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 126-165-3 - Operating Premises

Current through Register Vol. XLI, No. 28, July 12, 2024
3.1. The
				leadership standards described in this policy are derived from the study of
				research on effective superintendents, principals and teacher leaders. They
				reflect a series of premises intended to guide their application to policy and
				practice.
3.1.a. Focus on Learning. The
				underlying focus of each leadership standard described in this policy is a
				pervasive commitment to the advancement of student learning; learning that is
				broad enough, deep enough and individualized enough to develop the conceptual
				understandings, skills and dispositions necessary for transition to
				post-secondary education and careers. The fundamental job description of the
				leader is to create the appropriate organizational conditions and develop the
				personnel expertise necessary to ensure that learning occurs for each and every
				student. Central to this outcome is a new role for students and teachers.
				Leaders must be able to implement school and classroom processes that
				intentionally foster student self-directed learning and personal
				accountability. This means teachers will act as learning facilitators;
				facilitators who design instructional processes to foster student ownership,
				use personalized strategies that promote engagement, and plan evaluation
				processes that provide opportunities for student self-assessment, reflection
				and goal setting.
3.1.b. Continuum
				of Professional Skills. The leadership standards and functions set a high bar
				for the level of quality expected of West Virginia superintendents, principals
				and teacher leaders. Reaching this high bar will demand changes in all aspects
				of the development of leaders including quality succession planning, more
				rigorous and job-embedded preparation programs and a continuum of professional
				development that ensures on-going professional growth. No leader will
				realistically begin his or her career with all the knowledge, skills and
				dispositions outlined in these standards. However, future policy derived from
				these standards must guide leaders (1) to increasingly gain proficiency in
				every standard and (2) to assemble leadership teams that can collectively over
				time manifest all the functions outlined in this document.
3.1.c. Leadership Occurs in Context. An
				important part of leadership preparation is gaining perspective on how and when
				to exert particular skills in order to advance individual and organizational
				effectiveness. All leadership efforts occur in a context. Although all nine
				leadership standards are interconnected and necessary for creating and
				sustaining effective schools and school systems, some may be more important
				depending on existing circumstances and conditions. Leadership is a complex
				act, but effective leaders are able to use contextual understanding and a broad
				set of skills and knowledge to do the right things at the right time and in the
				right way to move the organization forward.
3.1.d. Distributed and Collaborative
				Leadership. In order to bring about the significant organizational changes
				necessary to teach all students to high levels, there must be distributive and
				collaborative models of leadership throughout the school system. This view of
				leadership recognizes that there is boundless expertise and creativity within
				the organization that can be harnessed on behalf of students. Policy 5800
				inculcates these collaborative principles throughout the language and actions
				described in specific functions. Certainly, implementation of these standards
				will require new role definitions and expectations of principals, teachers and
				superintendents. It will also require the creation of new organizational
				structures that allow collaboration and disbursed leadership to occur. With
				viable structures of collaborative teams and a more inclusive view of
				leadership, from the classroom to the board room, it will be possible to
				generate the collective accountability and collective action necessary to
				advance student learning.
3.1.e.
				Expected Evidence of Outcomes. As part of the public investment in educational
				quality comes leadership accountability for results. This goes beyond the
				accountability for those behaviors outlined in these standards such as fiscal
				responsibility, moral and ethical responsibility and duty to implement and
				follow policies and code. The standards and functions outlined in this policy
				establish broader accountability for creating conditions and developing
				personnel in ways that positively affect student outcomes. These valued
				outcomes for students include evidence of growth in (1) student academic
				achievement, (2) graduation rates and (3) effective preparation for
				post-secondary education and careers.
3.1.f. Coherent Leadership Focus. Although
				Policy 5800 differentiates the specific role functions for superintendents,
				principals and teacher leaders, the functions relate to the same nine
				leadership standards. This format is intentional. High quality leadership at
				any level of the organization shares certain common research-based
				characteristics. By organizing the three sets of standards around these
				learning-centered elements, the standards send a strong message regarding the
				importance of leadership coherence within a school district. Clearly the
				specific roles of teacher leaders, principals and superintendents are unique
				and must be developed accordingly. However, organizational effectiveness will
				be significantly improved when all leaders work within their respective level
				of influence to develop the characteristics common to high performing schools
				and systems.
3.1.g. Importance of
				Technology to Leadership Efficacy. Using the digital tools of the 21st century
				is an integral and necessary element of educational leadership. The relevance
				of these tools to effective leadership practice is appropriately addressed
				throughout the standards document. However, Policy 5800 does not define the
				specific technology proficiencies for leaders. These proficiencies are outlined
				in W. Va. 126 CSR 114, WVBE Policy 5100, Approval of Educational Personnel
				Preparation Programs (hereinafter Policy 5100). Thus, Policy 5800 provides the
				leadership context for technology use while Policy 5100 guides the more
				specific skill development and application.