement district
						  goals.
Identify district-based tactical and strategic goals,
						  and collaboratively develop implementation plans to achieve those goals and
						  promote organizational learning and effectiveness.
Standard Element
						  1.3
Understand and promote continuous and sustainable
						  district improvement.
Lead the process to develop a comprehensive plan for
						  communicating and stewarding the district's vision, using evidence-centered
						  continuous and sustainable improvement strategies, data reporting and strategic
						  planning processes.
Standard 1.4
Understand and evaluate district progress and revise
						  district plans supported by stakeholders.
Lead the process to evaluate district improvement
						  processes to identify strategies or practices to be used to build the
						  organizational capacity necessary to support continual and sustainable district
						  improvement supported by district stakeholders.
Standard 2: Curriculum, Instruction and
						  Assessment
Standard Element 2.1
Advocate, nurture and sustain a district culture and
						  instructional program conducive to student learning through collaboration,
						  trust and a personalized learning environment with high expectations for
						  students.
Promote the district's plan for all students to achieve
						  academic and social-emotional success.
Standard Element 2.2
Understand and create and evaluate a comprehensive,
						  rigorous and coherent curricular and instructional program for the
						  district.
a) Lead the district in the process to create and
						  evaluate comprehensive, rigorous, and coherent programs to maximize
						  high-quality teaching and learning practices within the district;
b) Lead district change and collaboration that focuses
						  on improvements to district practices, student outcomes, curriculum,
						  instruction and assessment that:
1) Incorporates cultural competence in
						  development of these programs;
2) Meets the unique learning needs and
						  interests of diverse student populations; and
3) Personalizes the learning environment
						  with high expectations for all students.
Standard Element 2.3
Understand and develop and supervise the instructional
						  and leadership capacity across the district.
a) Systematically direct the monitoring of teaching and
						  learning practices across the district and provide assistance to school
						  administrators;
b) Facilitate the direction of the alignment of
						  curriculum, instruction and assessments;
c) Direct the use of evidence-based research in making
						  curricular, instructional and assessment decisions;
d) Provide district resources to support high-quality
						  curriculum, instruction and assessments;
e) Link the evaluation process to student progress,
						  utilizing data from principals and teachers, and other related data
						  sources;
f) Develop assessment and accountability systems that
						  utilize multiple data sources to monitor student success;
g) Lead the process to design performance evaluation
						  systems for staff based on multiple measures of professional performance and
						  student outcomes, and provide feedback based on evidence;
h) Provide leadership for districtwide and school-level
						  professional development plans that result in continuous growth and increased
						  capacity of school staff and leaders for improved teaching and student
						  learning; and
i) Set the expectation that the faculty and staff
						  maximize time spent on curriculum, instruction and assessment.
Standard Element 2.4
Understand and promote the most effective and
						  appropriate technologies to support teaching and learning within the
						  district.
a) Lead the use of district technology and performance
						  management systems to support teaching and learning; and
b) Monitor, evaluate and report on the effectiveness of
						  curriculum, instruction and assessment practices across the district, and make
						  appropriate recommendations.
Standard 3: Management
Standard Element 3.1
Understand and monitor and evaluate district management
						  and operational systems.
a) Develop and oversee district systems for effective
						  and efficient management of policies, procedures and practices;
b) Review and utilize the district's strategic and
						  long-range plans to guide the district's daily practices;
c) Analyze district processes and operations to
						  identify and place in priority order strategic and tactical challenges for the
						  district; and
d) Identify and demonstrate the ability to lead the
						  process to implement best practices in personnel management, facilities
						  operation, financial and student procedures, data management, technology
						  management and transportation systems.
Standard Element 3.2
Understand and efficiently use human, fiscal and
						  technological resources within the district.
a) Develop multi-year fiscal plans and annual budgets
						  aligned to the district's strategic plan (vision, mission, values and
						  goals);
b) Analyze and develop a district's budget and
						  financial status and project the district's long-term resource needs and
						  expenditures;
c) Lead the process to develop and implement facility
						  and space utilization plans for the district;
d) Lead the process to develop plans that reflect the
						  district's vision for the use of technology to manage district operational
						  systems;
e) Identify, recommend, secure, allocate and evaluate
						  appropriate human resources to support the educational program and
						  operations;
f) Demonstrate the ability to implement effective
						  internal controls for the receipt and distribution of funds at the district and
						  school levels; and
g) Lead and implement an effective process for asset
						  management.
Standard Element 3.3
Understand and promote district-level policies and
						  procedures that protect the welfare and safety of students and staff across the
						  district.
a) Lead the process to review, revise and implement
						  district policies and procedures that result in a safe and secure environment
						  for students and staff; and
b) Develop, review, analyze and implement crisis plans
						  in collaboration with district personnel and public safety officials.
Standard Element 3.4
Understand and develop district capacity for
						  distributed leadership.
a) Work with district- and building-level leaders to
						  identify collaborative leadership potential within the school district;
						  and
b) Identify strategies for developing district's
						  leadership capacity and sustainability.
