School leadership provides vast opportunities for you to positively impact and influence the lives of many, especially young people.
Schools, though, are dynamic organizations which require dynamic leadership. Thus, we at the Indiana Association of School Principals (IASP) and our partners in the School Leader Collaborative created the School Leader Paradigm (see page 4) to provide you a comprehensive leadership framework that accounts for both how you must be growing, or becoming, as a school leader and the work you and those in your learning organization must be doing to be effective. Stating it another way, we call it “becoming while doing.”
As you review the Paradigm, you will be challenged with the leadership intelligences needed for you to self-actualize (becoming) as a learning leader while simultaneously focusing your work of building and sustaining culture, systems, and learning (doing) in your learning organization. Further, the Paradigm describes a cycle of inquiry (plan -> implement -> assess -> reflect) meant to drive your efforts for both your own growth and the growth of your school. Lastly, the Paradigm discusses the important role context plays in your leadership and details four contextual areas (individual, school, community, and political) you must consider to lead your learning organization. For a thorough overview of the School Leader Paradigm, we invite you to read the most current edition published in 2022. It can be found on the IASP website at iasp.org.
This School Leader Paradigm companion document, otherwise known as The Research, provides you with a comprehensive listing of the extensive research reviewed to identify the critical leadership dispositions and essential behaviors school leaders must possess and exhibit to be effective. Beyond what is shared in The School Leader Paradigm overview, this document provides an additional level of detail below the essential behaviors that offers concrete action steps school leaders can take to enhance their leadership. Furthermore, these pages contain one of the most thorough compilations of school leadership research you will find anywhere. When reading, hopefully you will not only see the foundation from which the Paradigm was built but also find a rich resource that can assist you with your own study of school leadership.
In order to help you connect the research with the various components of the Paradigm, we have dissected the Paradigm into consumable chunks and paired those chunks with their relevant research citations. You will find most of the citations connect with the “Becoming” and “Doing” sides of the Paradigm. As a bonus, we also included two charts showing the alignment of the Paradigm with the Professional Standards for Educational Leaders and the National Educational Leadership Preparation standards to demonstrate how the Paradigm is standards based and conforms to what the public expects from its school leaders.
As you review this compilation of school leadership research, please do not hesitate to contact us if you have questions or if we can assist you in any way. You can call us at 317-891-9900 or visit iasp.org.
SCHOOL LEADER PARADIGM™ Becoming While Doing
PERSONAL INTELLIGENCE SOCIAL INTELLIGENCE Service Empathetic Trustworthy Generous Protective Community Building Relational Collaborative Connective Conciliatory
Wellness Ethical Fit/Healthy Optimistic Self-Aware Growth Mindset Humble Reflective Intentional Accountable Self-Management Organized Balanced Way of Being Self-Confident Innovation Creative Adaptive Resilient Courageous
Operations and Management Responsible Transformative Responsive Methodical
Teaching and Learning Diagnostic Knowledgeable Pedagogic Evaluative
Cultural Responsiveness Visible Affiliative Advocative Global Relationships Student Centeredness Wellness Equity Traditions/Celebrations Ethics Global Mindedness CULTURE DOMAIN SYSTEMS DOMAIN
Vision/Mission Communication Collaborative Leadership Data Literacy Strategic Management Safety Operations
LEARNING DOMAIN
Reflection and Growth Result-Orientation Curriculum Instruction Assessment Innovation Human Capital Management
1. What does it mean to be a Learning Leader?
2. What are your Leadership Intelligences? How do these intelligences impact your ability to lead?
3. How aware are you of the contexts in which you lead? How does your leadership intelligence impact your contextual effectiveness?
4. How effective are you in leading constant Cycles of Inquiry? What attributes make you more or less effective?
“Doing” Guiding Questions:
1. How are you leading the learning of your learning organization?
2. What are you doing to create culture with your students, staff, and school community? What attributes increase your effectiveness at leading culture?
3. What systems are supporting and/or eroding your culture and what are you doing to be a systems leader? What attributes make you an effective systems leader?
4. How are you pushing on leading learning for all stakeholders? What attributes make you an effective “Lead Learner”?
BECOMING: THE RESEARCH
The “Becoming” side of the School Leader Paradigm consists of the convergence of Personal, Social, and Systems Intelligences. Each intelligence contains four competencies which are broken further into four critical attributes school leaders must possess to be effective. Within this section, the definition of an intelligence is given (beginning with Personal Intelligence) followed by the overarching research references used as rationale for the importance of the intelligence. Next, each of the four competencies, the competencies’ four attributes, and the research base for each competency and its four attributes are listed.
PERSONAL INTELLIGENCE
Wellness
Ethical
Fit/Healthy Optimistic
Self-Aware
Growth Mindset Humble
Reflective Intentional
Accountable
Self-Management Organized
Balanced Way of Being Self-Confident
Innovation
Creative
Adaptive
Resilient
Courageous
SOCIAL INTELLIGENCE
Service
Empathetic
Trustworthy
Generous Protective
Community Building Relational Collaborative Connective Conciliatory
Operations and Management Responsible Transformative Responsive Methodical
Teaching and Learning Diagnostic
Knowledgeable Pedagogic Evaluative
Cultural Responsiveness Visible
Affiliative Advocative
Global
INTELLIGENCE
SYSTEMS SOCIAL PERSONAL
INTELLIGENCE
LEARNING LEADER
PERSONAL INTELLIGENCE
The capacity to reason about personality and to use personality and personal information to enhance one’s thoughts, plans, emotions, and life experiences.
Cantor, N., & Harlow, R. E. (1994). Social intelligence and personality: Flexible life task pursuit. Personality and Intelligence, 137-168. Cambridge University Press.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books, Inc.
Mayer, J. D., & Geher, G. (1996). Emotional intelligence and the identification of emotion. Intelligence 22(2), 89-113. Elsevier Ltd.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2008). Emotional intelligence: new ability or eclectic traits? American Psychologist 63(6), 503. American Psychological Association.
Mayer, J. D. (2014). Personal intelligence: The power of personality and how it shapes our lives. New York, NY: Macmillan Publishers. Park, L. C., & Park, T. J. (1997). Personal intelligence. In Psychological Mindedness, Chapter 6, 133-167. Lawrence Erlbaum Associates.
WELLNESS
Balances quality or state of being healthy in body and mind as the result of deliberate effort and awareness.
Ethical
Embraces what has been defined as right behavior and influences people through actions, principles, values and beliefs.
Fit/Healthy
Embraces a balanced lifestyle that promotes dimensions of wellness including emotional, mental and physical.
Ackerman, C. E. (2021). What is self-awareness and why is it important? [+5 Ways to Increase It]. Retrieved from https:// positivepsychology.com/self-awareness-matters-how-you-canbe-more-self-aware/
Berckemeyer, J. S. (2019). Principals should be the school’s optimist-in-chief. Retrieved from https://www.middleweb. com/39568/principals-should-be-the-school-optimist-in-chief/ Bommelje, R. (2012). Listening pays: Achieve significance through the power of listening. Orlando, FL: Leadership & Listening Institute Inc.
Caposey, P. J. (2021). How school leaders can build realistic optimism this year. Retrieved from https://www.edutopia.org/ article/how-school-leaders-can-build-realistic-optimism-year Center for Disease Control. (2020). Obesity and overweight prevalence. Retrieved from https://www.cdc.gov/nchs/fastats/ obesity-overweight.htm
Draper, A. (2022). Council post: Bad leadership stems from a lack of self-awareness - here’s how to improve. Retrieved from https://www.forbes.com/sites/ forbescoachescouncil/2022/01/14/bad-leadership-stemsfrom-a-lack-of-self-awareness---heres-how-to-improve/ Eisner, C. (2000). Why the basics? Back to Basics. Retrieved from https://doi.org/10.1201/9781420025682.ch1
Eurich, T. (2022). What self-awareness really is (and how to cultivate it). Retrieved from https://hbr.org/2018/01/what-self-
Optimistic
Remains steadfast personally and professionally in the face of adversity; believes adversity can be overcome; looks on the positive side of situations.
Self-Aware
Recognizes and is aware of one’s internal and external identities. Manages emotions and recognizes, empathizes with, and navigates other people’s emotions.
awareness-really-is-and-how-to-cultivate-it
Everly Jr, G. S., Strouse, D. A., & McCormack, D. K. (2015). Stronger: Develop the resilience you need to succeed. New York, NY: American Management Association.
Girl Has a Mind. (2019). 9 reasons why balance is important in life - plus 9 tips to live a more balanced life. Retrieved from https://www.girlhasamind.com/why-balance-is-important-inlife/?utm_source=rss&utm_medium=rss&utm_campaign=whybalance-is-important-in-life
Guthrie, G. E. (2017). Back to basics. American Journal of Lifestyle Medicine, 11(6), 448–450. Retrieved from https://doi. org/10.1177/1559827617710177
Jamroz, K. (2019). Council post: How a lack of self-awareness leads to ineffective leadership. Retrieved from https://www. forbes.com/sites/forbescoachescouncil/2019/02/08/ how-a-lack-of-self-awareness-leads-to-ineffectiveleadership/?sh=1895216d7b87
Joseph, M. X. (2020). How to lead with positivity. Retrieved from https://www.edutopia.org/article/how-lead-positivity Kuligowski, K. (2021). How to be an ethical leader: 7 Tips for Success. Retrieved from https://www.businessnewsdaily. com/5537-how-to-be-ethical-leader.html
Lynch, M. (2020). Effective education leaders are optimistic. Retrieved from https://www.girlhasamind.com/why-balanceis-important-in-life/?utm_source=rss&utm_medium=rss&utm_
campaign=why-balance-is-important-in-life
Monahan, K. (2012). A review of the literature concerning ethical leadership in organizations. Emerging Leadership Journeys, 5(1), 56-66. Regent University.
Myers, J. E., & Sweeney, T. J. (2004). The indivisible self: An evidence-based model of wellness. Journal of Individual Psychology 60, 234-244. University of Texas Press.
NACCD. (2020). Healthy school, staff, & students: A guide to improving school employee wellness. Retrieved from https:// chronicdisease.org/healthy-school-staff-students-a-guide-toimproving-school-employee-wellness/
Northouse, P. (2016). Leadership theory and practice, seventh edition. Los Angeles, CA: SAGE Publications.
Pavlou, C. (2021). What are soft skills? Recruiting resources: How to recruit and hire better. Retrieved from https://resources. workable.com/hr-terms/what-are-soft-skills
Piddubnyi, A. (2021). Research-based tips for school leader well-being. Retrieved from https://www.studiesweekly.com/ tips-school-leader-well-being/
Rankin, D. (2020). De-stress your life: Turn chaos into calm: Easy, sustainable steps to ... Retrieved from https://www. amazon.com/Stress-Your-Life-Sustainable-Lifestyle-ebook/dp/ B08LQXBKC4
Rhode, D. L., & Packel, A. K. (2009). Ethics and nonprofits. Stanford Social Innovation Review 7(3), 28-35. Standford Center on Philanthropy and Civil Society. Sanborn, M. (2005). Leadership and your sense of self. Leadership Lessons Newsletter. Retrieved from http://www. marksanborn.com/blog/leadership-and-your-sense-ofSanta Clara University. (2022). Ethics in life and business. Retrieved from https://www.scu.edu/mobi/resources--tools/ blog-posts/ethics-in-life-and-business/ethics-in-life-andbusiness.html
Scott, E. (2020). The differences between optimists and pessimists. Retrieved from https://www.verywellmind.com/thebenefits-of-optimism-3144811
Seidman, D. (2010), Ethical leadership: An operating manual. Bloomberg Business Week 10, 1-2. Bloomberg. Seligman, M. E., & Csikszentmihalyi, M. (2014). Positive psychology: An introduction. American Psychologist, 279-298. American Psychological Association.
GROWTH MINDSET
Snyder, K. (2021). The 7 soft skills you need to be successful. Retrieved from https://www.omniagroup.com/the-7-soft-skillsyou-need-to-be-successful/ Stansbury, J. (2009). Reasoned moral agreement: Applying discourse ethics within organizations. Business Ethics Quarterly, 33-56. Cambridge University Press.
UPI. (2009). Study: Financial security key to happiness. Retrieved from https://www.upi.com/Health_ News/2009/03/18/Study-Financial-security-key-tohappiness/56931237420068/?u3L=1
Van Knippenberg, D., van Knippenberg, B., De Cremer, D., & Hogg, M. A. (2004). Leadership, self, and identity: A review and research agenda. The Leadership Quarterly 15(6), 825 – 856. Elsevier Ltd.
Verma, P. (2021). Self-awareness: Top benefits, dumb mistakes & key takeaways. Retrieved from https://designepiclife.com/ self-awareness-skill/
Vermeulen, S. (2015). Personal intelligence - EQ + IQ - future fit now: EQ all grown up. Retrieved from https://www.amazon. com/Personal-Intelligence-Future-Fit-Grown-ebook/dp/ B00YGH30HS
Wahler, C. (2018). Council post: How to deal with a pessimistic leader. Retrieved from https://www.forbes.com/sites/ forbescoachescouncil/2018/08/30/how-to-deal-with-apessimistic-leader/?sh=5da19dc45678
Wilding, M. (2022). 11 Questions self-aware leaders ask themselves daily: Propel growth in uncertain times. Retrieved from https://www.inc.com/sap/propel-growth-in-uncertaintimes.html
Williams, R. (2022). The perfect storm: Unethical leaders spread like a virus. Retrieved from https://raybwilliams.medium. com/the-perfect-storm-unethical-leaders-spread-like-a-virusdaaf97e93530
Wong, A. (2021). 4 ways to have a balanced lifestyle. Retrieved from https://www.wikihow.com/Have-a-BalancedLifestyle Corporate Ethics. (2010). Principles for handling ethics crises. Retrieved from https://www.youtube.com/ watch?v=c46sMHItrqs.
Zalack, M. (2022). These 5 challenges are chipping away at the optimism of principals. Retrieved from https:// districtadministration.com/
Embraces challenges; persists despite obstacles; sees effort as a path to mastery; learns from criticism; is inspired by others’ success.
Humble
Knows what he/she does not know; resists being arrogant; never underestimates competition.
Reflective
Thinks critically about personal behaviors, attitudes, beliefs and values.
Ansary, A. S. (2021). 12 tips on how do you hold yourself accountable. Retrieved from https://www.careercliff.com/howdo-you-hold-yourself-accountable/ Austin, J. (2013). The humble and the humbled: A grounded
Intentional
Acts rather than reacts; is deliberate; recognizes every aspect of their behavior; sets personal leadership milestones.
Accountable
Holds oneself to a higher standard and continuous growth; honors, stands behind, and takes ownership of agreements and decisions that one makes.
theory of humility in organizational leadership. Retrieved from https://researchportal.coachfederation.org/Document/ Pdf/2662.pdf
Bryant, J. H. (2018). How leaders can help their employees
become economically independent. Leader to Leader, 2018(89), 26–31. Retrieved from https://doi.org/10.1002/ltl.20372
Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664–8668. Retrieved from https://doi.org/10.1073/ pnas.1608207113
Dweck, C. (2016). Mindset: The new psychology of success. New York, NY: Penguin Random House.
Elmore, R. F. (2005). Accountable leadership. Retrieved from https://files.eric.ed.gov/fulltext/EJ683739.pdf
Ladkin, D., & Taylor, S. S. (2010). Enacting the ‘true self’: Towards a theory of embodied authentic leadership. The Leadership Quarterly, 21(1), 64–74. Retrieved from https://doi. org/10.1016/j.leaqua.2009.10.005
Daniels, E. (2020). Learning to lead: Can group reflection help train school leaders? Research Outreach, (118). Retrieved from https://doi.org/10.32907/ro-118-1417
Lin, Y.-C., Yu, C., & Yi, C.-C. (2014). The effects of positive affect, person-job fit, and well-being on job performance. Social Behavior and Personality: An International Journal, 42(9), 1537–1547. Retrieved from https://doi.org/10.2224/ sbp.2014.42.9.1537
Liu, W., Mao, J., & Chen, X. (2017). Leader humility and team innovation: Investigating the substituting role of task interdependence and the mediating role of team voice climate. Frontiers in Psychology, 8. Retrieved from https://doi. org/10.3389/fpsyg.2017.01115
Lynch, M. (2020). Effective education leaders are humble. Retrieved from https://www.theedadvocate.org/effectiveeducation-leaders-are-humble/ Jennifer, A. (2021). 10 ways to be intentional every day. Retrieved from https://www.simplyfiercely.com/beintentional/#:%7E:text=Here%20are%2010%20simple%20 ways%20to%20be%20intentional,the%20media%20you%20 consume%20Choose%20to%20be%20kind
Maryville University. (2020). Active vs. reflective leadership: Two different approaches. Retrieved August 25, 2022, from https://online.maryville.edu/blog/active-vs-reflectiveleadership/
Matusky, R. (2020). How leaders demonstrate accountability: ATD. Association of Talent Development. Retrieved from https://www.td.org/user/content/randolphmatusky/ how-leaders-demonstrate-accountability-02-15-20-0838#:%7E:text=Accountable%20leaders%20don’t%20 let,goals%20above%20their%20own%20needs
Morris, J. A., Brotheridge, C. M., & Urbanski, J. C. (2005). Bringing humility to leadership: Antecedents and consequences of leader humility. Human Relations, 58(10), 1323–1350. Retrieved from https://doi.org/10.1177/0018726705059929
Nembhard, I. M., & Edmondson, A. C. (2006). Making it safe: The effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams. Elaborating Professionalism, 27(7), 941–966. Retrieved
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Owens, B. P., & Hekman, D. R. (2012). Modeling how to grow: An inductive examination of humble leader behaviors, contingencies, and outcomes. Academy of Management Journal. Retrieved from https://journals.aom.org/doi/10.5465/ amj.2010.0441
Owens, B. P., Johnson, M. D., & Mitchell, T. R. (2013). Expressed humility in organizations: Implications for performance, teams, and leadership. Organization Science, 24(5), 1517–1538. Retrieved from https://doi.org/10.1287/orsc.1120.0795
Peters, A. S., Rowat, W. C., & Johnson, M. K. (2011).
Associations between dispositional humility and social relationship quality. Psychology, 02(03), 155–161. Retrieved from https://doi.org/10.4236/psych.2011.23025
Pollard, A., & Collins, J. (2005). Reflective teaching: Effective and evidence-informed professional practice. New York, NY: Continuum.
Rego, A., Owens, B., Leal, S., Melo, A. I., Cunha, M. P., Gonçalves, L., & Ribeiro, P. (2017). How leader humility helps teams to be humbler, psychologically stronger, and more effective: A moderated mediation model. The Leadership Quarterly, 28(5), 639–658. Retrieved from https://doi.org/10.1016/j. leaqua.2017.02.002
Rhew, E., Piro, J. S., Goolkasian, P., & Cosentino, P. (2018). The effects of a growth mindset on self-efficacy and motivation. Cogent Education, 5(1), 1492337. Retrieved from https://doi.org /10.1080/2331186x.2018.1492337
Sampson, R. (2019). How intentional leadership can improve staff collaboration. Retrieved from https://www.leaderinme. org/blog/how-intentional-leadership-can-improve-staffcollaboration/
Shaw, K. A. (2009). The intentional leader. Retrieved from https://books.google.nl/books?hl=en&lr=&id=fNHeOeb zOqUC&oi=fnd&pg=PR11&dq=school%2Bleadership% 2Bissues%2Bof%2Bintentional%2Bleadership&ots=0rl I7tiiGw&sig=9R-1RJHKv2Ko293czDoEBpxKlog&redir_ esc=y#v=onepage&q=school%20leadership%20issues%20 of%20intentional%20leadership&f=false
Smith, C. (2012). Using reflective practice to study school leadership. Retrieved from https://rdw.rowan.edu/cgi/ viewcontent.cgi?article=1168&context=etd
Walters, K. N., & Diab, D. L. (2016). Humble leadership: Implications for psychological safety and follower engagement. Journal of Leadership Studies, 10(2), 7–18. Retrieved from https://doi.org/10.1002/jls.21434
Zhang, Z., & Song, P. (2020). Multi-level effects of humble leadership on employees’ work well-being: The roles of Psychological Safety and Error Management Climate. Frontiers in Psychology, 11. Retrieved from https://doi.org/10.3389/ fpsyg.2020.571840
SELF-MANAGEMENT
Monitors and takes responsibility for one’s own behavior and well-being, personally and professionally.
Organized Plans and accomplishes things in a prioritized, orderly manner.
Balanced Lives and leads with multiple perspectives; considers not only the organizational and financial impact of decisions, but also the personal, social and environmental impacts.
Daskal, L. (2014). Lead yourself - lolly daskal: Leadership. Retrieved from https://www.lollydaskal.com/leadership/leadyourself/#:%7E:text=Before%20you%20can%20lead%20 others,others%20won’t%20respect%20you
Dimmock, C., & Goh, J. W. (2011). Transformative pedagogy, leadership and school organization for the twenty-first-century knowledge-based economy: The case of Singapore. School Leadership & Management 31(3), 215-234. Brill Academic Publishers.
FWJ Inc. (2020). 21 Leadership challenges & how to overcome them. Retrieved from https://www.initiativeone.com/insights/ blog/leadership-challenges/
Gahrmann, N. (2010). Top 10 ways to be a balanced leader. Retrieved from http://www.theprioritypro.com/wp-content/ uploads/2009/09/The-Top-10-Ways-to-be-a-Balanced-Leader. pdf
Geiger, C. (2018). The art of balance and leadership. Retrieved from https://thriveglobal.com/stories/the-art-of-balance-andleadership/
Guest Contributor. (2020). 7 tips for effective leadership. Retrieved from https://kitaboo.com/7-tips-for-effectiveleadership/ Hodge, K. (2013). Attributes of leadership – SelfControl. Retrieved from https://kerwynhodge.wordpress. com/2013/04/18/attributes-of-leadership-self-control/ Hollander, E. P. (1992). Leadership, followership, self, and others. The Leadership Quarterly, 3(1), 43-54. Jack, M. (2021). 15 reasons why leaders fail and what to do about it. Retrieved from https://www.thehumancapitalhub.com/ articles/15-reasons-why-leaders-fail-and-what-to-do-about-it Jones, B. W. (2013). Be the organized leader. Retrieved from http://leadershipdoneright.com/the-organized-leader/ Kaigh, K. (2011). The leadership equation: Self-control. Retrieved from: http://kenhaigh.com/posts/the-leadershipequation-self-control/ Lee, L. (2020). 7 tips for Effective School Leadership. Retrieved from https://www.edutopia.org/article/7-tips-effective-schoolleadership
Way
of
Being
Acknowledges and explores emotions, deepens self-knowledge and self-awareness, and builds reflective abilities in order to achieve goals and acts strategically.
Self-Confident
Aware and comfortable with personal strengths and weaknesses; celebrates others’ accomplishments; seeks opportunities to learn and develop; listens to others’ ideas; accepts both challenges and support; empowers others to grow and lead.
Levy, C. P. (n.d.). Leadership: A Delicate Balance. Retrieved from https://generalleadership.com/leadership-delicate-balance/ Luckwaldt, J. H. (2022). 5 obstacles to work-life balance and how to beat them. Retrieved from https://www.payscale.com/ career-advice/5-obstacles-to-work-life-balance-and-how-tobeat-them/
Maxwell, J. C. (2008). Failing forward. New York, NY: Harper Collins.
Monday.com Team. (2021). 5 essential organizational skills to learn (And how to learn them). Retrieved from https:// monday.com/blog/project-management/organizationalskills/?marketing_source=adwordssearch&marketing_ campaign=us-s-dsa-e-desk-monday&aw_keyword=&aw_ match_type=&cluster=&subcluster=&gclid=Cj0KC Qjwl7qSBhD-ARIsACvV1X01GTxhe8-6FoEaam_ SVRlBOWenrUBQ151rg7lvSdAq7pqW2WdbQ5UaAjtaEALw_ wcB.
Parker’s Points. (2008). 10 tips to managing yourself. Retrieved from http://www.asparker.com/ppts0908a.html
Principals Principles. (2013). How I stay organized and manage my time. Retrieved from http://www.principalprinciples. net/2013/09/how-i-stay-organized-and-manage-my-time.html
Small Businessify. (2020). The importance of self-confidence in leadership. Retrieved from https://smallbusinessify.com/theimportance-of-self-confidence-in-leadership/
Sturgill, K., Mirman, E., & Young, W. (2015). 12 ways to develop leadership confidence. Retrieved from https://www. pragmaticinstitute.com/resources/articles/product/12-ways-todevelop-leadership-confidence/
The MindTools Content Team. (2022). How to build selfconfidence: Preparing yourself for success. Retrieved from https://www.mindtools.com/selfconf.html
Taylor, M. J. (2016). Organized Principals. Retrieved from https://www.facebook.com/TetraAnalytixED/ posts/1843484345906853
Walker, K. (2015). Ways of being: A social and emotional learning model. Retrieved from https://blog-youthdevelopment-insight.extension.umn.edu/2015/02/ways-ofbeing-social-and-emotional_4.html
INNOVATION
Introduces new methods, novel ideas, processes or products that are put into operation.
Creative
Solves problems or challenges in novel ways from new perspectives and seeks innovation in exploring potential options.
Adaptive
Takes on the gradual but meaningful process of change, both individually and within the organization; thrives within challenging environments.
Allison, E. (2012). The resilient leader. School Leadership, 69(4), 79-82. ASCD.
ANZSOG. (2017). Public admin explainer: What is adaptive leadership? Retrieved from https://www.anzsog.edu.au/ resource-library/research/what-is-adaptive-leadership Association of School Curriculum Development. (2022). The resilient leader. Retrieved from https://www.ascd.org/el/ articles/the-resilient-leader
Association of School Curriculum Development. (2021). Building the endurance to lead. Retrieved from https://www. ascd.org/blogs/building-the-endurance-to-lead
Baker, A. M., Guerra, P. L., & Baray, S. (2018). Assistant principal dilemma: Walking the line between compliance and leadership. Journal of Cases in School Leadership, 21(1), 66–77. Retrieved from https://doi.org/10.1177/1555458917723952
Bagley, R. O. (2014). The 10 traits of great innovators. Retrieved from http://www.forbes.com/sites/rebeccabagley/2014/01/15/ the-10-traits-of-great-innovators/#7f3145e4ed50
Blankstein, A. (2021). AASA on courageous and uplifting leadership - part one. Retrieved from https://alanblankstein. org/2017/04/30/courageous-and-uplifting-leadership/ Bradberry, T., & Greaves, J. (2012). Leadership 2.0: Are you an adaptive leader? San Diego, CA: TalentSmart. Cambridge Leadership Association. (2016). Adaptive Leadership. Retrieved from http://cambridge-leadership.com/adaptiveleadership/
Cassani Davis, L. (2019). Creative teaching and teaching creativity: How to foster creativity in the classroom. Retrieved from http://psychlearningcurve.org/creative-teaching-andteaching-creativity-how-to-foster-creativity-in-the-classroom/ Center for Creative Leadership. (2022). 8 steps to more resilient leadership. Retrieved from https://www.ccl.org/articles/leadingeffectively-articles/8-steps-help-become-resilient/
Connecticut State Department of Education. (2015). Connecticut State Department of Education. Retrieved from https://portal.ct.gov/SDE
D’Aunno, L. (2017). Continuing courageous conversations toolkit. Retrieved from http://www.polkdecat.com/Toolkit%20 for%20Courageous%20Conversations.pdf
de Pree, M. (1992). Personal cost of change. Retrieved from https://www.educationalleaders.govt.nz/Problem-solving/ Leadership-dilemmas/Personal-cost-of-change
Gonzales, M. M. (2019). Power play: An assistant principal’s dilemma and unexpected rise to school leadership. Journal of Cases in School Leadership, 22(2), 68–84. Retrieved from https://doi.org/10.1177/1555458919833106
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Resilient
Strong enough to live with uncertainty and ambiguity; learns to grow through adversity.
Courageous
Takes chances after thoughtful estimation of the probable outcome; willing to take bold moves after careful deliberation and preparation.
organization and the world. Brighton, MA: Harvard Business Press.
Hill, L. A. (2014). Collective genius: The art and practice of leading innovation (1st ed.). Harvard Business Review Press. Harvard Business Press.
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Indeed Editorial Team. (2021). 12 traits of creative people. Retrieved from https://www.indeed.com/career-advice/findinga-job/traits-of-creative-people
Khan, N. (2017). Adaptive or transactional leadership in current higher education: A brief comparison. The International Review of Research in Open and Distributed Learning, 18(3), 178–183. Retrieved from https://doi.org/10.19173/irrodl.v18i3.3294
Kohlrieser, G., Lavoie Orlick, A., & Perrinjaquet, M. (2018).
Resilient leadership is best to navigate the pressures of working life. Retrieved from https://www.imd.org/research-knowledge/ articles/resilient-leadership-navigating-the-pressures-ofmodern-working-life/
McDonald, S. (2021). 15 everyday acts of courage. Retrieved from https://soniamcdonald.com.au/2019/08/04/15-everydayacts-of-courage/
Metcalf, M., Terrell, S. R., & Mitchell, B. (2014). Innovative leadership workbook for global leaders: Field tested processes and worksheets for innovating leadership and creating thriving organizations. Tucson, AZ: Integral Publishers.
Pont, B. (2008). Improving school leadership. Retrieved from https://www.oecd.org/education/school/44374889.pdf?azureportal=true
Reardon, K. K. (2007). Courage as a skill. Harvard Business Review, 58-64. Harvard Business Press.
Reid, J. (2008). The resilient leader: Why EQ matters. Ivey Business Journal. Retrieved from http://iveybusinessjournal. com/publication/the-resilient-leader-why-eq-matters/ Sandbrook, B. (2012). 7 self-reflection questions for nurturing creativity. Retrieved from https://www.bensandbrook.com/7questions-for-nurturing-creativity
Stoll, L., & Temperley, J. (2009). Creative leadership: A challenge of our times. School Leadership & Management, 29(1), 65–78. Retrieved from https://doi.org/10.1080/13632430802646404
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Yuki, G. (2008). The Importance of flexible leadership. Retrieved from https://www.researchgate.net/publication/254848271_ The_Importance_of_Flexible_Leadership
SOCIAL INTELLIGENCE
A set of interpersonal competencies that inspire others to be effective.
Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18, 13-25. Colegio Oficial de Psicólogos del Principado de Asturias.
Cantor, N., & Kihlstrom, J. F. (1987). Personality and social intelligence. London, ENG: Pearson College Division.
Freedman, J. (2003). Key lessons from 35 years of social-emotional education: how self-science builds self-awareness, positive relationships and healthy decision-making. Perspectives in Education, 21, 69-80. University of Pretoria. Goleman, D. (2007). Social intelligence. New York, NY: Penguin Random House.
Zirkel, S. (2000). Social Intelligence: The Development and Maintenance of Purposive Behaviour. In R. Bar-On, & J. D. A. Parker (Eds.), The Handbook of Emotional Intelligence: Theory, Development, Assessment, and Application at Home, School, and in the Workplace (pp. 3-27). San Francisco, CA: Jossey-Bass.
SERVICE
Assures that other people’s highest priority needs are being served.
Empathetic
Has the ability to recognize, value and share others’ feelings.
Trustworthy Is benevolent, honest, open, reliable and competent.
Atkinson, S., Bagnall, A.-M., Corcoran, R., South, J., & Curtis, S. (2019). Being well together: Individual subjective and community wellbeing. Journal of Happiness Studies, 21(5), 1903–1921. Retrieved from https://doi.org/10.1007/s10902019-00146-2
Barbuto, J. E., & Wheeler, D. W. (2006). Scale development and construct clarification of servant leadership. Group & Organization Management, 31(3), 300-326. SAGE Publications. Daskal, L. (Ed.). (2022). 10 leadership qualities that will make you a great leader. Retrieved from https://www.lollydaskal.com/ leadership/10-leadership-qualities-that-will-make-you-a-greatleader/
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Greenleaf, R. K. (1977). Servant leadership. Mahwah, NJ: Paulist Press.
Handford, V., & Leithwood, K. (2013). Why teachers trust school leaders. Journal of Educational Administration, 51(2), 194–212. Retrieved from https://doi.org/10.1108/09578231311304706
Jiang, M., & Lu, S. (2020). To empathize, or not empathize in School Leadership. Journal of Organizational & School Leadership, 5(1). Retrieved from https://digitalcommons. gardner-webb.edu/joel/vol5/iss1/3
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Generous Is kind, understanding, and not selfish; is willing to give to others, including time, energy, advice and talent.
Protective Focuses on the well-being of others, the community and society at large, rather than self.
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COMMUNITY BUILDING
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Instills a sense of belonging, a feeling that members matter to one another and to the group, and a shared faith that members’ needs will be met through their commitment to be together.
Relational
Interacts with people in ways that fulfill their physical, psychological, social and emotional needs.
Collaborative
Works cooperatively with others toward a common purpose; enables others to succeed individually while accomplishing a collective outcome.
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Doyle, L. H. (2004). Leadership for community building: Changing how we think and act. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 77(5), 196-201. Taylor & Francis, LLC.
Indeed. (n.d.). What is a conciliator? Key roles and duties. Retrieved from https://www.indeed.com/hire/c/info/conciliator
Indeed. (2021). What Is Relational Leadership? (Definition and Tips). Retrieved from https://www.indeed.com/career-advice/ career-development/relational-leadership
Joseph, M., Ed. D. (2018). How to be a collaborative leader. Retrieved from https://www.eschoolnews.com/2018/01/30/ collaborative-leader/2/
Marsh, E. (2019). The psychology of connected leadership. Retrieved from https://www.t-three.com/thinking-space/blog/ the-psychology-of-connected-leadership
Mattessich, P. W., Monsey, B. R., & Roy, C. (1997). Community building: what makes it work: a review of factors influencing successful community building. Nashville, TN: Turner Publishing Company.
CAPACITY BUILDING
Connective
Actively meets people, introduces them to each other, and creates bridges among disconnected people, resources and ideas.
Conciliatory
Recognizes and resolves disputes by applying effective communication; uses problemsolving ability and negotiation to attain positive outcomes.
McMilla, D.W. & Chavis, D.W. (1986). Sense of community: a definition and theory. Journal of Community Psychology, 14, 6-23. Wiley-Liss, Inc.
Merriam-Webster. (n.d.). Conciliatory. Retrieved from https:// www.merriam-webster.com/dictionary/conciliatory
Miller, K. (2018). Collaborative leadership style advantages, disadvantages and characteristics. Retrieved from https:// futureofworking.com/collaborative-leadership-styleadvantages-disadvantages-and-characteristics/
Rayner, L. (2020). What is the relational leadership model? Retrieved from https://www.graduateprogram.org/2020/09/ what-is-the-relational-leadership-model/
Sanders, M. G. (2018). Crossing Boundaries: A Qualitative Exploration of Relational Leadership in Three Full-Service Community Schools. Retrieved from https://shermancenter. umbc.edu/files/2019/01/Crossing-Boundaries_-A-QualitativeExploration-of-Relational-Leadership-in-Three-Full-ServiceCommunity-Schools-1-2.pdf
Stallard, M. (2015). 10 ways to improve your connection skills. Retrieved from https://www.connectionculture.com/post/10ways-to-improve-your-connection-skills
Employs leadership knowledge and skills necessary to enable the school to make better use of its intellectual and social capital, in order to adopt high-leverage strategies of teaching and learning.
Empowering
Actively supports processes to help faculty and staff enhance their knowledge and skills in ways that are advantageous to their work
Guiding
Acts as a trusted adviser, drawing from personal experience and expertise to offer guidance and support
Axner, M. (n.d.). Developing facilitation skills. Retrieved from https://ctb.ku.edu/en/table-of-contents/leadership/groupfacilitation/facilitation-skills/main
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Bullen, P. (2021). Capacity building, social capital and empowerment. Retrieved from https://learningforsustainability. net/capacity-building-empowerment/
Resourceful
Garners personal, building, district and community resources to achieve the vision and goals of the school.
Facilitative
Works to identify and eliminate impediments to staff and student success; creates conditions for positive change.
Byron-Chambers, K., & Fisher, C. (n.d.). Empowering principals to empower their schools. Retrieved from https://www.ascd. org/el/articles/empowering-principals-to-empower-theirschools
Campbell, S. (2016). 6 characteristics of resourceful people that bring them success. Retrieved from https://www.entrepreneur. com/leadership/6-characteristics-of-resourceful-people-thatbring-them/272171
Criscione, L. (2021). 5 ways to empower your team to make decisions. Retrieved from https://online.wharton.upenn.edu/
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Kalhorn, R. (2018). How resourceful leaders think differently. Retrieved from https://www.forbes.com/sites/ renitakalhorn/2018/12/19/how-resourceful-leadersthink/?sh=4f5205835a4d
Lorinkova, N. (2018). Reducing employee cynicism and time theft through. Retrieved from https://www.baylor.edu/ business/kellercenter/doc.php/312282.pdf
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INFLUENCE
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Can cause changes without directly forcing them to happen; practices skills of networking, constructive persuasion and negotiation, consultation, and coalition-building.
Attentive
Listens actively to the content and manner of others’ spoken messages and determines emotional stances via verbal and non-verbal cues.
Communicative
Shares information in ways that are understood by target audiences, are relevant and timely, and that allow for feedback.
Avery, G. C. (2013). Understanding leadership: Paradigms and cases. Thousand Oaks, CA: SAGE.
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Goolamally, N., & Ahmad, J. (2014). Attributes of school leaders towards achieving sustainable leadership: A factor analysis. Journal of Education and Learning, 3(1). Retrieved from https:// doi.org/10.5539/jel.v3n1p122
Motivational
Fosters in others an internal state that rouses them to action and specific desired behaviors.
Catalytic
Helps the school improve by continuously focusing on opportunities for growth, monitoring effects of internal and external influences, and fostering productive interpersonal relationships.
Gopalan, V., Bakar, J. A., Zulkifli, A. N., Alwi, A., & Mat, R. C. (2017). A review of the motivation theories in learning. Retrieved from https://doi.org/10.1063/1.5005376
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Indeed Editorial Team (Ed.). (n.d.). 5 qualities of a truly motivated leader. Retrieved from https://www.indeed.com/hire/c/info/ motivated-leader
Johansson, C., D. Miller, V., & Hamrin, S. (2014). Conceptualizing communicative leadership. Corporate Communications: An
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Joiner, B. (2017). Leadership agility: From expert to catalyst. Retrieved from https://cdn.ymaws.com/www.agilebusiness. org/resource/resmgr/documents/whitepaper/la_white_ paper_08.30.17.pdf
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Krause, D. E. (2004). Influence-based leadership as a determinant of the inclination to innovate and of innovationrelated behaviors: An empirical investigation. The Leadership Quarterly, 15(1), 79-102. Elsevier Ltd. Lalonde, J. (2017). How to become a catalyst leader. Retrieved from https://www.jmlalonde.com/become-catalyst-leader/ Llopis, G. (2015). 5 reasons leaders practice poor communication skills. Retrieved from https://www.forbes.com/ sites/glennllopis/2015/09/08/5-reasons-leaders-practice-poorcommunication-skills/?sh=23ddc2732505
Kanfer, R., & Ackerman, P. (2000). Individual differences in work motivation: Further explorations of a trait framework. Applied Psychology, 49(3), 470–482. Retrieved from https://doi. org/10.1111/1464-0597.00026
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Morse, R. (2006). Catalytic leadership: reconsidering the nature of extension’s leadership role. Retrieved from https://archives. joe.org/joe/2006april/a9.php
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Reid, S. (2014). Knowledge influencers: Leaders influencing knowledge creation and mobilization. Journal of Educational Administration, 52(3), 332-357. Emerald Publishing.
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SYSTEMS INTELLIGENCE
The capacity to reason about personality and to use personality and personal information to enhance one’s thoughts, plans, emotions, and life experiences.
Costa, A. and Kallick B., eds. (2008). Learning and leading with habits of mind: 16 essential characteristics for success. Alexandria, VA: ASCD.
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Hämäläinen, R. and Saarinen, E. (2007). Essays on systems intelligence. School of Science and Technology, Systems Analysis Laboratory, 9-26. Aalto University.
Kafele, B. K. (2015). The principal 50: Critical leadership questions for inspiring schoolwide excellence. Alexandria, VA: ASCD. Senge, P. (1994). The fifth discipline. New York, NY: Doubleday.
Defines the mission as the intent of the school; fosters a vision of what the school will look like at its peak performance; strategically determines the procedural path to intentionally achieve the vision.
Analytic
Uses knowledge, reasoning and inquiry to analyze situations and develop constructive plans for improvement.
Strategic
Develops plans and appropriate mechanisms to achieve the school’s vision and goals.
Abrams, J., (2008). Habits of mind for the systems-savvy leader. Costa and Kallick, 292.
Aguilar, E. (2014). What makes a great school leader? Retrieved from https://www.edutopia.org/blog/qualities-of-great-schoolleader-elena-aguilar
Black, H., Soto, L., & Spurlin, S. (2016). Thinking about thinking about leadership: metacognitive ability and leader development readiness. New Directions for Student Leadership (149), 85-95. Wiley Periodicals, Inc.
Boulton, W. R., Lindsay, W. M., Franklin, S. G., & Rue, L. W. (1982). Strategic planning: Determining the impact of environmental characteristics and uncertainty. Academy of Management Journal, 25(3), 500–509. Retrieved from https:// doi.org/10.5465/256076
Campbell, C., Gold, A., & Lunt, I. (2003). Articulating leadership values in action: Conversations with school leaders. International Journal of Leadership in Education, 6(3), 203–221. Retrieved from https://doi. org/10.1080/1360312032000090064
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Daniel, D. (2014). Great leaders articulate their message clearly
Articulate
Clearly conveys the mission, vision and direction of the school to all stakeholders, communicating priorities, intentions, and roles and responsibilities.
Visionary
Builds a group vision as a guide for making all school decisions.
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Shipman, N. J., Queen, J. A., and Peel, H. A., (2013). Transforming school leadership with ISLLC and ELCC. New York, NY: Routledge.
OPERATIONS AND MANAGEMENT
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Utilizes a variety of methods, tools, and principles oriented toward enabling efficient and effective operation and management.
Responsible
Demonstrates the ownership and takes the responsibility necessary for achieving desired results.
Transformative Acts as a catalyst for change by leading through inquiry, challenging the status quo, being patient and persistent, and building strong relationships.
Aceves, T. C., & Orosco, M. (2014). Resources & tools. Retrieved from https://ceedar.education.ufl.edu/tools/
Bass, B. M., & Avolio, B. J. (1993). Transformational leadership and organizational culture. Retrieved from https://www.jstor. org/stable/40862298
Connors, R. and Smith, T. (2011). Partners in leadership, how to create a “culture of accountability.” Retrieved from http://www. asme.org/career-education/articles/management-professionalpractice/how-to-create-a-culture-of-accountability
Couros, G. (2013). 5 characteristics of a change agent, the principal of change—stories of learning and leading. Retrieved from http://georgecouros.ca/blog/archives/3615
Crippen, C. (2010). Serve teach, and lead: It’s all about relationships, insight. A Journal of Scholarly Teaching. V.5. 2736. Retrieved from http://files.eric.ed.gov/fulltext/EJ902861. pdf
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teachers College Press. Hallinger, P. (2011). Leadership for learning lessons from 40 years of empirical research. Journal of Educational Administration, 49/(2). 125-142. Emerald Publishing. Hayes, J. (2014). The theory and practice of change management, 4th edition. New York, NY: Palgrave MacMillan. Hochbein, C., Dever, D. V., White, G., Mayger, L., & Gallagher, E. (2018). Confronting methodological challenges in studying school leader time: A pilot study. Educational Management Administration and Leadership. Retrieved from https://journals. sagepub.com/doi/10.1177/1741143217700281
Responsive Responds to situations appropriately and constructively through effective listening, communication and actions.
Methodical
Systematically creates constructive order from disorder, employing a variety of methods and tools as appropriate.
Institute for School Leadership. (2005). Preparing and supporting diverse, culturally competent leaders. Institute for School Leadership. Retrieved from https://files.eric.ed.gov/ fulltext/ED493453.pdf
Jenkins-Scott, J., & Utley, C. (2020). 4 attributes of Responsive Leaders. Retrieved from https://trainingindustry.com/articles/ leadership/4-attributes-of-responsive-leaders/ Katz, S., Dack, L. A., & Malloy, J. P. (2018). The intelligent, responsive leader. Thousand Oaks, CA: Corwin Press.
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership. Review of Educational Research, 86(4), 1272–1311. Retrieved from https://doi. org/10.3102/0034654316630383
Lungu, P. E., (2015). Organized chaos: The natural order of law. Retrieved from http://www.huffingtonpost.com/peter-elijahlungu/organized-chaos-the-natur_b_6282156.html
Lyman, L. (1998). The contribution of documentation to the quality of early childhood education. Retrieved from https:// files.eric.ed.gov/fulltext/ED393608.pdf
Maak, T. (2007). Responsible leadership, stakeholder engagement, and the emergence of social capital. Journal of Business Ethics. Retrieved from https://link.springer.com/ article/10.1007/s10551-007-9510-5
Marzano, R. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD.
Marzano, R. J., Waters, T., & McNulty, B. A. (2006). The 21 responsibilities of school leaders. In School leadership that works: From research to results (1st ed., pp. 41–64). essay, Hawker Brownlow Education.
