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1.

Equity &
Excellence
When leaders
demonstrate leadership
along this standard they
are able to:
a. Identify how practices,
policies, and systems,
both presently and
historically, have
created disparities in
the quality of learning
environments and
student success,
particularly for
traditionally
marginalized students.
b. Build policies and
systems that support
every student in
success and learning to
high standards.
c. Foster the collective
responsibility, growth
and capacity of others
to reflect on and enact
equitable practice.
d. Engage and empower
multiple voicesboth
professional and
community in key
deliberations and
decision-making.
e. Facilitate explicit
discussions about race,
class, language, ability,

and other group-based


disparities in the
service of collective
action to decrease
them.

2. Inquiry-focused
Practice
When leaders demonstrate
leadership along this
standard they are able to:

a. Engage in cycles-ofinquiry processes in


the moment and over
time, including:
- Using evidence to understand
problems of practice, and
specifically the student,
teaching/other adult, and
leadership dimensions of those
problems.
-Constructing theories of action
that: Rest on a solid evidencebased rationale for how
pursuing those actions may
shift adult practice and
ultimately student learning and
show a clear through-line from
changes in adult practice and
other conditions to
improvements in student
learning.
-Acting in ways that reflect
engagement with the theory of
action or strategic deviations
from it.

-Continuously assessing
progress.

b.

c.

Support the learning of


other adults to
continuously strengthen
their practice in ways that
promise to improve
results for all students.
Communicate from a
teaching and learning
stance-- in ways that help
other adults deepen the
extent to which they are
engaged with and value
strengthening their
practice.

3. The
Improvement of
Teaching &
Learning
When leaders
demonstrate leadership
along this standard they
are able to:

a. Articulate a theory-based
vision of deeply-engaging,
culturally-responsive, and
intellectually-challenging
instruction and adult
professional learning.
b. Construct/adapt/select
and use instructional
frameworks and other

c.

d.

e.

f.

leadership tools to
optimize student and
adult professional
learning.
Engage relevant players
collaboratively and draw
from school-based and
community expertise and
resources in instructional
improvement work.
Fashion and enact
systems to support and
sustain instructional
leadership, inside and
outside of schools.
Craft/adapt instructional
visions, practices, and
other supports
appropriately for meeting
specialized learning needs
(e.g., of ELLs, students
with identified
disabilities).
Analyze assessment
practices and use
assessment data of
various kinds to improve
instruction.
4. Strategic,
Collaborative
Governance &
Decision-making
When leaders
demonstrate leadership
along this standard they
are able to:

alignment with
improvement and equity
a. Understand and develop
goals.
coherent organizational
c. Identify, engage, and
structures and policies
influence the broader
that improve the equity
policy, legal, and political
and overall performance
environment to
of the educational system.
strengthen supports that
b. Generate, allocate, and
matter the most for
manage resources in
learning improvement.

d. Build the capacity of


educators and community
members to collaborate in
ongoing systemic
improvement to ensure a
high-quality education for
every student.
e. Develop and guide
decision processes that
maximize collaborative

problem solving and


continuous improvement.
f. Model transparent and
ethical leadership and
address sources of conflict
productively and
equitably.

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