Develop the capacity, opportunities, and support for teacher leadership and leadership from other members of the school community. Promote the personal and professional health, well-being, and work-life balance of faculty and staff. Tend to their own learning and effectiveness through reflection, study, and improvement, maintaining a healthy work-life balance. Standard 5 – Community of Care and Support for Students Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student. Effective leaders: and maintain a safe, caring, and healthy school environment that meets that the academic, social, emotional, and physical needs of each student. ISLLC 4. Collaborates with faculty and community members, responds to diverse community interests and needs, and mobilizes community resources CSF 6. Effectively communicates to keep everyone informed and focused on student achievement 6a. analyzing and communicating school progress and school achievement to teachers, parents and staff. 6b. gathering feedback Assessment # 3 – Demonstrate comprehensive understanding and performance in conducting school-wide management of personnel, resources, and systems for adequacy and equity. Focus Area: 3.1 – Investigate, define, and delineate the systems and factors within the internship school for advocating, nurturing, and sustaining a culture of collaboration, trust, learning, and high expectations and a personalized and •Communicate and work effectively with students, staff, parents and community. •Set an ethical example, encouraging mutual respect within institution and community. • Programs should establish formal relationships with distinguished practitioners and scholars in field for the purpose of program development.
communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement. Promote mutual accountability among teachers and other professional staff for each student’s success and the effectiveness of the school as a whole. Develop and support open, productive, caring, and trusting working relationships among leaders, faculty, and staff to promote professional capacity and the improvement of practice. Design and implement job-embedded and other opportunities for professional learning collaboratively with faculty and staff. Provide opportunities for collaborative examination of practice, collegial feedback, and collective learning. Encourage faculty-initiated improvement of programs and practices. Standard 2 – Ethics and Professional Norms Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and Effective leaders: Act ethically and professionally in personal conduct, relationships with others, stewardship of the school’s resources, and all aspects of school leadership. Act according to and promote the professional norms of integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement. Place children at the center of education and accept responsibility for each student’s academic success and well-being. Safeguard and promote the values of ISLLC 5. Acts with integrity, fairness, and in an ethical manner --Ensure a system of accountability for every student’s academic and social success --Model principals of self-awareness, reflective practice, transparency, and ethical behavior --Safeguard the values of democracy, equity, and diversity --Consider and evaluate Assessment # 1 – Demonstrate a comprehensive understanding and performance in data analysis, school improvement, and conducting the SIP process (to the extent possible). Focus Area: 1.2 – Analyze and review data, including but not limited to, state test results, and work with a faculty group/team to identify areas for improvement and interventions, with particular attention given to NCLB subgroups and low performing students. Focus Area: 3.2 – Review the school’s budget and other school resources