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 126-165-4 - Standards of Professional Practice for County Superintendents

Current through Register Vol. XLI, No. 28, July 12, 2024
4.1. Role. The
				standards of professional practice for county superintendents establish the
				superintendent as the chief instructional leader and executive officer of the
				school system who works in collaboration with the county board of education to
				ensure that all elements of system operations come together to advance student
				learning. This requires a leader absolutely dedicated to student academic
				achievement and well-being who can create fiscally responsible systems and
				processes that improve the quality of learning in each school. Today's
				superintendents must understand the broad national and global economic/social
				context to which schools must respond but must work within the context of the
				local community to address these issues in a coherent and viable strategic
				direction for the school system. The overall direction of the system must
				ultimately be realized within each school and classroom; the progress made by
				each school can be profoundly influenced by the quality of district operations,
				fiscal management, support, culture and systems of accountability. Thus, the
				superintendent must not only ensure that district systems and processes are of
				the highest quality but that they are differentiated and orchestrated to
				address each school's improvement needs. Within this context, the
				superintendent must establish clear goals and benchmarks of accountability
				while supporting the work of collaborative teams to find the best ways of
				improving professional practice within each school. The work of a county
				superintendent is multifaceted and relies on both technical knowledge and
				interpersonal skill. However, by forming stakeholder coalitions and staff
				communities of professional practice, the superintendent, working with the
				county board, can be the necessary transformational change agent able to
				influence the progress and success of student in each school.
4.2. Standards.
4.2.a. Demonstrates Interpersonal and
				Collaborative Skills.
4.2.a.1. The
				superintendent models professional, moral and ethical behaviors that build
				trust and respect among staff and the community.
4.2.a.2. The superintendent develops a
				productive working relationship with and among the county board members that
				enables collective action on behalf of students.
4.2.a.3. The superintendent forms a cohesive
				district office team whose efforts coalesce to support schools in improving
				student achievement.
4.2.a.4. The
				superintendent develops and supports the leadership capabilities of others and
				delegates appropriately.
4.2.a.5.
				The superintendent builds networks and fosters teamwork and collaboration
				within and across the school system and the community.
4.2.a.6. The superintendent demonstrates
				effective communication skills including use of digital tools and
				applications.
4.2.a.7. The
				superintendent frames problems and makes decisions that promote the long-term
				best interest of students.
4.2.a.8.
				The superintendent anticipates and addresses conflict in ways that promote the
				improvement of the system.
4.2.a.9.
				The superintendent recognizes accomplishment and ensures there are school and
				school system recognition processes.