Montuori, A., & Donnelly, G. (2018). Handbook of personal and organizational transformation. Retrieved from https://www. researchgate.net/publication/319019519_Transformative_ Leadership
O’Hanlon, J., & Clifton, D. O. (2004). Effective principals: Positive principles at work. Lanham, MD: R&L Publishing Group. Richetti, C. T., & Tregoe, B. B. (2001). Analytic processes for school leaders. Alexandria, VA: ASCD.
Sallis, E. (2002). Total quality management, 3rd edition. New York, NY: Routledge.
Shaked, H., Schechter, C., & Fullan, M. (2018). Systems thinking for school leaders. Retrieved from https://www.haimshaked. com/wp-content/uploads/2021/11/pdf.pdf
Shields, C. M. (2011). Transformative leadership: An introduction. Counterpoints, (409), 1–17. Retrieved from
TEACHING AND LEARNING
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Sipe, J. and Frick, D. (2009). Seven pillars of servant leadership: Practicing the wisdom of leading by serving. Mawah, NJ: Paulist Press.
Smit, B., & Mabusela, M. (2019). Understanding relational and responsible leadership for school leaders. Retrieved from https://oxfordre.com/education/view/10.1093/ acrefore/9780190264093.001.0001/acrefore9780190264093-e-521
Stone-Johnson, C. (2013). Responsible leadership. Educational Administration Quarterly, 50(4), 645–674. Retrieved from https://doi.org/10.1177/0013161x13510004
Valdez, L. (2021). Plan your work and work your plan. Retrieved from https://www.aaepa.com/2018/06/plan-your-work-andwork-your-plan/
Develops and supports intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.
Diagnostic
Is adept at diagnosing educational problems, counseling teachers, supervising, evaluating programs and personnel, and developing curriculum.
Pedagogically Supportive
Provides differentiated support for teachers; creates time for staff to discuss change and its implications; models a “we’re all in this together” attitude; and fosters shared vision and shared purposes.
Abel, M. (2016). Why pedagogical leadership? Retrieved from https://mccormickcenter.nl.edu/library/why-pedagogicalleadership/
AU: School of Education (Ed.). (2022). What is systems thinking in education? Understanding functions and interactions in school systems. Retrieved from https://soeonline.american.edu/ blog/systems-thinking-in-education
Burkhauser, S., Pierson, A., Gates, S. M., & Hamilton, L. S. (2012). Evaluating efforts to improve school leadership. Retrieved from https://www.rand.org/pubs/research_briefs/ RB9686.html
Celep, C., & Çetin, B. (2005). Teachers’ perception about the behaviors of school leaders with regard to knowledge management. International Journal of Educational Management. Retrieved from https://www.emerald.com/insight/content/ doi/10.1108/09513540510582408/full/html
Chicago State University (Ed.). (n.d.). Analytical Thinking. Retrieved from https://csu.edu/humanresources/empdev/ documents/AnalyticalThinking.pdf
Couros, G. (2013). 5 characteristics of a change agent, the principal of change—stories of learning and leading. Retrieved from http://georgecouros.ca/blog/archives/3615
Cuesta Medina, L. (2022). Mentoring teachers to research their classrooms: A practical handbook. Retrieved from https://www. britishcouncil.in/sites/default/files/mentoring_teachers_to_ research_their_classrooms_a_practical_handbook.pdf
Dabbagh, N. (2007). Pedagogical implications. Academic vocabulary in learner writing: From extraction to analysis, 7(3), 217–226. Retrieved from https://doi.
Knowledgeable
Develops 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.
Evaluative
Is able to synthesize program and performance information for the purpose of recommending improvements and/or changes
org/10.5040/9781474211697.ch-006
Doyle, A. (2020). What are analytical skills? Retrieved from https://www.thebalancecareers.com/analytical-skillslist-2063729
Fullan, M. (2005). Leadership and sustainability: System thinkers in action. Thousand Oaks, CA: Corwin Press.
Gaspar, S. L. (2020). Leadership and the professional learning community. Retrieved from https://digitalcommons.unl.edu/ cehsedaddiss/43/
Hallinger, P. (2011). Leadership for learning lessons from 40 years of empirical research. Journal of Educational Administration, 49(2). 125-142. Emerald Publishing.
Hannum, K. (2019). Evaluative thinking should be a critical leadership competency. Retrieved from https://johnsoncenter. org/blog/part-1-evaluative-thinking-should-be-a-criticalleadership-competency/#:%7E:text=Leaders%20who%20 think%20evaluatively%20are,and%20influences%20on%20 that%20work
Harward, D. (2020). Diagnostics: The lost skill of a training leader. Retrieved from https://trainingindustry.com/blog/ strategy-alignment-and-planning/diagnostics-the-lost-skill-of-atraining-leader/
Kalekin-Fishman, D. (2004). Diagnosing inequalities in schooling: Ogbu’s orientation and wider implications. Intercultural Education, 15(4), 413–430. Retrieved from https:// doi.org/10.1080/1467598042000313430
Indeed Editorial Team (Ed.). (2020). Analytical skills in the workplace: Definitions and examples. Retrieved from https:// www.indeed.com/career-advice/resumes-cover-letters/
analytical-skills
Lashway, L. (2003). Role of school leader, trend and issues. Retrieved from https://files.eric.ed.gov/fulltext/ED479933.pdf
Marzano, R. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD. McCormick Center for Early Childhood Leadership (Ed.). (n.d.). Pedagogical leadership. Retrieved from https:// mccormickcenter.nl.edu/library-category/pedagogicalleadership/#:%7E:text=Pedagogical%20leadership%20 attends%20to%20educator,is%20inclusive%20of%20 instructional%20leadership
Savage, L., Álvarez, C., Drake, T., & Manigat, N. (2019). How can we best diagnose education systems to improve them? Global Partnership for Education. Retrieved from https:// www.globalpartnership.org/blog/how-can-we-best-diagnoseeducation-systems-improve-them
Schwartz, B. M., Tatum, H. E., & Wells, J. W. (2012). The honor system: Influences on attitudes, behaviors, and pedagogy. Teaching Ethically: Challenges and Opportunities. Retrieved from https://doi.org/10.1037/13496-008
CULTURAL RESPONSIVENESS
Shaked, H., & Schechter, C. (2019). Systems thinking for principals of learning- focused schools. Journal of School Administration Research and Development, 4(1), 18–23. Retrieved from https://doi.org/10.32674/jsard.v4i1.1939
Sharma, S. (2021). Attributes and pedagogical practices of successful teachers. Research Gate Attributes and Pedagogical Practices of Successful Teachers. Retrieved from https://www. researchgate.net/publication/352119970_Attributes_and_ Pedagogical_Practices_of_Successful_Teachers
Silcox, D. S. (2005). Pedagogic leadership: Refocusing on learning and teaching. Retrieved from https://www.academia. edu/en/68117813/Pedagogic_Leadership_Refocusing_on_ Learning_and_Teaching
Stronge, J. (2014). Evaluation system teacher performance. Retrieved from https://cdn5-ss2.sharpschool.com/UserFiles/ Servers/Server_1057178/File/Departments/Human_ Resources/Handbooks/Final%20Teacher%20Evaluation%20 Handbook.pdf
Tookoian, J. (2016). Ways to use Edulastic beyond the “assessment.” Retrieved from https://edulastic.com/blog/waysto-use-edulastic-beyond-the-assessment/
Understands, appreciates, and interacts with people of varying backgrounds in order to promote cooperation, collaboration, and connectedness amond a diverse community or learners.
Visible
Actively practices the role of community leader, including high visibility in the community and advocacy for community causes, leading to trust and rapport between school and community.
Affiliative
Values people and their feelings; seeks to accomplish tasks and goals while appreciating the needs of students and staff; emphasizes harmony and builds team resonance.
Anderson, G. L. (2009). Advocacy leadership toward a postreform agenda in education (1st ed.). New York, NY: Routledge. Blackburn, B. (2022). 8 characteristics of effective advocates. Retrieved from https://edcircuit.com/8-characteristics-ofeffective-advocates-education/ Bowers, H., Lemberger-Truelove, M. E., & Brigman, G. (2017). A social-emotional leadership framework for school counselors. Professional School Counseling, 21(1b). Retrieved from https:// doi.org/10.1177/2156759x18773004
Briggs, X. (1997). Social capital and the cities: Advice to change agents. The National Civic Review, October. Retrieved from http://www.ksg.harvard.edu/saguaro/pdfs/SKandCities.pdf
Calvello, M. (2021). Affiliative leadership: Characteristics every manager needs to master. Retrieved from https://fellow.app/ blog/management/affiliative-leadership/ Crippen, C. (2010). Serve teach, and lead: It’s all about relationships, insight. A Journal of Scholarly Teaching. V.5. 2736. Retrieved from http://files.eric.ed.gov/fulltext/EJ902861. pdf
Doig, C. (n.d.). The visible school leader - PLS 3rd learning. Vision Mission Guide. Retrieved from http://lms.pls3rdlearning. com/content/courses/AAIE/vision_and_mission_to_guide_ international_schools_COHORT/resources/u4/the-visibleschool-leader.pdf
Advocative
Develops implicit relational knowledge of the educational system through keen attention to human interest and need; actively advocates for students, teachers, and school with local, state, and federal policy makers.
Global
Recognizes the collective value of diverse social networks and the capacities that arise from these networks to accomplish goals together; views the school in the context of the broader society.
Dunlap, T. (2020). Principal leadership. Retrieved from https:// www.nassp.org/publication/principal-leadership/ Gagnon, S., Vough, H. C., & Nickerson, R. (2012). Learning to lead, unscripted. Human Resource Development Review, 11(3), 299–325. Retrieved from https://doi. org/10.1177/1534484312440566
Fullan, M. (2002). Leadership and sustainability. Principal Leadership. Retrieved from https://michaelfullan.ca/wpcontent/uploads/2016/06/13396047460.pdf
Hallinger, P. (2003). Reshaping the landscape of school leadership development: A global (1st ed.). Oxfordshire, ENG: Taylor & Francis.
Gay, G. (2010). Culturally responsive teaching: Theory, practice, and research, 2nd edition. New York, NY: Teachers College Press.
Goleman, D., Boyatzis, R. E., and McKee, A. (2002). The new leaders: Transforming the art of leadership into the science of results. London, ENG: Little Brown Books Group. Indeed Editorial Team. (n.d.). 10 effective leadership styles in education. Retrieved from https://www.indeed.com/careeradvice/career-development/leadership-styles-in-education Kania, J. and Kramer, M. (2011). Collective impact. Stanford Innovation Review. Standford, CA: Standford University. Khalifa, M. (2012). A “re”-new-“ed” paradigm in successful urban
school leadership: Principal as community leader. Educational Administration Quarterly. 48(3). 424-467. SAGE Publications.
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership. Review of Educational Research, 86(4), 1272–1311. Retrieved from https://doi. org/10.3102/0034654316630383
Joseph, M. X. (2019). Leadership: 7 ways to increase your visibility. Retrieved from https://districtadministration.com/ leadership-7-ways-to-increase-your-visibility/
Valdez, M., Foster, J. L., & Ikemoto, G. (Eds.). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP. Ross, M. C. (2022). 6 ways to increase visible leadership in the workplace. Retrieved from https://www.marie-claireross.com/ blog/6-ways-to-increase-visible-leadership-in-the-workplace
Story, J. (2011). A developmental approach to global leadership. Retrieved from https://www.regent.edu/acad/global/
Sullivan, T. (2021). Advocacy leadership. Retrieved from https:// www.edleaderu.com/post/advocacy-leadership
Superville, D. R. (2021). This principal is an unabashed advocate. Here’s how that’s helping students. Retrieved from https://www. edweek.org/leadership/pushing-policy-to-help-kids-is-key-partof-a-school-leaders-job-principal-advocate-says/2021/05
Suutari, V. (2002). Global leader development: An emerging research agenda. Career Development International, 7(4), 218–233. Retrieved from https://doi. org/10.1108/13620430210431307
Tjedvoll, A., Wales, C., & Welle-Strand, A. (2005). School leadership training under globalization: Comparisons of the UK, the US and Norway. Managing Global Transitions, 3(1). University of Primorska Press.
Williamson, R., & Blackburn, B. R. (2010). Tools to advocate for your school. Principal Leadership. Retrieved from https://eric. ed.gov/?id=EJ894663
DOING: THE RESEARCH
The convergence of the Culture, Systems, and Learning Domains culminates into a learning organization. Each domain is broken into seven leadership dimensions which are further delineated by essential leadership behaviors. The sections that follow provide the definitions of each domain, the domains’ essential behaviors, and the research basis for the essential behaviors.
CULTURE DOMAIN
Relationships
Building Internal Relationships
Building Personal Relationships
Building External Relationships
Student Centeredness
Exemplifying Student-Centeredness
Embedding a Culture of Student-Centeredness
Wellness
Advocating Personal Wellness
Nurturing a Culture of Wellness
Implementing Social-Emotional Wellness
Equity
Exemplifying Equitable Behavior
Constructing and Growing Equity
Leading an Equitable Learning Culture
Traditions/Celebrations
Leading and Promoting Mutual Respect
Valuing and Celebrating Traditions/Culture
Driving a Culture of Service
Ethics
Exemplifying Ethical Behaviors and Values
Embedding an Ethical Work Culture
Global Mindedness
Exemplifying a Global-Minded Culture
Embedding a Global-Minded Culture
CULTURE
LEARNING ORGANIZATION
SYSTEMS DOMAIN
Vision/Mission
Leading Vision and Mission
Driving Vision and Mission
Communication
Communication Standards
Communication Structures
Communication Advocacy
Personal Communication
Collaborative Leadership
Exemplifying Collaborative Leadership
Empowering a Collaborative Leadership Culture
Data Literacy
Fostering a Data Literacy Culture
Leading Data Literacy
Managing Data Literacy Systems
Strategic Management
Leading Strategic Management
Structuring Systems for Strategic Management
Safety
Leading a Culture of Safety
Managing Crises and Emergency Planning
Assessing Threats
Operations
Managing Systems Logistics
Allocating and Assigning Personnel
Evaluating Operational Systems Effectiveness
LEARNING DOMAIN
Reflection and Growth
Creating a Culture of Self-Assessment Growing Through Self-Reflection
Result-Orientation
Creating a Results Oriented Learning Culture
Implementing Data-Driven Decision Making
Curriculum
Creating Learning-Focused Curriculum Meeting All Academic Needs
Ensuring Curriculum Alignment
Instruction
Promoting Collaborative Instruction
Providing Effective Instruction
Ensuring Instructional Alignment
Assessment
Assessing Student Learning and Growth
Assessing the Learning Environment
Evaluating Assessment Alignment
Innovation
Creating and Sustaining Innovation
Managing Change and Uncertainty
Human Capital Management
Recruiting High-Quality Staff
Retaining and Developing Staff
Ensuring Accountability
CULTURE DOMAIN
The school leader’s efforts to create, foster, and sustain a student-centered climate and culture where all adults strive to build positive and unconditional relationships with all students, while ensuring equitable access and opportunities to highquality programs.
RELATIONSHIPS
Focuses on developing and strengthening internal, personal, and external relationships that support the school’s mission and vision and creates an environment where a diversity of ideas and opinions can be shared, appreciated, and respected.
Building Internal Relationships
Institute structures and strategies for building rapport and establishing high expectations for behavior and learning with students.
• School Leader ensures and promotes schoolwide norms and expectations that reinforce trusting and respectful relationships.
• School Leader models best practices in ensuring a mutual respectful and supportive environment.
• School Leader embeds expectations within communications for relationship building.
Institute structures and strategies for being visible, accessible, and approachable to ensure positive and professional interactions with staff.
• School Leader ensures and promotes schoolwide norms and expectations that reinforce trusting and respectful relationships.
• School Leader models best practices in creating a safe, trusting, and respectful environment.
• School Leader embeds expectations within communications for relationship building.
Create and foster an environment where a diversity of ideas and opinions can be shared, appreciated, and respected.
• School Leader implements practices that ensure viewpoints and perspectives are equally heard and respected for all stakeholders.
• School Leader nurtures open communication internally through processes that provide meaningful feedback and development for staff.
• School Leader institutes collaborative structures and strategies focused on a set of clear goals, with a sense of collective effort, and an orientation toward improvement that fosters and maintains strong relationships among staff members.
• School Leader implements structures that facilitate conversations about progress based on data that help teachers and students build relationships that support improvement.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practice in internal relationship building.
• School Leader collaborates and facilitates a continuous improvement planning process to promote personal growth in internal relationship building.
• School Leader ensures plan goals, outcomes and next steps have been clearly defined.
• School Leader includes activities that regularly assess the effectiveness of internal relationship building.
• School Leader provides a continuous improvement plan with strategies, timelines, evaluation, and monitoring to establish best practice in internal relationship building.
Building Internal Relationships Research References
Blase, J., & Blase, J. (1999). Principals’ instructional leadership and teacher development: Teachers’ perspectives. Educational Administration Quarterly 35(3), 349-78. SAGE.
Bickmore, D. L. (2016). The middle grades principal: A research agenda. Middle Grades Review, 2(3), 1-9. University Libraries of the University of Vermont.
Bryk, S. A., Sebring, P. A., Allensworth, L. S., & Easton, J. Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press. Cheliotes, L. G., & Reilly, M. F. (2012). Opening the door to coaching conversations. Thousand Oaks, CA: Corwin Press. Cotton, K. (2003). Principals and student achievement: What the research says. Alexandria, VA: ASCD.
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook- 508_003.pdf
Datnow, A., & Park, V. (2014). Data-driven leadership. San Francisco, CA: Jossey-Bass.
DuFour, R., & Marzano, R. J. (2009). High-leverage strategies for principals’ leadership. School Leadership, 66(5), 62-68. ASCD. Elgart, M. (2017). Meeting the promise of continuous improvement insights from the AdvancED continuous improvement system and observations of effective schools. Sacramento, CA: Alpharetta, GA: Advanced Education Inc. Garfinkle, J. (2015). Building positive relationships at work. Retrieved from https://garfinkleexecutivecoaching.com/ articles/build-positive-work-relationships/building-positiverelationships-at-work
Goodwin, B., & Hein H. (2015). Communicate in the ways that count. School Leadership, 72(7), 82-83. ASCD.
Hanlin, D. C. (2014). The relationship between emotional intelligence and research-based leadership practices of high school School Leaders [Unpublished doctoral dissertation]. College Park, MD: University of Maryland.
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hanover Research. (2014). Strategies for building cultural competency. Retrieved from http://www.gssaweb.org/wpcontent/uploads/2015/04/Strategies-for-Building-CulturalCompetency-1.pdf
Louis, K. S., Murphy, J., & Smylie, M. (2016). Caring leadership in schools: Findings from exploratory analyses. Educational Administration Quarterly, 52(2), 310-348. SAGE.
Mapp, K. L., & Kuttner, P. J. (2013). Partners in education: A dual capacity-building framework for family-school partnerships. Retrieved from https://www2.ed.gov/documents/familycommunity/partners-education.pdf
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
Minnesota Department of Education. (2016). Guide to coaching school School Leaders in Minnesota: Incorporating coaching strategies into School Leader development and evaluation. Retrieved from https://education.mn.gov/mdeprod/ groups/communications/documents/hiddencontent/bwrl/ mdu5/~edisp/mde059470.pdf
Murray, J. (2014). Critical issues facing school leaders concerning data-informed decision-making. The Professional Educator, 38(1), 169-177. Auburn University.
National Association of Secondary School Principals (NASSP). (2018). Building ranks K-12: A comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Center for Educational Statistics. (2011). Best practices brief: Stakeholders tips from the states. Retrieved from https:// nces.ed.gov/programs/slds/pdf/best_practices.pdf
Office of School Performance & Accountability (OSPA), Broward County Public Schools. (2020). Best practice #3 internal/
external relationships. Retrieved from http://www.broward.k12. fl.us/ospa/best_blueprints.asp?best_blueprint_id=7
Peters, J., & Pearce, J. (2012). Relationships and early career teacher resilience: A role for school principals. Teachers and Teaching, 18(2), 249-262. Taylor & Francis.
Peterson, K. D., & Deal, T. (1998). How leaders influence the culture of schools. School Leadership, 56(1), 28-30. ASCD.
Price, H. E. (2012). Principal-teacher interactions: How affective relationships shape principal and teacher attitudes. Educational Administration Quarterly, 48(1), 39-85. SAGE.
Raphael, D. M., & Nesbary, D. (2005). Getting the message across: Rationale for a strategic communications course in the public administration curriculum. Journal of Public Affairs Education, 11(2), 133-146. Routledge.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. SAGE.
Schmoker, M. (2016) Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Sebastian, J. G., Skelton, J., & West, K. P. (2000). Communitycampus partnerships for health. Partnership Perspectives, 1(2), 1-94. Retrieved from https://depts.washington.edu/ccph/ pdf_files/summer1-f.pdf
Sowell, M. (2019). Five School Leaders share three keys to building principal-student relationships. Retrieved from https:// www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ ArtMID/888/ArticleID/1012/Building-Relationships-withStudents-It-Isnt-Just-for-Teachers.aspx
Building Personal Relationships
Implement protocols and practices that ensure School Leader is approachable, accessible, and welcoming to all stakeholders:
• School Leader demonstrates and ensures that they are highly visible and engaged in quality interactions.
• School Leader implements strategies and practices that build and support trust among all stakeholders.
• School Leader models and supports a culture of mutual respect during interactions with and among all stakeholders.
Demonstrate social awareness when building relationships through interpersonal activities that connect and build rapport with all stakeholders:
• School Leader implements best practices problem solving and conflict resolution.
• School Leader model and demonstrate active listening strategies during interpersonal activities with stakeholders.
• School Leader assesses, engages, and addresses building climate and culture issues in an ongoing manner.
Demonstrate self-awareness and personal management when making connections and building rapport with all stakeholders:
• School Leader provides evidence of awareness of personal verbal and non-verbal cues and skills.
• School Leader models and sets expectations for tone, cultural sensitivity, and empathy during interactions with all stakeholders.
• School Leader assesses, engages, and addresses self-awareness and management of building climate and culture issues in an ongoing manner.
• School Leader engages in critical self-reflection on effectiveness in making connections and building rapport with all stakeholders.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practice in personal relationship building with all stakeholders:
• School Leader collaborates and facilitates a continuous improvement planning process to promote personal growth in relationship building with all stakeholders.
• School Leader ensures plan goals, outcomes and next steps have been clearly defined.
• School Leader includes activities that regularly assess the effectiveness of relationship building with all stakeholders.
• School Leader provides a continuous personal improvement plan with strategies, timelines, evaluation, and monitoring to establish best practice in relationship building for all stakeholders.
Building Personal Relationships Research References
Albrecht, K. (2006). Social intelligence: The new science of success. San Francisco, CA: Jossey-Bass.
Beteille, T., Kalogrides, D., & Loeb, S. (2009). Effective schools: Managing the recruitment, development, and retention high quality teachers. Retrieved from https://www.urban.org/sites/ default/files/publication/33261/1001428-Effective-SchoolsManaging-The Recruitment-Development-and -Retention-ofHigh Qualty-Teachers.PDF
Branson, C. (2007). Effects of structured self-reflection on the development of authentic leadership practices among Queensland primary school principals. Educational Management Administration & Leadership, 35(2), 225-246. SAGE.
Branson, C. M. (2007). Improving leadership by nurturing moral consciousness through self- reflection. Journal of Educational Administration, 45(4), 471-495. Emerald Publishing.
Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180-213. Columbia University.
Dantley, M. E. (2010). Successful leadership in urban schools: Principals and critical spirituality, a new approach to reform. The Journal of Negro Education, 79(3), 214-219. Howard University. Edmondson, A. C. (2003). Speaking up in the operating room: How team leaders promote learning in interdisciplinary action teams. Journal of Management Studies, 40(6), 1419-1452. Wiley-Blackwell.
Ferguson, R. F., Hackman, S., Hanna, R., & Ballantine, A. (2009). How high schools become exemplary: Ways that leadership raise achievement and narrows the gap by improving instruction in 15 Public Schools. Retrieved from: http://www.agi.harvard. edu/events/2009Conference/2009AGIConferenceReport6-30-
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Gerzon, M. (2006). Leading through conflict: Catalyzing school change can turn emotional differences of opinion into learning opportunities. School Administrator, 63(10), 28+. AASA.
Gilley, A., McMillan, H. S., & Gilley, J. W. (2009). Organizational change and characteristics of leadership effectiveness. Journal of Leadership & Organizational Studies, 16(1), 38-47. SAGE.
Goleman, D., Boyatzis, R., & McKee, A. (2004). Primal leadership: Learning to lead with emotional intelligence. Boston, MA: Harvard Business School Press.
Gray, S. P., & Streshly, W. A. (2008). From good schools to great schools: What their principals do well. Thousand Oaks, CA: Corwin Press.
Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching & Teacher Education, 24(5), 1349-1363. Elsevier Ltd.
Halawah, I. (2005). The relationship between effective communication of high school principal and school climate. Education, 126(2), 334-345. Project Innovation, Inc.
Hitt, D. H., & Tucker, P. D. (2016). Systemic review of key leader practices found to influence student achievement: A unified framework. Review of Educational Research, 86(2), 531-569. SAGE.
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Huber, S. G. (2013). Multiple learning approaches in the professional development of school leaders: Theoretical perspectives and empirical findings on self-assessment and feedback. Educational Management Administration & Leadership, 41(4), 527-540. University of Chicago Press.
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Khalifa, M. (2012). A renewed paradigm in successful urban leadership: Principal as community leader. The Journal of Leadership for Effective & Equitable Organizations, 48(3), 424467. SAGE.
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Price, H. E. (2012). Principal-teacher interactions: How affective relationships shape principal and teacher attitudes. Educational Administration Quarterly, 48(1), 39-85. SAGE.
Printy, S. M., Marks, H. M., & Bowers, A. J. (2010). Integrated leadership: How principals and teachers share transformational and instructional influence. Journal of School Leadership, 19(5), 504-529. SAGE.
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Rodriquez, L. F. (2008). Teachers know you can do more: Understanding how school cultures of success affect urban high school students. Educational Policy, 22(5), 758-780. SAGE.
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Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly, 45(2), 217-247. SAGE.
Wahlstrom, K., Louis, K. S., Leithwood, K., & Anderson, L. E. (2010). Investigating the links to improved student learning. Retrieved from https://www.wallacefoundation.org/knowledgecenter/Documents/Investigating-the-Links-to-ImprovedStudent-Learning-Executive-Summary.pdf
Building External Relationships
Institute structures and strategies that initiate connection, relationships, and partnerships with external stakeholders:
• School Leader fosters intentional connections with families that help teachers and staff members support the individual needs of each child.
• School Leader provides policies and processes to ensure inclusiveness of students’ and teachers’ voices in communications with external stakeholders.
• School Leader deploys a strategy to ensure all stakeholder groups have messaging tailored to the platform in which they will consume the content being produced.
Utilize procedures and implement practices that ensure positive relationships are being developed and strengthened across the district:
• School Leader collaboratively develops and implements a site-specific instructional focus that aligns with the district’s instructional focus but is customized based on the needs of its students and the priorities of its school community.
• School Leader ensures that professional learning is related to district priorities and context-specific needs.
• School Leader participates in collaborative meetings with other district school leaders focused on building relationships.
• School Leader shares data, challenges, and insights in an open and mutually supportive manner with other district school leaders to build reciprocal trust.
Ensure procedures and practices are being intentionally implemented in order to develop and strengthen positive relationships with learning partners:
• School Leader engages in the community and leverages civic partnerships to advocate on behalf of students and school.
• School Leader provides systematic opportunities to invite stakeholders into schools to provide and promote mutually beneficial outcomes.
• School Leader plans and demonstrates participation in regional, state, and national recognition events and communicates benefits of programs to stakeholders and elected officials.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practice in external relationships for organizational improvement:
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, while monitoring progress, to create an environment in which leadership supports external relationships for organizational improvement.
Building External Relationships Research References
Andrews, H. A. (2011). Supporting quality teachers with recognition. Australian Journal of Teacher Education, 36(12), 5970. Retrieved from https://eric.ed.gov/?id=EJ954843
Badgett, K. (2016). School-business partnerships: Understanding business perspectives. School Community Journal, 26(2), 83-105. Retrieved from https://eric. ed.gov/?id=EJ1123994
Baker, T. L., Wise, J., Kelley, G., & Skiba, R. J. (2016). Identifying barriers: Creating solutions to improve family engagement. School Community Journal, 26(2), 161-184. Retrieved from https://eric.ed.gov/?id=EJ1124003
Campbell, C., Dalley-Trim, L., & Cordukes, L. (2016). ‘You want to get it right’: A regional Queensland school’s experience in strengthening parent-school partnerships. Australasian Journal of Early Childhood, 41(3), 109–116. Early Childhood Australia. Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Daniel, J. (2017). Strong collaborative relationships for strong community schools. National Education Policy Center. Retrieved from https://eric.ed.gov/?id=ED578684
Davis, K., Rogers, D., & Harrigan, M. (2020). A review of state policies on principal professional development. Education Policy Analysis Archives, 28(24), 1-22. Retrieved from https://eric. ed.gov/?id=EJ1245578
Dove, M. K., Zorotovich, J., & Gregg, K. (2018). School community connectedness and family participation at school. World Journal of Education, 8(1), 49-57. Retrieved from https:// eric.ed.gov/?id=EJ1173979
Elgart, M. (2018), Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE.
Garcia, M. E., Frunzi, K., Dean, C. B., Flores, N., & Miller, K. B. (2016). Toolkit of resources for engaging families and the community as partners in education (Part 3: Building trusting relationships with families and the community through effective communication). Washington, DC: Institute of Education Sciences.
Goodwin, J., & Babo, G. (2014). What expert teachers think: A look at principal leadership behaviors that facilitate exemplary classroom instructional practice. Education Leadership Review of Doctoral Research, 1(2), 65-84. Retrieved from https://eric. ed.gov/?id=EJ1105727
Gümüş, E. (2019). Investigation of mentorship process and programs for professional development of school principals in the USA: The case of Georgia. International Journal of School Leadership and Management, 7(1), 2-41. Retrieved from http:// dx.doi.org/10.17583/ijelm.2019.3718
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Hesbol, K. (2019). Principal self-efficacy and learning organizations: Influencing school improvement. International Journal of School Leadership Preparation, 14(1), 33–51. Retrieved from https://eric.ed.gov/?id=EJ1218932
Jung, S. B., & Sheldon, S. (2020). Connecting dimensions of school leadership for partnerships with school and teacher practices of family engagement. School Community Journal, 30(1), 9-32. Retrieved from https://eric.ed.gov/?id=EJ1257579
Krumm, B. L., & Curry, K. (2017). Traversing school-community
partnerships utilizing cross-boundary leadership. School Community Journal, 27(2), 99-120. Retrieved from https://eric. ed.gov/?id=EJ1165643
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STUDENT CENTEREDNESS
Cultivates an educational environment that addresses the distinct academic, social, emotional, and physical needs of all students and conveys high expectations, support, and mutual respect among all staff and students.
Exemplifying Student-Centeredness
Demonstrate best practices, behaviors, and abilities to guide and implement effective student-centeredness approaches and policies.
• School Leader models self-reflection by using appropriate tools, processes, and communications.
• School Leader collects feedback from all stakeholders (students, staff, parents, community) to help guide personal leadership guide their professional growth and to achieve student centeredness outcomes and goals.
• School Leader consistently analyzes data and feedback, refines growth targets, and modifies future strategies to improve personal growth and student-centered outcomes.
Engage in self-assessment to identify personal leadership strengths and growth areas essential to facilitate, support, and sustain student centeredness.
• School Leader reflects on personal communication effectiveness using a formal and informal self-evaluation processes of written, oral, and digital communications.
• Education leader utilizes various forms of feedback and data to reflect on current attitudes and behaviors to determine areas of improvement.
• Education leader intentionally schedules time to reflect, analyze, and plan for personal professional growth of student-centeredness leadership skills.
• School Leader communicates accurate findings and is transparent with stakeholders to guide future professional growth goals which will improve student centeredness outcomes.
Exemplify and support self-reflection, self-assessment, and professional growth among stakeholders to improve student centeredness behaviors and best practices.
• School Leader models and supports reflective practices with all stakeholders to reflect and assess their effectiveness, focus, and understanding concerning student-centeredness practices, outcomes, and strategies.
• Education leader models for all stakeholders in analyzing and utilizing feedback to reflect on and improve professional practices and behaviors in support of student-centered environments.
• Education leader models and supports intentional time within stakeholders’ schedules to reflect and analyze interpersonal skills and behaviors toward a student-centered environment.
Provide a personal, professional growth plan that utilizes self-assessment, self-reflection feedback and data to develop strategies, implement timelines, evaluate, and monitor processes, and modify procedures focused on achieving an exemplary student centeredness environment.
• School Leader develops a professional growth plan that includes strategies for an ongoing cycle of self-reflection to ensure continuous improvement and growth focused on student centeredness.
• Education leader documents feedback to develop and implement a clearly defined plan to improve student centeredness attitudes, practices, and behaviors.
• School Leader establishes a clearly defined plan for monitoring progress toward goals, outcomes and for identifying next steps for student centeredness growth and improvement.
• School Leader modifies their personal, professional growth plan as needed based on results of the student centeredness attitudes and behaviors reflective feedback and analysis process.
Exemplifying Student-Centeredness Research References
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STUDENT CENTEREDNESS
Embedding Student-Centeredness
Ensure targeted support for each student academically, socially, emotionally, and physically.
• School Leader collaboratively facilitates and establishes practices to promote personal relationships and support for each student.
• School Leader collaborates with student groups to determine if their needs and interests are represented by the school’s academic and extracurricular offerings.
• School Leader builds a culture that nurtures each individual to live the established norms, values, and beliefs and to grow in a safe, caring and highperforming school community.
• School Leader establishes goals and expectations which promotes a strong student-centered culture that motivates students to invest in their learning and adults to support them.
Commit and ensure that all staff members understand their responsibilities and are entrusted in meeting each student’s needs.
• School Leader implements policies and practices to ensure staff accountability in addressing the academic, social, emotional, and physical needs of each student.
• School Leader works collaboratively with staff to focus on students’ needs that drive the strategic alignment of organizational decisions and resources.
• School Leader promotes and supports systems of accountability that ensure success for all students and prioritizes students’ individual needs in an equitable manner.
• School Leader supports equitable practices and provides opportunities for students’ voice and leadership related to learning projects and activities.
Celebrate and recognize students’ achievement and emphasize positive behavior.
• School Leader collaboratively establishes schoolwide programs to recognize student accomplishments and efforts.
• School Leader collaboratively establishes systems of recognition to reinforce for all students that emphasize and promote and improve positive behaviors.
• School Leader collaboratively creates various, on-going opportunities to recognize the efforts of each student in the school community.
Provide a collaborative plan with strategies, implementation timelines, evaluation, and a monitoring process for embedding and maintaining an exemplary student-centered culture that conveys high expectations, support, and mutual respect among all staff and students.
• School Leader collaborates and facilitates with stakeholders to create a planning process which grows, embeds, and sustains a student-centered environment.
• School Leader ensures the outcomes and sustainability of the plan is clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates with stakeholders to deliver a plan that includes implementation strategies, progress monitoring and delivery systems for student centeredness supported by a continuous cycle of improvement.
Embedding Student-Centeredness Research References
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Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4), 3-14. Retrieved from https://repository. brynmawr.edu/cgi/viewcontent.cgi?referer=https://www. google.com/&httpsredir=1&article=1017&context=edu_pubs
Cooper, C. W. (2009). Performing cultural work in demographically changing schools: Implications for expanding transformative leadership frameworks. Educational Administration Quarterly, 45(5), 694-724. SAGE.
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Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school
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Rimmer, J. (2016). Developing principals as equitycentered instructional leaders. Retrieved from https:// capacitybuildingnetwork.org/article9/
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. SAGE.
Rodriguez, L. F. (2008). “Teachers know you can do more”: Understanding how school cultures of success affect urban high school students. Educational Policy, 22(5), 758-780. SAGE.
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Surr, W., Zeiser, K., Briggs, O., & Kendziora, K. (2018). Learning with others: A study exploring the relationship between collaboration, personalization, and equity. Arlington, VA: American Institutes for Research.
Zakrzewski, V. (2013). How to create a positive school climate. Retrieved from https://greatergood.berkeley.edu/article/item/ how_to_create_a_positive_school_climate
WELLNESS
Fosters and supports a culture of physical, mental, and social-emotional wellness for the entire school community.
Advocating Personal Wellness
Utilize fitness concepts, principles, and strategies to maintain personal physical wellness.
• School Leader models self-care by regularly participating in fitness-enhancing physical activity.
• School Leader achieves and maintains a health-enhancing level of fitness.
• Education leader assesses current state of sleep, hydration, diet, and exercise and identifies areas for improvement in personal physical wellness.
Utilize emotional wellness concepts, principles, and strategies to maintain personal mental wellness.
• School Leader utilizes social skills including understanding social cues, conflict resolution/social problem solving, and prosocial/cooperative behavior in interactions with others.
• School Leader demonstrates emotional knowledge and expression, emotional and behavioral regulation, and empathy/perspective taking in interactions with others.
• Education leader assesses current state of social-emotional well-being and identifies areas for personal growth.
Implement a dynamic process of change and growth that leads to a balanced state of physical, mental, and social well-being.
• School Leader utilizes current research to inform choices for a healthy and balanced lifestyle.
• School Leader implements habits and routines that sustain a balanced state of physical, mental, and social well-being.
• School Leader develops and maintains supportive personal and professional networks.
• School Leader assesses and evaluates current life balance and identifies areas of need.
Institute practices for self-assessment and data collection concerning personal wellness behaviors.
• School Leader implements an on-going practice to monitor personal wellness.
• School Leader regularly assesses and evaluates data related to personal wellness to identify needs and monitor progress.
• School Leader modifies current wellness practices based on assessment results.
Provide a personal growth plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practice in advocating personal wellness.
• School Leader develops professional growth goals that include strategies and follow an ongoing cycle of self-reflection to ensure continuous improvement and growth in wellness behaviors.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined plan with goals for improving personal wellness behaviors.
• School Leader establishes a clearly defined continuous personal wellness growth plan that includes strategies, implementation, and timelines to monitor progress and determine next steps using a continuous self-assessment process.
Advocating Personal Wellness Research References
Adelman, P. (2017). Perceptions of physician leadership through the lens of emotional intelligence. Retrieved from https://www-proquest-com.ezproxy.slpl.org/dissertationstheses/perceptions-physician-leadership-through-lens/ docview/1954090632/se-2?accountid=14083
Allen-Hammer, K. (2019). Demystifying personalizing wellness: A classic grounded theory study. https://www-proquestcom.ezproxy.slpl.org/dissertations-theses/demystifyingpersonalizing-wellness-classic/docview/2267437589/se2?accountid=14083
Bambrick-Santoyo, P. (2012). Leverage leadership: A practical guide to building exceptional schools. San Francisco, CA: Jossey-Bass.
Bartlett, M. J., Arslan, F. N., Bankston, A., & Sarabipour, S. (2021). Ten simple rules to improve academic work–life balance. PLoS Computational Biology, 17(7), 1–12. Retrieved from https://doi-org.ezproxy.slpl.org/10.1371/journal.pcbi.1009124
Berry, L. L., Mirabito, A. M., & Baun, W. B. (2011). What’s the hard return on employee wellness programs? Harvard Business Review, 89(3), 20-21. Harvard Business Press. Centers for Disease Control and Prevention. (2015). Assessment of public health. CDC.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2021). Guide to schoolwide SEL-learn. Retrieved from https://schoolguide.casel.org/focus-area-2/learn/ Corte, R. (2019). What is physical wellness and why is it
Elgart, M. (2017). Meeting the promise of continuous improvement insights from the AdvancED continuous improvement system and observations of effective schools. Alpharetta, GA: Advanced Education Inc.
Elias, J., O’Brien, M. U., & Weissberg, R. P. (2006). Transformative leadership for social-emotional learning. Principal Leadership, 10–13. NASSP.
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hawley, L. D., MacDonald, M. G., Wallace, E. H., Smith, J., Wummel, B., & Wren, P. A. (2016). Baseline assessment of campus-wide general health status and mental health: Opportunity for tailored suicide prevention and mental health awareness programming. Journal of American College Health, 64(3), 174–183. Retrieved from https://doi-org.ezproxy.indstate. edu/10.1080/07448481.2015.1085059
Hirsch, S. (2017). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all-students/ Kafele, B. (2021). Mental health for educators. School Leadership, 78(4), 50–54. ASCD.
Kirkpatrick, W. (2017). Tips to create your personal wellness plan. Retrieved from https://wellness.totalaccessmedical.com/ blog/tips-to-create-your-personal-wellness-plan
Lambert, L. T. (2000). The new physical education. School Leadership, 57(6), 34-38. ASCD.
Lancefield, D. (2020). How to be a visionary leader and still have a personal life. Harvard Business Review. Retrieved from https:// hbr.org/2020/11/how-to-be-a-visionary-leader-and-still-havea-personal-life
Mahfouz, J., Greenberg, M. T., & Rodriguez, A. (2019). Principals’ social and emotional competence: A key factor for creating caring schools. State College, PA: The Pennsylvania State University.
Martin, E. M., Myers, K., & Brickman, K. (2020). Selfpreservation in the workplace: The importance of well-being for social work practitioners and field supervisors. Social Work, 65(1), 74–81. Retrieved from https://doi.org/10.1093/sw/ swz040
Mattke, S., Liu, H. H., Caloyeras, J. P., Huang, C. Y., Van Busum, K. R., Khodyakov, D., & Shier, V. (2013). Workplace wellness programs study: Final report. http://www.rand.org/pubs/ research_reports/RR254.html
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco: WestEd.
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Building ranks: a comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
Pijanowski, J., & Ray, J. (2018). Don’t sacrifice self-care: What happens when principals care for everyone in the building but themselves? Principal, 98(1), 50–51. NAESP.
Richardson, L. (2020). Principal wellness: Principals’ managing their wellbeing [Unpublished doctoral dissertation]. Retrieved from https://digitalcommons.unl.edu/cgi/viewcontent. cgi?article=1372&context=cehsdiss
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals. sagepub.com/toc/eaqa/44/5
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ACSD.
Solmon, M. A. (2015). Optimizing the role of physical education in promoting physical activity: A social-ecological approach. Research Quarterly for Exercise and Sport, 86(4), 329-337. Taylor & Francis.
Witte, R. H., & Mosley- Howard, G. S. (2014). Mental health practice in today’s schools: Issues and interventions. New York, NY: Springer Publishing Company.
Nurturing a Culture of Wellness
Create a collaborative framework to support a culture of wellness.
• School Leader implements a school wellness team approach for educating and sharing evidence of its importance and a common understanding of the wellness framework.
• School Leader provides programs and resources that enable staff members, parents and students to identify areas of need related to wellness.
• School Leader collaboratively plans and implements research-based, effective wellness programs for all stakeholders.
• School Leader institutes systems of ongoing data collection, analysis, and evaluation of stakeholder personal wellness.
Foster a culture of wellness through school vision, mission, and values conversations and activities.
• School Leader promotes a school vision and mission that focuses on the whole child.
• School Leader implements practices that support staff members in promoting and attending to student wellness.
• School Leader provides on-going communication promoting wellness using various forms of communication.
• School Leader provides opportunities for staff to model healthy behaviors and demonstrate a commitment to student and family wellness.
Promote a culture that supports social, emotional, and physical wellness for all stakeholders.
• School Leader utilizes community-based resources, social services agencies and other potential partners for school-based wellness efforts.
• School Leader leverages relationships to advocate and promote wellness in and outside of the school.
• School Leader promotes the work-life balance of members of the faculty and the staff.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practices for nurturing a culture of wellness.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and a support school culture driven by student learning and growth.
Nurturing a Culture of Wellness Research References
Alliance for a Healthier Generation. (n.d.). Wellness topics, policy: Local school wellness. Retrieved from https://www. healthiergeneration.org/take-action/schools/wellness-topics
Allensworth, E. M., & Hart, H. (2018). How do principals influence student achievement? Chicago, IL: University of Chicago Consortium on School Research.
Arneson, S. (2011). Communicate and motivate: The school leaders guide to effective communication. Eye on Education. New York, NY: Routledge.
Barry, J., & Johnson, I. (2020). Fit to learn. National Association of Secondary School Principals. https://nassptst2cms. personifycloud.com/2020/10/01/fit-to-learn/
Berkovich, I., & Eyal, O. (2015). School Leaders and emotions: An international review of empirical evidence 1992-2012. Review of Educational Research, 85(1), 129167. Retrieved from https://doi-org.ezproxy.indstate. edu/10.1177/1741143215617947
Berkovich, I., & Eyal, O. (2017). The mediating role of principals’ transformational leadership behaviors in promoting teachers’ emotional wellness at work. Educational Management Administration & Leadership, 45(2), 316–335. SAGE.
Berry, L. L., Mirabito, A. M., & Baun, W. B. (2011). What’s the hard return on employee wellness programs? Harvard Business Review, 89(3), 20-21. Harvard Business Press. Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. (2010). The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156. American Psychological Association.