Standard Element 3.5
Understand and ensure that district time focuses on
						  supporting high-quality school instruction and student learning.
a) Identify, research and recommend district standards
						  that protect instructional time and schedules;
b) Develop, evaluate and implement districtwide plans
						  and procedures that focus on high-quality instruction and student learning
						  (including but not limited to discipline, district calendars and daily
						  schedules); and
c) Work collaboratively through the collective
						  bargaining process to formalize district standards relative to instructional
						  time and schedules.
Standard 4: Relationships
Standard Element
						  4.1
Understand and collaborate with faculty and community
						  members by collecting and analyzing information pertinent to the improvement of
						  the district's educational environment.
a) Lead the process to collect, analyze, interpret and
						  communicate information pertinent to the district's environment and
						  collaboratively discuss strategies to determine improvement strategies;
						  and
b) Collaborate with families, staff, faculty, and board
						  of education and community members to respond to diverse community interests
						  and needs and to mobilize community resources.
Standard Element 4.2
Understand and mobilize community resources by
						  promoting understanding, appreciation and use of the community's diverse
						  cultural, social and intellectual resources throughout the district.
a) Promote trust, equity, fairness and respect among
						  school board members, school administrators, faculty, parents, students and the
						  district community;
b) Lead the process to identify and use diverse
						  community resources to improve district programs; and
c) Develop a process to assess needs of families and
						  develop collaborative strategies for effective district relationships with
						  families and caregivers.
Standard Element
						  4.3
Understand and respond to community interests and needs
						  by building and sustaining positive district relationships with families and
						  caregivers.
a) Lead the process to develop and maintain
						  relationships with families and caregivers and involve them in district
						  decision-making processes; and
b) Lead the process to develop and implement an
						  all-inclusive district-community engagement plan.
Standard Element 4.4
Understand and respond to community interests and needs
						  by building and sustaining productive district relationships with community
						  partners.
a) Identify appropriate opportunities for partnerships;
						  and
b) Promote and implement research-based practices that
						  promote constructive partnerships with families, caregivers, local services and
						  clubs, and other appropriate community members in the district.
Standard 5: Ethical Leadership
Standard Element 5.1
Understand and act with integrity and fairness to
						  ensure a district system of accountability for every student's academic and
						  social success.
a) Promote the success of every student, both
						  academically and socially, by understanding and applying knowledge of laws,
						  regulations and professional ethics related to schools and children; and
b) Lead the process to create a system that monitors,
						  analyzes and evaluates every student's academic and social success to ensure
						  equitable district decisions and practices that are in alignment with the
						  district's vision and mission.
Standard Element 5.2
Understand and model principles of self-awareness,
						  reflective practice, transparency and ethical behavior as related to the
						  superintendent's roles in the district.
a) Model and articulate the expectation of principles
						  of self-awareness, reflective practice, transparency and ethical behavior to
						  ensure all employees and the board of education act with integrity and fairness
						  in supporting district policies and practices;
b) Model and expect a district-level leadership culture
						  grounded in ethical standards and practices; and
c) Develop and model appropriate verbal and non-verbal
						  communication skills (including speaking, writing and listening).
Standard Element 5.3
Understand and safeguard the values of democracy,
						  equity and diversity within the district.
a) Model the emotional intelligence, maturity and
						  resiliency to uphold core values and persist in the face of adversity;
b) Model, implement and evaluate district policies and
						  procedures that support and advocate for democratic values, equity and
						  diversity;
c) Practice the principles of democracy, equity and
						  diversity of thought; and
d) Practice and advocate respect for diversity of all
						  classes of people.
Standard Element 5.4
Understand and evaluate the potential moral and legal
						  consequences of decision-making in the district.
Identify, analyze, evaluate and articulate the
						  potential moral and legal consequences of a particular decision.
Standard Element 5.5
Understand and promote social justice within the
						  district to ensure individual student needs inform all aspects of
						  schooling.
a) Ensure that student characteristics and needs inform
						  all aspects of schooling; and
b) Promote district policies, programs and practices
						  that ensure social justice, equity, confidentiality, acceptance and respect
						  between and among students and staff within a district.
Standard 6: Advocacy and Influence
Standard Element 6.1
Understand and advocate for the district's students,
						  families and caregivers.
a) Advocate for every child and his or her families and
						  caregivers;
b) Engage, communicate and collaborate with
						  stakeholders so that they understand the rationale behind federal, State and
						  district policy development and the implications of federal, State and district
						  policies for every child.
Standard Element 6.2
Understand and act to influence local, district, State
						  and national decisions affecting student learning in a district
						  environment.
a) Identify and analyze emerging district, local,
						  national and global issues in order to adapt district leadership strategies and
						  practices;
b) Advocate for federal, State and district policies
						  and programs that promote equitable learning outcomes for every child;
						  and
c) Communicate policies, laws and regulations, and
						  procedures to appropriate district stakeholders.
Standard Element 6.3
Understand and anticipate and assess emerging trends
						  and initiatives in order to adapt district-level leadership strategies.
a) Keep the board of education and stakeholders
						  informed of emerging trends and initiatives in providing proactive leadership
						  for the district;
b) Analyze how law and policy are applied consistently,
						  fairly and ethically; and
c) Anticipate and assess emerging trends and
						  initiatives in order to guide personal and professional leadership
						  strategies.