West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-165 - Standards of Professional Practice for West Virginia Superintendents, Principals and Teacher Leaders (5800) › Section 126-165-5 - Standards of Professional Practice for School Principals

Current through Register Vol. XLI, No. 28, July 12, 2024
5.1. Role. The effectiveness of the school
				principal, next to that of the classroom teacher, is the single most
				significant influence on student achievement. Principals who have interpersonal
				and collaborative skills combined with technical expertise in instructional
				leadership can dramatically elevate the overall effectiveness of a school. Each
				school has its own unique culture, level of expectation, priorities, procedures
				and programs that come together to positively or to negatively influence
				student learning. It is the role of the school principal to elevate the quality
				of operations and to align the efforts of staff so they coalesce to support the
				learning and well-being of each student. Certainly, this is a challenging and
				complex expectation. The nine standards and functions outlined in this policy
				are a descriptive guide to help leaders move in this direction. Central to the
				nine standards is the premise that principals can no longer be expected to do
				the complex work of moving the school forward by themselves and with little
				assistance and authority. First, there must be quality, school-specific support
				services and resources from the district office; services and resources that
				are based on the student data and professional needs of the school. Second,
				there must be an increase in the leadership of teachers; teacher leaders who
				promote and instill a sense of collective accountability and who engage staff
				in on-going collaborative discussions on how to improve school and classroom
				practice to improve student learning. This culture of cooperation and results
				will not develop by itself. This must be organized, valued, nurtured by the
				principal with appropriate supports from the central office including time for
				teachers to meet, structures for collaboration and quality professional
				development. Third, principals and teachers must be given appropriate
				flexibility to make school-based decisions about the research-based processes
				and strategies to improve school and classroom practice. If these conditions
				are put in place, then principals can be the leader of a team of leaders
				empowered to create those conditions that enhance the learning of all students
				in the school.
5.2. Standards.
5.2.a. Demonstrates Interpersonal and
				Collaborative Skills.
5.2.a.1. The principal
				acts ethically and professionally in personal conduct, relationships with
				others, decision-making, stewardship of the school's resources, and all aspects
				of leadership.
5.2.a.2. The
				principal develops the leadership capabilities of others and delegates
				appropriately, fosters a sense of teamwork, and makes decisions by
				collaborating with staff, students, and the community.
5.2.a.3. The principal leads with
				interpersonal and communication and effectively builds relationships with
				staff, students and the community.
5.2.a.4. The principal places children at the
				center of decision-making to promote each student's academic success and
				well-being.
5.2.a.5. The principal
				acts according to and promotes the professional norms of integrity, fairness,
				transparency, trust, collaboration, perseverance, learning, and continuous
				improvement.
5.2.a.6. The principal
				models a positive attitude and recognizes individual and collective
				accomplishments.