Centers for Disease Control and Prevention. (2013). Make a difference at your school. Chronic Disease. Retrieved from http://digitalcommons.hsc.unt.edu/disease/31
Centers for Disease Control and Prevention. (2021). Whole school, whole community, whole child (WSCC). Retrieved from https://www.cdc.gov/healthyschools/wscc/index.htm
Chen, S., Dzewaltowski, D. A., Rosenkranz, R. R., LanninghamFoster, L., Vazou, S., Gentile, D. A., Lee, J. A., Braun, K. J., Wolff, M. M., & Welk, G. J. (2018). Feasibility study of the SWITCH implementation process for enhancing school wellness. BMC Public Health, 18(1). Retrieved from https://doi-org.ezproxy. indstate.edu/10.1186/s12889-018-6024-2
Connors, S. (2021). 8 truths to boost your wellness communication. Retrieved from https://www. corporatewellnessmagazine.com/article/truths-to-boost-yourwellness-communication
Crozier-Durham, M. (2013). Thriving at work: A balancing act. Principal Matters, (94), 2–4. CreateSpace Publishing.
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Curtis, R. E. & City, E. A. (2009). Strategy in action: How school systems can support powerful learning and teaching. Cambridge, MA: Harvard Education Press.
Davison, V. (2018). 6 steps to effectively communicate a wellness program to employees. Retrieved from https:// www.bizjournals.com/pacific/news/2018/11/09/6-steps-toeffectively-communicate-a-wellness
DeAngelis, L., Penney, S. H., & Scully, M. A. (2014). Teamwork: Crucible for learning about collaborative leadership. Athens Journal of Education, 1(4), 283–293. Athens Institute for Education and Research.
Doolittle, S. A., & Rukavina, P. B. (2014). Case study of an institutionalized urban comprehensive school physical activity program. Journal of Teaching in Physical Education, 33(4), 528–557. Human Kinetics.
Elgart, M. (2017). Meeting the promise of continuous
improvement insights from the AdvancED continuous improvement system and observations of effective schools.
Alpharetta, GA: Advanced Education Inc.
Gallup, Inc. (2021). How to improve student and educator wellbeing. Retrieved from https://www.gallup.com/ education/316709/how-to-improve-wellbeing-in-education. aspx#ite-316712
Gereige, R. S., & Zenni, E. A. (2016). School health: policy and practice: Vol. 7th edition. American Academy of Pediatrics.
Hager, E. R., Rubio, D. S., Eidel, G. S., Penniston, E. S., Lopes, M., Saksvic, B. I., Fox, R. E., & Black, M. M. (2016). Implementation of local wellness policies in schools: Role of school systems, school health councils, and health disparities. Journal of School Health, 86(10), 742-750. Wiley-Blackwell.
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hirsch, S. (2017). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all-students/ Kafele, B. K. (2017). Is your school better because you lead it? School Leadership. 74(8), 10-14. ASCD.
Kentucky Department of Education. (2020). COVID-19 considerations for reopening schools: Supporting student and staff wellness. Retrieved from: https://education.ky.gov/comm/ Documents/Reopening%20Guidance%20%20051520kf_ tkt%20421pm%20TM.pdf
Lambert, L. T. (2000). The new physical education. School Leadership, 57(6), 34-38. ASCD.
Langley, K., & Kulinna, P. H. (2018). Developing a staff physical activity program at your school: Implementing the lesser-used component of the CSPAP model. Journal of Physical Education, Recreation & Dance, 89(2), 49–55. SHAPE America.
Marsh, J. A., Pane, J. F., Hamilton, L. S., & RAND Education. (2006). Making sense of data-driven decision making in education: Evidence from recent RAND research. Santa Monica, CA: RAND Corporation.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd. McFadden, M., & McFadden, B. W. (2016). Work and relationships: Keeping them in sync in the midst of high stress leadership. Leadership, 45(4), 16–18. Association of California School Administrators.
National Associate of Chronic Disease Directors. (2016). A guide for incorporating health & wellness into school improvement plans: Section II – integrating health & wellness into school improvement plans: addressing the questions of why? And how? Retrieved from https://healthyschoolscampaign.org/wpcontent/uploads/2017/07/NACDD_SIP_Guide_2016.pdf
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Building ranks K-12: A comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action.
Reston, VA: NASSP.
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Profili, E., Rubio, D. S., Lane, H. G., Jaspers, L. H., Lopes, M. S., Black, M. M., & Hage, E. (2017). School wellness team best practices to promote wellness policy implementation. Preventive Medicine, 101, 34-37. Retrieved from https://wwwsciencedirect-com.ezproxy.indstate.edu/science/article/pii/ S0091743517301792
Psencik, K., & Brown, F. (2019). Learning to lead: Districts collaborate to strengthen principal practices. Learning Professional, 39(3), 48-53. Learning Forward.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. SAGE.
Roe, C. (2013). Attaining success: Tips for new principals. Leadership, 42(4), 28–30. Association of California School Administrators.
Ryan, A. M. (2020). Conceptualizing a pedagogy of wellness for rural district leadership: Leading, healing and leading selfhealing. Journal of Educational Administration, 58(4), 453–466. Emerald Publishing.
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. ACSD.
Stokes, G. C., Henley, N. S., & Herget, C. (2006). Creating a culture of wellness in workplaces. North Carolina Medical Journal, 67(6), 445-448. North Carolina Institute of Medicine. Story, M., Nanney, M. S., & Schwartz, M. B. (2009). Schools and obesity prevention: Creating school environments and policies to promote healthy eating and physical activity. The Milbank Quarterly, 87(1), 71-100. Wiley-Blackwell.
Tavenner, P. L., & Tomlinson, J. W. (2011). Evaluating the implementation of school wellness plans [Unpublished doctoral dissertation]. St. Louis, MO: St. Louis University.
The National Association of Chronic Disease Directors. (2016). A guide for incorporating health & wellness into school improvement plans. Retrieved from https:// healthyschoolscampaign.org/wp-content/uploads/2017/07/ NACDD_SIP_Guide_2016.pdf
Tognozzi, N., & Fehrer, K. (2019). The role of the community school manager: Facilitating partnerships and programs to support teaching and learning. Standford, CA: Stanford University.
United States Department of Agriculture. (2014). Local school wellness policy outreach toolkit. Retrieved from https://wwwfns-usda-gov.ezproxy.indstate.edu/tn/local-school-wellnesspolicy-outreach-toolkit
Watts, C., Seed, A. H., & Franceschini, L. A., III. (2013). In the middle: Do we share the vision? Do principals and teachers agree about the middle school concept? Current Issues in Middle Level Education, 18(2), 14–20. National Association of Professors of Middle Level Education.
Yu, R. J. (2013). Health lessons for school leaders: A mixed methods study of school employee perceptions of workplace wellness. Humanities and Social Sciences, 74(5). Science Publishing Group.
Implementing Social-Emotional Wellness
Cultivate a commitment and facilitate support for social and emotional wellness.
• School Leader models a personal commitment to wellness that positively influences student behavior and school climate.
• School Leader implements collaborative practices to assess and evaluate social and emotional resources and needs.
• School Leader collaboratively develops and implements data-based programs for addressing serious and chronic student wellness issues.
Institute systems for student, staff, and community self-assessment and evaluation of wellness.
• School Leader implements collaborative, ongoing processes for the collection of data related to student, staff, and community wellness.
• School Leader facilitates collaborative process to evaluate data related to student, staff, and community wellness to identify needs and monitor progress.
• School Leader supports programs that modify current wellness practices based on assessment results.
Establish classroom, school wide and community social and emotional programs.
• School Leader ensures that social-emotional wellness programs are integrated into the school culture.
• School Leader prioritizes and provides staff wellness training and support.
• School Leader provides wellness resources to support wellness programing based on identified stakeholder needs.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to implement and embed best practices for social and emotional wellness.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and a support school culture driven by student learning and growth.
Implementing Social-Emotional Wellness Research References
Allensworth, E. M., & Hart, H. (2018). How do principals influence student achievement? University of Chicago Consortium on School Research. Retrieved from https:// consortium.uchicago.edu/publications/how-do-principalsinfluence-student-achievement
Althof, W., & Berkowitz, M. (2006). Moral education and character education: Their relationship and roles in citizenship education. Journal of Moral Education, 35(4). Taylor & Francis.
Bailey, R., Stickle, L., Brion-Meisels, G., & Jones, S. M. (2019). Re-imagining social-emotional learning: Findings from a strategy-based approach. Phi Delta Kappan, 100(5), 53–58. Retrieved from https://doi-org.ezproxy.slpl. org/10.1177/0031721719827549
Berman, S. (2019). What we’ve learned about implementing social-emotional learning. Education Digest, 84(9), 19–24. Prakken Publications.
Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughers, E. (2010). The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156. American Psychological Association.
Brainstorm Productions. (2021). Student well-being guide for schools. Retrieved from https://www.brainstormproductions. edu.au/student-wellbeing-guide-for-schools/ Broussard, D. L., Sappenfield, W. B., Fussman, C., Kroelinger, C. D., & Grigorescu, V. (2011). Core state preconception health indicators: A voluntary, multi-state selection process. Maternal & Child Health Journal, 15(2), 158–168. Retrieved from https:// doi-org.ezproxy.indstate.edu/10.1007/s10995-010-0575-x
Corcoran, R. P. (2016). Principals on the path to excellence: Longitudinal, multi-site cluster-randomized controlled trials of the National Institute for School Leadership’s executive development program. International Journal of Educational Research, 79, 64–75. Retrieved from https://doi-org.ezproxy. indstate.edu/10.1016/j.ijer.2016.05.001
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Elgart, M. (2017). Meeting the promise of continuous improvement insights from the AdvancED continuous improvement system and observations of effective schools. Alpharetta, GA: Advanced Education Inc.
Elias, M. J., Ferrito, J. J., & Moceri, D. C. (2016). The other side of the report card: Assessing students’ social, emotional, and character development. Retrieved from https://doi-org.ezproxy. slpl.org/10.1080/00461520.2019.1636655
Elias, M. J. (2019). What if the doors of every schoolhouse opened to social-emotional learning tomorrow: Reflections on how to feasibly scale up high-quality SEL. Educational Psychologist, 54(3), 233–245. American Psychological Association.
Eppler-Wolff, N., Martin, A., & Homayoonfar, S. (2019). The school-based mental health collaboration (SBMHC): A multilevel university-school partnership. Journal of Infant, Child & Adolescent Psychotherapy, 18(1), 13–28. Routledge.
Greenberg, M. T., Mahfouz, J., Davis, M., & Turksma, C. (2019). Social emotional learning for principals. Education Canada, 59(4), 18–21. Retrieved from https://www.edcan.ca/articles/ sel-for-principals/?utm_source=hootsuite&utm_medium=&utm_ term=&utm_content=&utm_campaign= Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Haymovitz, E., Houseal-Allport, P., Lee, R. S., & Svistova, J. (2018). Exploring the perceived benefits and limitations of a school-based social-emotional learning program: A concept map evaluation. Children & Schools, 40(1), 45–54. Oxford University Press.
Hirsch, S. (2019). Learning leaders share responsibility for all students. Oxford, OH: Learning Forward.
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Jones, K., & Cater, M. (2020). An investigation of principals’ social and emotional learning beliefs and attitudes. Qualitative Report, 25(9), 3204–3223. Nova Southeastern University.
Kaye, A. J., Pejic, V., Jordan, M., Dennery, K. M., & DeMaso, D. R. (2020). Evaluation of an urban school-based social, emotional, and behavioral health professional development and consultation model. Children & Schools, 42(2), 79–87. Retrieved from https://doi.org/10.1093/cs/cdaa005
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Mahfouz, J., Greenberg, M. T., & Rodriguez, A. (2019). Principals’ social and emotional competence: A key factor for creating caring schools. Edna Bennett Pierce Prevention Research Center. Retrieved from http://prevention.psu.edu/uploads/files/ PSU-Principals-Brief-103119.pdf
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National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Building ranks: A comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Stokes, G. C., Henley, N. S., & Herget, C. (2006). Creating a culture of wellness in workplaces. North Carolina Medical Journal, 67(6), 445-448. North Carolina Institute of Medicine.
The Easel Lab at The Harvard Graduate School of Education. (2021). Find out how to build social and emotional learning skills; compare leading SEL programs. Retrieved from https:// www.wallacefoundation.org/promos2/pages/navigatingsocial-and-emotional-learning.aspx?utm_id=go_cmp827908937_adg-45169333809_ad-287202335966_kwd375026528837_dev-c_ext-_prd-_mca-_sig-Cj0KCQjw6ZO IBhDdARIsAMf8YyGIaiKsvSZyOCsgFOTreXd3RxVGjWQvR nS4-UYbRtl1Slr4WU62Vg4aAjVpEALw_wcB&utm_so urce=google&gclid=Cj0KCQjw6ZOIBhDdARIsA Mf8YyGIaiKsvSZyOCsgFOTreXd3RxVGjWQvRnS4UYbRtl1Slr4WU62Vg4aAjVpEALw_wcB
Zabel, R. H., Kaff, M. S., & Teagarden, J. M. (2011). An oral history of first-generation leaders in education of children with emotional/behavioral disorders, part 2: Important events, developments, and people. Journal of Emotional & Behavioral Disorders, 19(3), 131–142. Retrieved from https://doi-org. ezproxy.indstate.edu/10.1177/1063426611400083
EQUITY
Focuses on creating an environment that accentuates fairness by collaboratively developing and implementing a clear vision of equity for all stakeholders in which individual differences are recognized and accommodated to eliminate and prevent inequities.
Exemplifying Equitable Behavior
Demonstrate ethical behavior and lead by example.
• School Leader models personal and professional conduct that supports the school community vision and mission.
• School Leader advocates policies and laws that support and promote the education and well-being of students and families.
• School Leader collaborates with community agencies, organizations, and individuals to improve teaching and learning without regard to personal enrichment.
• School Leader models ethical based decision-making when setting standards and defining accountability.
• School Leader shares personal ethical code of behavior with stakeholders.
Exemplify respect for all stakeholders.
• School Leader keeps interactions professional and polite to exhibit respect for all stakeholders.
• School Leader listens and values to all stakeholders’ contributions and opposing viewpoints.
• School Leader maintains strict confidentiality for student, family, and personnel information only sharing when legal and situationally appropriate.
• School Leader resolves conflicts privately and respectfully in accordance with local policy.
• School Leader supports freedom of expression and the sharing of diverse ideas among stakeholders.
Utilize professional and ethical communication.
• School Leader utilizes the highest professional standards of accuracy and honesty in communications.
• School Leader practices appropriate disclosure of information in communications.
• School Leader uses social media responsibly, transparently, and primarily for purposes of teaching and learning per local policy.
Develop and implement a personal growth plan with strategies, implementation timelines, evaluation, and a monitoring process based on the cycle of inquiry and continuous improvement of ethical skills and behaviors.
• School Leader collaborates and facilitates a continuous self-improvement planning process to ensure growth toward improving ethical skills and behaviors.
• School Leader ensures personal, professional goals; outcomes and next steps to gain needed ethical leadership skills have clearly established, defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed professional growth plan that includes implementation strategies, monitors progress, and frames a growth plan focused on a continuous cycle of inquiry and self-improvement necessary to institute an ethical culture.
Exemplifying Equitable Behavior Research References
Berson, Y., & Oreg, S. (2016). The role of school principals in shaping children’s values. Psychological Science, 27(12), 15391549. SAGE.
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Curtis, R. E. & City, E. A. (2009). Strategy in action: How school systems can support powerful learning and teaching. Cambridge, MA: Harvard Education Press.
Daly, A. J., Liou, Y. H., Del Fresno, M., Rehm, M., & Bjorklund Jr., P. (2019). School Leadership in the twitterverse: social media, social networks, and the new social continuum. Retrieved from https://www.tcrecord.org/Content.asp?ContentId=23044
Deloitte. (n.d.). Deloitte code of ethics central Europe. Retrieved from https://www2.deloitte.com/bg/en/pages/about-deloitte/ articles/Code-of-Conduct.html
Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE.
Fulmer, R. M. (2004). The challenge of ethical leadership. Organizational Dynamics, 33(3), 307-317. Elsevier Ltd. Goleman, D. (2006). Emotional intelligence: Why it can matter more than IQ (10th anniversary ed.). New York: Bantam Books. Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-School-
Improvement-Planning.pdf
Hanover Research. (2014). Committed to ethical leadership toolkit. Retrieved from https://www.schools.utah.gov/file/ d4331a0b-6100-4c9e-a887-ca542b929ad1
Hirsch, S. (2019). 4 cornerstones of professional learning: Fundamental principles pave the way for educators’ actions. Oxford, OH: Learning Forward.
Hazelton, A. S., & Terhorst, A. (2015). Legal and ethical considerations for social media hiring practices in the workplace. The Hilltop Review, 7(2), 53-59. Retrieved from https://scholarworks.wmich.edu/hilltopreview/vol7/iss2/7 Kay, M. (2016). Leadership skills #7: Great leaders have ethics. Retrieved from https://aboutleaders.com/leadership-skills-7great-leaders-have-ethics/#gs.0tbrog
Knight, D. L. (2017). What makes a moral and ethical school leader? Teacher perceptions and conceptualizations (Doctoral dissertation). River Forest, IL: Concordia University Chicago. Javed, B., Rawwas, M0., Khandai, S., Shahid, K., & Tayyeb, H. (2018). Ethical leadership, trust in leader and creativity: The mediated mechanism and an interacting effect. Journal of Management & Organization, 24(3), 388-405. Retrieved from https://www.cambridge.org/core/journals/journal-ofmanagement-and-organization/article/ethical-leadership-trustin-leader-and-creativity-the-mediated-mechanism-and-aninteracting-effect/C14CD246C21DFAB41EAF1683F391522F Kay, M. (2016). Leadership skills #7: Great leaders have ethics. Retrieved from https://aboutleaders.com/leadership-skills-7-
great-leaders-have-ethics/#gs.0tbrog
Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48(3), 387-423. SAGE.
Lowery, C. (2020). Moral literacy and school leadership: Perceptions of principals in southeast Ohio on the ethics of decision-making. Journal of Educational Administration, 58 (2), 112-127. Retrieved from https://doi.org/10.1108/JEA-062018-0120
Mayer, D. M., Aquino, K., Greenbaum, R. L., & Kuenzi, M. (2012). Who displays ethical leadership, and why does it matter? An examination of antecedents and consequences of ethical leadership. Academy of Management Journal, 55(1), 151-171. Academy of Management.
Mayer, D. M., Kuenzi, M., & Greenbaum, R. L. (2010). Examining the link between ethical leadership and employee misconduct: The mediating role of ethical climate. Journal of Business Ethics, 95(1), 7-16. Springer Science and Business Media.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Building ranks: a comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
Patton, M. C. (2008). Principles for principals: Using the realms of meaning to practice ethical leadership-national recommendations. National Forum of Applied Educational Research Journal, 21(3), 1-8. National Forum Journals.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals. sagepub.com/toc/eaqa/44/5
Sanzo, K. L., Sherman, W. H., & Clayton, J. (2011). Leadership practices of successful middle school principals. Journal of Educational Administration, 49(1), 31-45. Emerald Publishing. Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Shapiro, J. P., & Stefkovich, J. A. (2016). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas (4th ed.). Routledge.
Stefkovich, J., & Begley, P. T. (2007). Ethical school leadership: Defining the best interests of students. Educational Management Administration & Leadership, 35(2), 205–224. SAGE.
Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust in the principal: An essential ingredient in high-performing schools. Journal of Educational Administration, 53(1), 66-92. Emerald Publishing.
Constructing and Growing Equity
Implement a process for collaboratively developing a clear vision of equity for all stakeholders.
• School Leader clearly articulates and frequently communicates the vision of equity with all stakeholders.
• School Leader ensures that all personnel have the knowledge, skills, and resources to ensure an equitable educational environment.
• School Leader implements procedures and protocols that promotes inclusion, positive behaviors, and healthy interactions among stakeholders.
Lead all stakeholders in identifying and implementing strategies that promote equity, including culturally responsive teaching and learning.
• School Leader implements process for gathering and analyzing data to identify community strengths, resources, and potential partnerships to support culturally responsive teaching and learning.
• School Leader builds relationships with parents and community members, to ensure that the school’s/district’s academic and extracurricular offerings are equitable and aligns with family and community needs.
• School Leader regularly seeks out knowledge and insight from equity experts to meet the diverse needs and interests of students.
• School Leader collaborates with stakeholders to build a school culture that includes the voices, values, and experiences of all stakeholder groups.
Diagnose practices and structures of inequities.
• School Leader implements practices for equity audits, and analysis of course-level instruction and materials for cultural relevance, differentiation, and personalized learning.
• School Leader provides resources that support using data to examine school policies on student learning, discipline practices, and staff biases.
• School Leader consistently reviews attendance and discipline data to identify equity gaps, establish interventions, and to promote restorative justice practices.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practice in constructing and growing equity for organizational improvement.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and constructing and growing equity plan framed around a continuous cycle of improvement and a support school culture driven by student learning and growth.
Constructing and Growing Equity Research References
Cheliotes, L. G., & Reilly, M. F. (2012). Opening the door to coaching conversations. Thousand Oaks, CA: Corwin Press. Chikwe, M., & Cooper, R. (2020). School leaders’ sense-making and use of equity-related data to disrupt patterns of inequality. Journal of School Leadership and Policy Studies, 3(3). Southern Connecticut State University.
Clayton, J., Robertson, D., & Sotomayor, T. (2020). Opportunities and access: Exploring how school district leaders make meaning of equity in practice through positive behavioral interventions and supports. International Journal of Education Policy and Leadership, 16(4), 1-20. The Faculty of Education at Simon Fraser University.
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Curtis, R. E. & City, E. A. (2009). Strategy in action: How school systems can support powerful learning and teaching. Cambridge, MA: Harvard Education Press. Elgart, M. (2017). Meeting the promise of continuous improvement insights from the AdvancED continuous improvement system and observations of effective schools. Alpharetta, GA: Advanced Education Inc. Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hirsch, S. (2017). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all-students/ Jacques, C., & Villegas, A. (2018). Strategies for equitable family
engagement. Washington, DC: State Support Network. Kinard, C., Pickett, T., & Shchetynska, A. (2019). How leaders create the conditions for equity [Instructional Modules]. Retrieved from https://digitalcommons.gardner-webb.edu/cgi/ viewcontent.cgi?article=1019&context=improve
Larson, R. & Barton, R. (2013). Lessons on leading for equity. Principal Leadership. Retrieved from https:// educationnorthwest.org/sites/default/files/resources/ Lessons%20on%20Leading%20for%20Equity.pdf
Lynch, M. (2016). Creative ways to close the achievement gap. Retrieved from https://www.theedadvocate.org/creative-waysclose-achievement-gap/
Mandinach, E., & Gummer, E. (2016). Every teacher should succeed with data literacy. Phi Delta Kappan, 97(8), 43-46. SAGE.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
McIntosh, K., Ellwood, K., McCall L., & Girvan E. (2018). Using discipline data to enhance equity in school discipline. Intervention in School and Clinic, 53(3), 146–152. SAGE.
National Association of Elementary School Principals (NAESP). (2013). The principal’s guide to building culturally responsive schools. Alexandria, VA: NAESP.
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Building ranks: a comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP).
(2019) What the Research Shows: Building Ranks in Action. Reston, VA: NASSP.
National Forum on Education Statistics (ED), & Quality Information Partners, I. (QIP). (2012). Forum guide to taking action with education data. NFES 2013-801. National Forum on Education Statistics. Retrieved from https://nces.ed.gov/ pubs2013/2013801.pdf
Nishioka, V., Shigeoka, S., & Lolich, E. (2017). School discipline data indicators: A guide for districts and schools (REL 2017–240). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest.
Osta, K. & Perrow, M. (2008). Coaching for educational equity: The BayCES Coaching Framework Prepared for The Bay Area Coalition for Equitable Schools. Retrieved from http:// nationalequityproject.org.s106263.gridserver.com/wp-content/ uploads/2010/10/CFEE08.pdf
RIDES. (2021). Reimagining integration: Diverse and equitable schools. Cambridge, MA: Harvard Graduate School of Education.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential
effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. SAGE.
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Skrla, L., McKenzie, K. B. & Scheurich, J. J. (2009). Using equity audits to create equitable and excellent schools. Thousand Oaks, CA: SAGE.
Sparks, D. (2007). Leading for results: Transforming teaching, learning, and relationships in schools. Thousand Oaks, CA: Corwin Press.
Stefanski, A., Valli, A., & Jacobson, A. (2016). Beyond involvement and engagement: The role of the family in schoolcommunity partnerships. School Community Journal, 26(2), 135-160. Academic Development Institute.
Stevens, D., & Deussen, T. (2016). Using data to expand equitable opportunities for students. Portland, OR: Education Northwest.
SWIFT Center. (2017). Facilitation guide for designing a shared vision of equity. Retrieved from https://guide.swiftschools.org/ resource/facilitation-guide-designing-shared-vision-equity
Leading an Equitable Learning Culture
Cultivate the importance of equity to support strong positive learning opportunities.
• School Leader promotes a welcoming and caring school climate for all students.
• School Leader collaborates with students to build a school culture that includes the voices, values, and experiences of all groups.
• School Leader provides resources and opportunities for stakeholders to understand and appreciate diversity among cultures, genders, communities, and sexual orientation.
Create a system that ensures each student is known and valued.
• School Leader creates a positive learning environment for all students to receive recognition and celebration for a wide range of successes.
• School Leader implements and supports practices and processes to ensure individual students’ academic needs are identified, addressed, and monitored.
• School Leader implements and supports practices and processes to ensure individual students’ social emotional needs are identified, addressed, and monitored.
• School Leader implements systems and processes for holistic awareness of students’ culture, language, and learning styles.
Motivate, support, and assist staff members, students, and parents to recognize and resolve issues of inequities.
• School Leader provides training that builds cultural awareness and informs student learning experiences for all stakeholders.
• School Leader challenges biases and addresses inequitable practices or structures such as classroom practices, policies, procedures, etc. and other systemic preconceptions.
• School Leader creates trusting environment in which all stakeholders feel comfortable examining inequities within school policies or practices.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practice in leading an equitable learning culture for students, staff and organizational improvement.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a leading and equitable learning culture plan framed around a continuous cycle of improvement and a support school culture driven by student learning and growth.
Leading an Equitable Learning Culture Research References
American University. (2020). What’s the difference between educational equity and equality? Washington, DC: American University School of Education.
Aquada-Hallbert, L., Santiago, L. (2019). Leading for equity: 5 steps from awareness to commitment. Alexandria, VA: ASCD. Banks, T. (2014). Creating positive learning environments: Antecedent strategies for managing the classroom environment & student behavior. Creative Education, 5(7), 519-524. Scientific Research.
Brown, B. (2018). Dare to lead: Brave work. Tough conversations. Whole hearts. New York, NY: Random House Publishing Group.
Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for Indigenous youth: Documenting effective strategies in closing achievement gaps. Review of Educational Research, 78(4), 941-993. SAGE.
Chikwe, M., & Cooper, R. (2020). School leaders’ sense-making and use of equity-related data to disrupt patterns of inequality. Journal of School Leadership and Policy Studies, 3(3). Southern Connecticut State University.
Clayton, J., Robertson, D., & Sotomayor, T. (2020). Opportunities and access: Exploring how school district leaders make meaning of equity in practice through positive behavioral interventions and supports. International Journal of Education Policy and Leadership, 16(4), 1-20. The Faculty of Education at Simon Fraser University.
Colorado Department of Education (CDE). (2010). Equity toolkit for administrators. Retrieved from https://www.cde.state. co.us/sites/default/files/documents/cde_english/download/ resources-links/equity%20toolkit%20final_2010.pdf
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment
guidebook. Washington, DC: State Support Network. Eberhardt, J. L., PhD. (2020). Biased: Uncovering the hidden prejudice that shapes what we see, think, and do. London, ENG: Penguin Books.
Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE.
Hanover Research. (2014). Best practices for school improvement planning. Washington, DC: Hanover Research. Hirsch, S. (2017). Learning leaders share responsibility for all students. Oxford, OH: Learning Forward.
Jackman, J. M., & Strober, M. H. (2003). Fear of feedback. Cambridge, MA: Harvard Business Review.
Jones, S., & Kahn, J. (2017). The evidence base for how we learn: Supporting students’ social, emotional, and academic development. Consensus statements of evidence from the Council of Distinguished Scientists. Washington, DC: Aspen Institute.
Kafele, B. K. (2018). Is my school better BECAUSE I lead it? Alexandria, VA: ASCD.
Khalifa, M. (2018). Culturally responsive school leadership. Cambridge, MA: Harvard Education Press.
Mayfield, V. (2020). Cultural competence now: 56 exercises to help educators understand and challenge bias, racism, and privilege. Alexandria, VA: ACSD.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
Nadelson, L., Albritton, S., Couture, V., Green, C., Loyless, S., & Shaw, E. (2020). Principals’ perceptions of education equity: A mindset for practice. Journal of Education and Learning, 9(1), 1–15. The Canadian Center of Science and Education.
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Building ranks K-12: A comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
Opfer, V. D. (2006). Evaluating equity; A framework for understanding action and inaction on social justice issues. Educational Policy. 20(1), 271-209. SAGE.
Rimmer, J. (2016). Developing principals as equity-centered instructional leaders. Equity-Centered Capacity Building Network. Retrieved from: https://capacitybuildingnetwork.org/ article9/
Riordan, M., Klein. E., & Gaynor, C. (2019). Teaching for equity and deeper learning: How does professional learning transfer to teachers’ practice and influence students’ experiences? Equity
and Excellence in Education, 52(2-3), 327-345. Taylor & Francis.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. SAGE.
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Surr, W., Zeiser. K., Briggs, O., & Kendziora, K. (2018). Learning with others: A study exploring the relationship between collaboration, personalization, and equity. Arlington, VA: American Institutes for Research.
Theoharis, G., & Haddix, M. (2011). Undermining racism and a whiteness ideology: White principals living a commitment to equitable and excellent schools. Urban Education, 46(6), 1332–1351. SAGE.
Zakrzewski, V. (2013). How to create a positive school climate. Greater Good Magazine. Greater Good Science Center –Berkeley.
TRADITIONS/CELEBRATIONS
Nurtures an environment that models and builds a culture of mutual respect and recognizes, celebrates, and honors all students, staff, and community for their achievements and service to others.
Leading and Promoting Mutual Respect Model and build a culture of mutual respect.
• School Leader collaboratively develops a vision for creating a culture of acceptance.
• School Leader promotes practices and programs in which stakeholders’ differences in viewpoint and beliefs are respected and appreciated.
• School Leader redesigns programs or interventions to effectively address cultural beliefs and practices.
• School Leader implements practices that ensure respectful engagement among those from diverse cultures.
Facilitate a collaborative process with stakeholders that promotes and values individual differences.
• School Leader creates and implements practices and programs that recognize differences as avenues for learning.
• School Leader ensures that opportunities are provided for all viewpoints and perspectives to be equally heard among and between stakeholder groups.
• School Leader provides opportunities for stakeholders to develop competency to promote and value cultural differences.
Provide a plan with strategies, implementation timelines, evaluation, and progress monitoring to establish, promote, and sustain a culture of mutual respect that values individual differences.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure mutual respect is a cultural norm.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, progress monitoring, and an action plan framed around a continuous cycle of improvement and a tolerant school culture.
Leading and Promoting Mutual Respect Research References
Brennan, J. A., (2018). What presidents should expect from their communications and marketing offices. Retrieved from https:// www.higheredjobs.com/articles/articleDisplay.cfm?ID=1785
Bolman, L., & Deal, T. E. (2013). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass.
Brooks, J. S., & Normore, A. H. (2010). School Leadership and globalization: Literacy for a global perspective. Educational Policy, 24(1), 52-82. SAGE.
Castagna, C., Moir, E., & Warren, B. (2005). Blended coaching: Skills and strategies to support principal development. Thousand Oaks, CA: Corwin Press.
Chakravarthi, D. (2018). Cultural mutual respect and its importance. Retrieved from http://www.studentnewspaper.org/ cultural-tolerance-and-its-importance/
Dimmock, C., & Walker, A. (2000). Globalization and societal culture: Redefining schooling and school leadership in the twentyfirst century. Compare: A Journal of Comparative and International Education, 30(3), 303-312. Taylor & Francis.
DuFour, R., & Marzano, R. J. (2009). High-leverage strategies for principals’ leadership. School Leadership, (February), 62-68. ASCD.
Edge, K., & Khamsi, K. (2012). International school partnerships as a vehicle for global education: Student perspectives. Asia Pacific Journal of Education, 32(4), 455-474. Routledge.
Erdener, M. A. (2016). Principals’ and teachers’ practices about parent involvement in schooling. Universal Journal of Educational Research, 4(12A), 151-159. Saint Joseph College. Flavin, C. (2016). Exploring the lived experiences of exemplary national blue ribbon elementary school principals in improving student learning through effective coaching conversations with their teachers: A phenomenological study. Retrieved from https:// digitalcommons.brandman.edu/edd_dissertations/14/ Friedlaender, D., Burns, D., Lewis-Charp, H., Cook-Harvey, C. M., Zheng, X., & Darling-Hammond, L., (2014). Student-centered schools: Closing the opportunity gap. Stanford, CA: Stanford Center for Opportunity Policy in Education.
Fullan, M. (2005). Leadership & sustainability: System thinkers in action. Thousand Oaks, CA: Corwin Press.
Gurley, D. K., Peters, G. B., Collins, L., & Fifolt, M. (2015). Mission, vision, values, and goals: An exploration of key organizational statements and daily practice in schools. Journal of Educational Change, 16(2), 217-242. Retrieved from https://eric. ed.gov/?id=EJ1060128
Hallinger, P., & Heck, R. H. (2011). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. In International Handbook of Leadership for Learning (469-485). Retrieved from https://link. springer.com/chapter/10.1007/978-94-007-1350-5_27
Halawah, I. (2005). The relationship between effective communication of high school principal and school climate. Education, 126(2). Project Innovation, Inc.
Hanover Research. (2014). Strategies for building cultural competency. Retrieved from http://www.gssaweb.org/wpcontent/uploads/2015/04/Strategies-for-Building-CulturalCompetency-1.pdf
Hough, H., Kalogrides, D., & Loeb, S. (2017). Using surveys of students’ social-emotional learning and school climate for accountability and continuous improvement. Retrieved from https://edpolicyinca.org/sites/default/files/SEL-CC_report.pdf
Joseph, D. (2016). Promoting cultural diversity: African music in Australian teacher education. Australian Journal of Music Education, 50(2), 98-109. Australian Society for Music Education. Learning Forward. (n.d.) Standards for professional learning. Retrieved from https://learningforward.org/standards/leadership
Louis, K. S., Murphy, J., & Smylie, M. (2016). Caring leadership in schools: Findings from exploratory analyses. Educational Administration Quarterly, 52(2), 310-348. SAGE.
Mack, G., (2015). Visionary leadership: Charting a course through the storms. Techniques: Connecting Education & Careers, 90(3), 10-11. EBSCO Publishing.
Mapp, K. L., & Kuttner, P. J. (2013). Partners in education: A dual capacitybuilding framework for family-school partnerships. Retrieved from https:// www2.ed.gov/documents/family-community/partners-education.pdf
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD.
Murakami, E. T., Hernandez, F., Mendez-Morse, S., & ByrneJimenez, M. (2016). Latina/o school principals: Identity, leadership and advocacy. International Journal of Leadership in Education, 19(3), 280-299. Taylor & Francis.
National Association of Elementary School Principals (NAESP). (2018). Communication upgrade for parents. Communicator, 41(6). Retrieved from https://www.naesp.org/communicatorfebruary-2018/communication-upgrade-parents
National Association of Secondary School Principals (NASSP). (2018). Building ranks K-12: A comprehensive framework for effective school leaders. Alexandria, VA: NASSP.
National Policy Board for Educational Administration (NPBEA). (2015). Professional standards for School Leaders (PSEL). NPBEA. Retrieved from http://npbea.org/wp-content/ uploads/2017/06/Professional-Standards-for-EducationalLeaders_2015.pdf
TRADITIONS/CELEBRATIONS
Valuing and Celebrating Traditions/Culture
Onondag-Cortland-Madison Board of Cooperative Educational Services (OCMBOCES). (n.d.) Retrieved from www.ocmboces.org/ Reform Support Network. (2014). Strategies for community engagement in school turnaround. Retrieved from https:// www2.ed.gov/about/inits/ed/implementation-support-unit/ tech-assist/strategies-for-community-engagement-in-schoolturnaround.pdf
Sebastian, J. G., Skelton, J., & West, K. P. (2000). Principle 7: There is feedback to, among, and from all stakeholders in the partnership, with the goal of continuously improving the partnership and its outcomes. Partnership Perspect, 1(2), 57-64. Retrieved from https://citeseerx.ist.psu.edu/ document?repid=rep1&type=pdf&doi=8769ce76d9387ec2115 703039468b15606caed63
Ylimaki, R., & Brunderman, L. (2019). School development in culturally diverse U.S. schools: Balancing evidence-based policies and education values. Education Sciences 9(84), 1-2. MPDI.
Collaborate with stakeholders to ensure inclusive, meaningful recognition and celebration of student achievement.
• School Leader utilizes research to identify effective methods of recognizing and honoring student achievement.
• School Leader utilizes research to identify effective methods of recognizing and honoring student achievement.
• School Leader provides opportunities and resources for staff to implement effective student recognition program.
Collaborate to ensure inclusive, meaningful recognition and celebration of staff achievement.
• School Leader utilizes research to identify effective methods of recognizing and honoring staff achievement.
• School Leader implements a collaborative process to review and modify current staff recognition programs to ensure reflection of local customs and traditions.
• School Leader secures resources to implement effective staff recognition programs.
Collaborate to ensure meaningful community involvement in the recognition, honoring, and celebrating of student and staff achievements.
• School Leader meets with stakeholder team regularly to reflect on what is working and ways to improve.
• School Leader facilitates and organizes opportunities that support increased engagement with community partners in school recognition programs.
• School Leader implements policies and procedures that gather community input and feedback on recognition and celebration of achievement.
Provide a plan with strategies, implementation timelines, evaluation, and monitoring to establish, promote, and sustain a culture that values and celebrates traditions and achievements of all stakeholders.
• School Leader collaborates and facilitates a continuous improvement planning process to support recognition and celebration of achievement.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, progress monitoring, and an action plan framed around a continuous cycle of improvement and a mutual respect school culture.
Valuing and Celebrating Traditions/Culture Research References
Bloom, G., Castagna, C., Moir, E., & Warren, B. (2005). Blended coaching: Skills and strategies to support principal development. Thousand Oaks, CA: Corwin Press.
Bolman, L., & Deal, T. E. (2013). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass. Branson, C. (2007). Effects of structured self-reflection on the development of authentic leadership practices among Queensland primary school principals. Educational Management Administration & Leadership, 35(2), 225-246. SAGE.
Brennan, J. A. (2018). What presidents should expect from their communications and marketing offices. Retrieved from https:// www.higheredjobs.com/articles/articleDisplay.cfm?ID=1785
Brown, K. M., Benkovitz, J., Muttillo, A., & Urban, T. (2011). Leading schools of excellence and equity: Documenting effective strategies in closing achievement gaps. Teachers College Record, 113(1), 57-96. Columbia University. Education Digest. (2004). Essential readings, 69(9), 2. Prakken Publications.
Friedlaender, D. B., Lewis-Charp, H., Cook-Harvey, C. M., Zheng, X., & Darling-Hammond, L. (2014). Student-centered schools: Closing the opportunity gap. Retrieved from https://edpolicy. stanford.edu/sites/default/files/scope-pub-student-centeredresearch-brief.pdf
Fullan, M. (2005). Leadership & sustainability: System thinkers in action. Thousand Oaks, CA: Corwin Press.
Gordon, M. F., & Louis, K. S. (2009). Linking parent and community involvement with student achievement: Comparing
principal and teacher perceptions of stakeholder influence. American Journal of Education, 116(1), 1-31. University of Chicago Press.
Gurley, D. K., Peters, G. B., Collins, L., & Fifolt, M. (2015). Mission, vision, values, and goals: An exploration of key organizational statements and daily practice in schools. Journal of Educational Change, 16(2), 217-242. Retrieved from https:// eric.ed.gov/?id=EJ1060128
Hallinger, P., & Heck, R. H. (2011). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. In Townsend, T., & MacBeath, J. (eds) International Handbook of Leadership for Learning. Springer International Handbooks of Education, 25, 469-485. Retrieved from https://link.springer.com/ chapter/10.1007/978-94-007-1350-5_27
Hough, H., Kalogrides, D., & Loeb, S. (2017). Using surveys of students’ social-emotional learning and school climate for accountability and continuous improvement. Retrieved from https://edpolicyinca.org/sites/default/files/SEL-CC_report.pdf
Hyken, S. (n.d.). How to create a customer service culture. Retrieved from https://www.brandquarterly.com/createcustomer-service-culture
Jackson, M. C., Leal, C. C., Zambrano, J., Thoman, D. B. (2019). Talking about science interests: The importance of social recognition when students talk about their interests in STEM. Social Psychology of Education: An International Journal, 22(1), 19. Springer.
Jinbo, C. (2002). Indiana State University’s recognition program empowers staff. Library Mosaics, 13(3), 14. Yenor.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705-717. American Psychological Association.
Louis, K. S., Murphy, J., & Smylie, M. (2016). Caring leadership in schools: Findings from exploratory analyses. Educational Administration Quarterly, 52(2), 310-348. SAGE.
Mack, G. (2015). Visionary leadership: Charting a course through the storms. Techniques: Connecting Education & Careers, 90(3), 10-11. EBSCO Publishing.
Mapp, K. L., & Kuttner, P. J. (2013). Partners in education: A dual capacity-building framework for family-school partnerships. Retrieved from https://www2.ed.gov/documents/familycommunity/partners-education.pdf
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD.
National Association of Secondary School Principals (NASSP). (2018). Building ranks K-12: A comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Policy Board for Educational Administration
(NPBEA). (2015). Professional standards for School Leaders (PSEL). Retrieved from http://npbea.org/wp-content/ uploads/2017/06/Professional-Standards-for-EducationalLeaders_2015.pdf
Noltemeyer, A., Petrasek, M., Stine, K., Palmer, K., Meehan, C., & Jordan, E. (2018). Evaluating and celebrating PBIS success: Development and implementation of Ohio’s PBIS recognition system. Journal of Applied School Psychology, 34(3), 215-241. Routledge.
Nor, S. M., & Roslan, S. (2008). Turning around at-risk schools: What effective principals do. International Journal on School Disaffection, 6(2), 21-29. Trentham Books Limited. Onondag-Cortland-Madison Board of Cooperative Educational Services (OCMBOCES). (n.d.) Retrieved from www.ocmboces. org/
Reform Support Network. (2014). Strategies for community engagement in school turnaround. Retrieved from https:// www2.ed.gov/about/inits/ed/implementation-support-unit/ tech-assist/strategies-for-community-engagement-in-schoolturnaround.pdf
Robinson, W. S., & Buntrick, L. M. (2011). Turnaround necessities. The Education Digest, 77(3), 4. Prakken Publications.
Runhaar, P., Sanders, K., & Yang, H. (2010). Stimulating teachers’ reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership. Teaching and Teacher Education, 26(5), 1154-1161. Elsevier Ltd. Scherff, L., & Spector, K. (2011). Culturally relevant pedagogy: Clashes and confrontations. Lanham, MD: Rowman & Littlefield Education.
Sebastian, J. G., Skelton, J., & West, K. (2006). Principle 7: There is feedback to, among and from all stakeholders in the partnership, with the goal of continuously improving the partnership and its outcomes. Retrieved from https://depts. washington.edu/ccph/pdf_files/summer7-f.pdf
Sonnenberg, F. (2015). 7 Reasons why traditions are so important [weblog post]. Retrieved https://www. franksonnenbergonline.com/blog/7-reasons-why-traditionsare-so-important/
Thomas, L., & Geursen, J. (2013). Creating spaces for reflection on learning to teach a foreign language through open journals: A Canadian-Dutch self-study. Studying Teacher Education, 9(1), 18-30. Taylor & Francis.
Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective Practice, 13(2), 311-325. Taylor & Francis.
Ylimaki, R., & Brunderman, L. (2019). School development in culturally diverse U.S. schools: Balancing evidence-based policies and education values. Education Sciences 9(84), 1-2. MPDI.
TRADITIONS/CELEBRATIONS
Driving a Culture of Service
Build and promote a culture of service to others.
• School Leader models a positive attitude and willingness to provide service to others.
• School Leader collaborates with a team of diverse stakeholders to set a vision for service.
• School Leader coordinates and monitors implementation of school service projects.
Support increased engagement for all stakeholders in service experiences.
• School Leader provides resources and support for teachers and students to improve or expand current service projects.
• School Leader facilitates and organizes opportunities that support increased engagement with community partners in school service projects.
• School Leader implements practices that allow students creative ways to make a greater impact in the community.
Provide processes and policies that ensure quality of service projects .
• School Leader works with staff to assess current student service projects for support of academic objectives.
• School Leader supports students and staff in assessing community needs to identify needed service projects.
• School Leader collaborates with community organizations to identify and implement opportunities for community involvement in service to the school and students.
Provide a collaborative plan with strategies, implementation timelines, evaluation, and progress monitoring to establish, promote, and sustain an ongoing commitment to a culture of service.
