trust, collaboration, perseverance, learning, and continuous improvement. fairness, transparency, trust, collaboration, perseverance, learning and continuous improvement in their actions, decision making and relationships with others. decisions. standards. Should be replaced by PSEL standard 2f. c) Place children at the center of education and accept responsibility for each student’s academic success and well-being. d) Safeguard and promote the values of democracy, individual freedom and responsibility, equity, social justice, community, and diversity. 2.3 Understand and demonstrate the capability to model essential educational values of democracy, community, individual freedom and responsibility, equity, social justice and diversity. Element 2.3 should replace the capacity to model essential education with promotes. e) Lead with interpersonal and communication skill, insight, and understanding of all students’ and staff members’ backgrounds and cultures. f) Provide moral direction for the school and promote ethical and professional behavior among faculty and staff. 2.4 Understand and demonstrate the capability to model ethical behavior in their actions and relationships with others. Element 2.4 should be revised to align with PSEL 2f. Standard 3: Equity and Cultural Responsiveness Standard 3: Equity and Cultural Leadership Change ensure to advocates in all elements. a) Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context. 3.1 Understand and demonstrate the capability to develop, implement, and evaluate equitable guidelines, procedures and decisions that ensure each stakeholder is treated fairly, respectfully, and with and Remove element 3.1 – It is not in the standards. Replace with PSEL 3a. emotional
understanding of culture and context. b) Recognize, respect, and employ each student’s strengths, diversity, and culture as assets for teaching and learning. c) Ensure that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success. 3.2 Understand and demonstrate the capability to ensure that each student has equitable access to effective teachers, learning opportunities, academic, social, and behavioral support, and other resources for success. d) Develop student policies and address student misconduct in a positive, fair, and unbiased manner. e) Confront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status. 3.3 Understand and demonstrate the capability to support the development of responsive practices among teachers and staff so they are able to recognize, confront, and alter institutional biases that result in student marginalization, schooling, and low expectations. 3.4 Understand and demonstrate the capability to build and maintain school culture that ensures each student and family is treated fairly, respectfully, in a responsive manner and free from biases associated with characteristics such as race, culture and language, gender, disability, or special status. Expand element 3.3 to address cultural responsiveness. Add religion and sexual orientation to Element 3.4. f) Promote the preparation of students to live productively in and contribute to the diverse cultural contexts of a global society. g) Act with cultural competence and responsiveness in their
interactions, decision making, and practice. h) Address matters of equity and cultural responsiveness in all aspects of leadership. Standard 4: Curriculum, Instruction and Assessment Standard 4: Instructional Leadership a)Implement coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, embody high expectations for student learning, align with academic standards, and are culturally responsive. 4.1 Understand and demonstrate the capability to develop, align, and implement coherent systems of curriculum, instruction, and assessment that are responsive to student needs, embody high expectations for student learning, align with academic standards within and across grade levels, and promote academic success and social and well-being for each student. Element 4.1 misses the notion of learning systems that grows out of shared mission, vision, and core values. b) Align and focus systems of curriculum, instruction, and assessment within and across grade levels to promote student academic success, love of learning, the identities and habits of learners, and healthy sense of self. c) Promote instructional practice that is consistent with knowledge of child learning and development, effective pedagogy, and the needs of each student. 4.2 Understand and demonstrate the capability to promote challenging and engaging instructional practice consistent with knowledge of learning theory, child development, and effective pedagogy. Element 4.2 misses PSEL emphasis on personalization and differentiation and the love of learning.
and retain effective and caring teachers and other professional staff and form them into an educationally effective faculty. the capability to develop and implement a human resource management system that recruits, hires, and supports, develops, and retains effective and caring educational personnel and creates leadership pathways for effective succession. professional community not mananging personnel. b) Plan for and manage staff turnover and succession, providing opportunities for effective induction and mentoring of new personnel. c) Develop teachers’ and staff members’ professional knowledge, skills, and practice through differentiated opportunities for learning and growth, guided by understanding of professional and adult learning and development. d) Foster continuous improvement of individual and collective instructional capacity to achieve outcomes envisioned for each student. e) Deliver actionable feedback about instruction and other professional practice through valid, research-anchored systems of supervision and evaluation to support the development of teachers’ and staff members’ knowledge, skills, and practice. 7.4 Understand and have the capability to implement systems of supervision and evaluation that provide actionable feedback about instruction and other professional practices, promoting collective accountability. Element 7.4 misses PSEL 7 d, e, f with a focus on mutual accountability and collegial feedback. f) Empower and motivate
student learning in and out of school. f)Understand, value, and employ the community’s cultural, social, intellectual, and political resources to promote student learning and school improvement. g)Develop and provide the school as a resource for families and the community. h)Advocate for the school and district, and for the importance of education and student needs and priorities to families and the community. i)Advocate publicly for the needs and priorities of students, families, and the community. 5.4 Understand and demonstrate the capability to advocate for the needs and priorities of the school, district, students, families, and the community. Element 5.4 should include standard 8h and 8i and add at the end guided by a commitment to equity. j)Build and sustain productive partnerships with public and private sectors to promote school improvement and student learning. 5.3 Understand and demonstrate the capability to build and sustain productive partnerships with communities and public and private sectors to promote school improvement and student development. Element 5.3 should be about collaboration not partnerships which is narrower and should be replaced with the language from 8d. Standard 9: Operations and Management a)Institute, manage, and monitor operations and administrative systems that promote the mission and vision of the school. 6.1 Understand and demonstrate the capability to develop, monitor, and evaluate school management and operation systems to address and support each student’s learning needs.