• School Leader collaborates and facilitates a continuous improvement planning process to support a culture of service.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, progress monitoring, and an action plan framed around a continuous cycle of improvement and a service-focused school culture.
Driving a Culture of Service Research References
Blank, M. J., Jacobson, R., & Melaville, A. (2012). Achieving results through community school partnerships: How district and community leaders are building effective, sustainable relationships. Retrieved from https://cdn.americanprogress.org/ wp-content/uploads/issues/2012/01/pdf/community_schools. pdf
Bloom, G., Castagna, C., Moir, E., & Warren, B. (2005). Blended coaching: Skills and strategies to support principal development. Thousand Oaks, CA: Corwin Press.
Bolman, L., & Deal, T. E. (2013). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass. Brown, N. (2017). How to develop a customer service vision. RetrieveD from https://www.icmi.com/resources/2017/Howto-Develop-a-Customer-Service-Vision.
Community Tool Box. (n.d.). Community Assessment Toolkit, (chapter 3, section 1. Developing a plan for assessing local needs and resources). Retrieved from https://ctb.ku.edu/en/ table-of-contents/assessment/assessing-community-needsand-resources/develop-a-plan/main
Duffy, D. K. & Jones, J. W. (1995). Teaching within the rhythms of the semester. San Francisco, CA: Jossey-Bass.
Fullan, M. (2005). Leadership & sustainability: System thinkers in action. Thousand Oaks, CA: Corwin Press.
Ganske, S. (2015). Four ways to create a culture of service in your school. Retrieved from http://campaignforeducationusa. org/blog/detail/four-ways-to-create-a-culture-of-service-inyour-school
Hemmelgarn, A. L., & Glisson, C. (2018). Building cultures and climates for effective human services: Understanding and improving organizational social contexts with the ARC model. New York, NY: Oxford University Press. Hough, H., Kalogrides, D., & Loeb, S. (2017). Using surveys of students’ social-emotional learning and school climate for accountability and continuous improvement. Retrieved from https://edpolicyinca.org/sites/default/files/SEL-CC_report.pdf
Hunt, K., & Krakow, M. (2015). The best of both worlds: Exploring cross-collaborative community engagement. The Journal of Effective Teaching, 15(2), 87-98. Retrieved from https://lib.dr.iastate.edu/cgi/viewcontent. cgi?article=1028&context=ageds_pubs
Hyken, S. (n.d.). How to create a customer service culture. Retrieved from https://www.brandquarterly.com/createcustomer-service-culture
Keeney, K. P. (2019). Employing service-learning to reinforce effective program theory in the arts. Journal of Nonprofit Education and Leadership, 9(4), 2019, 328+. Retrieved from https://link.gale.com/apps/doc/A609835967/GPS?u=20386_ hcls&sid=GPS&xid=181df89c
Knight, J., Elford, M., Hock, M., Dunekack, D., Bradley, B., Deshler, D. D., & Knight, D. (2015). 3 steps to great coaching. The Learning Professional (February 2015). Retrieved from https://learningforward.org/journal/february-2015-issue/3steps-to-great-coaching/
Kremer, T. (2017). How schools can benefit from community partnerships. Retrieved from https://blog.getedfunding. com/2017/06/how-schools-can-benefit-from-communitypartnerships/
Mann, G. J., & Putnam, K. B. (1990). Motivating and managing staff groups. Journal of Accountancy, 170(6), 108+. Retrieved from https://link.gale.com/apps/doc/A9708867/GPS?u=fl_ program&sid=GPS&xid=70397fb6
McGinnis, P. (2019). The key to service learning. Science Scope, 43(3), 1. Retrieved from https://link.gale.com/apps/doc/ A602106021/GPS?u=20386_hcls&sid=GPS&xid=aedc27dd National Association of School Psychologists (NASP). (2016). Nine elements of effective school community partnerships to address student mental health, physical health, and overall wellness. Retrieved from https://www.nasponline.org/ National Association of Secondary School Principals (NASSP). (2018). Building ranks K-12: A comprehensive framework for effective school leaders. Reston, VA: NASSP
National Policy Board for Educational Administration
(NPBEA). (2015). Professional standards for School Leaders (PSEL). Retrieved from http://npbea.org/wp-content/ uploads/2017/06/Professional-Standards-for-EducationalLeaders_2015.pdf
National Partnership for Action to End Health Disparities. Toolkit for community action. (n.d.). Retrieved from https:// minorityhealth.hhs.gov/npa/files/Plans/Toolkit/NPA_Toolkit.pdf
Palmon, S., Cathcart, A., Lembeck, P. T., & Peterson, R. L. (2015). Service learning & community service. Retrieved from http:// k12 engagement.unl.edu/service-learning
Rhoads, R. A. (1998). In the service of citizenship: a study of student involvement in community service. Journal of Higher Education, 69(3), 277+. Retrieved from https:// link.gale.com/apps/doc/A20757353/GPS?u=20386_ hcls&sid=GPS&xid=c0566054
Robinson, E. H. M., III, & Curry, J. R. (2005). Promoting altruism in the classroom. Childhood Education, 82(2), 68-73. Retrieved from https://link.gale.com/apps/doc/A140921763/ GPS?u=20386_hcls&sid=GPS&xid=7790533a
Rossett, A. (1990). Overcoming obstacles to needs assessment. Training: Magazine of Human Resources Development, 27(3), 36-41. Retrieved from https://link.gale.com/apps/doc/ A8258840/GPS?u=20386_hcls&sid=GPS&xid=1ee3f75d
Sadiq, B., & Sadiq Basil, B. (2016). 5 working ways to engage students in volunteering. Retrieved from https://blogs. volunteermatch.org/engagingvolunteers/2016/12/05/5working-ways-to-engage-students-in-volunteering/ Spaulding, T. (2015). Leadership from the heart: Heart-led
ETHICS
financial services companies build cultures of committed employees, earn loyal customers and clients while increasing long-term profits. ABA Bank Marketing, 47(8), 18+. Retrieved from https://link.gale.com/apps/doc/A431724107/GPS?u=fl_ program&sid=GPS&xid=70c71366
U.S. Department of Education, (n.d.) Better use of community resources. Retrieved from https://www.ed.gov/oii-news/betteruse-community-resources
Vista Campus. (n.d.). Engaging students as volunteer leaders. Retrieved from https://www.vistacampus.gov/book/export/ html/8714
Watt, A. (2014). Project management. Retrieved from https:// opentextbc.ca/projectmanagement/front-matter/about-thebook/#return-footnote-1334-1
Wenthe, M. (n.d.). Why community involvement and volunteering make better employees. Retrieved from https:// www.itagroup.com/insights/community-involvementvolunteering-make-better-employees
Ylimaki, R., & Brunderman, L. (2019). School development in culturally diverse U.S. schools: Balancing evidence-based policies and education values. Education Sciences 9(84), 1-2. MPDI.
Youth Impact by National Service. (n.d.). Beyond the classroom: Service learning in out-of-school time. Supporting Positive Youth Outcomes, 3, 1-13. Retrieved from https://www. nationalservice.gov/sites/default/files/resource/Youth-Impactvol-3.pdf
Cultivates an environment in which each individual demonstrates and exemplifies ethical behaviors, values, and respect for others.
Exemplifying Ethical Behaviors
Engage in self-development and professional networking that improve equity behaviors and beliefs.
• School Leader self-evaluates and focuses on creating an effective understanding of interpersonal beliefs and behaviors as related to equity.
• School Leader collects and analyzes feedback related to interpersonal skills concerning equity beliefs and behaviors.
• School Leader uses self-evaluation and feedback to develop and implement a plan to improve interpersonal, equitable professional attitudes, beliefs, and behaviors.
Conduct a critical analysis of personal beliefs and professional behaviors that raise equity self-awareness.
• School Leader demonstrates self-awareness concerning emotions, attitudes, and behaviors towards equity.
• School Leader collects and analyzes stakeholder feedback relating to equitable interpersonal skills, emotional intelligence, and social consciousness.
• School Leader utilizes self-evaluation data, feedback, and personal reflection to develop and implement a self-improvement plan to raise equitable professional practices, behaviors, and skills.
Analyze and evaluate effectiveness of communication protocols and tools in addressing all stakeholder groups in an equitable manner.
• School Leader collects and evaluates quality feedback that communicate varying methods which meet equity needs, expectations, and initiatives for all stakeholders.
• School Leader gathers data results within their professional learning network to increase resources and support for an equitable educational environment.
• Education leader uses evaluation, feedback and current research to develop and implement a professional growth plan to improve equity selfawareness when communicating with all stakeholders.
Provide a self-improvement plan with strategies, implementation timelines, self-evaluation, and a monitoring process to ensure best practice in exemplifying personal, professional, and equitable beliefs and behaviors which deliver high-quality learning for all stakeholders.
• School Leader collaborates and facilitates a continuous self-improvement planning process to ensure growth toward gaining exemplifying equity skills.
• School Leader ensures professional goals; outcomes and next steps to gain needed equity skills to establish exemplar learning have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress and frames an improvement plan around a continuous cycle of inquiry and self-improvement to institute a highly equitable school learning culture.
Exemplifying Ethical Behaviors Research References
Aquada-Hallbert, L., Santiago, L. (2019). Leading for equity: 5 steps from awareness to commitment. Retrieved from http:// www.ascd.org/ascd-express/vol14/num23/leading-for-equity5-steps-from-awareness-to-commitment.aspx
Barker, A. (2016). Improve your communication skills (4th ed.). Kogan Page Limited.
Brown, K. M. (2006). Leadership for social justice and equity: Evaluating a transformative framework and andragogy. Educational Administration Quarterly, 42(5), 700-745. SAGE.
Chikwe, M., & Cooper, R. (2020). School leaders’ sense-making and use of equity-related data to disrupt patterns of inequality. Journal of School Leadership and Policy Studies, 3(3). Southern Connecticut State University.
Colorado Department of Education (CDE). (2010). Equity toolkit for administrators. https://www.cde.state.co.us/sites/default/ files/documents/cde_english/download/resources-links/ equity%20toolkit%20final_2010.pdf
Covey, S. (1989). The seven habits of highly successful people. New York, NY: Simon & Schuster.
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Curtis, R. E. & City, E. A. (2009). Strategy in action: How school systems can support powerful learning and teaching. Cambridge, MA: Harvard Education Press. Elgart, M. (2017). Meeting the promise of continuous improvement insights from the AdvancED continuous improvement system and observations of effective schools. Alpharetta, GA: Advanced Education Inc.
Fahimi, Z., & Rahimi, A. (2015). On the impact of selfassessment practice on writing skill. Procedia-Social and Behavioral Sciences, 192, 730-736. Retrieved from doi:10.1016/j.sbspro 2015.06.082
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hirsch, S. (2017). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all-students/ Jackman, J. M., & Strober, M. H. (2003). Fear of feedback. Cambridge, MA: Harvard Business Review.
Leithwood, Kenneth et al. (2004). How leadership influences student learning, New York, NY: The Wallace Foundation. McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
Ministry of Education. (2019). Guides for managing your school: Effective-communications. http://www.educationalleaders.govt. nz/Managing-your-school/Guides-for-managing-your-school/ Effective-communications
National Association of Secondary School Principals (NASSP).
(2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Building ranks: a comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
National Archives of the United Kingdom. (2013). Effective communications: Raising the profile of your archive service guidance on developing communications to promote your service. http://www.nationalarchives.gov.uk/documents/ archives/effective-communications.pdf
National Center for Educational Statistics. (2011). Best practices brief: Stakeholders tips from the states. https://nces.ed.gov/ programs/slds/pdf/best_practices.pdf
O’Neil, J. (1996). On emotional intelligence: A conversation with Daniel Goleman. School Leadership, 54(1), 6-11. ASCD.
Onondaga-Cortland-Madison Board of Cooperative Educational Services. (n.d.). Performance expectations and indicators. Retrieved from http://www.ocmboces.org/tfiles/folder876/ ISSLCstandardsandPIs.pdf
Pavord, E., & Donnelly, E. (2015). Communication and interpersonal skills (2nd ed.). Lantern Publishing Limited.
Reichenbach, Y. (2016). The benefits of self-evaluation/selfassessment. Retrieved from https://www.multigroup.ch/en/ benefits-self-evaluation-assessment/
Rimmer, J. (2021). Equity-centered capacity building: Developing principals as equity-centered instructional leaders. Retrieved from https://capacitybuildingnetwork.org/article9/ and http://www.eecresources4justice.com/wp-content/ uploads/developing-principals-equity-leaders.pdf
Rivers, D. (2015). The seven challenges workbook: Cooperative communication skills for success at home and at work (9th ed.). Creative Commons.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. SAGE.
Sachdeva, A. K. (1996). Use of effective feedback to facilitate adult learning. Journal of Cancer Education, 11(2), 106-18. Springer.
Sebastian, J. G., Skelton, J., & West, K. P. (2000). Communitycampus partnerships for health. Partnership Perspectives, 1(2), 1-94. Retrieved from https://depts.washington.edu/ccph/ pdf_files/summer1-f.pdf
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Williams, S. (n.d.). Self-awareness and personal development. Retrieved from http://www.wright.edu/~scott.williams/ LeaderLetter/selfawareness.htm
ETHICS
Embedding an Ethical Work Culture
Establish norms and expectations for ethical behavior.
• School Leader collaboratively sets ethical norms and standards to guide the stakeholders in identifying the values of the organization.
• School Leader collaboratively supports, promotes, and provides opportunities for staff and students to reflect upon and interpret core values and behaviors.
• School Leader implements programs that ensure a commitment to equality, equity, and inclusion among members of the school community.
• School Leader implements practices that ensures respect and accommodates diversity in the school community.
• School Leader implements ethical practices for hiring, onboarding, and day-to-day professional activities.
Establish routines and processes for the ethical and responsible use of data, materials, research, and assessment.
• School Leader consistently cites data or materials from published, unpublished, or electronic sources when disseminating information.
• School Leader implements policies for using data, data sources, or findings accurately and consistently.
• School Leader implements ethical practices for storing, maintaining, disseminating, and disposing of records and data.
• School Leader enforces federal, state, and local policies that ensure the confidentiality of student records and the ethical release of personal data.
Ensure ethical treatment for all stakeholders.
• School Leader collaboratively evaluates students’ academic, personal, and social needs.
• School Leader collaboratively inventories and ensures implementation of practices that address students’ values, beliefs, and cultural background as they relate to learning.
• School Leader collaboratively assesses and evaluates how school policies reflect ethical treatment for all stakeholders.
• School Leader establishes and implements practices and protocols that promote emotional, intellectual, physical, and sexual safety of all stakeholders.
• School Leader implements programs that institutionalize respect for the dignity, worth, and uniqueness of each individual.
Provide a plan with goals, strategies, implementation timelines, evaluation, and a monitoring process to establish best practices to institutionalize an ethical work culture for students, staff, and organizational improvement.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and a support school culture driven by student learning and growth.
Embedding an Ethical Work Culture Research References
Brown, M. E., Trevino, L. K., & Harrison, D. A. (2005). Ethical leadership: A social learning perspective for construct development and testing. Organizational Behavior and Human Decision Processes, 97(2), 117-134. Elsevier Ltd.
Cain, J. (2008). Online social networking issues within academic and pharmacy education. American Journal of Pharmaceutical Education, 72(1), 1-6. Clark, L.A., & Roberts, S.J. (2010). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/ PMC2254235/
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Curtis, R. E. & City, E. A. (2009). Strategy in action: How school systems can support powerful learning and teaching. Cambridge, MA: Harvard Education Press.
Ehrich, L. C., Harris, J., Klenowski, V., Smeed, J., & Spina, N. (2015). The centrality of ethical leadership. Journal of Educational Administration 53(2), 197-214. Emerald Publishing. Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE. Goleman, D. (2006). Emotional intelligence: Why it can matter more than IQ (10th anniversary ed.). New York, NY: Bantam Books.
Grojean, Michael W., Resick, Christian J., Dickson, Marcus W. & Smith, D. Brent (2004). Leaders, values, and organizational climate: Examining leadership strategies for establishing an organizational climate regarding ethics. Journal of Business Ethics 55 (3):223-241. Springer Science and Business Media.
Hanover Research. (2014). Best practices for school improvement planning. https://www.hanoverresearch.com/ media/Best-Practices-for-School-Improvement-Planning.pdf
Hazelton, A. S., & Terhorst, A. (2015). Legal and ethical considerations for social media hiring practices in the workplace. The Hilltop Review, 7(2), 53-59. Retrieved from https://scholarworks.wmich.edu/hilltopreview/vol7/iss2/7 Hirsch, S. (2019). Learning leaders share responsibility for all students. Learning Forward. Retrieved from https:// learningforward.org/2017/11/learning-leaders-shareresponsibility-for-all-students/
Knight, D. L. (2017). What makes a moral and ethical school leader? Teacher perceptions and conceptualizations (Publication No. 10638841) [Doctoral dissertation, Concordia University Chicago]. Ann Arbor, MI: ProQuest.
Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48(3), 387-423. SAGE.
Lowery, C. (2020). Moral literacy and school leadership: Perceptions of principals in southeast Ohio on the ethics of decision-making. Journal of Educational Administration, 58 (2), 112-127. Retrieved from https://doi.org/10.1108/JEA-062018-0120
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
McKenzie, K. B, & Scheurich, J. J. (2004). Equity traps: A useful construct for preparing principals to lead schools are successful with racially diverse students.
Retrieved from http://citeseerx.ist.psu.edu/viewdoc/ download?doi=10.1.1.844.483&rep=rep1&type=pdf
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Building ranks: a comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
National Forum on Education Statistics. (2003). The forum guide to data ethics. Retrieved from https://nces.ed.gov/ pubs2010/2010801.pdf
National Policy Board for Educational Administration (NPBEA). (2018). National School Leadership preparation recognition standards. Retrieved from https://www.npbea.org/wp-content/ uploads/2018/11/NELP-Building-Standards.pdf
Riehl, C. J. (2009). The principal’s role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Journal of Education, 189(1-2), 183-197. SAGE.
GLOBAL MINDEDNESS
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals. sagepub.com/toc/eaqa/44/5
Sagnak, M. (2010). The relationship between transformational school leadership and ethical climate. Educational Sciences: Theory and Practice, 10(2), 1135-1152. Edam Egitim Danismanligi.
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. ACSD.
Shapiro, J. P., & Stefkovich, J. A. (2016). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas (4th ed.). Routledge.
Stefkovich, J., & Begley, P. T. (2007). Ethical school leadership: Defining the best interests of students. Educational Management Administration & Leadership, 35(2), 205–224. SAGE.
Vicknair, J., Elkersh, D., Yancey, K., & Budden, M. (2010). The use of social networking sites as a recruiting tool for employers. American Journal of Business Education, 3 (11), 7-12. AJPO.
Creates an environment that builds, models, and endorses a global-minded perspective for all stakeholders through the promotion of cultural diversity, partnerships, and community connections.
Exemplifying a Global-Minded Culture
Model practices and attitudes that support global mindedness.
• School Leader models a positive attitude and willingness to support a global-minded culture.
• School Leader effectively addresses different cultural perspectives during interactions with stakeholders.
• School Leader collaborates with diverse stakeholders to set a vision for a global-minded culture.
Build and promote a global-minded awareness for students and staff.
• School Leader leads a collaborative process to define global mindedness.
• School Leader provides resources and support for teachers and students to improve culturally diverse educational experiences.
• Education Leader supports activities outside of the classroom that focus on various cultures.
• School Leader supports professional development opportunities for teachers to effectively address diversity and diverse perspectives.
Promote culture diversity.
• School Leader identifies annual goals to promote global awareness.
• School Leader exposes diverse groups of people to students and staff through resources and technology that engage conversations about multiculturalism and differing cultural perspectives.
• School Leader provides resources to support cultural literacy by integrating local and global data, needs, and trends into learning experiences.
Develop and implement a personal growth plan with strategies, implementation timelines, evaluation, and monitoring process based on cycle of inquiry and continuous improvement of global mindedness skills and behaviors.
• School Leader collaborates and facilitates a continuous self-improvement planning process to ensure growth toward improving global mindedness skills and behaviors.
• School Leader ensures personal, professional goals, outcomes, and next steps to gain needed global mindedness leadership skills are clearly established, defined, and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed professional growth plan that includes implementation strategies, monitors progress, and frames a growth plan focused on a continuous cycle of inquiry and self-improvement necessary to institute a global mindedness culture.
Exemplifying a Global-Minded Culture Research References
Acton, A. (2018). The 5 rules of effective collaboration. Retrieved from https://www.inc.com/annabel-action/the-5rules-of-effective-collaboration.html
Ark, T. (2017). Educating for global competence; 6 reasons, 7 strategies, 8 strategies, 9 innovations. Retrieved from https:// www.gettingsmart.com/2017/09/05/educating-for-globalcompetence-6-reasons-7-competencies-8-strategies-9innovations/ Boix Mansilla, V. (2016), “How to be a global thinker”, School Leadership, Vol.74/4, pp. 10-16. Retrieved from http://www. pz.harvard.edu/sites/default/files/Educational%20LeadershipThe%20Global-Ready%20Student-How%20to%20Be%20a%20 Global%20Thinker.pdf
Boudreau, E. (2020). Nurturing a global mind: what educators can do to help students become global citizens. Retrieved from
Bredeson, P.V. (2000). The school principal’s role in teacher professional development, Journal of In-Service Education, 26:2, 385-401. Retrieved from https://www.tandfonline.com/ doi/pdf/10.1080/13674580000200114
Brooks, J. S., & Normore, A. H. (2010). School Leadership and globalization: Literacy for a global perspective. Educational Policy, 24(1), 52-82. Retrieved from https://doi. org/10.1177/0895904809354070
Chickering, A., & Braskamp, L.A. (2009). Developing a global perspective for personal and social responsibility. Peer review, 11(4), 27. Association of American Colleges and Universities. Clark, T. R. (2010). EPIC change: How to lead change in the global age. Hoboken, NJ: Wiley.
Curtis, R.E. and City, E.A. (2009). How school systems can support powerful learning and teaching. Cambridge, MA: Harvard Education Press.
Dabbs, L. (2012). Supporting new teachers to make global connections. Retrieved from https://www.edutopia.org/blog/ new-teachers-make-global-connections-lisa-dabbs
DiFranza, A. (2019). Collaborative leadership: what it is & why it’s important. Retrieved from https://www.northeastern.edu/ graduate/
Goleman, D. (2006). Emotional intelligence: Why it can matter more than IQ (10th anniversary ed.). New York, NY: Bantam Books.
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hirsch, S. (2019) Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all-students/ Husby-Slater, M., & Cuiccio, C. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Javidan, M., & Walker, J. (2012). A whole new global mindset for leadership. People and Strategy, 35(2), 36-41. Society for Human Resource Management. Kampen, M. (2020). 7 Ways to support diversity in the classroom: with examples. Retrieved from https://www. prodigygame.com/main-en/blog/diversity-in-the-classroom/ McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. WestEd. Retrieved from https://files. eric.ed.gov/fulltext/ED584115.pdf
National Association of Elementary School Principals (NAESP). (2018). The principal’s guide to building culturally responsive schools. Retrieved from https://www.naesp.org/sites/default/ files/NAESP_Culturally_Responsive_Schools_Guide.pdf
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Building ranks: a comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
Organization for Economic Co-operation and Development (OECD) and Programme for International Student Assessment (PISA). (2018). Preparing our youth for an inclusive and sustainable world: the OECD PISA global competence framework. Retrieved from https://www.oecd.org/education/ Global-competency-for-an-inclusive-world.pdf
Perkins, D. N., Tishman, S., Ritchhart, R., Donis, K., & Andrade, A. (2000). Intelligence in the wild: A dispositional view of educational traits. Educational Psychology Review, 12(3), 269–293. Springer.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals. sagepub.com/toc/eaqa/44/5
Saphier, J. (2017). The principal’s role in high expectations teaching. Principal Magazine, January/ February, 8-9. Retrieved from https://www.aesa.us/ annualconference/2017presentations/Jon%20SaphierHigh%20Expect%20Teaching.pdf
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Shaw, M. (2000). Global society and international relations: sociological and political perspectives. Cambridge, MA: Polity Press.
Solomon, C. (2021). What are six steps to leading with a global mindset? Retrieved from https://www.rw-3.com/blog/the-sixsteps-to-leading-with-a-global-mindset
Terrell, S. R., & Rosenbusch, K. (2013). How global leaders develop. Journal of Management Development, 32(10), 10561079. Emerald Publishing.
Tichnor, A. (2019). Globally minded leadership: a new approach for leading schools in diverse democracies, 15(2), 6. International Journal Education Policy & Leadership. Retrieved from https://files.eric.ed.gov/fulltext/EJ1208569.pdf
University of the People (2021). What is cultural diversity and why is it important? Retrieved from https://www.uopeople.edu/ blog/what-is-cultural-diversity/
Unruh, G. (2012). Being global II: Global leaders have a global mind. Retrieved from https://www.forbes.com/sites/ csr/2012/04/19/being-global-ii-global-leaders-have-a-globalmind/?sh=6db55aef5811
GLOBAL MINDEDNESS
Embedding a Global-Minded Culture
Support a global perspective in learning.
• School Leader supports curricular and instructional practices that build staff and student global awareness.
• School Leader examines resources to provide students with exposure to international perspectives in learning experiences.
• School Leader and stakeholders collaboratively explore opportunities that offer students global experiences through extracurricular experiences.
Pursue partnerships and community connections that promote a global-minded perspective.
• School Leader builds a vibrant, inclusive climate that draws people together across differences in backgrounds, experiences, and interests.
• School Leader collaborates with community organizations to identify and implement opportunities for community involvement in service to the school and students.
• School Leader utilizes effective communication strategies with stakeholders to address issues related to diversity.
Analyze current stakeholder attitudes, knowledge, and awareness of global perspectives among stakeholders.
• School Leader examines and analyzes data related to stakeholder attitudes and perspectives toward immigrants, openness to diversity, interest in other cultures, respect, adaptability, and self-efficacy.
• School Leader provides personal reflection opportunities for stakeholders to examine their global mindedness.
• School Leader provides and supports protocols for ongoing monitoring and evaluation of global mindedness of all stakeholders.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practice in establishing global curricular connections and partnerships for students, staff, and organizational improvement.
• School Leader collaborates and facilitates a global-minded learning culture continuous improvement planning process to ensure a respectful, global mindset is a cultural norm.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, progress monitoring, and an action plan framed around a continuous cycle of improvement, and a culture of mutual respect and global mindedness.
Embedding a Global-Minded Culture Research References
Bartz, D., Rice, P., & Karnes, C. (2018). Community engagement: A key ingredient for public schools gaining stakeholders’ input and support. National Forum of Educational Administration and Supervision Journal 36(4), 1-7. Retrieved from http:// www.nationalforum.com/Electronic%20Journal%20Volumes/ Bartz,%20David%20E%20Community%20Engagement%20 NFEASJ%20V36%20N%204%202018.pdf
Boudreau, E. (2020). Nurturing a global mind. Retrieved from https://www.gse.harvard.edu/news/uk/20/01/nurturing-globalmind
Cappellen, T. & Janssens, M. (2010). The career reality of global managers: an examination of career triggers. The International Journal of Human Resource Management. Taylor & Francis.
Chandwani, R., Agrawal, N., & Kedia, B. (2015). Mindfulness: Nurturing global mind-set and leadership. Thunderbird International Business Review. 58. Retrieved from 10.1002/ tie.21760
Curtis, R.E., & City, E.A. (2009). How school systems can support powerful learning and teaching. November/December 2009 Harvard Education Letter. Cambridge, MA: Harvard Education Press.
Elgart, M. (2018), Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE. Goleman, D. (2006). Emotional intelligence: Why it can matter more than IQ (10th anniversary ed.). New York, NY: Bantam Books.
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hirsch, S. (2019). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all-students/
Husby-Slater, M., & Cuiccio, C. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Kielsmeier, J. C. (2010). Build a bridge between service and learning. Phi Delta Kappan, 91(5), 8–15. Retrieved from https:// doi-org.ezproxy.slpl.org/10.1177/003172171009100503
Mandinach, E., & Gummer, E. (2016). Every teacher should succeed with data literacy. The Phi Delta Kappan, 97(8), 43-46. SAGE.
Marshall, H. (2006). The global education terminology debate: Exploring some of the issues in the UK. In M. Hayden, J. Levy, & J. Thompson (Eds.), A Handbook of Research in International Education (pp. 38-50). SAGE.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. WestEd. Retrieved from https://files. eric.ed.gov/fulltext/ED584115.pdf
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Building ranks: a comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
OECD. (2018). Global competency for an inclusive world. Retrieved from https://www.oecd.org/pisa/aboutpisa/globalcompetency-for-an-inclusive-world.pdf
Onondaga-Cortland-Madison Board of Cooperative Educational Services. (n.d.). Performance expectations and indicators. Retrieved from http://www.ocmboces.org/tfiles/folder876/ ISSLCstandardsandPIs.pdf
Osland, J. S., Bird, A., Mendenhall, M., & Osland, A. (2006). Developing global leadership capabilities and global mindset: a review handbook of research in international human resource management (pp. 197-222). Edward Elgar Publishing Limited. Reimers, F., Chopra, V., Chung, C. K., Higdon, J., & O’Donnell, E. B. (2016). Empowering global citizens: A world course. Scotts Valley, CA: CreateSpace Independent Publishing Platform.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals. sagepub.com/toc/eaqa/44/5
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Son Holoien, D. (2013). Do differences make a difference? The
effects of diversity on learning, intergroup outcomes, and civic engagement. Princeton, NJ: Trustee Ad Hoc Committee on Diversity.
Stosich, E. L., & Bae, S. (2018). Engaging diverse stakeholders to strengthen policy. Phi Delta Kappan, 99(8), 8. SAGE. Team XQ. (2020). Tips on creating an inclusive school and why it matters. Rethink Together. Retrieved from https:// xqsuperschool.org/rethinktogether/tips-on-creating-aninclusive-school-and-why-it-matters/
Tichnor-Wagner, A. (2019). Globally-minded leadership: A new approach for leading schools in diverse democracies. International Journal of Education Policy and Leadership, 15(2). Retrieved from https://doi.org/10.22230/ijepl.2019v15n2a869
University of the People (2021). What is cultural diversity and why is it important? Retrieved from https://www.uopeople.edu/ blog/what-is-cultural-diversity/
SYSTEMS DOMAIN
The school leader’s efforts to assess a learning organization’s current systems, initiate a cycle of inquiry focused on dismantling historically inequitable systems, and engage stakeholders in a collective effort to establish sustainable student-centered systems.
VISION/MISSION
Fosters an environment in which the school’s vision and mission drive the strategic alignment of organizational decisions and resources.
Driving Vision and Mission
Establish and support a culture of ownership and responsibility that will grow and sustain the vision and mission.
• School Leader establishes rituals for students and staff members to articulate and personalize a connection to the vision and mission.
• School Leader provides ongoing communication promoting vision and mission using various forms of communication.
• School Leader leverages relationships to advocate and promote the school vision and mission both in and outside of the school.
• School Leader provides an on-going plan with monitoring and evaluation of the vision and mission.
Reinforce and anchor the school vision and mission in ongoing processes and practices related to decision making.
• School Leader creates a multi-platform strategy to ensure that students, staff members, and other stakeholders refer to the vision and mission for decision-making.
• School Leader uses the vision and mission as a lens to interpret school data in meetings with students, teachers and staff members.
Provide a plan with immediate and long-term strategies, implementation timelines, evaluation, and monitoring process for growing and sustaining a vision and mission for how the school will look like at its peak performance.
• School Leader collaborates and facilitates a planning process to grow and sustain the established vision and mission.
• School Leader ensures the vision and mission plan, outcomes and sustainability of the plan is clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring and frames the vision and mission around a continuous cycle of improvement.
Driving Vision and Mission Research References
Barker, A. (2016). Improve your communication skills (4th ed.). Kogan Page Limited.
Bernhardt, V. (2019). Data analysis for comprehensive. Schoolwide Improvement Using Data to Improve Schools What’s Working. Retrieved from https://aasa.org/uploadedFiles/ Policy_and_Advocacy/files/UsingDataToImproveSchools.pdf
Blank, M.J., Jacobson, R., & Melaville, A. (2012). Achieving results through community school partnerships: How district and community leaders are building effective, sustainable relationships. Retrieved from https://files.eric.ed.gov/fulltext/ ED535652.pdf
Brennan, J.A. (2018). What presidents should expect from their communications and marketing offices. Retrieved from https:// www.higheredjobs.com/articles/articleDisplay.cfm?ID=1785
Council of Chief State School Officers (CCSSO). (2017). Professional standards for School Leaders. Promoting Principal Leadership for the Success of Students with Disabilities. Retrieved from https://www.ccsso.org/sites/default/ files/2017-10/PSELforSWDs01252017_0.pdf
Electrical Wholesaling. (2015). Top 10 Reasons Your Business Strategy Could Fail. Retrieved from http://link. galegroup.com/apps/doc/A397624836/ITOF?u=lincoln_ main&sid=ITOF&xid=3b0db435
Fullan, M. (2011). The six secrets of change. Hoboken, NJ: Jossey Bass.
Gabriel, G. and Farmer, P.C. (2009). How to Help Your School Thrive Without Breaking the Bank. Alexandria, VA: ASCD. Gunn, J. (2019). Wow-factor schools: 8 ways to build an awesome school culture. Retrieved from https://education. cu-portland.edu/blog/curriculum-teaching-strategies/positiveschool-culture/
Kaplan, R.S., Norton, D.P., & Barrows, E.A. (2008). The Strategy: Vision, value gaps, and analysis, 4-5. Cambridge, MA: Harvard Business.
Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. University of Minnesota and University of Toronto: A Study Commissioned by The Wallace Foundation. Retrieved from http://2wh2pdomc1q415tdl40khdki.wpengine.netdna-cdn. com/wp-content/uploads/2015/10/Vision_-LeaderGuide.pdf
Mendez-Morse, Sylvia. 1993. Issues about change: Vision, leadership, and change. Austin, TX: Southwest Educational Development Laboratory.
National Association of Elementary School Principals (NAESP). (2011). Best practices for better schools: using student achievement data to support instructional decision-making. Arlington, VA: NAESP.
National Association of Secondary School Principals (NASSP). (2018). Building ranks K-12: A comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Policy Board for Educational Administration (NPBEA). (2015). Professional standards for School Leaders (PSEL).
Patterson, K., Grenny, J., & Switzler, A. 2012. Crucial conversations: tools for talking when stakes are high. New York City, NY: McGraw-Hill.
Raphael, D. M., & Nesbary, D. (2005). Getting the message across: Rationale for a strategic communications course in the public administration curriculum. Journal of Public Affairs Education, 11(2), 133-146. Routledge.
Reform Support Network. (2015). Strategies for community engagement in school turnaround. Retrieved from: https:// charterschoolcenter.ed.gov/publication/strategies-communityengagement-school-turnaround
VISION/MISSION
Leading Vision and Mission
Schwahn, C., & Spady, W. (1998). Why change doesn’t happen and how to make sure it does. School Leadership, 55(7), 45+. Retrieved from http://link.galegroup.com/apps/doc/ A20607176/ITOF?u=lincoln_main&sid=ITOF&xid=fccb5247 Sterrett, W. (2011). Turning vision into reality. Insights into Action. Retrieved from http://www.ascd.org/publications/ books/112009/chapters/Turning-Vision-into-Reality.aspx Williamson, R., & Blackburn, B. R. (2010). Sustaining a vision of vigor. Principal Leadership, 09(6), 78–80. Retrieved from http://www.barbarablackburnonline. com/app/download/7005471604/ Sustaining+Vision+Principal+Leadership.pdf
Utilize inquiry and research to evaluate and develop vision and mission for peak performance in a school.
• School Leader evaluates current vision and mission utilizing multiple sources of evidence.
• School Leader performs a climate/culture and educational review audit to identify and set new expectations for vision and mission.
• School Leader identifies school core beliefs and values in developing a vision and mission.
• School Leader reviews resource needs for developing vision and mission plan which ensures academic improvement.
Facilitate a collaborative process with stakeholders to define and articulate vision and mission.
• School Leader ensures structures and processes are in place for full-stakeholder participation in creating and reviewing vision and mission.
• School Leader collaborates with stakeholders to establish priorities and intentions for the vision and mission.
• School Leader encourages stakeholders to reflect on how current practice aligns with the development of the vision and mission.
• School Leader leverages relationships with all stakeholders -including business and government entities- to develop the vision and mission.
Provide a plan with strategies, implementation timelines, responsibilities, monitoring process, and evaluation for leading stakeholders in the creation of a sustainable vision and mission.
• School Leader collaborates and facilitates a planning process to establish vision and mission.
• School Leader ensures vision and mission plan, outcomes and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation and monitoring strategies that frames the vision and mission around an ongoing review of specific, measurable, achievable, relevant, and time-based elements that indicate progress toward goals.
Leading Vision and Mission Research References
Barrett, D. (2007). Leadership communication. New York City, NY: McGraw-Hill.
Bramburg, J.D. (1994) Raising expectations to improve student learning. Retrieved from https://eric.ed.gov/?id=ED378290
Calder, W. B. (2014). Achieving an institution’s values, vision, and mission. College Quarterly, 17(2). Retrieved from http://search.ebscohost.com/login.aspxdir ect=true&db=eric&AN=EJ1038728&site=ehot-live
Colorado Department of Education. (n.d.). A common vision of great school leadership: The Colorado principal quality standards. Retrieved from http://www.cde.state.co.us/sites/default/files/Colo Principal Quality Standards Ref Guide2.pdf
Commission on Public Schools, Committee on Public Secondary Schools, & New England
Association of Schools and Colleges, Inc. (2016). Guide to developing and implementing core values, beliefs, and learning expectations. Retrieved from https://cpss.neasc.org/ sites/cpss.neasc.org/files/Downloads_pdf/Guide%20to%20 Developing%20Core%20Values.pdf
Council of Chief State School Officers. (2008). Performance expectations and indicators for education leaders. Retrieved from http://npbea.org/wpcontent/upload,s/2017/05/
Peformance_Indicators_2008.pdf
Dove, M., Honigsfeld, A., & Cohan, A. (2014). A shared and inclusive vision and mission. Beyond core expectations: A schoolwide framework for serving the not-so-common learner (1). Retrieved from https://www.sagepub.com/sites/default/ files/upm binaries/62856_Pages_from_Dove_Beyond_Core_ Expectations_4.pdf
Edwards, J. (2014). Mastering strategic management (1st Canadian ed.). Victoria, B.C.:
BCcampus. Retrieved from https://opentextbc.ca/ strategicmanagement
Fullan, M. (2011). The six secrets of change. Hoboken, NJ: Jossey Bass.
Gabriel, J. G., & Farmer, P. C. 2009. How to help your school thrive without breaking the bank.
Alexandria, VA: ASCD.
Gamman, L. (2012). University of Washington Office of Research communication plan.
Retrieved from https://www.washington.edu/research/wp/ wp.../Comm-plan-OR030712-FNL.doc
Georgia Leadership Institute for School Improvement for the Principal Professional Learning
Community. (2015). Shaping a vision of academic success for all students. Retrieved from http://2wh2pdomc1q415tdl40khdki. wpengine.netdna-cdn.com/wp content/uploads/2015/10/Vision_-LeaderGuide.pdf
Great Schools Partnership. (2014). Glossary of educational reform. Retrieved from https://www.edglossary.org
Grusenmeyer, D. (n.d.). Mission, vision, values & goals. Retrieved from https://msu.edu/user/steind/estate%20Goals%20Mission%20 Values%20Overview_ProD airy%2017pg.pdf
Guisbond, A. (2017). Four corporate communication best practices to learn from GE. Retrieved from https://www.forbes. com/sites/forbescommunicationscouncil/2017/05/01/fourcorporate-communications-best-practices-to-learn-fromge/#408ef0f03b87
Gurley, K., Peters, G., Collins, L., & Fifolt, M. (2015). Mission, vision, values, and goals: An exploration of key organizational statements and daily practice in schools. Journal of Educational Change, 16(2), 217-242. Retrieved from https://eric. ed.gov/?id=EJ1060128
Gürel, E. (2017). SWOT analysis: A theoretical review. Journal of International Social Research, 10(51), 994-1006. Retrieved from: doi: 10.17719/jisr.2017.1832
Hewlett Foundation. (n.d.). Open Educational Resources Retrieved from https://hewlett.org/strategy/open-educationalresources/
Indiana University Northwest. (n.d.). School Leader. Retrieved from https://www.iun.edu/education/docs/conceptualframework-knowlege-base.pdf
Learning Forward. (2017). A new vision for professional learning. Retrieved from https://stage.learningforward.org/docs/defaultsource/getinvolved/essa/essanewvisiontoolkit
Lindahl, R. A. (2011). The crucial role of assessing the school’s climate and culture in planning for school improvement. Educational Planning, 20(1), 16-30. ISEP.
Mendez-Morse, S. (1993). Vision, leadership, and change. Issues...about Change, (2)1. Retrieved from http://www.sedl. org/change/issues/issues23.html
National Association of Secondary School Principals (NASSP). (2018). Building ranks K-12: A
comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Policy Board for Educational Administration (NPBEA). (2015). Professional standards for School Leaders (PSEL). Reston, VA: NPBEA.
Paine, S., & McCann, R. (2009). Engaging stakeholders. Retrieved from https://www2.ed.gov/programs/readingfirst/ support/stakeholderlores.pdf
Peabody College Vanderbilt University. (2019). The IRIS Center. Retrieved from https://iris.peabody.vanderbilt.edu/module/inc/ cresource/q4/p08/#content
Peterson, K. D., & Deal, T. E. (2002). The shaping school culture field book. San Francisco, CA: Jossey-Bass.
Professional Educator Standards Board. (2014). Principal and program administrator benchmarks. Retrieved from https:// www.pesb.wa.gov/workforce/developing-current-educators/ certification-standards-benchmarks/principal-administrator/ Smith, L. W. (2000). Stakeholder analysis: A pivotal practice of successful projects. Paper presented at Project Management Institute Annual Seminars & Symposium, Houston,
TX. Newtown Square, PA: Project Management Institute. Stronge, J. H., Richard, H. B., & Catano, N. (2008). Qualities of effective principals. Alexandria, VA: ASCD.
Task Force on Developing Research in School Leadership (2003). What we know about successful school leadership. Washington, DC: American Educational Research Association.
TESS-India. (n.d.). Perspective on leadership: Building a shared vision for your school. Retrieved from open.edu/ openlearncreate/pluginfile.php/135939/mod_resource/ content/4/SL11_AIE_Final.pdf
The Education Alliance at Brown University. (n.d.). Principal as instructional leader. Retrieved from https://www.brown.edu/ academics/education Alliance/sites/brown.edu.academics.education alliance/files/uploads/KLOOM_pil_entire.pdf
Yoder, N., Darling-Churchill, K., Colombi, G. D., Ruddy, S., Neiman, S., Chagnon, E., & Mayo, R. (2017). School climate improvement reference manual. Washington, DC: Department of Education, Office of Safe and Healthy Students.
COMMUNICATION
Utilizes a collaborative process to ensure safe and meaningful communication with and among all stakeholders that supports the school’s vision and mission.
Communication Standards
Collaborate to develop and implement communication norms and skills that promote effective communication with and among all stakeholders.
• School Leader plans and implements school-wide norms to ensure effective communication with and among all stakeholders.
• School Leader creates and implements a differentiated process for communication with and among all stakeholders.
• School Leader models a high-level of honesty and empathy in communication with all stakeholders.
• School Leader creates a safe and trusting environment to openly discuss the stakeholders’ issues and initiatives.
Engage all stakeholders in meaningful communication that advocates for needs and shares accomplishments in order to move the organization forward in improvement efforts.
• School Leader provides multiple mechanisms for stakeholders to share the vision, goals, and objectives of the department, school, or district.
• School Leader incorporates multiple strategies which solicit ongoing stakeholders’ input and feedback throughout the continuous improvement and goal-setting process.
• School Leader exhibits a differentiated process for communication amongst stakeholder groups and the School Leader.
• School Leader provides research-based strategies which ensure all stakeholders’ voices are heard, particularly among traditionally marginalized or underserved populations.
Facilitate and support stakeholders by providing evidence-based and systematic protocols for difficult conversations.
• School Leader provides a plan or conversation template based on research or best practice for facilitating difficult conversations among and within stakeholder groups.
• School Leader models active listening and paraphrasing to guide stakeholders during difficult conversations.
• School Leader models routines and protocols for communication related to difficult conversations.
Provide evidence of understanding that communication is both verbal and non-verbal and demonstrates approachability to students, staff, and other stakeholders.
• School Leader models appropriate body language and provides inviting non-verbal cues both while in conversations and meetings.
• School Leader sets expectations for tone, cultural sensitivity, and empathy among all members of the learning community.
• School Leader models best practices for approachability to student, parents, staff members, and community.
Provide a continuous improvement plan with strategies, implementation timelines, evaluation, and monitoring process to establish best practice in facilitating communication standards for all stakeholders.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure clear communication standards are established.
• School Leader ensures plan goals, outcomes and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress and frames the communication plan around a continuous cycle of improvement and institutes a communicative school culture.
Communication Standards Research References
Barrett, D. (2007). Leadership communication. New York City, NY: McGraw-Hill/Irwin.
Bass, B. (1999). Two decades of research and development in transformational leadership. European Journal of Work and Organizational Psychology, 8(1), 9-32. European Association of Work and Organizational Psychology.
Bendermacher, G.W.G., oude Egbrink, M.G.A., Wolfhagen, I.H.A.P., & Dolmans, D.H.J.M. (2017). Unravelling quality culture in higher education: A realist review. Higher Education,73(1), 39-60. https://doi.org/10.1007/s10734-015-9979-2
Bryk, A.S., & Schneider, B. (2003). Trust in schools: A Core Resource for school reform. School Leadership, 60(6), 40–45. ASCD.
Bridgeland, J.M., Dilulio, J.J., Streeter, R.T., & Mason, J.R. (2008). One dream, two realities: Perspectives of parents on America’s high schools. Retrieved from https://eric.ed.gov/?id=ED503358
Britton, B. (2018). The importance of nonverbal communication in business and how professors at the University of North Georgia train students on the subject. Honors Theses. (33). Retrieved from https://digitalcommons.northgeorgia.edu/cgi/ viewcontent.cgi article=1031&context=honors_theses
Caskey, M.M., & Carpenter, J. (2014). Building teacher collaboration school-wide. Retrieved from
Conger, C., & Kanungo, R. (1998). Charismatic leadership in organizations. Thousand Oaks, CA: SAGE.
David, S. (2016). Emotional agility: Get unstuck, embrace change, and thrive in work and life. New York City, NY: Avery Publishing.
Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). School leadership study: Developing successful principals (review of research). Stanford School Leadership Institute. Retrieved from www.wallacefoundation.org/ knowledge-center/school-leadership /principal-training/ Documents/DevelopingSuccessful-Principals.pdf
Fullan, M. (2011). The six secrets of change. Hoboken, NJ: Jossey Bass.
Gamman, L. (2012). University of Washington Office of Research communication plan. Retrieved from https://www. washington.edu/research/wp/wp.../Comm-plan-OR-030712FNL.doc
Garfinkle, J. (2015). Building positive relationships at work. Retrieved from https://garfinkleexecutivecoaching.com/ articles/build-positive-work-relationships/building-positiverelationships-at-work
Gearhart, C. G., & Bodie, G. D. (2011). Active-empathic listening
as a general social skill: Evidence from bivariate and canonical correlations. Communication Reports, 24(2), 86-98. The Louisiana State University.
Goleman, D., Boyatzis, R.E., & McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston, MA: Harvard Business School Press. Groscurth, C (2014). Why your company must be mission driven. Retrieved from https://www.gallup.com/ workplace/236537/why-company-mission-driven.aspx
Guisbond, A., 2017. Four corporate communication best practices to learn from GE. Retrieved from https://www. forbes.com/sites/forbescommunicationscouncil/2017/05/01/ four-corporate-communications-best-practices-to-learn-fromge/#408ef0f03b87
Gürel, E. (2017). SWOT analysis: A theoretical review. Journal of International Social Research, 10(51), 994-1006. http://dx.doi. org/10.17719/jisr.2017.1832
Hackman, M. Z., & Johnson, C. E. (2013). Leadership: A communication perspective. Long Grove, IL: Waveland Press.
Hallam, P. R., Smith, H. R., Hite, J. M., Hite, S. J., & Wilcox, B. R. (2015). Trust and collaboration in PLC teams: Teacher relationships, principal support, and collaborative benefits. NASSP Bulletin, 99, 193–216. doi:10.1177/0192636515602330
Jones, K. (2016). The work conversations we dread the most, according to research. Retrieved from https://hbr.org/2016/04/ the-work-conversations-we-dread-the-most-according-toresearch.
Kar, A. K., & Kar, A. K. (2017). How to walk your talk: Effective use of body language for business professionals. IUP Journal of Soft Skills, 11(1), 16-28. IUP.
Kelsey, D., & Plumb, P. (2017). Great meetings! Great results. Retrieved from https://www.amazon.com/Great-MeetingResults-Dee-Kelsey/dp/0965835413
Kirby, C. & Kirby, C.A. (2017). Qualitative exploration of principal behaviors in elementary schools classified with high climate and high achievement. (Unpublished dissertation). Kennesaw State University. Retrieved from http:// digitalcommons.kennesaw.edu/educleaddoc_etd/9
Lubelfeld, M., Polyak, N., & Caposey, P.J. (2017). Student voice: From invisible to invaluable. Lanham, MD: Rowman and Littlefield books.
Luthra, A., & Dahiya, R. (2015). Effective leadership is all about communicating effectively: Connecting leadership and communication. International Journal of Management & Business Studies, 5(3), 43-48. Retrieved from https://www. mcgill.ca/engage/files/engage/effective_leadership_is_all_ about_communicating_effectively_luthra_dahiya_2015.pdf
Misko, Chez. (2019). Effective communications: The nine “C’s”. Retrieved from https://clubsolutionsmagazine.com/2019/11/ the-nine-cs-of-effective-communication/
National Association of Elementary School Principals. (NAESP). (2018). Communication upgrade for parents. Communicator, 41(6). Retrieved from https://www.naesp.org/communicatorfebruary-2018/communication-upgrade-parents
National Association Elementary School Principals (NAESP). (2013). Leadership Matters: What the research says about the importance of principal leadership. Retrieved from https://www. naesp.org/sites/default/files/LeadershipMatters.pdf
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Tell your story. Retrieved from https://www.nassp.org/ policy-advocacy-center/resources/essa-toolkit/communicationkit/tell-your-story/
National Center for Literacy Education. (2014). Remodeling literacy learning together: Paths to standards implementation. Retrieved from http://www.ncte.org/library/NCTEFiles/ NCLE/2014-NCLE-Report.pdf
National Education Association. (2022). Diversity toolkit: Cultural competence for educators. Retrieved from http://www. nea.org/tools/30402.htm
National School Public Relations Association. (n.d.). Principals’ top 10 list for successful communication. Retrieved from https://www.nspra.org/files/PrincipalsTop10.pdf
Pew Research Center. (2018). Social Media Fact Sheet. Retrieved from http://www.pewinternet.org/fact-sheet/socialmedia/
Price, D. (2017). Three practical implications for social media and the classroom. The Learning and Leading Cooperative. Retrieved from https://pllc.fi.ncsu.edu/2017/07/24/3-practicalimplications-for-social-media-and-the-classroom/
Redmond, M.V. (1985). The relationship between perceived communication competence and perceived empathy. Communication Monographs, 52(4), 377-382. Retrieved from https://doi.org/10.1080/03637758509376119
Reeves, D. B. (1997). Defending performance assessments without being defensive. The School Administrator. Retrieved from http://www.aasa.org/publications/sa/1997_06/colReeves. htm
Ruder, R. (2006). Approachability and visibility. Principal Leadership, 7(3), 39-41. NASSP.
Scott, S. (2002). Fierce conversations: Achieving success at work & in life, one conversation at a time. New York City, NY: Viking. Sheninger, E., & Rubin, T. (2017). BrandEd. Jossey-Bass. Tschannen-Moran, M., & Gareis, C. (2015). Principals, trust, and cultivating vibrant schools. Societies, (5), 256-276. MDPI. Weger, H., Bell, G.C., Minei, E., & Robinson, M.C. (2014). The relative effectiveness of active listening in initial interactions. International Journal of Listening, 28(1), 13-31. Taylor & Francis.
COMMUNICATION
Communication Structures
Deploy a variety of communication mechanisms to strategically engage different stakeholder groups.
• School Leader creates written content directed at a demographic that may not engage in consumption of social media content.
• School Leader ensures that multiple media tools are available for stakeholders to produce content on behalf of the school.
• School Leader monitors and maintains the district website to ensure compliance with school code and that the messaging available aligns with the goals of the organization.
• School Leader deploys a strategy to ensure all stakeholder groups have messaging tailored to the platform in which they will consume the content being produced.
Ensure the safety and proficiency in the utilization of social media by stakeholders.
• School Leader ensures that staff and students are appropriately versed in internet safety and digital citizenship.
• School Leader provides policies and procedures which ensure network security, capacity, and firewalls that meet the needs of students and staff and aligns with the vision and goals of the district.
• School Leader provides policies and procedures to effectively manage stakeholder use of social media communication.
Provide communication structures and protocols for teachers and students to safely and directly communicate with the community.
• School Leader ensures that the school vision and brand (e.g. a school or district hashtag) are communicated to students and teachers.
• School Leader leverages partners who provide opportunities for students and teachers to create social media-ready content.
• School Leader provides opportunities for students and staff to speak and/or represent the school or district at organized community functions.
• School Leader provides opportunity to utilize student media skills to diversify communication strategies.
Provide evidence that communications represent a collective, equitable voice of all stakeholders.
• School Leader provides rewards and incentives for student and teacher contributions to communication mechanisms.
• School Leader provides policies and processes to ensure inclusiveness of students’ and teachers’ voices.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practices for communications structures, and delivery of00 clear, effective communications to all stakeholders.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure clear communications structures are established.
• School Leader ensures plan goals, outcomes and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and a communicative school culture.
Communication Structures Research References
Academic Development Institute. (2016). Wise ways school leadership and decision making. Retrieved from https://www. indistar.org/app/wiseways/61.pdf
Brennan, J. A. (2018). What presidents should expect from their communications and marketing offices. Retrieved from https:// www.higheredjobs.com/articles/articleDisplay.cfm?ID=1785
Campbell, C., Dalley-Trim, L., & Cordukes, L. (2016). You want to get it right: A regional Queensland school’s experience in strengthening parent-school partnerships. Australasian Journal of Early Childhood, 41(3), 109–116. SAGE.
Castleman, B., & Skillman, J. (2017). Learn to ad: Madison Avenue strategies to strengthen school communication. Education Digest, 82(6), 34. Prakken Publications.
Corrigan, L. & Robertson, L. (2015). Inside the digital wild west: How school leaders both access and avoid social media. Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA), Dublin, Ireland.
Cross, M., & Shimonski, R. J. (2014). Social media security: Leveraging social networking while mitigating risk. Amsterdam, NL: Elsevier Ltd.
Delgado, R. (2014). The importance of network security in schools. Retrieved from https://www.socialmediatoday.com/ content/importance-network-security-schools EDUCBA. (2018). Tips to create effective communication strategy plan. Retrieved from https://www.educba.com/
communication-strategy-plan/
Fullan, M. (2011). The six secrets of change. Hoboken, NJ: Jossey Bass.
Garcia, M. E., Frunzi, K., Dean, C. B., Flores, N., & Miller, K. B. (2016). Regional Education Laboratory at McREL International. Gatens, B. (2014). The power of teaching students to speak up for themselves. Retrieved from https://education.cu-portland. edu/blog/curriculum-teaching-strategies/power-of-teachingstudents-to-speak-up-for-themselves/
Greenhow, C., & Li, J. (2013). Like, comment, share: Collaboration and civic engagement within social network sites. In C. Mouza, & N. Lavigne (Eds.), Emerging technologies for the classroom: A learning sciences perspective (pp. 127– 141). Dordrecht, NL: Springer.
Hamilton, D., & Pajari, R. (1997). Effective communication among stakeholders: A key component for successful internship programs. Journal of Public Administration Education, 3(2), 203215. Taylor & Francis.
Kraft, M. A. (2017). Engaging parents through better communication systems. School Leadership, 75(1), 58-62. ASCD.
LeGreco, M., & Canary, H. E. (2011). Enacting sustainable school-based health initiatives: A communication-centered approach to policy and practice. American Journal of Public Health, 101(3), 431. doi: 10.2105/AJPH.2009.186858
Mark, L. K., & Nguyen, T. T. T. (2017). An invitation to internet safety and ethics: School and family collaboration. Journal of Invitational Theory and Practice, 23, 62–75. IAIE.
Marzano, R., Waters, T., & McNulty, B. (2005). School leadership that works: From research to results. Aurora, CO: McREL.
Maunsell, P. (2014). Communication is key to common core. The Phi Delta Kappan, 95(6), 61-65. SAGE.
Melgosa, A., & Scott, R. (2013). School internet safety: More than “block it to stop it.” Education Digest, 79(3), 46. Prakken Publications.
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Tell your story. Retrieved from https://www.nassp.org/ policy-advocacy-center/resources/essa-toolkit/communicationkit/tell-your-story/
Patterson, K., Grenny, J., & Switzler, A. (2012). Crucial conversations : tools for talking when stakes are high. New York City, NY: McGraw-Hill.
Piper, T. (2012). Using school websites to support parent engagement. Leadership, 42(2), 36–38. Association of California School Administrators.
Ranieri, M., Krusteva, A., & Brown, E. L. (2016). E-learning and social media: The cost of Integration. Charlotte, NC: Information
COMMUNICATION
Communication Advocacy
Age Publishing.
Raphael, D. M., & Nesbary, D. (2005). Getting the message across: Rationale for a strategic communications course in the public administration curriculum. Journal of Public Affairs Education, 11(2), 133-146. Routledge.
Reform Support Network. (2014). Strategies for community engagement in school turnaround. Retrieved from https:// www2.ed.gov/about/inits/ed/implementation-support-unit/ tech-assist/strategies-for-community-engagement-in-schoolturnaround.pdf
Schoer, L. U. (2014). School recognition: Principals, do you know who you are?Clearing House, 87(1), 30–33. Taylor & Francis. Social Media Marketing UTSA. (2019). Go public gives social media marketing experience to East Central High School and UTSA College students. [weblog post]. Retrieved from https:// www.wegopublic.com/blog/go-public-gives-social-mediamarketing-experience-to-east-central-high-school-and-utsacollege-students
Stosich, E. L., & Bae, S. (2018). Engaging diverse stakeholders to strengthen policy. Phi Delta Kappan, 99(8), 8. SAGE.
Taddeo, C., & Barnes, A. (2016). The school website: Facilitating communication engagement and learning. British Journal of Educational Technology, 47(2), 421–436. Wiley.
Create a multi-platform strategy to celebrate successes and advocate school needs and improvement.
• School Leader communicates effectively by digital, multi-media, written, and spoken communication.
• School Leader employs differing strategies to best leverage the strength of each platform when it is utilized.
• School Leader leverages relationships to better advocate and promote on behalf of their school.
Engage in the community and leveraging civic partnerships to advocate on behalf of students and school.
• School Leader demonstrates open communication with multiple civic organizations.
• School Leader seeks and schedules opportunities to share the story of the school or district with varying organizations.
• School Leader acts as advocate for the school as part of the greater community and supports stakeholders to assist the progress of the community at-large.
• School Leader leverages appropriate communication media and provides exhibits that productively and professionally voices concerns and advocates on behalf of students.
Provide systematic opportunities to invite stakeholders into schools to provide and promote mutually beneficial outcomes.
• School Leader provides a calendar indicating regular meetings, tours, and student-led events, which regularly invite the community into the school.
• School Leader leverages multiple printed, digital, streaming, and web-based platforms to ensure stakeholder have access to current and on-going school events – virtually and physically.
• School Leader plans and demonstrates participation in regional, state, and national recognition events and communicates benefits of programs to stakeholders and elected officials.
Collaborate with local and national organizations to raise and promote public awareness of the school.
• School Leader actively seeks opportunities for recognition from local and national organizations.
• School Leader deploys communication strategies for awareness as suggested through local or national organizations.
• School Leader demonstrates active participation and use of professional resources for awareness provided by local or national organizations.
Provide a plan with strategies, implementation timelines, evaluation, and monitoring process to establish best practices for communications advocacy.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure clear communications standards are established.
• School Leader ensures plan goals, outcomes and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress and frames the communication plan around a continuous cycle of improvement and institute a communicative school culture.
Communication Advocacy Research References
AI Hajar, R.K. (2016). The effectiveness of school principal communication on teacher job satisfaction. (Master’s Thesis).
UAEU Theses Electronic Theses and Dissertations. UAEU.
Anderson, G.L. (2009). Advocacy leadership: Toward an authentic post-reform agenda in education (critical social thought). London, ENG: Routledge.
Bender, Y. (2005). The tactful teacher: Effective communication
with parents, colleagues, and administrators. White River Junction, VT: Nomad Press.
Brennan, J. A. (2018). What presidents should expect from their communications and marketing offices. Retrieved from https:// www.higheredjobs.com/articles/articleDisplay.cfm?ID=1785
EDUCBA. (2018). 13 basic benefits of joining a professional organization. Retrieved from https://www.educba.com/joininga-professional-organization/ EDUCBA. (2018). Tips to create effective communication strategy plan. Retrieved from https://www.educba.com/ communication-strategy-plan/
Ellis, R. (2009). Communication skills: Stepladders to success for the professional. Bristol, UK: Intellect.
Ferriter, W. M., Ramsden, J. T., & Sheninger, E. C. (2011). Communicating and connecting with social media. Bloomington, IN: Solution Tree Press.
Franks, E. (2018). Postscript: principals as advocates: Use national principals month to spread the message that great schools have great principals. Principal. NAESP. Fullan, M. (2011). The six secrets of change. Hoboken, NJ: Jossey Bass.
Garfinkle, J. (2015). Building positive relationships at work. Executive Coaching. Retrieved from https:// garfinkleexecutivecoaching.com/articles/build-positive-workrelationships/building-positive-relationships-at-work
Gatens, B. (2013). 5 great ways schools can engage the community. Retrieved from https://education.cu-portland.edu/ blog/curriculum-teaching-strategies/5-great-ways-schools-canengage-the-community/ Goodwin, B., & Hein H. (2015). Communicate in the ways that count. School Leadership, 72(7), 82-83. ASCD. Hanlin, D.C. (2014). The relationship between emotional intelligence and research-based leadership practices of high school principals. (Unpublished dissertation). University of Maryland: College Park, MD.
Maudling, W. S., Peters, G. B., Roberts, J., Leonard, E., & Sparkman, L. (2012). Emotional intelligence and resilience as predictors of leadership in school administrators. Journal of Leadership Studies, 5(4), 20–29. Wiley.
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Tell your story. Retrieved from https://www.nassp.org/ policy-advocacy-center/resources/essa-toolkit/communicationkit/tell-your-story/
National School Public Relations Association. (2011). National survey pinpoints communication preferences in school communication. Retrieved from https://www.nspra.org/files/ docs/Release on CAP Survey.pdf
Patterson, K., Grenny, J., & Switzler, A. (2012). Crucial conversations : tools for talking when stakes are high. New York City, NY : McGraw-Hill.
Reform Support Network. (2014). Strategies for community engagement in school turnaround. Retrieved from https:// www2.ed.gov/documents/press-releases/improving-outcomesdiversity.pdf
Regional Educational Laboratory Program (REL). (2016). Toolkit of resources for engaging families and the community as partners in education. Retrieved from https://ies.ed.gov/ncee/ edlabs/projects/project.asp?projectID=4509
Rubin, T., & Goral, T. (2017). Building your brand: A proven marketing strategy can help schools thrive among the masses. District Administration, 53(10), 10. Retrieved from http:// ezproxy.slpl.org/login?url=http://search.ebscohost.com/login.as px?direct=true&db=f5h&AN=125421057&site=eds-live
Sheninger, E. C., & Rubin, T. (2017). BrandED: Tell your story, build relationships, and empower learning. San Francisco, CA: Jossey-Bass.
Southwest Educational Development Laboratory. (n.d.). Family and community involvement: Reaching out to diverse populations. Retrieved from http://www.sedl.org/pubs/ family29/1.html
Stronge, J. H., Richard, H. B., & Catano, N. (2008). Qualities of effective principals. Alexandria, VA: ASCD.
Tyler, D.E. (2016). Communication behaviors of principals at high performing title I elementary schools in Virginia: School leaders, communication, and transformative efforts. Creighton Journal of Interdisciplinary Leadership, 2(2), 2-16. Retrieved from doi:10.17062/cjil.v2i2.37
Weber, S (2017) 5 communication tips for educators. Retrieved from https://www.acsi.org/Documents/Rocky%20Mountain/ RM%20Office/5%20Communication%20Tips%20for%20 Educators.pdf
COMMUNICATION
Personal Communication Skills
Engage in self-development for improvement of communication skills.
• School Leader self-evaluates and focuses on creating an effective understanding of personal emotions, attitudes and behaviors as related to communications abilities.
• School Leader collects and analyzes feedback related to interpersonal skills and emotions.
• School Leader uses self-evaluation and feedback to develop and implement a plan to improve professional attitudes and behaviors.
Conduct self-evaluation of written, oral, and digital communication.
• School Leader self-evaluates and focuses on creating an effective understanding of written and oral communication skills.
• School Leader collects and analyzes feedback related to written and oral communication skills.
• School Leader uses self-evaluation and feedback to develop and implement a plan to improve written and oral communication skills.
Evaluate effectiveness of protocols and tools in addressing communication to all stakeholder groups.
• School Leader collects and evaluates quality feedback that communication methods meet varying stakeholders needs and expectations.
• School Leader uses evaluation and feedback to develop and implement a plan to improve communication for all stakeholder groups.
Providing a continuous improvement plan with strategies, implementation timelines, self- evaluation, and monitoring process to ensure effective communication skills.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure clear personal communication skills.
• School Leader ensures goals; outcomes and next steps to create communications standards have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress and frames the communication plan around a continuous cycle of inquiry and self-improvement to institute a communicative school culture.
Personal Communication Skills Research References
Barker, A. (2016). Improve your communication skills (4th ed.). Philadelphia, PA: Kogan Page Limited.
Blank, M.J., Jacobson, R., & Melaville, A. (2012). Achieving results through community school partnerships: How district and community leaders are building effective, sustainable relationships. Retrieved from https://files.eric.ed.gov/fulltext/ ED535652.pdf
Brennan, J.A. (2018). What presidents should expect from their communications and marketing offices. Retrieved from https:// www.higheredjobs.com/articles/articleDisplay.cfm?ID=1785
Covey, S. (1989). The seven habits of highly successful people. New York City, N.Y.: Simon & Schuster.
Fahimi, Z., & Rahimi, A. (2015). On the impact of selfassessment practice on writing skill. Procedia-Social and Behavioral Sciences, 192. 730-736. Retrieved from doi:10.1016/j.sbspro2015.06.082
Fullan, M. (2011). The six secrets of change. Hoboken, NJ: Jossey Bass.
Jackman, J.M., & Strober, M.H. (2003). Fear of feedback. Harvard Business Review.
Ministry of Education. (2019). Guides for managing your school: Effective-communications. Retrieved from http://www. educationalleaders.govt.nz/Managing-your-school/Guidesfor-managing-your-school/Effective-communications
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Building ranks K-12: A comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Archives of the United Kingdom. (2013). Effective communications: Raising the profile of your archive service guidance on developing communications to promote your service. Retrieved from http://www.nationalarchives.gov.uk/ documents/archives/effective-communications.pdf.
National Center for Educational Statistics. (2011). Best practices
brief: Stakeholders tips from the states. Retrieved from https:// nces.ed.gov/programs/slds/pdf/best_practices.pdf
National Policy Board for Educational Administration (NPBEA). (2015). Professional standards for School Leaders (PSEL). http://npbea.org/wp-content/uploads/2017/06/ProfessionalStandards-for-Educational-Leaders_2015.pdf
Onondaga-Cortland-Madison Board of Cooperative Educational Services. (n.d.). Performance expectations and indicators. Retrieved from http://www.ocmboces.org/tfiles/folder876/ ISSLCstandardsandPIs.pdf.
Patterson, K., Grenny, J., & Switzler, A. (2012). Crucial conversations : tools for talking when stakes are high. New York City, NY: McGraw-Hill.
Pavord, E., & Donnelly, E. (2015). Communication and interpersonal skills (2nd ed.). Banbury, Ox.: Lantern Publishing Limited.
Reichenbach, Y. (2016). The benefits of self-evaluation/selfassessment. Retrieved from https://www.multigroup.ch/en/ benefits-self-evaluation-assessment/ Reform Support Network. (2014). Strategies for community engagement in school turnaround. Retrieved from https:// www2.ed.gov/documents/press-releases/improving-outcomesdiversity.pdf
Rivers, D. (2015). The seven challenges workbook: Cooperative communication skills for success at home and at work (9th ed.). Mountainview, CA: Creative Commons.
Sachdeva, A.K. (1996). Use of effective feedback to facilitate adult learning. Journal of Cancer Education, 11(2). 106-18. Springer. Sebastian, J.G., Skelton, J., & West, K.P. (2000). Communitycampus partnerships for health. Partnership Perspectives, 1(2), 1-94. Retrieved from https://depts.washington.edu/ccph/ pdf_files/summer1-f.pdf
Wendel, F.A., Hoke, F., & Joekel, R.. (1996). Outstanding school administrators: Their keys to success. Westport, CT: Praeger. Williams, S. (n.d.). Self-awareness and personal development. Retrieved from http://www.wright.edu/~scott.williams/ LeaderLetter/selfawareness.htm
COLLABORATIVE LEADERSHIP
Builds a culture of professional learning, mutual trust, and shared responsibility by focusing on empowering and supporting others as leaders.
Exemplifying Collaborative Leadership
Demonstrate collaborative leadership skills in interactions and decision-making with stakeholders in the educational environment.
• School Leader demonstrates open and honest communication that supports collaborative leadership.
• School Leader relinquishes control and effectively shares leadership with stakeholders.
• School Leader demonstrates the capacity to collaboratively implement student and adult learning principles in decision-making.
• School Leader takes situationally appropriate leadership risks.
• School Leader implements protocols that incorporate the elements of committed listening and effective, purposeful paraphrasing and questioning skills to demonstrate respect and support to build reciprocal trust among all stakeholders.
Model conflict resolution and problem-solving skills utilized to promote collaborative leadership.
• School Leader models self-control.
• School Leader recognizes conflict and utilizes protocols that ensure all stakeholders’ perspectives are heard and respected.
• School Leader ensures that conflict resolution is based on focused outcomes.
• School Leader distinguishes between technical and adaptive barriers and responds accordingly.
Demonstrate skills and implementation of strategies applied to empower others as leaders.
• School Leader utilizes personal facilitation skills to provide a systematic approach to managing change in leadership.
• School Leader regularly acknowledges shared leadership achievements.
• School Leader conveys enthusiasm and passion in leadership development.
• School Leader demonstrates sincere interest and trust in others.
Monitor and assess personal growth in the scope of collaborative leadership skills.
• School Leader utilizes a practice of self-reflection to monitor collaborative leadership skills.
• School Leader collects and analyzes various types of data (including stakeholder feedback) related to collaborative leadership skills.
• School Leader utilizes data to evaluate personal collaborative leadership professional growth needs.
Develop and implement a personal growth plan with strategies, implementation timelines, evaluation, and monitoring process focused on best practices for improving collaborative leadership skills.
• School Leader collaborates and facilitates a continuous self-improvement planning process to ensure growth toward gaining exemplifying collaborative leadership skills.
• School Leader ensures personal, professional goals; outcomes and next steps to gain needed collaborative leadership skills have clearly established, defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed professional growth plan that includes implementation strategies, monitors progress and frames a growth plan focused on a continuous cycle of inquiry and self-improvement necessary to institute a collaborative leadership culture.
Exemplifying Collaborative Leadership Research References
Abrams, J. (2009). Having hard conversations. Thousand Oaks, CA: Corwin Press.
Abrams, J. (2021). Stretching your learning edges: Growing (up) at work. Arlington, MA: MiraVia.
Bacal & Associates (n.d.). Leadership resource center. Retrieved from http://leadertoday.org/index.html
Barkley, S. (2021, June 13). Building trust with expectations. PLS 3rd Learning. Retrieved from https://barkleypd.com/blog/ building-trust-with-expectations/ Bernhardt, V. L. (1998). Multiple measures. Invited Monograph No. 4. California Association for Supervision and Curriculum Development (CASCD). Retrieved from https://nces.ed.gov/ pubs2007/curriculum/pdf/multiple_measures.pdf
Cates, J. (2019). Why leaders need to be recognition champions. Retrieved from https://www.achievers.com/blog/why-leadersneed-to-be-recognition-champions/ Collins, J. (2001). Good to great: Why some companies make the leap…and others don’t. New York, NY: HarperCollins. Cosner, S. (2011). Supporting the initiation and early development of evidence-based grade-level collaboration in
urban elementary schools: Key roles and strategies of principals and literacy coordinators. Urban Education, 46(4), 786-827. SAGE.
Costa, A. J. (n.d.). What are habits of mind? Retrieved from https://www.habitsofmindinstitute.org/what-are-habits-ofmind/
Coyle, D. (2018). How showing vulnerability helps build a stronger team. Retrieved from https://ideas.ted.com/howshowing-vulnerability-helps-build-a-stronger-team/
Cuiccio, C., & Husby-Slater, M. (2018, May). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Curtis, R. E. & City, E. A. (2009). Strategy in action: How school systems can support powerful learning and teaching. Cambridge, MA: Harvard Education Press.
DiFranza, A. (2019). Collaborative leadership: What it is and why it’s important. Retrieved from https://www.northeastern. edu/graduate/blog/collaborative-leadership/
Duhigg, C. (2016). What google learned from its quest to build the perfect team. Retrieved from https://www.nytimes. com/2016/02/28/magazine/what-google-learned-from-itsquest-to-build-the-perfect-team.html
Dumas, C. (2020). Let’s put the C in PLC: A practical guide for school leaders. Next Learning Solutions Press. Retrieved from https://nextlearningsolutionspress/com
Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE. FranklinCovey. (2021). Leading at the speed of trust. Retrieved from https://www.speedoftrust.com/leading-at-the-speed-oftrust
Freire, P. (1993). Chapter 3. In Pedagogy of the Oppressed. The Continuum International Publishing Group. Retrieved from http://www.historyisaweapon.com/defcon2/pedagogy/ pedagogychapter3.html
Garmston, R. J., & Wellman, B. M. (2016). The adaptive school: A sourcebook for developing collaborative groups. Lanham, MD: Rowman & Littlefield.
Goddard, R., Goddard, Y., Sook Kim, E., & Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning. American Journal of Education, 121(4), 501-530. University of Chicago Press.
Goddard, Y. L., Goddard, R. O., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877-896. Columbia University.
Goleman, D., Boyatzis, R., Davidson, R. J., Druskat, V., & Kohlrieser, G. (2017). Building blocks of emotional intelligence: Emotional self-awareness: A Primer. Florence, MA: More Than Sound.
Gourguechon, P. (2018). A neglected but essential leadership trait—Why self-control really matters. Retrieved from https:// www.forbes.com/sites/prudygourguechon/2018/04/03/aneglected-but-essential-leadership-trait-why-self-controlreally-matters/?sh=44cd4720787a
Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. Retrieved from http://www. wallacefoundation.org/principalsynthesis
Hallam, P. R., Smith, H. R., Hite, J. M., Hite, S. J., & Wilcox, B. R. (2015). Trust and collaboration in PLC teams: Teacher relationships, principal support, and collaborative benefits. Reston, VA: NASSP.
Hanover Research. (2014). Best practices for school improvement planning. Retrieved fromhttps://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Heifetz, R., & Linksy, M. (2002). A survival guide for leaders. Retrieved from https://hbr.org/2002/06/a-survival-guide-forleaders
Heifetz, R. A., & Linsky, M. (2017). Leadership on the line: Staying alive through the dangers of change (2nd ed.). Harvard Business Review Press. Harvard Business Publishing.
Hirsch, S. (2017). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all-students/ Hord, S. M. (2009). Professional learning communities. Journal of Staff Development, 30(1), 40-43. Learning Forward.
Kang, R., Saunders, M., & Weinberg, K. (2021). Collaborative leadership as the cornerstone of community schools. Retrieved from https://communityschooling.gseis.ucla.edu/collaborativeleadership/#_edn12
Lencioni, P. (2002). The five dysfunctions of a team: A leadership fable. San Francisco, CA: Jossey-Bass.
Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). Community schools as an effective school improvement strategy: A review of the evidence. Palo Alto, CA: Learning Policy Institute.
Marzano, R., Waters, T. & McNulty, B. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD. McCarley, T., Peters, M., & Decman, M. (2016). Transformational leadership related to school climate: A multi-level analysis. Educational Management Administration & Leadership, 44(2), 322-342. SAGE.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd. Mook, M. (2021). Good leaders acknowledge their employees often. Retrieved from https://hbr.org/sponsored/2021/03/ good-leaders-acknowledge-their-employees- often
Mullen, C. A., & Hutinger, J. L. (2008). The principal’s role in fostering collaborative learning communities through faculty study group development. Theory into Practice, 47(4), 276285. Taylor & Francis.
National Education Association. (2017). The six pillars of community schools toolkit: NEA resource guide for educators, families and communities. Retrieved from https://www.nea.org/ sites/default/files/2020-06/Comm%20Schools%20ToolKitfinal%20digi-web-72617.pdf
National School Reform Faculty. (2021a). What are protocols? Why use them? Retrieved from https://nsrfharmony.org/ whatareprotocols/
National School Reform Faculty. (2021b). NSRF protocols and activities…from A to Z. Retrieved from https://nsrfharmony.org/ protocols/
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals. sagepub.com/toc/eaqa/44/5
Rodgers, D. (2017). Understanding technical vs adaptive challenges (with examples). Retrieved from https://www. schoology.com/blog/understanding-technical-vs-adaptivechallenges-examples
Routch, K., Monahan, K, & Doherty, M. (2018). The holy grail of effective leadership succession planning: How to overcome the succession planning paradox. https://www2.deloitte.com/us/ en/insights/topics/leadership/effective-leadership-successionplanning.html.
Schmoker, M. (2005). No turning back: The ironclad case for professional learning communities. In R. DuFour, R. Eaker, & R. DuFour (Eds.), On Common Ground: The Power of Professional Learning Communities. Bloomington, IN: National Educational Service.
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Sparks, D. (2007). Leading for results: Transforming teaching, learning, and relationships in schools. Thousand Oaks, CA: Corwin Press.
Thinking Collaborative. (2019). Seven norms of collaboration: A supporting toolkit. Retrieved from https://www.hsrdesign.org/ wp-content/uploads/2018/12/Norms-Full-Toolkit-TC/20171. pdf
Tschannen-Moran, M., & Gareis, C. R. (2015). Faculty trust
in the principal: An essential ingredient in high-performing schools. Journal of Educational Administration, 53(1), 66-92. Emerald Publishing.
Tschannen-Moran, M., & Gareis, C. R. (2015). Principals, trust, and cultivating vibrant schools. Societies, 5(2), 256-276. MDPI.
Van Soelen, T. (2021). Meeting goals: Protocols for leading effective, purpose-driven discussions in schools. Bloomington, IN: Solution Tree.
COLLABORATIVE LEADERSHIP
Empowering
a Collaborative Leadership Culture
von Davier, A. A., Zhu, M., & Kyllonen, P. C. (Eds.). (2017). Innovative assessment of collaboration (Methodology of educational measurement and assessment). New York, NY: Springer.
Whitaker, T. (2012). What great principals do differently: Eighteen things that matter most (2nd ed.). Routledge. Wiseman, L., & McKeown, G. (2010). Multipliers: How the best leaders make everyone smarter. New York, NY: HarperBusiness. Wise Ways Consulting. (n.d.). Can you have trust without being vulnerable? Retrieved from https://www.wisewaysconsulting. com/can-you-have-trust-without-being-vulnerable/
Provide support and resources for establishment and maintenance of a collaborative leadership culture focused on improvement.
• School Leader oversees implementation of programs and provides resources to support and cultivates stakeholders’ ability to lead change.
• School Leader utilizes data to monitor and assess progress in establishing a collaborative leadership culture.
• School Leader collaboratively creates multiple opportunities throughout the academic year to recognize the leadership accomplishments in the school community.
• School Leader collaboratively establishes practices that emphasize and promote positive, and improved leadership behaviors for all students.
• School Leader collaboratively establishes goals, norms, and expectations that support a robust collaborative leadership climate and culture.
Facilitate and successfully deploy a dynamic process of change and growth that embeds a shared, collaborative leadership culture where all stakeholders commit to collaborative leadership practices.
• School Leader collaborates with stakeholder groups (staff, students, parents) to establish academic and extracurricular programs that offer shared leadership opportunities.
• School Leader provides opportunities for staff and student voices and leadership within the educational environment.
• School Leader creates and refines structures for systematic collaboration of staff.
• School Leader implements protocols that distributes authority to stakeholder leaders to make decisions about what is best for the students.
Monitor and assess stakeholder growth in the scope of collaborative leadership skills.
• School Leader utilizes a practice of self-reflection to monitor collaborative leadership skills.
• School Leader collaboratively utilizes effective protocols for gathering and examining feedback to determine personal professional growth needs for all stakeholders.
• School Leader facilitates the collection and analysis of various types of data to assesses growth in collaborative leadership skills.
• School Leader focuses collaborative leadership activities on the improvement of practice and results for students.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to embed best practices for a collaborative leadership culture.
• School Leader collaborates and facilitates practices with stakeholders to grow and sustain a collaborative leadership culture.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed professional growth plan that includes implementation strategies, monitors progress and frames a growth plan focused on a continuous cycle of inquiry and self-improvement necessary to institute a collaborative leadership culture..
Empowering A Collaborative Leadership Culture Research References
American Institutes for Research. (2021). Reference manual on making school climate improvements. Retrieved from https:// safesupportivelearning.ed.gov/sites/default/files/SCIRP/ referencemanualsection2.pdf
Balow, C. (2017). Six steps for school leaders to use data effectively. Retrieved from https://www.illuminateed.com/ blog/2017/06/six-steps-school-leaders-use-data-effectively/ Beheshti, N. (2018). How a daily self-reflection practice improves leadership performance.
Retrieved from https://www.forbes.com/sites/ nazbeheshti/2018/09/28/how-a-daily-self-reflection- practiceimproves-leadership-performance/?sh=64fa511b5aad
Bernhardt, V. L. (1998). Multiple measures. Retrieved from https://nces.ed.gov/pubs2007/curriculum/pdf/multiple_ measures.pdf
Bierly, C., Doyle, B., & Smith, A. (2016). Transforming schools: How distributed leadership can create more high-performing schools. Retrieved from https://www.bain.com/insights/ transforming-schools/ Cates, J. (2019). Why leaders need to be recognition champions. Retrieved from https://www.achievers.com/blog/why-leadersneed-to-be-recognition-champions/ Collins, J. (2001). Good to great: Why some companies make the leap…and others don’t. New York, Ny: HarperCollins. Collins, J. (2021). BHAG. Retrieved from https://www.jimcollins. com/concepts/bhag.html. Coutts, N. (2019). If we learn from reflecting on experienced. Retrieved from https://thelearnersway.net/ideas/2019/11/24/ if-we-learn-from-reflecting-on-experience Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Curtis, R. E., & City, E. A. (2009). Strategy in action: How school systems can support powerful learning and teaching. Cambridge, MA: Harvard Education Press.
DA Custom Publishing. (2020). Developing student leadership skills begins with social-emotional learning. Retrieved from https://districtadministration.com/developing-studentleadership-skills-begins-with-social-emotional-learning/ DiFranza, A. (2019). Collaborative leadership: What it is and why it’s important. Retrieved from https://www.northeastern. edu/graduate/blog/collaborative-leadership/ DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for professional learning community at work (3rd ed.). Solution Tree Press.
DuFour, R., DuFour, R., Eaker, R., Mattos, M., & Muhammad, A. (2021). Revisiting professional learning communities at work (2nd ed.). Solution Tree Press.
DuFour, R., & Marzano, R. J. (2009). High-leverage strategies for principals’ leadership. School Leadership, 66(5), 62-68. ASCD. Dumas, C. (2020). Let’s put the C in PLC: A Practical guide for school leaders. Next Learning Solutions Press. Retrieved from https://nextlearningsolutionspress/com
Dymski, A. (2021). Grow your business: The power of BHAG. Retrieved from https://guavabox.com/grow-your-business-thepower-of-the-bhag/
Elgart, M. (2018), Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE. Finkel, D. (2021). Coherence: A secret ingredient to aligning goals, priorities, actions, and attention. Inc. Retrieved from https://www.inc.com/david-finkel/coherence-a-secretingredient-to-aligning-goals-priorities-actions-and-attention. html
Fixsen, D. L., Blase, K. A., Timbers, G. D., & Wolf, M. M. (2001). In search of program implementation: 792 replications of the Teaching Family Model. The Behavior Analyst Today, 8(1), 96110. Behavior Analysis Online.
Franklin Covey Education. (2021). Evidence-based research highlights. https://www.leaderinme.org/research-highlightsleadership/ Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
Garmston, R. J. (2007). Balanced conversations promote shared ownership. JSD, 28(4), 57-58. Retrieved from https://learningforward.org/wpcontent/uploads/2016/11/ garmston284.pdf
Goddard, R., Goddard, Y., Sook Kim, E., & Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning. American Journal of Education, 121(4), 501-530. University of Chicago Press.
Goddard, Y. L., Goddard, R. O., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877-896. Columbia University.
Goddard, R. D., Salloum, S. J., & Berebitsky, D. (2009). Trust as a mediator of the relationships between poverty, racial composition, and academic achievement: Evidence from Michigan’s public elementary schools. Educational Administration Quarterly, 45(2), 292-311. SAGE.
Hallinger P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. Educational Management Administration & Leadership, 38(6), 650653. Retrieved from https://journals.sagepub.com/doi/ abs/10.1177/1741143210379060
Hanover Research. (2014). Best practices for school improvement planning. https://www.hanoverresearch.com/ media/Best-Practices-for-School-Improvement-Planning.pdf
Hines, J. T. (2008). Making collaboration work in inclusive high school classrooms: Recommendations for principals. Intervention in School and Clinic, 43(5), 277-282. SAGE.
Hirsch, S. (2017). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/learning-leaders-shareresponsibility-for-all-students/
Kang, R., Saunders, M., & Weinberg, K. (2021). Collaborative leadership as the cornerstone of community schools. Retrieved from https://communityschooling.gseis.ucla.edu/collaborativeleadership/#_edn12
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press. Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational Administration Quarterly. SAGE.
Lezotte, L. (2005). “More effective schools: Professional learning communities in action.” In R. DuFour, R. Eaker, & R. DuFour (Eds.), On Common Ground: The Power of Professional Learning Communities. Bloomington, IN: National Educational Service. Martin, J. (2020). A complete guide to collaborative leadership. Retrieved from https://readwrite.com/2020/06/05/a-completeguide-to-collaborative-leadership/
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd. Mook, M. (2021). Good leaders acknowledge their employees often. Retrieved from https://hbr.org/sponsored/2021/03/ good-leaders-acknowledge-their-employees-often
National Education Association. (2017). The six pillars of community schools toolkit: NEA resource guide for educators, families and communities. Retrieved from https://www.nea.org/ sites/default/files/2020-06/Comm%20Schools%20ToolKitfinal%20digi-web-72617.pdf
National School Reform Faculty. (2021). What are protocols? Why use them? Retrieved from https://nsrfharmony.org/ whatareprotocols/
National School Reform Faculty. (2021). NSRF protocols and activities…from A to Z. Retrieved from https://nsrfharmony.org/ protocols/
Paine, S., PhD., & McCann, R. (2008). Engaging stakeholders: Including parents and the community to sustain improved reading outcomes. Sustainability Series. Retrieved from https:// www2.ed.gov/programs/readingfirst/support/stakeholderlores. pdf
Printy, S. M., Marks, H. M., & Bowers, A. J. (2010). Integrated leadership: How principals and teachers share transformational
and instructional influence. Journal of School Leadership, 19(5), 504-529. Emerald Publishing.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. https://journals.sagepub.com/toc/ eaqa/44/5
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
School Reform Initiative. (2021). Protocols. Retrieved from https://www.schoolreforminitiative.org/protocols/
Turning Point. (n.d.). Collaborative leadership: Self-assessment questionnaires. Retrieved from https://cdn2.hubspot.net/
UNESCO’s International Institute for Educational Planning. (2020). Using data to improve the quality of education. Retrieved from https://learningportal.iiep.unesco.org/en/issuebriefs/monitor-learning/using-data-to-improve-the-quality-ofeducation
Van Soelen, T. (2021). Meeting goals: Protocols for leading effective, purpose-driven discussions in schools. Bloomington, IN: Solution Tree.
von Davier, A. A., Zhu, M., & Kyllonen, P. C. (Eds.). (2017). Innovative assessment of collaboration (Methodology of educational measurement and assessment). New York, NY: Springer.
Promotes a data-driven culture of decision-making for continuous improvement.
Fostering Data Literacy Culture
Create and support a culture of data use for continuous improvement.
• School Leader collaboratively develops a vision of shared accountability and purpose.
• School Leader builds consensus on the purpose and need for data use to guide improvement.
• School Leader develops and implements norms and expectations for effective data use.
• School Leader fosters a climate of shared responsibility for improvement through effective data use.
• School Leader models and supports a growth mindset for stakeholders based on the use of data
Build a safe, trusting environment for stakeholder review, analysis and use of data.
• School Leader facilitates conversations around evidence-based continuous improvement.
• School Leader invites and facilitates stakeholder input and use of qualitative data to supplement and interpret quantitative data.
• School Leader implements and reinforces policies to address privacy issues surrounding data.
• School Leader ensures transparency related to decisions and the data that informed them.
Establish a culture of tolerance for data-driven change.
• School Leader establishes opportunities for gathering data-based feedback from all stakeholder groups.
• School Leader implements procedures for collaboratively identifying opportunities for improving performance; and making data-informed and coordinated adjustments for improvement.
• School Leader demonstrates the importance of regular and clear communications across all stakeholder groups to ensure a shared understanding of identified needs, and corresponding improvement decisions and initiative.
• School Leader models self-reflection when regularly examining personal and collective actions, decisions, and communications in the school environment.
• School Leader models respect for new ideas and values staff members’ contributions in data-informed improvement discussions.
Support a cultural shift from specialized to system-level thinking.
• School Leader implements protocols that support stakeholders in evaluating data based on the significance for the entire system, distinguishing between important and unimportant issues and identifying patterns.
• School Leader communicates to all stakeholders a system-wide view of reform as a collection of components based on an identified central theme.
• School Leader implements practices that support stakeholders in assessing the significance of data to elements of practice and identifying the role, importance, and relevance of each element to systemic improvement.
Provide a plan with strategies, implementation timelines, evaluation, and monitoring process to establish and facilitate best practice in fostering a data literacy culture.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies and a monitoring progress, to create an environment in which everyone is accountable for supporting and maintaining best practices in a data literacy.
Fostering Data Literacy Culture Research References
Bae, S. (2018). Redesigning systems of school accountability: A multiple measures approach to accountability and support. Education Policy Analysis Archives, 26(8), 1-32. Retrieved from http://dx.doi.org/10.14507/epaa.26.2920
Barnes, K. (2015). The challenge of data privacy. School Leadership, 73(3), 40-45. ASCD.
Benjamin, S. (2014). Shifting from data to evidence for decisionmaking. Phi Delta Kappan, 95(7), 45-49. SAGE.
Bialis-White, L. (2016). Using data conversations to accelerate impact and improve outcomes.Retrieved from https://www. gettingsmart.com/2016/01/using-data-conversations/ Czuprynski, C. N. (2019). Data security for schools: A legal and policy guide for school boards. Retrieved from https://nsba.
Dantley, M. E. (2010). Successful leadership in urban schools: Principals and critical spirituality, a new approach to reform. The Journal of Negro Education, 79(3), 214-219. Howard University. Data Quality Campaign. 2015. Teacher data literacy: It’s about time. Retrieved from https://dataqualitycampaign.org/wp-content/uploads/2016/03/ DQC-Data-Literacy-Brief.pdf
Datnow, A., & Park, V. (2015). 5 good ways to talk about data. School Leadership, 73(3), p. 11. ASCD.
Datnow, A., & Park, V. (2015). Data use for equity. School Leadership, 72(5), p. 48-54. ASCD.
Datnow, A., & Park, V. (2014). Data-Driven Leadership. San Francisco, CA: Jossey-Bass.
Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE.
Electronic Privacy Information Center. (2014). Student privacy bill of rights. Retrieved from https://epic.org/privacy/student/ bill-of-rights.html
Gharajedaghi, J. (2011). Systems thinking, managing chaos and complexity: A platform for designing business architecture (3rd ed.). Morgan Kaufmann.
Halawah, I. (2005). The relationship between effective communication of high school principal and school climate. Education, 126(2), 334-345. Project Innovation, Inc.
Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making. Institute of Education Sciences. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/ PracticeGuide/dddm_pg_092909.pdf
Hirsch, S. (2019). 4 cornerstones of professional learning: Fundamental principles pave the way for educators’ actions. Oxford, OH: Learning Forward.
Hirsch, S., Psencik, K., & Brown, F. (2018). Create learning systems, not silos. Learning Professional, 39(1), 61-66. Learning Forward.
Honig, M. I., & Venkateswaran, N. (2012). School-central office relationships in evidence use: Understanding evidence use as a systems problem. American Journal of Education, 118(2), 199222. University of Chicago Press.
Mandinach, E., & Gummer, E. (2016). Every teacher should succeed with data literacy. Phi Delta Kappan, 97(8), 43-46. SAGE.
McCauley, C., & Cashman, J. (2018). The engagement playbook:
A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd. McWilliams, L., & Patton, C. (2015). How to share data with families. School Leadership, 73(3), 46-49. ASCD.
Moolenaar, N. M., Daly, A. J., & Sleegers, P. J. (2010). Occupying the principal position:
Examining relationships between transformational leadership, social network position, and schools’ innovative climate. Educational Administration Quarterly, 46(5), 623-670. SAGE.
Murray, J. (2014). Critical issues facing school leaders concerning data-informed decision- making. The Professional Educator, 38(1), 169-177.Auburn University.
National Association of Secondary School Principals (NASSP). (2018). Building ranks K-12: A comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Policy Board for Educational Administration (NPBEA). (2015). Professional standards for School Leaders (PSEL). Retrieved from http://npbea.org/wp-content/ uploads/2017/06/Professional-Standards-for-EducationalLeaders_2015.pdf
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
Reed, M. (2015). To find solutions, look inward. School Leadership, 72(8), 80-85. ASCD.
Schildkamp, K., Poortman, C., Luyten, H., & Ebbeler, J. (2017). Factors promoting and hindering data-based decision making in schools. School Effectiveness and School Improvement, 28(2), 242-258. Taylor & Francis.
Shaked, H., & Schecter, C. (2016). Systems thinking among school middle leaders. Educational Management Administration & Leadership, 45(4), 1-20. SAGE.
Shaked, H., & Schecter, C. (2019). Systems thinking for principals of learning-focused schools. Journal of School Administration Research and Development, 4(1), 18-23. Principal Research Center, Inc.
Sun, J., Johnson, B., & Przybylski, R. (2016). Leading with data: An increasingly important feature of school leadership. International Studies in Educational Administration, 44(3), 93-128. Commonwealth Council for Educational Administration and Management. Thornton, B., Peltier, G., & Perrault, G. (2004). Systems thinking: A skill to improve student achievement. The Clearing House, 77(5), 222-227. Taylor & Francis, LLC.
DATA LITERACY
Leading Data Literacy
Collaboratively developing a commitment to continuous improvement through data, both formal and informal at all organizational levels.
• School Leader assesses stakeholder perception and support for improvement initiatives through data gathering and review.
• School Leader collaboratively develops and implements structures and an ongoing process for goal setting and the monitoring of programs.
• School Leader implements data analysis protocols that lead to identification of root causes in all areas needing improvement.
• School Leader implements policies and procedures to support stakeholders’ autonomy to make decisions based on data.
• School Leader enables and supports structured collaboration for stakeholder groups to gather, organize, discuss, and act on relevant data.
Provide support and resources for all stakeholders to build necessary knowledge and skills for effective and meaningful data use.
• School Leader monitors and evaluates stakeholders’ data use skills and effectiveness for ongoing improvement.
• School Leader implements processes for peer supports and capacity building for using data in and among stakeholder groups.
• School Leader ensures equitable access to quality data resources in various formats for on-demand use by stakeholders.
• School Leader ensures and supports stakeholder capacity to ask evidence-based questions.
Possess and demonstrate effective personal data analysis skills.
• School Leader models use of data tools for intended purposes.
• School Leader generates accurate evidence-based feedback that connects practices to system outcomes.
• School Leader identifies patterns and trends in data that can inform decisions for interventions and improvements.
• School Leader constructs necessary reports and effective data displays to support connection of multiple forms of data and data analysis at all levels: student, parents, administrative, and state for accountability purposes.
Provide tools and protocols for the ongoing monitoring, analysis, and use of data for continuous organizational improvement.
• School Leader provides ongoing professional development on the use of data tools, data decision-making protocols, and their relationship to the continuous improvement process.
• School Leader regularly evaluates data tools to ensure that data are relevant and aligned to the organization’s improvement plan.
• School Leader establishes regular processes designated for monitoring progress toward goals and to identify possible midcourse adjustments.
Provide a plan with strategies, implementation timelines, evaluation and monitoring process to establish best practices in leading data literacy for organizational improvement.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, to create an environment in which leadership supports data literacy at all organizational levels.
Leading Data Literacy Research References
Abdul-Hamid, H. (2017). Data for learning: Building a smart education data system. Washington, DC: The World Bank.
Bae, S. (2018). Redesigning systems of school accountability: A multiple measures approach to accountability and support. Education Policy Analysis Archives, 26(8), 1-32. Retrieved by http://dx.doi.org/10.14507/epaa.26.2920.
Balow, C. (2017). Six steps for school leaders to use data effectively. Retrieved from https://www.illuminateed.com/ blog/2017/06/six-steps-school-leaders-use-data-effectively/ Barnes, K. (2015). The challenge of data privacy. School Leadership, 73(3), 40-45. ASCD.
Boudett, K. P., City, E.A., & Murnane, R.J. (Eds.). (2013). Data wise- A step-by- step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education Press.
Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard Education Press. Center for Digital Education. (2016). Safeguarding student data in the age of digital learning: Responsible privacy practices for K-12 schools districts. Retrieved from https://www.govtech. com/education/
Czuprynski, C. N., & McDonald Hopkins LLC. (2019). Data security for schools: A legal and policy guide for school boards. National School Boards Association (NSBA). Retrieved from https://www.nsba.org/-/media/NSBA/File/nsba-data-securityfor-schools-2019.pdf
Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society, & Education, 7(3), 252-263. Universidad de Almeria.
Digital Promise. (2019). Data-Informed Decision-Making. Retrieved from https://challengemap.digitalpromise.org/ systems-change/data-informed-decision-making/ Elgart, M. (2017). Meeting the promise of continuous improvement insights from the AdvancED continuous improvement system and observations of effective schools. Alpharetta, GA: Advanced Education Inc.
Garner, I. (2019). Building a Data-Rich Culture: Learning A. Retrieved from https://www.learninga-z.com/site/breakroom/ building-data-rich-culture Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hough, H., Byun, E., Mulfinger, L., Stanford University, P. A. for C. E. (PACE), & CORE Districts. (2018). Using data for improvement: Learning from the CORE data collaborative. Technical Report. Getting Down to Facts II. In Policy Analysis for California Education, PACE. Stanford, CA: Stanford University. Husby-Slater, M., & Cuiccio, C. (2018). Needs Assessment Guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of
rapid school improvement. San Francisco, CA: WestEd. McWilliams, L. & Patton, C. (2015). How to share data with families. School Leadership, 72(3), 46-49. ASCD. Means, B., Padilla, C., & Gallagher, L. (2010). Use of education data at the local level: From accountability to instructional improvement. Washington, DC: U.S. Department of Education Office of Planning, Evaluation, and Policy Development. Murray, J. (2014). Critical issues facing school leaders concerning data-informed decision- making. The Professional Educator, 38(1), 169-177. Auburn University.
National Association of Secondary School Principals (NASSP). (2018). Building ranks K-12: A comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Policy Board for Educational Administration (NPBEA). (2015). Professional standards for School Leaders (PSEL). Retrieved from http://npbea.org/wp-content/ uploads/2017/06/Professional-Standards-for-EducationalLeaders_2015.pdf
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
Pak, K., & Desimone, L. M. (2019). Developing principals’ data-driven decision-making capacity: Lessons from one urban district. Phi Delta Kappan, 100(7), 37-42. SAGE.
Reid, C. (2020). How schools should approach long-term data management. Retrieved from https://www.jotform.com/blog/ long-term-data-management-schools/ Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals.
sagepub.com/toc/eaqa/44/5
Rothman, R. (2015). What data dashboards can do. School Leadership, 70(3), 28-32. ASCD.
Schmoker, M. (2016) Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Schneiderman, M. (2015). Security and communication improve community trust. Phi Delta Kappan, 96(5), 29-34. SAGE.
Thessin, R. A. (2016). Identify the best evidence for school and student improvement. Phi Delta Kappan, 97(4), 69-73. SAGE.
Trainor, S. (2015). Student data privacy is cloudy today, clearer tomorrow. Phi Delta Kappan, 96(5), 13-18. SAGE.
Tucker, C. (2015). Using data to personalize learning. School Leadership, 73(3), 82-83. ASCD.
U. S. Department of Education. (2014). Transparency best practices for schools and districts. Protecting Student Privacy. Retrieved from https://studentprivacy.ed.gov/ training/transparency-best-practices-schools-and-districtsseptember-2014
U. S. Department of Education’s Privacy Technical Assistance Center (PTAC). (2015) Data security checklist. Retrieved from https://studentprivacy.ed.gov/sites/default/files/resource_ document/file/Data%20Security%20Checklist_0.pdf
U. S. Department of Education, Office of Educational Technology. (2017). Building technology infrastructure for learning. Retrieved from https://tech.ed.gov/infrastructure/ Whittle, D., &; Campbell, M. (2018). A Guide to Digital Feedback Loops. Retrieved from https://www.usaid.gov/sites/default/ files/documents/15396/A_Guide_to_Digital_Feedback_Loops. pdf
DATA LITERACY
Managing Data Literacy Systems
Provide tools and processes for the ongoing monitoring, analysis, and use of data for continuous organizational improvement.
• School Leader implements policies and processes that simplify, expand, and maintain stakeholder access to relevant data.
• School Leader ensures that tools provide relevant data in an easily understood and usable form for use by stakeholders.
• School Leader implements and supports systems and routines that use formative data to create feedback loops for ongoing improvement
Ensure system capacity meets identified and future needs for effective flow and ease of user access to data.
• School Leader ensures local and web-based systems distribute data in a timely and efficient manner.
• School Leader evaluates technical support structures for ongoing efficiency in meeting current needs.
• School Leader evaluates system tools and data provided for usefulness in analysis of multiple data.
• School Leader monitors coherence and ease of accessibility among different data systems.
• School Leader evaluates the alignment of data provided by systems to standards, goals, and school improvement plan in assisting in an ongoing improvement cycle.
Facilitate needs assessment and analyzes data for current and future system and support requirements.
• School Leader regularly conducts needs assessments to ensure that stakeholders have the knowledge and skills required to access and utilize data housed in data system.
• School Leader ensures that the data system’s features, and capacity are sufficient in meeting current and future needs of stakeholders.
• School Leader regularly conducts appropriate needs assessments in order to ensure the update of all data sources to support current school improvement goals.
Implement a consistent risk analysis process to identify, prioritize, and manage potential security threats to data systems.
• School Leader consults with technology staff to ensure that security measures of the information systems are updated regularly.
• School Leader ensures that computer acceptable use policies are implemented with fidelity and communicated to students and faculty members on a regular basis.
• School Leader implements a communication process with technology support staff to identify and address potential security issues effectively.
• School Leader implements a communication process with stakeholders that allows effective reporting and identification of potential security issues.
Provide a plan with strategies, implementation timelines, evaluation, and monitoring process to establish best practice in managing data systems for organizational improvement.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress to establish best practice in managing data systems for organizational improvement.
Leading Data Literacy Research References
Bae, S. (2018). Redesigning systems of school accountability: A multiple measures approach to accountability and support. Education Policy Analysis Archives, 26(8), 1-32. Arizona State University.
Begin, Vicki Sherril, (2018). Instructional data teams and data literacy: Leaders supporting the work of school instructional teams. Graduate Student Theses, Dissertations, & Professional Papers. 11161. Retrieved from https://scholarworks.umt.edu/ etd/11161
Benjamin, S. (2014). Shifting from data to evidence for decisionmaking. Phi Delta Kappan, 95(7), 45-49. SAGE.
Blau, I., & Presser, O. (2013). E-leadership of school principals: Increasing school effectiveness by a school data management system. British Journal of Educational Technology, 44(6), 10001011. British Educational Research Association.
Boudett, K. P., City, E.A., & Murnane, R.J. (Eds.). (2013). Data wise- A step-by- step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education Press.
Brown, C., & Zhang, D. (2017). How can school leaders establish evidence-informed schools: An analysis of the effectiveness of potential school policy leaders. Educational Management Administration & Leadership, 45(3), 382-401. SAGE.
Chenoweth, K. (2015). How do we get there from here? School Leadership, 72(5), 16-20. ASCD.
Data Quality Campaign. (2018). Adminstrator data literacy fosters student success. Retrieved from https://2pido73em67o3eytaq1cp8au-wpengine.netdna-ssl. com/wp-content/uploads/2018/08/DQC-Admin-DataLiteracy-08102018.pdf
Datnow, A., & Park, V. (2015). Data use for equity. School Leadership, 72(5), 48-54. ASCD.
Desimone, L. M., & Garet, M. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society, & Education, 7(3), 252-263. Universidad de Almeria.
Earl, L., & Katz, S. (2002). (PDF) Leading Schools in a DataRich World. Retrieved from https://www.researchgate.net/ publication/252669674_Leading_Schools_in_a_Data- Rich_ World
Elgart, M. (2017). Meeting the promise of continuous improvement insights from the AdvancED continuous improvement system and observations of effective schools. Alpharetta, GA: Advanced Education Inc.
Elgart, M. (2018), Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE. Guerra-López, I. (2007). Evaluating impact: Evaluation and continual improvement for performance improvement practitioners. Amherst, MA: HRD Press.
Hamer, I. (2019). 11 Ways to make data analytics work for K-12. Retrieved from https://www.edweek.org/ew/
articles/2014/10/15/08hamer.h34.html
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hough, H., Byun, E., Mulfinger, L., Stanford University, P. A. for C. E. (PACE), & CORE Districts. (2018). Using data for improvement: Learning from the CORE data collaborative. Technical Report. Getting Down to Facts II. In Policy Analysis for California Education, PACE. Stanford, CA: Stanford University. Phillips, M., Reber, S., & Rothstien, J. (2018). Making California data more useful for educational improvement. Getting Down to Facts. Stanford, CA: Stanford University.
Lachat, M. A., & Smith, S. (2005). Practices that support data use in urban high schools, Journal of Education for Students Placed at Risk, 10(3), 333-349. Taylor & Francis.
Mandinach, E., & Gummer, E. (2016). Every teacher should succeed with data literacy. The Phi Delta Kappan, 97(8), 43-46. SAGE.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
Means, B., Padilla, C., & Gallagher, L. (2010). Use of education data at the local level: From accountability to instructional improvement. Washington, DC: U.S. Department of Education Office of Planning, Evaluation, and Policy Development. Mintz, E., Fiarman, S. E. & Buffett, T. (2018). Digging into data. In Boudett, K. P., City, E. A., & Murnane, R. J. (Eds.), Data wise: A step-by-step guide to using assessment results to improve student learning (pp. 89-108). Harvard Education Press.
Moody, L., Russo, M. & Casey, J. S. (2018). Acting and assessing. In Boudett, K. P., City, E. A., & Murnane, R. J. (Eds.), Data wise: A step-by-step guide to using assessment results to improve student learning (pp. 169-194). Harvard Education Press.
Murray, J. (2014). Critical issues facing school leaders concerning data-informed decision-making. The Professional Educator, 38(1), 169-177. Auburn University.
National Association of Secondary School Principals (NASSP). (2018). Building ranks K-12: A comprehensive framework for
effective school leaders. Reston, VA: NASSP.
National Policy Board for Educational Administration (NPBEA). (2015). Professional standards for School Leaders (PSEL). Retrieved from http://npbea.org/wp-content/ uploads/2017/06/Professional-Standards-for-EducationalLeaders_2015.pdf
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Forum on Education Statistics (ED), & Quality Information Partners, I. (QIP). (2012). Forum guide to taking action with education data. NFES 2013-801. Washington, DC: National Forum on Education Statistics.
Newton, P., Tunison, S., & Viczko, M. (2010). The school principal’s role in large-scale assessment. Canadian Journal of Educational Administration and Policy, 105, 3-4. Retrieved from file:///C:/Users/vicki/Downloads/42797-Article%20Text111843-1-10-20170722.pdf
Neuman, S. (2016). Code red: The danger of data-driven instruction. School Leadership, 74(3), 24-29. ASCD.
Orphanos, S., & Orr, M. T. (2014). Learning leadership matters: The influence of innovative school leadership preparation on teachers’ experiences and outcomes. Educational Management Administration & Leadership, 42(5), 680-700. SAGE.
Schmoker, M. (2016) Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Sharkey, N. S., & Murnane, R. (2018). Roles for the district central office. Data Wise. Cambridge, MA: Harvard Education Press.
Steele, J. L., & Boudett, K. P. (2010). Leadership lessons from schools becoming data-wise. Harvard Education Letter, 24(1), 1-3. Harvard Education Press.
Sun, J., Johnson, B. & Przybylski, R. (2016). Leading with data: An increasingly important feature of school leadership. International Studies in Educational Administration, 44(3), 93128. Commonwealth Council for Educational Administration and Management.
Thessin, R. A. (2016). Identify the best evidence for school and student improvement. Phi Delta Kappan, 97(4), 69-73. SAGE.
STRATEGIC MANAGEMENT
Employs a process of setting goals aligned to the school’s mission and vision, developing plans for meeting those goals, mobilizing the resources needed for implementation, and evaluating the results of those actions in order to determine next steps as part of a model of continuous improvement.
Leading Strategic Management
Demonstrate moral, ethical, and confident strategic leadership.
• School Leader embodies honesty, integrity, and reliability in interactions with stakeholders.
• School Leader demonstrates self-confidence in applying strategic problem-solving skills to meet goals.
• School Leader exemplifies moral and ethical leadership behaviors.
Delegate and capitalize on the leadership strengths of personnel.
• School Leader evaluates skills and knowledge of personnel and assigns tasks accordingly.
• School Leader provides and supports development of strategic management skills of personnel and teams.
• School Leader demonstrates the ability to inspire and empower others to lead and take action.
• School Leader implements personal self- assessment of strategic management leadership skills.
Ensure effective communication and implementation of strategic management processes and results.
• School Leader frequently assesses effectiveness of personal communications skills both written and orally.
• School Leader demonstrates the ability to communicate goals and tasks that need to be accomplished to personnel.
• School Leader exemplifies and practices active listening when facilitating strategic leadership interactions.
• School Leader demonstrates the ability to adapt to situations and personalities to reach end-goals.
Develop and implement a personal growth plan with strategies, implementation timelines, evaluation, and monitoring process focused on best practices for improving strategic management skills.
• School Leader collaborates and facilitates a continuous self-improvement planning process to ensure growth toward improving strategic management skills.
• School Leader ensures personal, professional goals; outcomes and next steps to gain needed strategic management leadership skills have clearly established, defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed professional growth plan that includes implementation strategies, monitors progress and frames a growth plan focused on a continuous cycle of inquiry and self-improvement necessary to institute strategic management leadership.
Leading Strategic Management Research References
Abrams, J. (2009). Having hard conversations. Thousand Oaks, CA: Corwin Press.
Albul, A. (2019). People management basics: How to assign tasks to your subordinates. Retrieved from https://medium. com/@artem.albul/people-management-basics-how-to-assigntasks-to-your-subordinates-17269e81579f
Bierly, C., Doyle, B., & Smith, A. (2016). Transforming schools: How distributed leadership can create more high-performing schools. Retrieved from https://www.bain.com/insights/ transforming-schools/
Bloom, N., Lemos, R., Sadun, R., & Van Reenen, J. (2015). Does management matter in schools? The Economic journal, 125(584), 647-674. Oxford University Press.
Borsuk, A. J. (2010). Improving teachers means improving principals, too. Retrieved from https://hechingerreport.org/ improving-teachers-means-improving-principals-too/ Bush, T., & Coleman, M. (2000). Leadership and strategic management in education. Retrieved from https://sk.sagepub. com/books/leadership-and-strategic-management-in-education Center for Management and Organization Effectiveness (CMOE). (n.d.). Top six sought after strategic management skills. Retrieved from https://cmoe.com/blog/top-6-soughtafter-leadership-skills-strategic-management/
Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic ([Rev. ed.].). Florence, MA: Free Press.
Covey, S. R. (2004). The 8th habit: From effectiveness to greatness. Florence, MA: Free Press.
Curtis, R. E. & City, E. A. (2009). Strategy in action: How school systems can support powerful learning and teaching. Cambridge, MA: Harvard Education Press.
DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for professional learning community at work (3rd ed.). Solution Tree Press.
Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE.
Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. Retrieved from http://www. wallacefoundation.org/principalsynthesis
Grissom, J. A, Loeb, S., & Master, B. (2013). Effective instructional time use for school leaders: Longitudinal evidence from observations of principals. Educational Researcher, 42(8), 433-444. SAGE.
Grissom, J. A., Loeb, S., & Mitani, H. (2015). Principal time management skills: Explaining patterns in principals’ time use, job stress, and perceived effectiveness. Journal of Educational Administration, 53(6), 773-79 3. Retrieved from https://www. researchgate.net/publication/281612201_Principal_time_ management_skills
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hirsch, S. (2019). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/
learning-leaders-share-responsibility-for-all-students/ Hoque, K., Alam, G., & Ghani, M. (2011). Principals’ roles under school-based management that influence school improvement. The New Educational Review, 23(1), 311-324. Adam Marszalek Publishing House.
Ikemoto, G., Taliaferro, L., Fenton, B., & Davis, J. (2014). Great principals at scale: Creating district conditions chat enable all principals to be effective. New York, NY: New Leaders.
Marzano, R., Waters, T. & McNulty, B. (2005) School leadership that works: From research to results. Alexandria, VA: ASCD. McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
National Association of Secondary School Principals. (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals. (2018). Building ranks: A comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
National School Reform Faculty. (2021). What are protocols? Why use them? NSRF. Retrieved from https://nsrfharmony.org/ whatareprotocols/
National School Reform Faculty. (2021). NSRF Protocols and activities…from A to Z. NSRF. Retrieved from https:// nsrfharmony.org/protocols/
Nir, A. E. (2014). Strategic plans and principals’ needs for control. Journal of School Leadership, 10(4), 332. SAGE.
Otacıoğlu, S. (2008). Prospective teachers’ problem solving skills and self-confidence levels. Educational Sciences: Theory and Practice, 8(3), 915-923. IAIE.
Prigge, B. (n.d.). Why confidence is critical to problem solving.
Retrieved from https://www.kepner-tregoe.com/blog/whyconfidence-is-critical-to-problem-solving/
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals. sagepub.com/toc/eaqa/44/5
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
School Reform Initiative. (2021). Retrieved from https://www. schoolreforminitiative.org/protocols/
Sull, D, Turconi, S, & Sull, C. (2018). Six steps to communicating strategic priorities effectively. Retrieved from https:// sloanreview.mit.edu/article/six-steps-to-communicatingstrategic-priorities-effectively/
Thinking Collaborative. (2019). Seven norms of collaboration: A Supporting toolkit. Retrieved from https://4deefe9b2cd7-4227-9bfc-3ed4b9a356ea.filesusr.com/ ugd/6a5cc9_263cffd70d0d4a988fdfa77deaaa769c.pdf
Trusted Advisor Associates, LLC. (n.d.). Understanding the trust equation. Retrieved from https://trustedadvisor.com/why-trustmatters/understanding-trust/understanding-the-trust-equation
Warrell, M. (2015). How to build high-trust relationships. Retrieved from https://www.forbes.com/sites/ margiewarrell/2015/08/31/how-to-build-high-trustrelationships/?sh=7975c92615cf
Western Governors University. (2020). What is ethical leadership? Retrieved from https://www.wgu.edu/blog/what-isethical-leadership2001.html#close
STRATEGIC MANAGEMENT
Structuring Systems for Strategic Management
Establish and validate a collaborative strategic management approach and system process.
• School Leader ensures concrete, attainable, and measurable goals are established for strategic management.
• School Leader collaboratively defines long and short-term objectives and identifies processes to accomplish the objectives.
• School Leader implements strategic management strategies that support the philosophical approach and system process.
Ensure and implement system components that support the strategic management approach.
• School Leader facilitates and collaborates to identify and utilize data systems that supports strategic management.
• School Leader provides and supports professional development that builds strategic management capacity.
• School Leader provides customized processes for assigning realistic, vision aligned tasks and personnel.
• School Leader continually and strategically manages and aligns resources to monitor and achieve prioritized goals.
Ensure accountability to achieve strategic management alignment.
• School Leader ensures alignment of personnel, budgets, schedules, resources, and other factors to concrete actions which increases accountability.
• School Leader ensures strategic management processes, policies, and systems become institutionalized.
• School Leader applies strategic management data to evaluate, review, and manage alignment.
Monitor current strategic management trends and issues in ever-evolving contexts.
• School Leader utilizes data processes and systems to collect, review, and act on multiple sources to make timely strategic management adjustments.
• School Leader uses comprehensive improvement data to inform stakeholders of needed strategic management process changes.
• School Leader collaborates to reassess strategic priorities.
Provide a plan with strategies, implementation timelines, evaluation, and monitoring process to embed, expand, and sustain effective systems to support strategic management.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress to structuring systems for strategic management for organizational improvement.
Structuring Systems for Strategic Management Research References
American Institutes for Research. (2021). Reference manual on making school climate improvements. Retrieved from https:// safesupportivelearning.ed.gov/sites/default/files/SCIRP/ referencemanualsection2.pdf
Archibald, S., Coggshall, J. G., Croft, A., & Goe, L. (2011). Highquality professional development for all teachers: Effectively allocating resources. Research & Policy Brief. Washington, DC: National Comprehensive Center for Teacher Quality. Balow, C. (2017). Six steps for school leaders to use data effectively. Retrieved from https://www.illuminateed.com/ blog/2017/06/six-steps-school-leaders-use-data-effectively/ Bernhardt, V. L. (1998). Multiple measures. Invited Monograph No. 4. California Association for Supervision and Curriculum Development (CASCD). Retrieved from https://nces.ed.gov/ pubs2007/curriculum/pdf/multiple_measures.pdf
Bloom, N., Lemos, R., Sadun, R., & Van Reenen, J. (2015). Does management matter in schools? The Economic Journal, 125(584), 647-674. Oxford University Press.
Chauncey, C. T. (Ed.). (2010). Strategic priorities for school improvement. Cambridge, MA: Harvard Education Press. Collins, J. (2021). BHAG. Retrieved from https://www.jimcollins. com/concepts/bhag.html.
Curtis, R. E., & City, E. A. (2009). Strategy in action: How school systems can support powerful learning and teaching. Harvard Education Letter. Cambridge, MA: Harvard Education Press. Datnow, A., & Park, V. (2014). Data-Driven Leadership. San Francisco, CA: Jossey-Bass.
DuFour, R, DuFour, R., Eaker, R., Many, T. W., Mattos, M.
(2016). Learning by doing: A handbook for professional learning community at work (3rd ed.). Solution Tree Press.
Dumas, C. (2020). Let’s put the C in PLC: A practical guide for school leaders. Retrieved from https:// nextlearningsolutionspress/com
Dymski, A. (2021). Grow your business: The power of BHAG. Retrieved from https://guavabox.com/grow-your-business-thepower-of-the-bhag/
Elgart, M. (2018), Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE.
Finkel, D. (2021). Coherence: A secret ingredient to aligning goals, priorities, actions, and attention. Inc. Retrieved from https://www.inc.com/david-finkel/coherence-a-secretingredient-to-aligning-goals-priorities-actions-and-attention. html
Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. Retrieved from https://www. wallacefoundation.org/knowledge-center/pages/howprincipals-affect-students-and-schools-executive-summary. aspx#summary_key_findings
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hirsch, S. (2019). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all-students/ Hitt, D. H., & Tucker, P. D. (2016). Systematic review of key leader practices found to influence student achievement: A unified framework. Review of Educational Research, 86(2), 531-
569. SAGE.
Ikemoto, G., Taliaferro, L., Fenton, B., & Davis, J. (2014). Great principals at scale: Creating district conditions chat enable all principals to be effective. New York, NY: New Leaders.
Kaplan, R. S., & Norton, D. P. (2005). The office of strategy management. Retrieved from https://hbr.org/2005/10/theoffice-of-strategy-management
Learning Forward (n.d.). Leadership. Retrieved from https:// learningforward.org/standards/leadership/
Marzano, R., Waters, T., & McNulty, B. (2005) School leadership that works: From research to results. Alexandria, VA: ASCD.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
National Association of Secondary School Principals. (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals. (2018). Building ranks: a comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
Paine, S., PhD., & McCann, R. (2008). Engaging stakeholders: Including parents and the community to sustain improved reading outcomes. Sustainability Series. Retrieved from https:// www2.ed.gov/programs/readingfirst/support/stakeholderlores. pdf
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. SAGE.
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Schoemaker, J. H., Krupp, S., & Howland, S. (2013). Strategic leadership: The essential skills. Retrieved from https://hbr. org/2013/01/strategic-leadership-the-esssential-skills Sull, D, Turconi, S, & Sull, C. (2018). Six steps to communicating strategic priorities effectively. Retrieved from https:// sloanreview.mit.edu/article/six-steps-to-communicatingstrategic-priorities-effectively/
UNESCO’s International Institute for Educational Planning (2020). Using data to improve the quality of education. Retrieved from https://learningportal.iiep.unesco.org/en/issuebriefs/monitor-learning/using-data-to-improve-the-quality-ofeducation
Urban Schools Human Capital Academy. (n.d.). Principal as HC manager. Retrieved from https://humanresourcesineducation. org/implementing-strategies/principal-as-hc- manager/ The Wallace Foundation. (n.d.). The Wallace Foundation resources. Retrieved from https://www.nassp.org/professionallearning/the-wallace-foundation-resources/
Walser, N., & Chauncey, C. (Eds.). (2007). Spotlight on leadership and school change. Cambridge, MA: Harvard Education Press.
SAFETY
Establishes expectations, processes, and procedures to ensure the physical, mental, and emotional safety of all stakeholders.
Leading a Culture of Safety
Fosters respectful, trusting, and caring relationships throughout the school community.
• School Leader provides opportunities and protocols for engagement and participation of stakeholders in the school community to build a sense of belonging.
• School Leader communicates with students, faculty, staff, and parents to develop shared standards of learning and behavior.
• School Leader works with stakeholders to develop a collaborative vision of school safety and school safety goals.
• School Leader provides support for implementation of practices that promote students’ perception of acceptance and support from the school.
• School Leader implements practices that promote collaboration and collegiality among staff.
Ensure all stakeholders a safe environment free of violence, bullying, and harassment.
• School Leader gathers and utilizes input from stakeholders through a school safety needs assessment to identify areas for improvement.
• School Leader collaboratively plans and monitors intentional implementation of evidence-based programs to meet identified local needs and gauge effectiveness.
• School Leader collects data and monitors progress of prevention/intervention programs to gauge effectiveness and implementation fidelity.
Provide supportive educational settings that address social, emotional, and behavioral needs.
• School Leader oversees implementation of programs that support student development of social and emotional skills applicable to daily life.
• School Leader provides resources to support an SEL (social and emotional learning) component in school curricula that teaches specific strategies to increase student mental health and well-being (identifying and regulating emotions, empathy, impulse control, responsible decision making, mindfulness, and relationship building skills).
• School Leader collaboratively facilitates and develops strategies and identifies resources needed to regain stability and a sense of normalcy for students and staff to resume learning and teaching during the aftermath of a crisis.
• School Leader works with staff to implement programs and instruction that ensures students have opportunities—such as service learning, creative projects, and extracurricular activities—that promote meaningful involvement, learning, and recognition.
• School Leader supports professional development for teachers on organizing the classroom to promote a positive environment, applying developmentally appropriate discipline strategies, and assisting students in developing self-control.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish a culture focused on the safety of all stakeholders.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure the implementation of a safe, supportive culture.
• School Leader ensures plan goals, outcomes and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure the implementation of a safe, supportive culture.
Leading a Culture of Safety Research References
Al Ramel, S. A. (2019). Principal leadership and the development of teacher professionalism and autonomy within a collaborative school culture [Unpublished doctoral dissertation]. Retrieved from https://scholarworks.wmich.edu/dissertations/3528
Allen, K., Boyle, C., & Roffey S. (2019). Creating a culture of belonging in a school context.
Educational & Child Psychology, 36(4), 2-7. Retrieved from https://www.researchgate.net/publication/337730706_ Creating_a_culture_of_belonging_in_a_school_context
Anyon, Y. (2016). Contextual influence on the implementation of a schoolwide intervention to promote students’ social, emotional, and academic learning. Children & Schools, 38(2), 81-88. Retrieved from https://academic.oup.com/cs/article-abst ract/38/2/81/2392028?redirectedFrom=fulltext
Bartz, D., Rice, P., & Karnes, C. (2018). Community engagement: A key ingredient for public schools gaining stakeholders’ input and support. National Forum of Educational Administration and Supervision Journal 36(4), 1-7. Retrieved from http:// www.nationalforum.com/Electronic%20Journal%20Volumes/ Bartz,%20David%20E%20Community%20Engagement%20 NFEASJ%20V36%20N%204%202018.pdf
Clark, J. (2019). The impact of school culture upon on educational institution [Unpublished applied research project]. Cedarville, OH: Cedarville University. Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment
guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Daughtry, P. (2015). Principals preparedness for and experiences of crisis events at school [Unpublished doctoral dissertation]. Columbia, SC: University of South Carolina. Elgart, M. (2017). Meeting the promise of continuous improvement insights from the AdvancED continuous improvement system and observations of effective schools. Alpharetta, GA: Advanced Education Inc.
Evidence-based Practice Center ECRI (2019). Culture of safety: An Overview ECRI Institute. Culture of safety: An overview. Healthcare Risk Control. Retrieved from https://www.ecri.org/ components/HRC/Pages/RiskQual21.aspx
Gumbi, E. (2017). Sustaining a safe secure learning environment: A case study of a selected school in NewCastle [Unpublished master’s dissertation]. Bloemfontein, SA: University of the Free State Bloemfontein.
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hebert, L., Peterson, K., & Dunsmore, K. (2019). A leader’s guide to trauma-sensitive schools and whole-child literacy. Literacy Organizational Capacity Initiative. Retrieved from https:// partnership4resilience.org/wp-content/uploads/2019/05/ Publisher_SEL-White-Paper_v2.pdf
Lagana-Riordan, C., Aguilar, J. P., Franklin, C., & Streeter, C. L.
(2011). At-risk students’ perceptions of traditional schools and a solution-focused public alternative school. Preventing School Failure, 55(3), 105-114. Taylor & Francis.
McCarty, S. P. (2012). K-12 school leaders and school crisis: An exploration of principals’ school crisis competencies and preparedness [Unpublished doctoral dissertation]. University of Pittsburgh. Retrieved from https://core.ac.uk/download/ pdf/12211014.pdf
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
McMahon, S. D., Peist, E., Davis, J. O., McConnell, E., Reaves, S., Reddy, L. A., Anderman, E. M., & Espelage, D. L. (2020). Addressing violence against teachers: A social-ecological analysis of teachers’ perspectives. Psychology in the Schools, 57(7), 1040-1056. Wiley-Blackwell.
Mellow, K., & Murry, F. (2019). A conceptual framework: Creating socially just schools for students with emotional and behavioral disabilities. Wolf Journal of Education, 9(5), 113124. Sciedu Press.
Morris, J., Lummis, G. W., Lock, G., Ferguson, C., Hill, S., & Nykiel, A. (2019). The role of leadership in establishing a positive staff culture in a secondary school. Educational Management Administration & Leadership, 48(5), 802-820. SAGE.
SAFETY
Managing Crises and Emergency Planning
National School Safety and Security Services (NSSSS). (2022). Threat assessment: School threats social media, texting, and rumors. Retrieved from https://www.schoolsecurity.org/trends/ threat-assessment-threats-rumors-text-messages/ Neal, A., & Griffin, M. (2002). Safety climate and safety behaviour. Australian Journal of Management, 27(2002), 67-75. SAGE.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals. sagepub.com/toc/eaqa/44/5
Parrett, W., & Budge, K. M. (2012). Turning high-poverty schools into high-performing schools. Alexandria, VA: ASCD.
Schmoker, M. (2016) Leading with focus: Elevating the essentials for school and district improvement. ASCD.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385. Retrieved from https:// journals.sagepub.com/doi/10.3102/0034654313483907
United States Department of Education, Office of Safe and Drug-Free Schools. Practical Information on Crisis Planning: A guide for schools and communities. Retrieved from https://rems. ed.gov/docs/PracticalInformationonCrisisPlanning.pdf
Collaboratively develop and implement crisis management and emergency plans.
• School Leader implements a collaborative process for developing an emergency action plan which involves relevant stakeholder groups.
• School Leader implements a collaborative protocol for the analysis of data to customize plans.
• School Leader demonstrates how the results of analysis can be applied to the planning process to develop safety goals, objectives, performance measures, and targets; identify and prioritize projects; and evaluate progress towards safety priorities.
• School Leader ensures that the safety plan enables educators to respond with greater consistency, precision, and effectiveness in the event of a critical incident.
• School Leader develops and implements a procedure for collaborative review and certification of the plan as required by mandate.
Collaboratively develop and implement an emergency and crisis management communication plan.
• School Leader develops and implements effective procedures for informing stakeholders of mandated requirements and related procedures.
• School Leader utilizes a variety of methods (e.g., parent notification systems, social media services) for ongoing communication to inform stakeholders of school safety issues.
• School Leader ensures emergency notification systems are functional and comprehensive. Ensure compliance with all state emergency preparedness laws.
• School Leader develops and implements data-driven processes to review, analyze, and track trends and patterns for modification of all crisis and safety plans.
• School Leader monitors routines and procedures to ensure compliance with state and federal mandates.
• School Leader ensures procedures and processes are in place to respond to concerns around social, emotional and physical safety.
• School Leader provides stakeholders with actionable feedback in areas of noncompliance or needed improvement.
Provide access and training to stakeholders to develop proficiency in the use of emergency preparedness supplies and necessary equipment.
• School Leader utilizes data to assess and meet supply and resource needs on all levels.
• School Leader implements a process for monitoring, replenishment, and viability of supplies and equipment.
• School Leader implements protocols for access and use of resources and supplies per the emergency action plan.
• School Leader communicates availability of supplies and equipment to stakeholders.
• School Leader assesses stakeholder knowledge and skills to ensure proper use of supplies, equipment, and emergency procedures in a crisis.
• School Leader provides appropriate, timely, and effective safety training for students and staff.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish an environment in which everyone is accountable for the crisis and emergency planning and preparedness.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure the preparedness of the organization in time of crisis.
• School Leader ensures plan goals, outcomes and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, timelines, evaluation, and a monitoring process to create a safe learning environment.
Managing Crises and Emergency Planning Research References
Council of Educational Facility Planners International (CEFPI). (2013). Safe schools: A best practices guide. Council of Educational Facility Planners International. Retrieved from https://eric.ed.gov/?id=ED544328
Cowan, K. C., Vaillancourt, K., & Rossen, E. (2013). A framework for safe and successful schools. National Association of School Psychologists. Retrieved from file:///C:/Users/Owner/ Downloads/Framework_for_Safe_and_Successful_School_Envir onments.pdf
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Datnow, A., & Park, V. (2014). Data-driven leadership. San Francisco, CA: Jossey-Bass.
FEMA. (2013). Guide for developing high-quality school emergency operations plans. Retrieved from https://rems. ed.gov/docs/Guide_for_Developing_HQ_School_EOPs.pdf
Hargreaves, A., & Braun, H. (2013). Data-driven improvement and accountability. Retrieved from https://nepc.colorado.edu/ publication/data-driven-improvement-accountability
Hesterman, J. (2015). Soft target hardening: Protecting people from attack. Boca Raton, FL: CRC Press.
Moore, B. N. (2017). Practical incident management in K-12 schools. Lanham, MD: Rowman & Littlefield.
SAFETY
Assessing Threats
National School Safety and Security Services (NSSSS). (2022). Threat assessment: School threats social media, texting, and rumors. Retrieved from https://www.schoolsecurity.org/trends/ threat-assessment-threats-rumors-text-messages/ Olsen, J., Preston, A. I., Algozzine, B., Algozzine, K., & Cusumano, D. (2018). A review and analysis of selected school climate measures. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 91(2), 47-58. Retrieved from DOI:1 0.1080/00098655.2017.1385999
Readiness and Emergency Management for Schools (REMS). (2019). Specialized training packages. Retrieved from https://rems.ed.gov/TrainingPackage. aspx?AspxAutoDetectCookieSupport=1
Sindhi, S. A. (2013). Creating safe school environment: Role of school principals. The Tibet Journal, 38(1-2), 77-89. Library of Tibetan Works & Archives.
Steiner, L., & Kowal, J. (2007). Principal as instructional leader: Designing a coaching program that fits. Issue Brief. Washington, DC: Center for Comprehensive School Reform and Improvement.
Timm, P. (2015). School security: How to build and strengthen a school safety program. Amsterdam, NL: Elsevier, Inc.
Trump, K. S. (2015). Crisis communications in a digital world. School Leadership, 72(7), 74. ASCD.
Wiggins, G. (2012). Feedback for learning. School Leadership, 70(1), 10. ASCD.
Develop policies and procedures to ensure effective and timely threat identification.
• School Leader recognizes the warning signs and concerning behaviors as identified by research.
• School Leader develops and implements a communication plan for students, staff, and parents to report suspected threats or safety concerns to school or district leadership.
• School Leader educates staff, students, and parents on the warning signs and concerning behaviors of students who could be at risk of carrying out an act of violence and how to report using appropriate communication channels.
Develop and implement a collaborative process to identify, train, and support internal and external safety/threat assessment teams.
• School Leader identifies staff members in each building and establishes an internal safety/threat assessment team.
• School Leader identifies and recruits external teams to address high risk threat responses including but not limited to law enforcement, mental health agencies, hospitals, etc.
• School Leader creates processes and procedures to utilize a team approach to evaluate and analyze information to make decisions.
• School Leader collaboratively develops a list of considerations to qualify teams to initiate a formal threat assessment.
Develop a formalized system of assessing reported threats and support for students.
• School Leader collaboratively develops and implements procedures and processes for utilizing comprehensive interview questions to obtain information from student(s) in question, witness(es), staff, and parents, aligned to warning signs and concerning behaviors.
• School Leader establishes criteria for when to involve internal and/or external teams.
• School Leader and internal safety/threat assessment teams collaboratively develop formal supervision and intervention plan for impacted students.
Implement a comprehensive student threat/safety assessment system.
• School Leader implements an ongoing process for threat assessment readiness of internal team members.
• School Leader establishes a system for consistent documentation and record keeping consistent with HIPAA and FERPA guidelines.
• School Leader collaboratively develops and implements procedures for communicating assessment outcomes with appropriate stakeholders.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practices in detecting and assessing threats in detecting and assessing threats to ensure student safety.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure an effective student safety assessment system is established and utilized.
• School Leader ensures that plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and a safe school culture.
Assessing Threats Research References
Albrecht, S. (2010). Threat assessment teams: Workplace and school violence prevention. Retrieved from https://leb.fbi.gov/ articles/featured-articles/threat-assessment-teams-workplaceand-school-violence-prevention
Cornell, D., & Sheras, P. (2006). Guidelines for responding to student threats of violence. Dallas, TX: Sopris West.
Deisinger, G., Randazzo, M., O’Neill, D., & Savage, J. (2008). The handbook for campus threat assessment and management teams. Stoneham, MA: Applied Risk Management.
Drysdale, D. A., Modzeleski, W., & Simons, A. B. (2010). Campus attacks: Targeted violence affecting institutions of higher education. U.S. Department of Education. Retrieved from https://www2.ed.gov/admins/lead/safety/campus-attacks.pdf
Fein, R., Vossekuil, B, Pollack, W., Borum R., Modzeleski, W., & Reddy, M. (2004). Threat assessment in schools: A guide to managing threatening situations and to create safe school climates. Retrieved from https://rems.ed.gov/docs/ ThreatAssessmentinSchools.pdf
Gelles, M., Sasaki-Sindle, K., & Palarea, R. (2002). Threat assessment: A partnership between law enforcement and mental health. Journal of Threat Assessment, 2(1), 155-66. Taylor & Francis.
Mohandie, K. (2000). School violence threat management. National Association of School Psychologists. Retrieved from https://www.naspcenter.org/factsheets/threatassess_fs.html.
National Association of School Psychologists. (2020). Threat assessment at school: Brief facts and tips. Retrieved from https://www.nasponline.org/resources-and-publications/ resources-and-podcasts/school-climate-safety-and-crisis/ systems-level-prevention/threat-assessment-at-school
National School Safety and Security Services (NSSSS). (2022). Threat assessment: School threats social media, texting, and rumors. Retrieved from https://www.schoolsecurity.org/trends/ threat-assessment-threats-rumors-text-messages/
Nolan, J. J., Randazzo, M. R., & Deisinger, G. (2011). Campus threat assessment and management teams: What risk
managers need to know now. Retrieved from https://www. higheredcompliance.org/wp-content/uploads/2018/10/ NolanRandazzoDeisinger_CampusThreatAssessmentTeams_ FINAL_20110802.pdf
O’Toole, M. E. (2000). The school shooter: A threat assessment perspective. Retrieved from https://www.fbi.gov/file-repository/ stats-services-publications-school-shooter-school-shooter
Pollack, W. S., Modzeleski, W., & Rooney, G. (2008). Prior knowledge of potential school-based violence: Information students learn may prevent a targeted attack. Retrieved from https://rems.ed.gov/docs/DOE_BystanderStudy.pdf
Reddy, M., Borum, R., Berglund, J. Vossekuil, B., Fein, R., & Modzeleski, W. (2001). Evaluating risk for targeted violence in schools: Comparing risk assessment, threat assessment, and other approaches. Psychology in the Schools, 38(2), 157-172. Retrieved from https://legacy.secretservice.gov/ntac/ntac_ threat_postpress.pdf
Silver, J., Simons, A., & Craun, S. (2018). A study of the preattack behaviors of active shooters in the United States Between 2000 and 2013. Retrieved from https://www.fbi.gov/ file-repository/pre-attack-behaviors-of-active-shooters-inus-2000-2013.pdf/view
Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C.M., et al. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavioral Interventions, 2(3), 131-143. SAGE.
Van Dreal, J. (2016). Assessing student threats: Implementing the Salem-Keizer system. Lanham, MD: Rowman & Littlefield. Vossekuil, B., Fein, R., Reddy, M., Borum, R., & Modzeleski, W. (2004). The final report and findings of the safe school initiative: Implications for the prevention of school attacks in the United States. Retrieved from https://www2.ed.gov/admins/lead/ safety/preventingattacksreport.pdf
United States Department of Education. (2013). Guide for developing high quality school emergency operations plans. Retrieved from https://rems.ed.gov/docs/REMS_K-12_ Guide_508.pdf
OPERATIONS
Manages system’s logistics to leverage the educational, operational, and financial affairs and resources of the school to effectively balance operational efficiencies and student learning needs.
Managing Systems Logistics
Provide structures and processes that support and ensure the facilitation of efficient and effective oversight of the physical plant/building operations.
• School Leader facilitates and monitors all physical plant operations to ensure cleanliness, optimal physical condition, and safety.
• School Leader collaboratively creates procedures and protocols to ensure the physical safety of staff and students.
• School Leader collaboratively implements a plan for maintaining and improving key elements of all physical plant operations.
Collaboratively establish routines, procedures, and schedules for operational staff that aligns and leverages system processes to drive organizational excellence.
• School Leader facilitates an ongoing collaborative process for gathering data on the fiscal needs of the school related to student learning.
• School Leader evaluates data and consults with others to ensure a realistic and balanced budget.
• School Leader maintains accurate records, including a budget that reflects the fiscal resources available to the school.
• School Leader ensures that the school’s fiscal resources are directed towards meeting the greatest learning needs of students.
• School Leader facilitates a process managing school-based purchasing and identifying cost-savings.
Allocate and manage fiscal resources to support school and district goals and priorities.
• School Leader facilitates an ongoing collaborative process for gathering data on the fiscal needs of the school related to student learning.
• School Leader evaluates data and consults with others to ensure a realistic and balanced budget.
• School Leader maintains accurate records, including a budget that reflects the fiscal resources available to the school.
• School Leader ensures that the school’s fiscal resources are directed towards meeting the greatest learning needs of students.
• School Leader facilitates a process managing school-based purchasing and identifying cost-savings.
• Allocate and manage non-fiscal resources to support school and district goals and priorities.
• School Leader facilitates an ongoing collaborative process for gathering data on the non-fiscal needs of the school related to student learning.
• School Leader maintains accurate records and lists that reflect the non-fiscal resources available to the school.
• School Leader ensures that the school’s non-fiscal resources are directed towards meeting the greatest learning needs of its students.
• School Leader facilitates a process for expanding the non-fiscal resources of the school to better meet the needs of its students.
Monitor and ensure compliance with operational requirements at the federal, state, and local level.
• School Leader ensures operational staff has a clear understanding of federal, state, and school-specific policies/procedures requirements.
• School Leader implements procedures to monitor compliance with federal, state, and local requirements.
• School Leader assists and supports technology staff in ensuring that reporting, testing, and instructional systems are operational and meet current needs.
Provide a plan with strategies, implementation timelines, evaluation, and monitoring processes to establish efficient use of fiscal and non-fiscal resources that ensure and maintain a safe learning environment and all operational systems.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure continued effective system and organizational performance.
• School Leader ensures an alignment plan, goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring of progress, and a communication plan framed around a continuous cycle of improvement and a support school culture driven by student learning and growth.
Managing Systems Logistics Research References
Bidwell, C. E., & Kasarda, J. D. (1975). School district organization and student achievement. American Sociological Review, 40(1), 50-70. SAGE.
Buffum, A., Mattos, M., & Weber, C. (2010). The why behind RTI. School Leader. 68(2), 10-16. ASCD.
Burkbuchler, S. A. (2009). School district budgeting and student achievement. School Business Affairs, 31-33. Retrieved from https://files.eric.ed.gov/fulltext/EJ918613.pdf
Collins, J. (2001). Good to great. New York, NY: Random House Business Books.
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Curtis, R. E., & City, E. A. (2009). Strategy in action: How school systems can support powerful learning and teaching. Harvard Education Letter. Cambridge, MA: Harvard Education Press. EDUCAUSE. (2021). Compliance management. Retrieved from https://www.educause.edu/focus-areas-and-initiatives/policyand-security
Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE. Goleman, D. (2006). Emotional intelligence: Why it can matter more than IQ (10th anniversary ed.). New York: Bantam Books. Gurr, D., Longmuir, F., & Reed, C. (2021). Creating successful and unique schools: Leadership, context and systems thinking perspectives. Journal of Educational Administration, 59(1), 5976. Emerald Publishing.
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hibbeln, C. (2020). Mastering the master schedule: Improving instruction and strengthening culture through the master schedule. School Leadership, 77(9), 36–40. ASCD.
Hill, P. T., Roza, M., & Harvey, J. (2008). Facing the future: Financing productive schools. Retrieved from http://www.crpe. org/cs/crpe/view/csr_pubs/25
Hirsch, S. (2017). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all-students/
Knapp, M. S., Swinnerton, J. A., Copland, M. A., & MonpasHuber, J. (2006). Data-informed leadership in education. Retrieved from https://www.wallacefoundation.org/knowledgecenter/Documents/1-Data-Informed-Leadership.pdf
Koligian, S. (2012). The effects of fiscal and human capital on student achievement. [Doctoral dissertation, California State University]. Ann Arbor, MI: ProQuest.
Krausen, W. J., Caparas, R., & Taylor, T. (2019). Resource allocation strategies to support the Four Domains for Rapid School Improvement [The Center on School Turnaround at WestEd]. San Francisco, CA: WestEd.
Levinson, M. (2013). The principal rule: Safety first. Retrieved from https://www.edutopia.org/blog/the-principal-rule-safetyfirst-matt-levinson
Lynch, M. (2017). 7 ways technology is impacting modern education. Retrieved from https://www.thetechedvocate.org/7ways-technology-impacting-modern-education/
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
McChesney, C., Covey, S., & Huling, J. (2016). The 4 disciplines of execution: Achieving your wildly important goals. Florence, MA: Free Press.
McIlvain, T. (2020). Achieving SOPPA compliance with reasonable security practices. Learning Technology Center of Illinois. Retrieved from https://ltcillinois.org/blog/achievingsoppa-compliance-with-reasonable-security-practices/ Meador, D. (2020). The role of the principal in schools. Retrieved from https://www.thoughtco.com/role-of-principalin-schools-3194583
Nakpodia, E. D. (2009). Record management in Nigerian secondary school administration. Department of Educational Administration and Policy Studies. Abraka, NG: Delta State University.
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals. (2018). Building ranks: a comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
NSPRA. (2012). Best practices: Frontline communication tips for support staff. National School Public Relations Association. Retrieved from https://www.nspra.org/node/1328
Quirin, C. (n.d.). Workplace organization: You get what you
inspect. Retrieved from https://www.reliableplant.com/ Read/922/inspect
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals. sagepub.com/toc/eaqa/44/5
Savage, S. (2008). Faculty perceptions of shared decision making and the principal’s leadership behavior in secondary schools in large districts. Retrieved from https://www.redorbit.com/news/ education/1459747/faculty_perceptions_of_shared_decision_ making_and_the_principals_leadership/
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Simbajon, D. (2017). New role to support school principals being piloted in D.C. Retrieved from https://www. frontlineeducation.com/blog/support-role-school-principalspiloted-in-dc/
Smith, A. G. (2015). Student-based budgeting helps principals to be more effective educators. Reason. Retrieved from https:// reason.org/policy-brief/student-based-budgeting-helps-princ/
Sorenson, G. P. & Chapman, D. W. (1985). School compliance with federal law concerning student records. Educational Evaluation and Policy Agenda, 7(1), 9-18. Educational Evaluation and Policy Analysis.
Stevenson, I., & Lemons, R. W. (2021). Improvement routines: Research by and for practitioners. Phi Delta Kappan, 102(7), 34–37. Retrieved from https://doi. org/10.1177/00317217211007336.
Stronge, J. H., & Richard, H. B. (2008). Qualities of effective principals. Alexandria, VA: ASCD.
Superville, D. R. (2019). For already burdened principals, budget control remains elusive. Retrieved from https://www.edweek. org/leadership/for-already-burdened-principals-budget-controlremains-elusive/2019/09
Szuba, T., Young, R., & School Facilities Maintenance Team. (2003). Planning guide for maintaining school facilities. Retrieved from https://nces.ed.gov/pubs2003/2003347a.pdf
The Wallace Foundation. (2013). The school principal as leader: Guiding schools to better teaching and learning. Retrieved from https://www.wallacefoundation.org/knowledge-center/ pages/the-school-principal-as-leader-guiding-scholls-to-betterteaching-and-learning.aspx
Uleanya, C. (2020). Influence of cleanliness on learners learning capabilities and academic performances: A South African perspective. Universal Journal of Education, 8(11), 5935-5942. Saint Joseph College.
Venables, D. R. (2019). So, how are we going to teach this? School Leadership, 76(9), 36–41. ASCD.
OPERATIONS
Allocating and Assigning Personnel
Ensure appropriate assignment of personnel involves the following details:
• School Leader implements policies and procedures for assignment of educators and other staff based on data-driven needs, level of experience, and appropriate certifications.
• School Leader collaboratively implements practices that ensures all staff have access to support for attaining effective, high-quality performance.
• School Leader implements on-going monitoring of staff performance to ensure success in their assignments.
• School Leader collaboratively works to implement practices which develop individual capacity within staff to ensure continued success in their assignments.
Ensure effective allocation of personnel.
• School Leader implements policies and procedures for allocation of educators and other staff based on data-driven needs and budget constraints.
• School Leader ensures compliance with all local, state and federal guidelines for staffing.
• School Leader implements on-going monitoring of data related to staffing to ensure identified needs are being addressed effectively.
Implement evaluation processes, procedures and systems that ensure accountability for teachers and staff members involves the following details:
• School Leader ensures a process of supports that lead to the improvement of staff in the duties and functions provided to students.
• School Leader collaboratively implements a process of interventions that provides growth for staff on areas identified through the performance evaluation process.
• School Leader implements practices that provide ongoing, individualized, actionable feedback to staff.
• School Leader ensures that all supports, and interventions are in compliance with federal, state, and local regulations and guidelines.
Efficiently maintain personnel records and reports that comply with state rules and regulations and local policy.
• School Leader ensures a process for efficiently and effectively maintaining all personnel records and reports.
• School Leader ensures that the records and reports process for the school is in compliance with all relevant federal, state, and local regulations.
• School Leader implements a process to ensure that all staff manage records and reports in an accurate and timely fashion.
Provide a plan with strategies, implementation timelines, evaluation, and monitoring process to establish best practices in personnel management and assignments.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure effective and quality personnel.
• School Leader ensures an alignment plan, goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and a support school culture driven by student learning and growth.
Allocating and Assigning Personnel Research References
Anwar, Z., Bibi, N., & Rana, T. (2021). Expertise based skills management system to support resource allocation. PLoS ONE, 16(8), 1–20. Retrieved from https://doi-org.ezproxy.slpl. org/10.1371/journal.pone.0255928
Aspira. (N.D.). Train people well enough so they can leave, treat them well enough, so they don’t want to. Retrieved from https://aspira.net/training-staff-well-enough/ Borsuk, A. J. (2010). Improving teachers means improving principals, too. Retrieved from https://hechingerreport.org/ improving-teachers-means-improving-principals-too/ Burkbuchler, S. A. (2009). School district budgeting and student achievement. School Business Affairs, 31-33. Retrieved from https://files.eric.ed.gov/fulltext/EJ918613.pdf
Caposey, P. J. (2017). Making evaluation meaningful: Transforming conversation to transform schools. Thousand Oaks, CA: Corwin Press.
Chingos, M. M., & West, M. R. (2011). Promotion and reassignment in public school districts: How do schools respond to differences in teacher effectiveness? Economics of Education Review, 30(3), 419-433.
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf.
Curtis, R. E., & City, E. A. (2009). Strategy in action: How school systems can support powerful learning and teaching. Harvard Education Letter. Cambridge, MA: Harvard Education Press. Devine, M., Houssemand, C., & Meyers, R. (2013). Instructional
coaching for teachers: A strategy to implement new practices in the classrooms. Procedia-Social and Behavioral Sciences, 93(21), 1126-1130. Elsevier Ltd.
Donaldson, M. L. (2011). Principals’ approaches to developing teacher quality: Constraints and opportunities in hiring, assigning, evaluating, and developing teachers. Center for American Progress. Retrieved from https://files.eric.ed.gov/ fulltext/ED535861.pdf
Earl, L., & Katz, S. (2002). Leading schools in a data-rich world. In: Leithwood K. et al. (eds). Second International Handbook of School Leadership and Administration.
International Handbooks of Education, Vol. 8. Springer, Dordrecht. Retrieved from https://www.researchgate.net/ publication/252669674_Leading_Schools_in_a_Data-Rich_ World
EDUCAUSE. (2021). Compliance management. Retrieved from https://www.educause.edu/focus-areas-and-initiatives/policyand-security/cybersecurity-program/resources/informationsecurity-guide/compliance- management
Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE.
Ende, F. (2021). What’s the key to sticky PD? School Leadership. 78(5), 38-43. ASCD.
Goleman, D. (2006). Emotional intelligence: Why it can matter more than IQ (10th anniversary ed.). New York: Bantam Books. Graziano, S. (2020). Acquiring, allocating & managing resources in education. Retrieved from https://study.com/academy/ lesson/acquiring-allocating-managing-resources-in-education.
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hirsch, S. (2019). 4 cornerstones of professional learning: Fundamental principles pave the way for educators’ actions. Oxford, OH: Learning Forward.
Hughes, T. R. (2014). Hiring at risk: Time to ensure hiring really is the most important thing we do. International Journal of School Leadership Preparation, 9(1). Retrieved from https://files. eric.ed.gov/fulltext/EJ1024111.pdf
Kautto, T., & Henttonen, P. (2020). Records management as invisible work: A study of Finnish municipalities. Government Information Quarterly, 101460. Retrieved from https://doi. org/10.1016/j.giq.2020.101460
Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.
Knight, J. (2022). The definitive guide to instructional coaching: Seven factors for success. Alexandria, VA: ASCD.
Lynch, M. (2017). 7 ways technology is impacting modern education. Retrieved from https://www.thetechedvocate.org/7ways-technology-impacting-modern-education/
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd. McIlvain, T. (2020). Achieving SOPPA compliance with reasonable security practices. Retrieved from https://ltcillinois. org/blog/achieving-soppa-compliance-with-reasonablesecurity- practices/
National Association of Secondary School Principals. (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals. (2018). Building ranks: a comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
Nixon, A., Packard, A., & Dam, M. Teacher contract non-renewal: What matters to principals? International Journal of School Leadership Preparation, 11(1), 1-19. Retrieved from https://eric. ed.gov/?id=EJ1103656
Popham, W. J. (2013). On serving two masters: Formative and
summative evaluation. Principal Leadership, 13(7), 18–22. NASSP.
Profiles Asia Pacific. (2018). How to effectively match employee’s skill sets with job roles. Retrieved from https://www. profilesasiapacific.com/2018/11/15/skill-job-matching/ Quirin, C. (n.d.). Workplace organization: You get what you inspect. Retrieved from https://www.reliableplant.com/ Read/922/inspect
Reichenbach, Y. (2016). The benefits of self-evaluation/selfassessment. Retrieved from https://www.multigroup.ch/en/ benefits-self-evaluation-assessment/
Rivers, D. (2015). The seven challenges workbook: Cooperative communication skills for success at home and at work (9th ed.). Creative Commons.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. SAGE.
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Simbajon, D. (2017). New role to support school principals being piloted in D.C. Retrieved from https://www.frontlineeducation. com/blog/support-role-school-principals-piloted-in-dc/
Sorenson, G. P., & Chapman, D. W. (1985). School compliance with federal law concerning student records. Educational Evaluation and Policy Agenda, 7(1), 9-18. SAGE.
Stronge, J. H., & Hindman, J. L. (2003). Hiring the best teachers. School Leadership. 60(8). pp. 48-52 Retrieved from http://www. educationalleader.com/subtopicintro/read/ASCD/ASCD_230_1. pdf
Stronge, J. H., & Richard, H. B. (2008). Qualities of effective principals. Alexandria, VA: ASCD.
Tomal, D. R., & Schilling, C.A. (2013). Managing human resources and collective bargaining. Lanham, MD: R&L Education.
U.S. Department of Education. (n.d.). National Center for Education Statistics, Privacy issues in education staff records: Guidelines for education agencies, by Oona Cheung. NCES 2000-363.
Yamoah, E. E. (2014). The link between human resource capacity building and job performance. International Journal of Human Resources. 4(3), 139-146. Retrieved from https://citeseerx.ist.psu.edu/viewdoc/ download?doi=10.1.1.676.8685&rep=rep1&type=pdf
OPERATIONS
Evaluating Operational Systems Effectiveness
Assess and monitor physical plant/ building/ school operations.
• School Leader implements a collaborative process for setting physical plant operational goals and alignment to overall organizational goals.
• School Leader implements a collaborative process for identifying and reviewing physical plant operations criteria to be assessed.
• School Leader implements a collaborative process for reviewing and evaluating current effectiveness of physical plant policies and practices.
• School Leader ensures that valid data is utilized to assess and monitor physical plant operations.
Assess and monitor non-fiscal resources.
• School Leader implements a collaborative process for setting goals related to non-fiscal resources allocation.
• School Leader implements a collaborative process for alignment of non-fiscal resources goals and overall organizational goals.
• School Leader implements a collaborative process for identifying and reviewing non-fiscal resources allocation and use criteria to be assessed.
• School Leader implements a collaborative process for reviewing and evaluating current effectiveness of non-fiscal resources allocation and use policies and practices.
• School Leader implements a collaborative process for collecting review and evaluate employee attitude and satisfaction data.
Assess and audit fiscal resource allocation.
• School Leader implements a collaborative process for setting goals related to fiscal resources allocation.
• School Leader implements a collaborative process for alignment of fiscal resources goals and overall organizational goals.
• School Leader implements a collaborative process for identifying and reviewing fiscal resources allocation and use criteria to be assessed.
• School Leader implements a collaborative process for reviewing and evaluating current effectiveness of fiscal resources allocation and use policies and practices.
Audit and evaluate compliance federal, state, and local compliance reporting systems.
• School Leader implements a collaborative process for identifying and reviewing all compliance requirements.
• School Leader implements policies and practices for ongoing monitoring of compliance in all areas.
• School Leader ensures the effective, accurate and timely reporting of all compliance results and issues.
• School Leader implements recordkeeping and storage policies and practices that aligns with local, state, and federal regulations.
Provide a plan with strategies, implementation timelines, evaluation, and monitoring processes to establish best practices in operational systems.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure continued effective system and organizational performance.
• School Leader ensures an alignment plan, goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring of progress, and a communication plan framed around a continuous cycle of improvement and a support school culture driven by student learning and growth.
Evaluating Operational Systems Effectiveness Research References
APPA. (2021). Recapitalization management. Retrieved from https://www.appa.org/bok/recapitalization-management/
AU School of Ed. (2020). Effective Resource Management in education: How school administrators can improve student learning. Retrieved from https://soeonline.american.edu/blog/ effective-resource-management
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. American Psychological Association.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Hoboken, New Jersey: Prentice-Hall. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaurdan (Ed.), Encyclopedia of Human Behavior, 4, 71-81. Academic Press. Branch, G. F., Hanushek, E. A., & Rivkin, S. (2012). School leaders matter: Measuring the impact of effective principals. Education Next. 13(1). Retrieved from https://www. educationnext.org/school-leaders-matter/ Buffom, A., Mattos, M., & Weber, C. (2010). The why behind RTI. School Leader. 68(2), 10-16. ASCD.
Burkbuchler, S. A. (2009). School district budgeting and student achievement. School Business Affairs, 31-33. Retrieved from https://files.eric.ed.gov/fulltext/EJ918613.pdf
Cauthen, L. (2020). What is system thinking in education: Leadership versus the classroom, a paradigm shift. Retrieved from https://thelearningcounsel.com/article/what-systems-
thinking-education
Collins, J. (2001). Good to Great. New York, NY: Random House Business Books.
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Curtis, R. E., & City, E. A. (2009). Strategy in action: How school systems can support powerful learning and teaching. Harvard Education Letter. Cambridge, MA: Harvard Education Press. Dymski, A. (2021). Grow your business: The power of BHAG. Retrieved from https://guavabox.com/grow-your-business-thepower-of-the-bhag/ EDUCAUSE. (2021). Compliance management. Retrieved from https://www.educause.edu/focus-areas-and-initiatives/policyand-security/cybersecurity-program/resources/informationsecurity-guide/compliance- management
Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE. Frontline Education. (2021). K-12 State reporting & funding. Retrieved from https://www.frontlineeducation.com/ solutions/erp/resources/k-12-education-funding/statereporting/#submit-state
Goleman, D. (2006). Emotional intelligence: Why it can matter more than IQ (10th anniversary ed.). New York: Bantam Books. Glanz, J. (2006). What every principal should know about operational leadership. Thousand Oaks, CA: Corwin Press.
Gurr, D., Longmuir, F., & Reed, C. (2021). Creating successful and unique schools: Leadership, context and systems thinking perspectives. Journal of Educational Administration, 59(1), 5976. Emerald Publishing.
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hill, P. T., Roza, M., & Harvey, J. (2008). Facing the future: Financing productive schools. Retrieved from http://www.crpe. org/cs/crpe/view/csr_pubs/25
Hirsch, S. (2017). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all-students/
Kaiser, H. (2021). Facilities condition assessment. Retrieved from https://www.appa.org/bok/facilities-conditionassessment/
Knapp, M. S., Swinnerton, J. A., Copland, M. A., & MonpasHuber, J. (2006). Data-informed leadership in education. Retrieved from https://www.wallacefoundation.org/knowledgecenter/Documents/1-Data-Informed-Leadership.pdf
Koligian, S. (2012). The effects of fiscal and human capital on student achievement. [Doctoral dissertation, California State University]. Ann Arbor, MI: ProQuest.
Konen, J. (2018). 5 Questions to tackle when maintaining accurate records. Retrieved from https://www.teacher.org/blog/ maintaining-accurate-records/ McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd. McChesney, C., Covey, S., & Huling, J. (2016). The 4 disciplines of execution: Achieving your wildly important goals. Florence, MA: Free Press.
National Association of Secondary School Principals. (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals. (2018). Building ranks: a comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
Ontario Ministry of Education. (2013). Setting goals: The power of purpose. Ontario Leadership Strategy Bulletin, (4), 1-32. Ontario Ministry of Education.
Pepe, A., Addimando, L., & Veronese, G. (2017). Measuring teacher job satisfaction: Assessing invariance in the teacher job satisfaction scale (TJSS) across six countries. Retrieved from doi:
https://doi.org/10.5964%2Fejop.v13i3.1389
Princeton Energy Resources International, HPowell Energy Associates, & Alliance to Save Energy. (2004). School operations and maintenance: Best practices for controlling energy costs, a guidebook for K-12 school system business officers and facilities managers. Washington, DC: US Department of Energy. Quirin, C. (n.d.). Workplace organization: You get what you inspect. Retrieved from https://www.reliableplant.com/ Read/922/inspect
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals. sagepub.com/toc/eaqa/44/5
Schein, E. H. (1985). Organizational culture and leadership. San Francisco, CA: Jossey-Bass.
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. ACSD.
School Facilities Maintenance Task Force National Forum on Education Statistics and the Association of School Business Officials International. (2003). Planning guide for school maintenance. Retrieved from https://nces.ed.gov/ pubs2003/2003347a.pdf
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3 & 4), 207-231. American Psychological Association.
Scilex, D. (2021). 4 keys to managing compliance services at the school level: N2Y blog. Retrieved from https://www.n2y.com/ blog/4-keys-to-managing-compliance-services-at-the-schoollevel/
SEDL. (2003). (rep.). Examination of resource allocation in education: Connecting spending to student performance. Killen, AL: SEDL.
Smith, A.G., (2015). Student-based budgeting helps principals be more effective educators. Policy Brief: Reason Foundation. Retrieved from https://reason.org/policy-brief/student-basedbudgeting-helps-princ/
Sorenson, G. P. & Chapman, D. W. (1985). School compliance with federal law concerning student records. Educational Evaluation and Policy Agenda, 7(1), 9-18. SAGE.
Tomal, D. R., & Schilling, C.A. (2013). Managing human resources and collective bargaining. Lanham, MD: R&L Education.
Wallace Foundation, (2013). The school principal as leader: Guiding schools to better teaching and learning. Retrieved from https://www.wallacefoundation.org/knowledge-center/ Documents/The-School-Principal-as-Leader-Guiding-Schoolsto-Better-Teaching-and-Learning-2nd-Ed.pdf
LEARNING DOMAIN
The school leader’s efforts, as the learning leader, to create and sustain a culture of ongoing reflective, culturally responsive, and inclusive learning for students, adults, and the entire learning organization as a whole.
REFLECTION AND GROWTH
Nurtures a culture of self-reflection that allows each stakeholder and the school to achieve peak performance.
Creating a Culture of Self-Reflection
Facilitate, support, and sustain processes which increases stakeholders’ capacity to self-reflect.
• School Leader creates an environment that focuses on supporting self-reflective inquiry and learning.
• School Leader provides resources including specific personal development activities that support increased capacity for self-reflection.
• School Leader allows time and ensures teacher and student involvement in self-assessment of teaching and learning styles to support personal growth.
Facilitate, support, and sustain opportunities for stakeholders to recognize and reflect on strengths and areas of improvement vital for personal and professional growth.
• School Leader provides multiple self-assessment tools for determining individual(s) and group strengths and area for growth.
• School Leader provides collaborative activities for self-reflection that increases engagement and productivity.
• School Leader provides strategies for self-reflection that help to improve interactions amongst and performance for stakeholders.
• School Leader provides reflective processes, data collection tools, and structures for all stakeholders to create and maintain personal growth plans.
Create and implement processes and structures to assess and evaluate self-reflection and growth of all stakeholders.
• School Leader maintains a shared expectation that data should be utilized as a catalyst for student and teacher self-reflection to guide personal, professional growth.
• School Leader includes self-reflection as a vital part of every evaluation process.
• School Leader utilizes feedback during formal or informal self-reflections data collections tools, observations, and walk-throughs as opportunities to encourage teacher and student reflection and growth.
• School Leader supports and monitors the inclusion of the self-reflective process in activities and learning opportunities.
Provide a plan with strategies, implementation timelines, evaluation, and monitoring process to establish, foster, and sustain best practices in selfreflection that allow each stakeholder and the school to achieve peak performance.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure supporting and sustaining self-reflection are established.
• School Leader facilitates, collaborates, and ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring, and frames on supporting and sustaining self-reflection around a continuous improvement cycle.
Creating a Culture of Self-Reflection
Research References
Banja, J. (2015). Humility and leadership. Healthcare Executive, 30(1), 50-52. American College of Healthcare Executives.
Castelli, P. A., Marx, T., & Egleston, D. (2014). Cultural adaptation mediates the relationship between reflective leadership and organizational performance for multinational organizations. Journal of Scholastic Inquiry: Business, 2, 57-70. Center for Scholastic Inquiry.
Cox, J. (2014). Teaching strategies: The value of self-reflection. Retrieved from https://www.teachhub.com/teachingstrategies/2014/10/teaching-strategies-the-value-of-selfreflection/
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Dantley, M. E. (2010). Successful leadership in urban schools: Principals and critical spirituality, a new approach to reform. The Journal of Negro Education, 79(3), 214-219. Howard University.
Datnow, A., & Park, V. (2015). Data use for equity. School Leadership, 72(5), p. 48-54. ASCD.
Datnow, A., & Park, V. (2014). Data-driven leadership. San Francisco, CA: Jossey-Bass.
De Stobbeleir, K. E., Ashford, S. J., & Buyens, O. (2011). Selfregulation of creativity at work: The role of feedback-seeking behavior in creative performance. Academy of Management Journal, 54(4), 811-831. Academy of Management.
Drago-Severson, E. (2012). The need for principal renewal: The promise of sustaining principals through principal-to-principal reflective practice. Teachers College Record, 114(12), 1-56. Columbia University.
Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE.
Elgart, M. (2017). Meeting the promise of continuous improvement insights from the AdvancED continuous improvement system and observations of effective schools. Alpharetta, GA: Advanced Education Inc.
Göker, S. D., & Bozkuş, K. (2017). Reflective leadership: Learning to manage and lead human organizations. Retrieved from https://www.intechopen.com/books/contemporaryleadership-challenges/reflective-leadership-learning-tomanage-and-lead-human-organizations
Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making. Institute of Education Sciences. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/ PracticeGuide/dddm_pg_092909.pdf
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Habash, Rev. C. (2018). What is self-reflection, and why is it important for self-improvement? Retrieved from https://thriveworks.com/blog/importance-self-reflectionimprovement/
Hirsch, S. (2019). 4 cornerstones of professional learning: Fundamental principles pave the way for educators’ actions. Oxford, OH: Learning Forward.
Hirsch, S., Psencik, K., & Brown, F. (2018). Create learning systems, not silos. Learning Professional, 39(1), 61-66. Learning Forward.
Honig, M. I., & Venkateswaran, N. (2012). School-central office relationships in evidence use: Understanding evidence use as a systems problem. American Journal of Education, 118(2), 199222. University of Chicago Press.
Horsford, S., Grosland, T., & Gunn, K. (2011). Pedagogy of the personal and professional: Toward a framework for culturally relevant leadership. Journal of School Leadership, 21(4), 582606. SAGE.
Kaagan, S. S. (2009). 30 reflective staff development exercises for educators (2nd ed.). NAESP & Corwin Press.
Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272-1311. SAGE.
Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability, and reflection? Teachers and Teaching: Theory and Practice, 15(2), 257-272. IAIE.
Kobialka, J. (2016). 7 reflection tips for assessment, empowerment, and self-awareness: How to model and guide students toward a more reflective approach to their projects, grades, actions, and reactions. Retrieved from https://www. edutopia.org/blog/reflection-assessment-empowerment-selfawareness-james-kobialka
Lambersky, J. (2016). Understanding the human side of school leadership: Principals’ impact on teachers’ morale, self-efficacy, stress, and commitment. Leadership and Policy in Schools, 15(4), 379-405. Taylor & Francis.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
Murray, J. (2014). Critical issues facing school leaders concerning data-informed decision-making. The Professional Educator, 38(1), 169-177. Auburn University.
Msila, V. (2013). Instructional leadership: Empowering teachers through critical reflection and journal writing. Journal of Social Sciences, 35(2), 81-88. CV. Syntax Corporation Indonesia.
National Associate of Chronic Disease Directors. (2016). A guide for incorporating health & wellness into school improvement plans: section II – integrating health & wellness into school improvement plans: addressing the questions of why? And how? Retrieved from https://healthyschoolscampaign.org/wpcontent/uploads/2017/07/NACDD_SIP_Guide_2016.pdf
National Association of Secondary School Principals. (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals. (2018). Building ranks: a comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
National Center for Educational Statistics. (2011). Best practices brief: Stakeholders tips from the states. Retrieved from https:// nces.ed.gov/programs/slds/pdf/best_practices.pdf
Ogunfowora, B., & Bourdage, J. S. (2014). Does honestyhumility influence evaluations of leadership emergence? The mediating role of moral disengagement. Personality and Individual Differences, 56, 95-99. Elsevier Ltd.
Paine, S., PhD., & McCann, R. (2008). Engaging stakeholders: Including parents and the community to sustain improved reading outcomes. Sustainability Series, 6. Retrieved from https://www2.ed.gov/programs/readingfirst/support/ stakeholderlores.pdf
Peel, K. The fundamentals for self-regulated learning: A framework to guide analysis and reflection. Educational Practice and Theory, 41(1), 23-49. James Nicholas Publishers.
Reed, M. (2015). To find solutions, look inward. School Leadership, 72(8), 80-85. ASCD.
Renard, L. (2019). How to become a reflective teacher - The complete guide for reflection in teaching. Retrieved from https://www.bookwidgets.com/blog/2019/02/how-to-becomea-reflective-teacher-the-complete-guide-for-reflection-inteaching
Runhaar, P., Sanders, K., & Yang, H. (2010). Stimulating teachers’ reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership. Teaching and Teacher Education, 26(5), 1154-1161. Elsevier Ltd.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals. sagepub.com/toc/eaqa/44/5
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Sun, J., Johnson, B., & Przybylski, R. (2016). Leading with data: An increasingly important feature of school leadership. International Studies in Educational Administration, 44(3), 93128. Commonwealth Council for Educational Administration and Management.
Thomas, L., & Geursen, J. (2013). Creating spaces for reflection on learning to teach a foreign language through open journals: A Canadian-Dutch self-study. Studying Teacher Education, 9(1), 18-30. Taylor & Francis.
Thompson, N., & Pascal, J. (2012). Developing critically
Tillman, L. C. (2003). Mentoring, reflection, and reciprocal journaling. Theory Into Practice, 42(3), 226-233. Taylor & Francis.
Demonstrate best practices, behaviors, and abilities to implement significant, meaningful self-reflection.
• School Leader models self-reflection using appropriate tools, processes, and language.
• School Leader implements processes for collecting meaningful feedback and data to guide self-reflection.
• School Leader demonstrates self-reflection through the ability to verbalize and share thought processes.
• School Leader analyzes data and feedback, compares results to current outcomes, draws conclusions, and modifies future strategies to improve outcomes.
Engage in formal self-reflection assessment to identify strengths and improvement areas which promote personal and professional growth.
• School Leader reflects on communication effectiveness using a self-evaluation process of written, oral, and digital communication.
• School Leader utilizes various forms of feedback to reflect on current attitudes and behaviors to determine areas of improvement.
• School Leader intentionally schedules time to reflect and analyze interpersonal skills.
Exemplify and provide for self-reflection and professional growth best practices for all stakeholders.
• School Leader models and supports all stakeholders to reflect on communication effectiveness by using a self-evaluation of written, oral, and digital communication.
• School Leader models and supports all stakeholders to utilizes various feedback to reflect on current their attitudes and behaviors to determine areas of improvement.
• School Leader models and supports all stakeholders to schedule intentional time to reflect on an analysis of interpersonal skills and behaviors.
Provide a personal, professional growth plan which utilizes self-reflection feedback and data to develop strategies, implementation timelines, a monitoring process, and an evaluation and modification procedure focused on improving professional attitudes and behaviors.
• School Leader develops professional growth goals that include strategies and follow an ongoing cycle of self-reflection to ensure continuous improvement and growth.
• School Leader collects and analyzes feedback to develop and implement a clearly defined plan with goals for improving professional attitudes and behaviors.
• School Leader establishes a clearly defined continuous improvement plan that includes implementation and timelines to monitor progress and determine next steps using a constant self-reflection process.
Growing Through Personal Reflection Research References
Barker, A. (2016). Improve your communication skills (4th ed.). Kogan Page Limited.
Branson, C. (2007). Effects of structured self-reflection on the development of authentic leadership practices among Queensland primary school principals. Educational Management Administration & Leadership, 35(2), 225-246. SAGE.
Chiu, C.-Y., Owens, B. P., & Tesluk, P. E. (2016). Initiating and utilizing shared leadership in teams: The role of leader humility, team proactive personality, and team performance capability. Journal of Applied Psychology, 101(12), 1705. American Psychological Association.
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Datnow, A., & Park, V. (2014). Data-driven leadership. Hoboken, NJ: John Wiley & Sons, Inc.
Elgart, M. (2017). Meeting the promise of continuous improvement insights from the AdvancED continuous improvement system and observations of effective schools. Alpharetta, GA: Advanced Education Inc.
Fahimi, Z., & Rahimi, A. (2015). On the impact of selfassessment practice on writing skill. Procedia-Social and Behavioral Sciences, 192, 730-736. Retrieved from doi:10.1016/j.sbspro 2015.06.082 Hanover Research. (2014). Best practices for school
improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hilden, S., & Tikkamäki, K. (2016). Reflective practice as a fuel for organizational learning. Administrative Sciences. Basel, CH: MDPI.
Jackman, J. M., & Strober, M. H. (2003). Fear of feedback. Harvard Business Review. Cambridge, MA: Harvard Business Publishing.
Lawrence-Wilkes, L., & Ashmore, L. (2014). The reflective practitioner in professional education. London, ENG: Palgrave Macmillan UK.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd. Ministry of Education. (2019). Guides for managing your school: Effective-communications. Retrieved from http://www. educationalleaders.govt.nz/Managing-your-school/Guides-formanaging-your-school/Effective-communications Moon, J. (1999). Reflection in learning and professional development: Theory and practice. New York, NY: Routledge. National Archives of the United Kingdom. (2013). Effective communications: Raising the profile of your archive service guidance on developing communications to promote your service. Retrieved from http://www.nationalarchives.gov.uk/ documents/archives/effective-communications.pdf
National Associate of Chronic Disease Directors. (2016). A guide for incorporating health & wellness into school improvement plans: section II – integrating health & wellness into school improvement plans: addressing the questions of why? And how? Retrieved from https://healthyschoolscampaign.org/wpcontent/uploads/2017/07/NACDD_SIP_Guide_2016.pdf
National Association of Secondary School Principals. (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals. (2018). Building ranks: a comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
Onondaga-Cortland-Madison Board of Cooperative Educational Services. (n.d.). Performance expectations and indicators. Retrieved from http://www.ocmboces.org/tfiles/folder876/ ISSLCstandardsandPIs.pdf
Owens, B. P., Johnson, M. D., & Mitchell, T. R. (2013). Expressed humility in organizations: Implications for performance, teams, and leadership. Organization Science, 24(5), 15171538. Institute for Operations Research and the Management Sciences.
Pack, J. J., & Millora, M. L. (2012). The relevance of reflection: An empirical examination of the role of reflection in ethic of caring, leadership, and psychological well-being. Journal of College Student Development, 53(2), 221-242. doi: I0.1353/ csd.2012.0029
Pavord, E., & Donnelly, E. (2015). Communication and interpersonal skills (2nd ed.). Lantern Publishing Limited.
Reichenbach, Y. (2016). The benefits of self-evaluation/selfassessment. Retrieved from https://www.multigroup.ch/en/ benefits-self-evaluation-assessment/
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. SAGE.
Sachdeva, A. K. (1996). Use of effective feedback to facilitate adult learning. Journal of Cancer Education, 11(2), 106-18. Springer.
Sun, J., Johnson, B., & Przybylski, R. (2016). Leading with data: An increasingly important feature of school leadership. International Studies in Educational Administration, 44(3), 93128. Commonwealth Council for Educational Administration and Management.
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective Practice, 13(2), 311-325. Taylor & Francis.
Verdorfer, A. P. (2016). Examining mindfulness and its relations to humility, motivation to lead, and actual servant leadership behaviors. Mindfulness, 7(4), 950-961. Springer.
Wendel, F. A., Hoke, F., & Joekel, R. (1996). Outstanding school administrators: Their keys to success. Westport, CT: Praeger.
RESULT-ORIENTATION
Cultivates an environment in which high, data-driven expectations of results for student learning are embraced and drive organizational and personal growth.
Creating a Results Oriented Learning Culture
Build trusting relationships to facilitate collaboration and success for students, staff, and parents.
• School Leader creates a safe, trusting environment for stakeholders to openly discuss educational initiatives and expectations.
• School Leader establishes policies and implements processes that build respect for knowledge, experience, and concerns among stakeholders.
• School Leader models accessibility and openness to new ideas.
Collaboratively develop and communicate expectations and results of all stakeholders’ learning and growth.
• School Leader and stakeholders collaborate, analyze, and clarify expectations for results for all.
• School Leader jointly co-develops a multi-strategy plan to monitor and communicate progress.
• School Leader communicates positive features, support, processes, tools, and resources to set a clear connection between the stakeholders’ current and desired levels of knowledge.
Facilitate the collaborative setting and attainment of goals for personal and collective growth of both students and staff.
• School Leader provides structures for the setting of clear, ambitious goals for the students and staff.
• School Leader implements practices and provides resources that support stakeholders in determining how they are going to meet personal goals.
• School Leader implements routines that ensure the ongoing evaluation and monitoring of progress.
• School Leader develops and implements systems for providing actionable feedback to all stakeholders based on data.
Develop and implement practices or routines that spark motivation and empower teachers and students to be active participants in their learning and personal growth.
• School Leader facilitates and uses high-level, probing questions to support and motivate stakeholders to achieve identified goals.
• School Leader identifies and provides opportunities for stakeholders to track progress toward goals.
• School Leader implements processes that empower stakeholders to support each other in goal attainment.
• School Leader seeks and schedules opportunities to share and celebrate progress in meeting identified goals.
Provide a plan with strategies, implementation timelines, evaluation, and monitoring process to establish a result-oriented environment in which everyone is accountable for the personal and collective growth of all organizational members.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader jointly develops a plan which includes strategies, timelines, stakeholder accountability, and progress monitoring focused on creating a result-oriented culture to ensure all stakeholders’ personal and collective growth.
Creating a Results Oriented Learning Culture Research References
Bachrach, Anne (2017). How to create a results-oriented culture. Retrieved from https://assessments24x7.com/blog/ create-results-oriented-culture/
Banja, J. (2015) Humility and leadership. Healthcare Executive, 30(1), 50, 52. American College of Healthcare Executives. Benjamin, S. (2014). Shifting from data to evidence for decisionmaking. Phi Delta Kappan, 95(7), 45-49. SAGE.
Boudett, K. R., City, E. A., & Murnane, R. (2010). The datawise improvement process: No. 6 in Harvard Education Letter Spotlight Series. Cambridge, MA: Harvard Education Press. Brown, C., & Zhang, D. (2016). How can school leaders establish evidence-informed schools: An analysis of the effectiveness of potential school policy levers. Educational Management Administration & Leadership, 44(3), 382-401. SAGE.
Curtis, R. E., & City, E.A. (2009). Strategy in action: How school systems can support powerful learning and teaching. Cambridge, MA: Harvard Education Press.
Danielson, C. (2008). The handbook for enhancing professional practice: Using the framework for teaching in your school. Alexandria, VA: ASCD.
Datnow, A., & Park, V. (2014). Data-driven leadership. Hoboken, NJ: John Wiley & Sons, Inc.
DeMink-Carthew, J., Olofson, M. W., LeGeros, L., Netcoh, S., & Hennessey, S. (2017). An analysis of approaches to goal setting
in middle grades personalized learning environments. Research in Middle Level Education Online, 40(10), 1–11. Retrieved from https://doi-org.ezproxy.slpl.org/10.1080/19404476.2017.139 2689
Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE.
Farley-Ripple, E. N., & Buttram, J. L. (2014). Developing collaborative data use through professional learning communities: Early lessons from Delaware. Students in Educational Evaluation, 42, 41-53. SAGE.
Fullan, M. (2008). The six secrets of change. San Francisco, CA: Jossey-Bass.
Guidera, A. (2015). Parents need access to education – and need to know it’s secure. The Phi Delta Kappan, 96(5), 8-12. SAGE.
Halverson, R., Grigg, J., Pritchett, R., & Thomas, C. (2015). Creating data-driven instructional systems in school: The new instructional leadership. Journal of School Leadership, 25(3). 447-481. SAGE.
Hirsch, S. (2019). 4 cornerstones of professional learning: Fundamental principles pave the way for educators’ actions. Oxford, OH: Learning Forward.
Jung, L. A. (2017). How to keep mutiny from sinking your change effort. School Leadership, 74(9), 28-32. ASCD.
Lachat, M. A., & Smith, S. (2005). Practices that support data use in urban high schools, Journal of Education for Students Placed at Risk, 10(3), 333-349. Routledge.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd. Murray, J. (2014). Critical issues facing school leaders concerning data-informed decision- making. The Professional Educator, 38(1). Auburn University.
Newman, R. (2012). Goal setting to achieve results. Leadership, 41(3), 12-38. Association of California School Administrators. National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Building ranks K-12: A comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Policy Board for Educational Administration (NPBEA). (2015). Professional standards for School Leaders (PSEL). Retrieved from http://npbea.org/wp-content/ uploads/2017/06/Professional-Standards-for-EducationalLeaders_2015.pdf
Newman, R. (2012). Goal setting to achieve results. Leadership, 41(3), 12-38.
Olmstead, C. (2013). Using technology to increase parent involvement in schools. TechTrends, 57(6), 28-37. Springer. Orphanos, S., & Orr, M. T. (2014). Learning leadership matters: The influence of innovative school leadership preparation on teachers’ experiences and outcomes. Educational Management
Pak, K., & Desimone, L. (2019). Developing principals’ datadriven decision-making capacity: Lessons from one urban district. Phi Delta Kappan, 100(7), 37-42. SAGE.
Pollock, J. E., & Ford, S. (2009). Improving student learning one principal at a time. Alexandria, VA: ASCD.
Skoglund, F., & Ness, J. (2011). Student success: How to make it happen. R&L Education. Retrieved from http://search.ebscohost. com.ezproxy.slpl.org/login.aspx?direct=true&db=e700xna&AN= 498257&site=eds-live
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Sun, J., Johnson, B., & Przybylski, R. (2016). Leading with data: An increasingly important feature of school leadership. International Studies in Educational Administration, 44(3), 93128. Commonwealth Council for Educational Administration and Management.
Williams, Sharon. (2016). How to create a results-focused learning environment. Retrieved from http://blog.k12leadership.org/instructional-leadership-in-action/how-tocreate-a- results-focused-learning-environment
The Wallace Foundation. (2013). The school principal as leader: Guiding schools to better teaching and learning. Retrieved from https://www.wallacefoundation.org/knowledge-center/ pages/the-school-principal-as-leader-guiding-schools-to-betterteaching-and-learning.aspx.
Create a culture of high expectations of results for student learning based on data-driven decisions.
• School Leader collaboratively develops vision for shared accountability and purpose for data-driven decisions that ensure student growth.
• School Leader models data use for decisions related to curriculum and instruction.
• School Leader develops and supports protocols and procedures for implementation of common curricular guidelines.
• School Leader provides resources and implements policies that support structured teacher collaboration in using data to review and modify instruction for effectiveness.
• School Leader ensures policies and procedures are in place for student engagement with their data to provide ongoing feedback related to learning.
Provide, develop, and implement policy and processes for improving personal data analysis skills and those of all stakeholders.
• School Leader models a commitment and builds trust in data-driven decision making as a means to accelerate improvement.
• School Leader collaboratively develops and defines clear goals for capacity building of all stakeholder groups’ data utilization.
• School Leader employs policies and processes that provide ongoing opportunities for development of data skills for all stakeholders.
• School Leader solicits feedback and monitors progress in stakeholders’ utilization of data to drive decision-making and improvement.
Provide tools and protocols for the ongoing monitoring, analysis, and use of data for continuous instructional improvement and student growth.
• School Leader collaboratively selects and facilitates protocols to guide data-informed decision making.
• School Leader ensures availability of reliable data systems that provide timely access to various types of data: formative, summative, quantitative, and qualitative.
• School Leader employs accurate descriptions of data including the constructing and interpreting of data graphics to enhance the reporting on real data.
• School Leader implements structures and monitors the regular examination of assessment processes and instruments for data relevance to established academic standards.
• School Leader facilitates the processes and structures for students and parents to access review and evaluate data.
Provide plan with strategies, implementation timelines, evaluation, and monitoring process to establish an environment in which all stakeholders collect, analyze, and use data to drive improvement.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, to create an environment in which everyone is accountable for the personal and collective growth of all members of the learning organization.
Implementing Data-Driven Decision Making Research References
Benjamin, S. (2014). Shifting from data to evidence for decisionmaking. Phi Delta Kappan, 95(7), 45-49. SAGE.
Brown, C. & Zhang, D. (2017). How can school leaders establish evidence-informed schools: An analysis of the effectiveness of potential school policy levers. Educational Management Administration & Leadership, 45(3), 382-401. SAGE.
Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2015). Learning to improve: How America’s schools can get better at getting better. Cambridge, MA: Harvard Education Press.
Curtis, R. E. & City, E.A. (2009). Strategy in action: How school systems can support powerful learning and teaching. Cambridge, MA: Harvard Education Press.
Datnow, A. & Park, V. (2014). Data-driven leadership. Hoboken, NJ: John Wiley & Sons, Inc.
Datnow, A. & Park, V. (2015). Data use for equity. School Leadership, 72(5), 48-54. ASCD.
Doing What Works, National Association of Elementary School Principals (NAESP).(2011). Student assessment: Using student achievement data to support instructional decision making. Retrieved from http://www.naesp.org/sites/default/files/ Student_Data_0.pdf
Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE.
Fullan, M. (2008). The Six Secrets of Change. San Francisco, CA: Jossey-Bass.
Guidera, A. (2015). Parents need access to education – and need to know it’s secure. The Phi Delta Kappan, 96(5), 8-12. SAGE.
Hargreaves, A. & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.
Hirsch, S. (2019). 4 cornerstones of professional learning: Fundamental principles pave the way for educators’ actions. Oxford, OH: Learning Forward.
Hirsh, S. (2018). Focus professional learning communities on curriculum. Retrieved from https://learningforward.org/ publications/blog/learningforward-blog/2018/01/25/focusprofessional-learning-communities-on-curriculum
Hirsch, S., Psencik, K., & Brown, F. (2018). Create learning
Honig, M. I. & Venkateswaran, N. (2012). School-central office relationships in evidence use: Understanding evidence use as a systems problem. American Journal of Education, 118(2), 199222. Chicago, IL: University of Chicago Press.
Jung, L. A. (2017). How to keep mutiny from sinking your change effort. School Leadership, 74(9), 28-32. ASCD. Learning Forward. (2018). High-quality curricula and teambased professional learning: A perfect partnership for equity. Retrieved from https://learningforward.org/publications/jsd/jsdblog/jsd/2018/03/15/the-learning-professional-february-2018 Mandinach, E., & Gummer, E. (2016). Every teacher should succeed with data literacy. The Phi Delta Kappan, 97(8), 43-46. Retrieved from http://www.jstor.org/stable/24893334
McCauley, C. Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
McWilliams, L. & Patton, C. (2015). How to share data with families. School Leadership, 73(3), 46-49. ASCD.
Murray, J. (2014). Critical issues facing school leaders concerning data-informed decision-making. The Professional Educator, 38(1). Auburn University.
National Association of Secondary School Principals. (2018). Building ranks: a comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Policy Board for Educational Administration (NPBEA). (2015). Professional standards for School Leaders (PSEL). Retrieved from http://npbea.org/wp-content/ uploads/2017/06/Professional-Standards-for-EducationalLeaders_2015.pdf
Neuman, S. (2016). Code red: The danger of data-driven instruction. School Leadership, 74(3), 24-29. ASCD.
Pak, K. & Desimone, L. (2019). Developing principals’ Implementing Data-Driven Decision Making capacity: Lessons from one urban district. Phi Delta Kappan, 100(7), 37-42. SAGE.
Sun, J., Johnson, B. & Przybylski, R. (2016). Leading with data: An increasingly important feature of school leadership. International Studies in Educational Administration, 44(3), 93128. Commonwealth Council for Educational Administration and Management.
CURRICULUM
Ensures a learning-focused curriculum that is comprehensive, rigorous, aligned, and focuses on a high level of personal and academic achievement for all students.
Creating Learning-Focused Curriculum Facilitate teacher analysis of the curriculum selection and development process.
• School Leader implements procedures and protocols for the collaborative identification of a curriculum that supports learning experiences that meet identified student learning objectives.
• School Leader models and communicates vision, focus, objectives, and identified student needs.
• School Leader implements policy and protocols for the effective, ongoing review of curriculum to promote the growth of each student.
• School Leader implements effective systems of communication to inform all stakeholders of student growth.
Provide curriculum related feedback and drive professional development to meet the needs of teachers and students.
• School Leader works collaboratively with teachers in curriculum design activities.
• School Leader participates in peer collaboration, incorporating feedback and reflection related to curriculum effectiveness.
• School Leader provides opportunities that promote teacher reflection on curriculum and instructional effectiveness.
• School Leader implements a process to provide teachers with ongoing, timely input regarding classroom practices by describing effective curriculum implementation and providing actionable instructional feedback.
Implement processes and procedures that support effective curricular practices to promote student learning.
• School Leader demonstrates knowledge of the content and instructional design of the curriculum through participation in curriculum related activities.
• School Leader facilitates effective implementation of curriculum that meets state and national standards for student learning.
• School Leader establishes concrete goals for curriculum, instruction, and assessment practices within the school.
Provide a plan with strategies, implementation timelines, a monitoring process, and evaluation to establish best practices in leading a learningfocused curriculum.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and support for a school culture driven by student learning and growth.
Creating Learning-Focused Curriculum Research References
Ainsworth, L., & Donovan, K. (2019). Rigorous curriculum design: How to create curricular units of study that align standards, instruction, and assessment (2nd ed.). Houghton Mifflin Harcourt.
Awkard, T. (2017). The power of reflective action to build teacher efficacy. Phi Delta Kappan, 98(6), 53-57. SAGE. Carter, L. (2009). Five big ideas leading total instructional alignment. Bloomington, IN: Solution Tree.
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Elgart, M. (2017). Meeting the promise of continuous improvement insights from the AdvancED continuous improvement system and observations of effective schools. Alpharetta, GA: Advanced Education Inc.
Glatthorn, A., Jailall, J., & Jailall, J. (2017). The principal as curriculum leader: Shaping what is taught and tested (4th ed.). Corwin.
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hirsch, S. (2017). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all-students/
Grogan, M. (Ed.). (2013). The Jossey-Bass reader on School Leadership (3rd ed.). Jossey-Bass.
Lezotte, L. W., & McKee, K. M. (2002). Assembly required: A continuous school improvement system. Webberville, MI: Effective Schools Products.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
National Association of Secondary School Principals. (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. SAGE.
Schmoker, M. (2016) Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Wiles, J. W. (2009). Leading curriculum development. Thousand Oaks, CA: Corwin Press.
CURRICULUM
Meeting All Academic Needs
Provide structures and processes that support and ensure implementation of a curriculum that is comprehensive, rigorous, and aligned.
• School Leader implements collaborative practices and procedures that ensure the curriculum for all students is aligned to national, state, and local learning expectations.
• School Leader facilitates and supports implementation of a rigorous curriculum that meets the needs of all learners.
• School Leader facilitates staff analysis of the horizontal and vertical alignment of the curriculum.
• School Leader implements ongoing processes to evaluate the curriculum to ensure that it is dynamic and evolves regularly to meet the needs of all learners.
Create a collaborative, trusting environment and a curriculum focused on success for all students.
• School Leader ensures the implementation of a curriculum that promotes the mission, vision, and core values of the school.
• School Leader plans and implements school-wide norms to ensure development of a culturally responsive curriculum.
• School Leader promotes awareness of learning expectations for success for every student.
• School Leader provides opportunities and support for teachers to implement a curriculum that reflects theories of learning relevant to the fields of study and addresses the range of student learning styles.
Ensure curriculum materials contain student-relevant activities, account for proper sequencing of learning, and provide the necessary instructional scaffolding for ensuring student growth.
• School Leader provides processes and opportunities for teachers to collaboratively analyze and evaluate curriculum material effectiveness.
• School Leader facilitates and supports acquisition of resources needed to successfully implement the curriculum.
• School Leader works collaboratively with stakeholders to develop and implement curriculum that provides sufficient scope for the cultivation of unique skills, interest, attitudes and appreciations of all students.
Develop and implement a plan that ensures and monitors the alignment of assessment and instruction with the curriculum.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure effective instruction, curriculum, and assessment alignments are established.
• School Leader ensures an alignment plan, goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and a supportive school culture which is driven by student learning and growth.
Meeting All Academic Needs Research References
Achieve, Inc., National Association of Secondary School Principals (NASSP), & National Association of Elementary School Principals (NAESP). (2013). Implementing the common core state standards: The role of the elementary school leader. Washington, DC: Achieve, Inc.
Ainsworth, L. (2011). Rigorous curriculum design: How to create curricular units of study that align standards, instruction, and assessment. Boston, MA: Houghton Mifflin Harcourt.
Albashiry, N. M., Voogt, J. M., & Pieters, J. M. (2015). Teacher collaborative curriculum design in technical vocational colleges: A strategy for maintaining curriculum consistency?. Curriculum Journal, 26(4), 601–624. Taylor & Francis.
Betts, B. (2014). The principal and the curriculum: A leadership story. Principals’ Training Center. Retrieved from https://static1. squarespace.com/static/57c4731c893fc047731cea43/t/5910 7cbf1e5b6c8e16fe5af2/1494252736615/1.+The+Principal+an d+the+Curriculum.pdf
Bottoms, G. (2001). What school principals need to know about curriculum and instruction. Retrieved from https:// www.wallacefoundation.org/knowledge-center/pages/whatprincipals-need-to-know-about-curriculum-and-instruction.aspx
Chasteen, S. (2017). How can I set clear expectations in active learning classes, so students see the value of engaging? Retrieved from https://www.physport.org/recommendations/ Entry.cfm?ID=101200
Connecticut Bureau of Curriculum and Instruction. (2013). A guide to curriculum development: Purposes, practices and procedures. Retrieved from https://portal.ct.gov/-/media/SDE/ Health-Education/curguide_generic.pdf
Day, C., Sammons, P., CfBT Education Trust (United Kingdom), University of Oxford, E. D. of E., & University of Nottingham (United Kingdom). (2013). Successful leadership: A review of the international literature. Retrieved from https://files.eric.ed.gov/ fulltext/ED546806.pdf
Drits-Esser, D., & Stark, L. A. (2015). The impact of collaborative curriculum design on teacher professional learning. Electronic Journal of Science Education, 19(8), 1–27
Education Place (n.d.). Why is it important to align instruction and assessment? Retrieved from https://www.eduplace.com/ rdg/res/litass/align.html
Fink, E., & Resnick, L. (2001). Developing principals as instructional leaders. Phi Delta Kappan, 82(8), 1-28. Retrieved from http://lst-iiep.iiep-unesco.org/cgi-bin/wwwi32.exe/ [in=epidoc1.in]/?t2000=026192/(100)
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hondrich, A. L., Hertel, S., Adl-Amini, K., & Klieme, E. (2016). Implementing curriculum-embedded formative assessment in primary school science classrooms. Assessment in Education: Principles, Policy & Practice, 23(3), 353-376. DOI:10.1080/096 9594X.2015.1049113
Inclusive Schools Network. (2015). The principal’s responsibilities in supporting quality instruction. Retrieved from https://inclusiveschools.org/the-principals-responsibilities-insupporting-quality-instruction/
Leithwood, K. A., & Riehl, C. (2003). What we know about successful school leadership. Retrieved from http://olms.cte.jhu.edu/olms2/data/ck/file/What_we_know_
Lock, J., Hill, L., & Dyjur, P. (2018). Living the curriculum review: Perspectives from three leaders. Canadian Journal of Higher Education, 48(1), 118–131.
Loima, J. (2020). Innovation, recreation, interpretation? A case study on the origins and implementation of transversal core competencies in Finnish basic education core curriculum reform 2016. International Journal of Education and Literacy Studies, 8(1), 180–189. Australian International Academic Centre PTY. LTD.
McKimm, J., & Jones, P. K. (2018). Twelve tips for applying change models to curriculum design, development and delivery. Medical Teacher, 40(5), 520–526. Informa Healthcare.
Nawaz, H., & Akbar, R. A. (2019). Exploration of gaps between intended and enacted physics curriculum: Teachers’ professional development perspective. Bulletin of Education and Research, 41(2), 1–10. Taylor & Francis.
Porter, A. C., Murphy, J., Goldring, E., Elliott, S. N., Poikoff, M. S., May, H. (2008). Vanderbilt assessment of leadership in education: Technical manual version 1.0. Retrieved from https://
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. SAGE.
Santoyo-Bambrick, P. (2012). Leverage leadership: A practical guide to building exceptional schools. San Francisco, CA: Jossey-Bass.
Stronge, J. H., Richard, H. B., & Catano, N. (2008). Chapter 1. Instructional leadership: Supporting best practice. In Qualities of effective principals (pp. 3-15). Alexandria, VA: ASCD.
Teel, K. M., & Obidah, J. E. (2008). Building racial and cultural competence in the classroom: Strategies for urban educators. New York, NY: Teachers College Press.
Whitley, T. (n.d.). What is the difference between horizontal and vertical alignment? Retrieved from https://support.chalk.com/ hc/en-us/articles/360024645772-What-is-the-differencebetween-horizontal-and-vertical-alignment-
Provide structures and processes that ensure congruency between curriculum content, instructional methods, and assessment.
• School Leader implements collaborative practices and procedures that ensure the curriculum for all students is aligned to national, state, and local learning expectations.
• School Leader facilitates staff analysis of the horizontal and vertical alignment of the curriculum.
• School Leader facilitates and supports acquisition of resources needed to successfully implement curriculum alignment.
Utilize multiple means to effectively communicate to all stakeholders a clear understanding of the curriculum alignment process, its importance, and its effect on student learning.
• School Leader communicates a clear, positive direction & creates a unity of purpose, commitment, and passion around achieving the collective vision of alignment.
• School Leader communicates high expectations for success for all stakeholders.
• School Leader provides resources and information to inform all stakeholders of alignment efforts and ramifications for student learning.
Create a school environment that is supportive and encouraging to the process of teaching and learning.
• School Leader implements collaborative practices that allow for shared leadership in curriculum decision-making.
• School Leader utilizes strategies to ensure a safe, organized, and caring atmosphere for learning.
• School Leader models positive relationships and implements practices that promote organizational trust.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practice in curriculum alignment for organizational improvement.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and a support school culture driven by student learning and growth.
Ensuring Curriculum Alignment Research References
Carter, L. (2009). Five big ideas leading total instructional alignment. Bloomington, IN: Solution Tree.
Cornell University: Center for Teaching Innovation (2021). Curriculum alignment: aligning what we teach with how we teach it. Retrieved from https://teaching.cornell.edu/teachingresources/teaching-cornell-guide/inclusive-course-design/ curriculum-alignment
Cohen, S. A. (1987). Instructional alignment: Searching for a magic bullet. Educational Researcher, 16(8), 16-20. Retrieved from doi:10.3102/0013189x016008016
Cuiccio, C., & Husby-Slater, M. (2018, May). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE.
Glatthorn, A., Jailall, J., & Jailall, J. (2017). The principal as curriculum leader: Shaping what is taught and tested (4th ed.). Corwin.
Grogan, M. (Ed.). (2013). The Jossey-Bass reader on School Leadership (3rd ed.). Jossey-Bass.
Gumbi, E. (2017). Sustaining a safe secure learning environment: A case study of a selected school in NewCastle [Unpublished master’s dissertation]. University of the Free State Bloemfontein.
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-School-
Improvement-Planning.pdf
Hirsch, S. (2017). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all-students/ Kaser, J. S., Mundry, S. E., Stiles, K. E., & Loucks-Horsley, S. (Eds.). (2013). Leading every day: Actions for effective leadership (3rd ed.). Corwin.
Leithwood, K., Strauss, T., & Harris, A. (2010). Leading school turnaround: How successful leaders transform low performing schools. San Francisco, CA: Jossey-Bass.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills For successful school leaders (2nd ed.). Reston, VA: NASSP.
Pak, K., Polikoff, M. S., Desimone, L. M., & Saldívar García, E. (2020). The adaptive challenges of curriculum implementation:
Insights for School Leaders driving standards-based reform. AERA Open, 6(2), 1-15. American Educational Research Association.
Peltzman, A., Porter, W., Towne, L., & Vranek, J. (2012). A strong state role in Common Core State Standards implementation: Rubric and self-assessment tool. Washington, DC: Achieve, Inc.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. SAGE.
Schmoker, M. (2016) Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385. Retrieved from https:// journals.sagepub.com/doi/10.3102/0034654313483907
Wiles, J. W. (2009). Leading curriculum development. Thousand Oaks, CA: Corwin Press.
INSTRUCTION
Collaboratively develops an effective, research-based instructional program with nonnegotiable expectations for all teaching staff that produce a high level of personal and academic achievement for every student.
Promoting Collaborative Instruction
Build a shared instructional philosophy by leading a collaborative process to define and create stakeholder buy-in.
• School Leader collaboratively researches programs and instructional options to clarify resources aligned to instructional philosophy.
• School Leader provides structures to support teachers in continuously learning and improving their instruction, in alignment with the school’s instructional philosophy.
• School Leader ensures that the coaching philosophy and skills of coaches and other instructional leaders aligns to collaboratively developed instructional philosophy.
Implement practices and procedures that allow for instructional collaboration.
• School Leader creates structures that enable teachers to have dedicated time to collaborate on instruction.
• School Leader provides protocols for teacher conversations and peer learning opportunities related to instruction.
• School Leader ensures that teachers have access to regular coaching from an instructional coach, teacher leaders, or school leaders.
• School Leader creates structures and routines that enable teams to identify improvements continuously.
• School Leader ensures time and processes for teachers to collaborate on creating interdisciplinary curriculum and to identify connections between their subjects and classes.
Collaboratively identify nonnegotiable elements of instructional expectations for all students that produce a high level of personal and academic achievement.
• School Leader creates a trusting culture that allows teachers to try innovative instructional strategies to meet student needs.
• School Leader ensures instructional practices are differentiated to meet the needs of individual learners.
• School Leader implements practices that support the use of formative and summative assessment data to make timely and effective adjustments to instruction.
Implement processes and procedures for the ongoing improvement of instruction and student learning.
• School Leader provides structures for reflection and feedback among teachers, both as part of observation protocols and self-reflection on instruction.
• School Leader utilizes student feedback on the quality of instruction and learning processes to guide improvement.
• School Leader supports differentiated professional learning opportunities for staff members to increase instructional knowledge and skills.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practices in collaborative instruction.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies and monitoring progress to create an environment in which leadership supports collaborative instruction.
Promoting Collaborative Instruction Research References
Awkard, T. (2017). The power of reflective action to build teacher efficacy. Phi Delta Kappan, 98(6), 53-57. SAGE.
Carter, L. (2009). Five big ideas leading total instructional alignment. Bloomington, IN: Solution Tree.
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Díaz-Maggioli, G. (2004). Teacher-centered professional development.Alexandria, VA: ASCD.
Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE.
Gehlbach, H., Robinson, C., Finefter-Rosenbluh, I., Benshoof, C., & Schneider, J. (2018). Questionnaires as interventions: Can taking a survey increase teachers’ openness to student feedback surveys? Educational Psychology, 38(3), 350-367. APA.
Glatthorn, A., Jailall, J., & Jailall, J. (2017). The principal as curriculum leader: Shaping what is taught and tested (4th ed.). Corwin.
Grogan, M. (Ed.). (2013). The Jossey-Bass reader on School Leadership (3rd ed.). Jossey-Bass. Hanover Research. (2014). Best practices for school improvement planning. Retrieved from
Hollis, J. (2010). From observation to insight. Leadership, 39(3), 32. Association of California School Administrators.
Mandouit, L. (2018). Using student feedback to improve teaching. Educational Action Research, 26(5), 755-769. Routledge.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd. Miller, S., & Stewart, A. (2013,). Literacy learning through team coaching. Reading Teacher, 67(4), 290-298. Wiley Blackwell. Murray, J. (2014). Critical issues facing school leaders concerning data-informed decision-making. The Professional Educator, 38(1), 169-177. Auburn University.
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills For successful school leaders (2nd ed.). Reston, VA: NASSP.
Regional Educational Laboratory Mid-Atlantic (Ed.), & ICF International. (2015). Effective differentiation: A guide for teachers and leaders; Q&A for Carol A. Tomlinson, Ed.D; REL Mid-Atlantic educator effectiveness webinar series. Regional Educational Laboratory Mid-Atlantic. Retrieved from https:// files.eric.ed.gov/fulltext/ED562601.pdf
Schmoker, M. (2016) Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Svendsen, B. (2020). Inquiries into teacher professional
Wiles, J. W. (2009). Leading curriculum development. Thousand Oaks, CA: Corwin Press.
Provide resources and support that enables implementation of effective, research-based instructional strategies to provide excellent instruction for all students.
• The School Leader provides opportunities for teachers to build capacity to implement evidence-based instructional practices.
• The School Leader creates structures and routines that enable a collaborative, ongoing, and supportive process for implementation of effective, research-based instructional strategies.
• The School Leader ensures that instructional practices are authentic to student experiences and differentiated where needed.
• The School Leader facilitates and supports teachers in obtaining resources needed for implementation of research-based, effective instructional strategies/practices.
Observe classroom instruction and provides data-informed, timely feedback that intentionally supports teacher strengths and identifies areas for growth.
• The School Leader implements a valid, research-anchored system for capturing authentic and accurate observation data on teacher instruction in order to monitor progress toward identified goals.
• The School Leader develops processes and protocols to communicate timely and actionable feedback to teachers based on observation data.
• The School Leader provides specific support for teachers’ professional growth based on identified areas of need.
Facilitate and supports teachers in the development and implementation of research-based practices for a classroom culture and environment that ensures excellent instruction for every student.
• The School Leader models and promotes commitment to meeting the needs of each student.
• The School Leader provides structures and processes that target support for each student – academically, socially, emotionally, and physically.
• The School Leader ensures that each student is known and valued.
• The School Leader promotes and models valuing individual differences and building strong relationships with all stakeholders.
Provide a plan with strategies, implementation timelines, evaluation, and monitoring process to establish best practices in providing and monitoring effective instruction.
• The School Leader collaborates and facilitates a continuous improvement planning process to ensure effective instruction, curriculum, and assessment alignments are established.
• The School Leader ensures an alignment plan, goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• The School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and supports school culture driven by student learning and growth.
Providing Effective Instruction Research References
Bendikson, L., Robinson, V., & Hattie, J. (2012). Principal instructional leadership and secondary school performance [online]. Set: Research Information for Teachers, (1), 2-8. Australian Council for Educational Research.
Bransford, J. D., Brown, A. L., & Cocking, R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Bredeson, P. (2006). The School Leader’s role in teacher professional development. Journal of InService Education, 26(2), 385-401. Retrieved from DOI: 10.1080/13674580000200114.
Costa, A., & Garmston, R. (1994). Cognitive coaching: A foundation for renaissance schools. Norwood, MA: Christopher Gordon Publishers.
Cotton, K. (2003). Introduction. In Principals and student achievement. What the research says. Alexandria, VA: ASCD. Deming, W. E. (2013). The essential Deming: Leadership principles from the father of quality. Ketchum, ID: The W. Edwards Deming Institute.
Edwards, C., Carr, S., & Siegel, W. (2006). Influences of experiences and training on effective teaching practices to meet the needs of diverse learners in schools. Education, 126(3), 580592. Retrieved from https://web.a.ebscohost.com/ehost/detail/
Elgart, M. (2017). Meeting the promise of continuous improvement insights from the AdvancED continuous improvement system and observations of effective schools. Alpharetta, GA: Advanced Education Inc.
Fink, E., & Resnick, L. (2001). Developing principals as instructional leaders. Retrieved from http://lst-iiep.iiep-unesco. org/cgi-bin/wwwi32.exe/[in=epidoc1.in]/?t2000=026192/ (100)
Gallagher, M. (2012). How principals support teacher effectiveness, [Abstract]. Leadership, 41(3), 32-35. Retrieved from https://eric.ed.gov/id=EJ971407
Geltner, B. & Shelton, M. (1991). Expanded notions of strategic instructional leadership: The principal’s role with student support personnel. Journal of School Leadership, 1(4), 338-350. Retrieved from https://journals.sagepub.com/doi/ abs/10.1177/105268469100100406
Gentilucci, J., & Muto, C. (2007). Principals’ influence on academic achievement: The student perspective. NASSP Bulletin, 91(3), 291-236. NASSP.
Hanover Research. (2014). Best practices for school improvement planning. https://www.hanoverresearch.com/ media/Best-Practices-for-School-Improvement-Planning.pdf
Harris, S. (2015). Bravo principal! Building relationships with actions that value others. New York, NY: Routledge. Husby-Slater, M., & Cuiccio, C. (2018). Needs Assessment Guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Kerr, M., & Nelson, C. (2006). Strategies for addressing behavior problems in the classroom (5th ed). Pearson Education. Kose, B. (2011). Developing a transformative school vision: Lessons from peer-nominated principals. Education and Urban Society, 43(2), 119-136. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/ download?doi=10.1.1.953.1122&rep=rep1&type=pdf
Leithwood, K. A., & Riehl, C. (2003). What we know about successful school leadership. Retrieved from http://olms. cte.jhu.edu/olms2/data/ck/file/What_we_know_about_ SchoolLeadership.pdf
Marks, H., & Printy, S. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370-397. Retrieved from https://doi. org/10.1177/0013161X03253412
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
McCaffrey, D. F., Lockwood, J. R., Koretz, D. M., & Hamilton, L. S. (2003). Evaluating value-added models for teacher accountability. Retrieved from https://www.rand.org/content/ dam/rand/pubs/monographs/2004/RAND_MG158.pdf
Mullen, C. A., & Jones, R. J. (2008). Teacher leadership capacity-building: developing democratically accountable leaders in schools. Teacher Development, 12(4), 329-340. Retrieved from DOI: 10.1080/13664530802579892
Price, H. (2011). Principal – teacher interactions: How affective relationships shape principal and teacher attitudes. Educational Administration Quarterly, 48(1), 39-85. Retrieved from https:// journals.sagepub.com/doi/abs/10.1177/0013161x11417126
Porter, A., Smithson, J. Blank, R., & Zeidner, T. (2007). Alignment as a teacher variable. Applied Measurement in Education, 20(1), 27-51. Retrieved from http://www.aliciahenderson.net/
uploads/1/9/6/1/19614797/alignment_as_a_teacher_ variable. pdf
Roach, A., Niebling, B., & Kurz, A. (2008). Evaluating the alignment among curriculum, instruction and assessments: Implications and applications for research and practice. Psychology in the Schools, 45(2), 158-176. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/ download?doi=10.1.1.946.1671&rep=rep1&type=pdf
Robinson, V. (2007). School leadership and student outcomes: identifying what works and why. New South Wales, AU: Australian Council for School Leaders, Inc.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals. sagepub.com/toc/eaqa/44/5
Schmoker, M. (2016) Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Sebastian, J., & Allensworth, E. (2012). The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to learning. Educational Administration Quarterly, 48(4), 626663. Retrieved from https://journals.sagepub.com/doi/ abs/10.1177/0013161x11436273
Steiner, L., & Kowal, J. (2007). Principal as instructional leader: Designing a coaching program that fits. Issue Brief. Thousand Oaks, CA: SAGE.
Stronge, J. H., Richard, H. B., & Catano, N. (2008). Qualities of effective principals (1st ed.). Association for Supervision & Curriculum Development.
Tomlinson, C. A. (2000). Reconcilable differences? Standards-based teaching and differentiation (Standards and differentiation). School Leadership, 58(1), 6-11. ASCD.
Youngs, P., & King, B. (2002). Principal leadership for professional development to build school capacity. Educational Administration Quarterly, 38(5), 643670. Retrieved from https://journals.sagepub.com/doi/ abs/10.1177/0013161x02239642
INSTRUCTION
Providing Effective Instruction
Provide resources and support that enables implementation of effective, research-based instructional strategies to provide excellent instruction for all students.
• The School Leader provides opportunities for teachers to build capacity to implement evidence-based instructional practices.
• The School Leader creates structures and routines that enable a collaborative, ongoing, and supportive process for implementation of effective, research-based instructional strategies.
• The School Leader ensures that instructional practices are authentic to student experiences and differentiated where needed.
• The School Leader facilitates and supports teachers in obtaining resources needed for implementation of research-based, effective instructional strategies/practices.
Observe classroom instruction and provides data-informed, timely feedback that intentionally supports teacher strengths and identifies areas for growth.
• The School Leader implements a valid, research-anchored system for capturing authentic and accurate observation data on teacher instruction in order to monitor progress toward identified goals.
• The School Leader develops processes and protocols to communicate timely and actionable feedback to teachers based on observation data.
• The School Leader provides specific support for teachers’ professional growth based on identified areas of need.
Facilitate and supports teachers in the development and implementation of research-based practices for a classroom culture and environment that ensures excellent instruction for every student.
• The School Leader models and promotes commitment to meeting the needs of each student.
• The School Leader provides structures and processes that target support for each student – academically, socially, emotionally, and physically.
• The School Leader ensures that each student is known and valued.
• The School Leader promotes and models valuing individual differences and building strong relationships with all stakeholders.
Provide a plan with strategies, implementation timelines, evaluation, and monitoring process to establish best practices in providing and monitoring effective instruction.
• The School Leader collaborates and facilitates a continuous improvement planning process to ensure effective instruction, curriculum, and assessment alignments are established.
• The School Leader ensures an alignment plan, goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• The School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and supports school culture driven by student learning and growth.
Providing Effective Instruction Research References
Bendikson, L., Robinson, V., & Hattie, J. (2012). Principal instructional leadership and secondary school performance [online]. Set: Research Information for Teachers, (1), 2-8. Australian Council for Educational Research.
Bransford, J. D., Brown, A. L., & Cocking, R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Bredeson, P. (2006). The School Leader’s role in teacher professional development. Journal of InService Education, 26(2), 385-401. Retrieved from DOI: 10.1080/13674580000200114.
Costa, A., & Garmston, R. (1994). Cognitive coaching: A foundation for renaissance schools. Norwood, MA: Christopher Gordon Publishers.
Cotton, K. (2003). Introduction. In Principals and student achievement. What the research says. Alexandria, VA: ASCD.
Deming, W. E. (2013). The essential Deming: Leadership principles from the father of quality. Ketchum, ID: The W. Edwards Deming Institute.
Edwards, C., Carr, S., & Siegel, W. (2006). Influences of experiences and training on effective teaching practices to meet the needs of diverse learners in schools. Education, 126(3), 580592. Retrieved from https://web.a.ebscohost.com/ehost/detail/
Elgart, M. (2017). Meeting the promise of continuous improvement insights from the AdvancED continuous improvement system and observations of effective schools. Alpharetta, GA: Advanced Education Inc.
Fink, E., & Resnick, L. (2001). Developing principals as instructional leaders. Retrieved from http://lst-iiep.iiep-unesco. org/cgi-bin/wwwi32.exe/[in=epidoc1.in]/?t2000=026192/ (100)
Gallagher, M. (2012). How principals support teacher effectiveness, [Abstract]. Leadership, 41(3), 32-35. Retrieved from https://eric.ed.gov/id=EJ971407
Geltner, B. & Shelton, M. (1991). Expanded notions of strategic instructional leadership: The principal’s role with student support personnel. Journal of School Leadership, 1(4), 338-350. Retrieved from https://journals.sagepub.com/doi/ abs/10.1177/105268469100100406
Gentilucci, J., & Muto, C. (2007). Principals’ influence on academic achievement: The student perspective. NASSP Bulletin, 91(3), 291-236. NASSP.
Hanover Research. (2014). Best practices for school improvement planning. https://www.hanoverresearch.com/ media/Best-Practices-for-School-Improvement-Planning.pdf
INSTRUCTION
Ensuring Instructional Alignment
Provide structures and processes that ensure congruency between instructional content, assessment, and instructional methods.
• School Leader implements collaborative practices and procedures that ensure instruction for all students is aligned to national, state, and local learning expectations.
• School Leader facilitates staff analysis of alignment of instruction to the curriculum.
• School Leader implements ongoing processes to evaluate instructional methods to ensure that they are dynamic and evolve regularly to meet the needs of learners as well as the society.
• School Leader facilitates and supports acquisition of resources needed to successfully implement instructional alignment.
Utilize multiple means to effectively communicate to all stakeholders a clear understanding of the instructional alignment process, importance, and effect on student learning.
• School Leader communicates a clear, positive direction & creates a unity of purpose, commitment and passion around achieving the collective instructional vision.
• School Leader communicates great expectations for success for all stakeholders.
• School Leader provides resources and information to inform all stakeholders of alignment efforts and ramifications for student learning.
Create a school environment that is supportive and encouraging to the process of teaching and learning.
• School Leader implements collaborative practices that allow for shared leadership in instructional decision-making.
• School Leader utilizes strategies to ensure a safe, organized, and caring atmosphere for learning.
• School Leader models positive relationships and implements practices that promote organizational trust.
• School Leader provides procedures that maintain a strong support system related to instruction for teachers and students.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practices in instructional alignment.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies and monitoring progress to create an environment in which leadership supports instructional alignment.
Ensuring Instructional Alignment Research References
ACarter, L. (2009). Five big ideas leading total instructional alignment. Bloomington, IN: Solution Tree.
Cohen, S. A. (1987). Instructional alignment: Searching for a magic bullet. Educational Researcher, 16(8), 16-20. Retrieved from doi:10.3102/0013189x016008016
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE. Glatthorn, A., Jailall, J., & Jailall, J. (2017). The principal as curriculum leader: Shaping what is taught and tested (4th ed.). Corwin.
Gumbi, E. (2017). Sustaining a safe secure learning environment: A case study of a selected school in NewCastle [Unpublished master’s dissertation]. University of the Free State Bloemfontein.
Grogan, M. (Ed.). (2013). The Jossey-Bass reader on School Leadership (3rd ed.). Jossey-Bass. Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Kaser, J. S., Mundry, S. E., Stiles, K. E., & Loucks-Horsley, S. (Eds.). (2013). Leading every day: Actions for effective leadership (3rd ed.). Corwin.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
National Association of Secondary School Principals. (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals. (2018). Building ranks: a comprehensive framework for effective school leaders. Reston, VA: NASSP.
Peltzman, A., Porter, W., Towne, L., Vranek, J., Achieve, I., & Education First. (2012). A strong state role in common core state standards implementation: Rubric and self-assessment tool. Washington, DC: Achieve, Inc.
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385. Retrieved from https:// journals.sagepub.com/doi/10.3102/0034654313483907
Wiles, J. W. (2009). Leading curriculum development. Thousand Oaks, CA: Corwin Press.
ASSESSMENT
Fosters a learning environment that utilizes data to monitor student progress, improves the instructional process and learning environment, and ensures high levels of personal and academic growth for all students.
Assessing Student Learning and Growth
Facilitate teacher analysis of student data appropriately within technical limitations to monitor student progress, improve the instructional process, and ensure student growth.
• School Leader implements procedures and protocols for the collaborative identification of timely, valid, and reliable sources of assessment data.
• School Leader models and supports appropriate use of data to monitor student progress and improve instruction.
• School Leader implements policy and protocols for the effective review of data to promote the growth of each student.
• School Leader implements effective systems of communication to inform all stakeholders of student growth based on data.
Collaboratively develop and implement a research-based, effective assessment framework aligned to curriculum and instruction to ensure learning and provide evidence of student progress.
• School Leader provides structures and policy that allows teachers to collaborate on developing and using effective, research-based formative and summative assessments.
• School Leader implements structures and routines for aligning assessments to learning targets, curriculum, and instructional strategies.
• School Leader provides processes/protocols and opportunities for ongoing collaborative building of assessments and sharing assessment results,
• School Leader models respect, personal regard, competence, and personal integrity in assessment work, reflecting on and evaluating effectiveness.
Provide an understandable vision of the learning targets for assessment literacy.
• School Leader employs models of strong and weak assessment work.
• School Leader offers timely, descriptive feedback regarding assessment practices.
• School Leader provides opportunities for teachers to self-assess, keep track of their learning, and set goals for their own assessment literacy.
• School Leader provides teachers with research-based professional growth opportunities to build knowledge, skills, and job-embedded practice that will support improvement in practice.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practice in assessing student achievement for organizational improvement.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and a support school culture driven by student learning and growth.
Assessing
Student Learning and Growth Research References
ASCD. (2020). Grade expectations. School Leadership, 78(1). ASCD.
ASCD. (2018). Measuring what matters. School Leadership, 75(5). ASCD.
Boudett, K. P., City, E. A., & Murnane, R. J. (Eds.). (2013). Data wise- A step-by-step guide to using assessment results to improve teaching and learning. Cambridge, MA: Harvard Education Press.
Brookhart, S. M. (2016). How to make decisions with different kinds of student assessment data. Alexandria, VA: ASCD.
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Datnow, A., & Park, V. (2015). Data use for equity. School Leadership, 73(3), 49-54. ASCD.
Datnow, A., & Park, V. (2014). Data-driven leadership. Hoboken, NJ: John Wiley & Sons.
Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE.
Guskey, T. R. (2020). Breaking up the grade. School Leadership, 78(1), 40. ASCD.
Guskey, T. R., & Brookhart, S. M. (2019). What we know about grading: What works, what doesn’t, and what’s next. Alexandria, VA: ASCD.
Hitt, D. H., & Tucker, P. D. (2016). Systematic review of key leader practices found to influence student achievement: A unified framework. Review of Educational Research, 86(2), 531-
569. SAGE.
Hirsch, S. (2017). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all- students/
Marshall, K. (2018). In praise of assessment (done right). The Phi Delta Kappan, 99(6), 54-59. SAGE.
Matuga, J. M. & Turos, J. M. (2018). Infrastructure support for using assessment data for continuous improvement. New Directions for Teaching and Learning, 2018(155), 82-88. WileyBlackwell.
McCann, J. R. (2018). Putting assessment back in the hands of teachers. School Leadership, 75(5), 41-45. ASCD.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
McTighe, J. (2018). Three key questions on measuring learning. School Leadership, 75(5), 14-20. ASCD.
Milner, H. R. (2018). Assessment for equity. School Leadership, 75(5), 88-89. ASCD.
National Association of Elementary School Principals (NAESP). (2019). Research roundup: Data that drives decisions. Retrieved from https://www.naesp.org/resource/research-roundup-datathat-drives-decisions/
National Association of Secondary School Principals (NASSP).
(2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
Popham, W. J. (2018). Assessment literacy for educators in a hurry. Alexandria, VA: ASCD.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals. sagepub.com/toc/eaqa/44/5
Schmoker, M. (2018). Focus: Elevating the essentials to radically improve student learning. Alexandria, VA: ASCD.
Sekulich, K. L. (2019). Curriculum and assessment alignment
ASSESSMENT
Assessing the Learning Environment
mapping. Lutheran Education Journal. Retrieved from https:// lej.cuchicago.edu/research-in-education/curriculum-andassessment-alignment-mapping/
Stiggins, R. (2017). The perfect assessment system. Alexandria, VA: ASCD.
University of Southern Maine. (2019). The importance of assessment for school leaders. Retrieved from https://online. usm.maine.edu/articles/education/importance-assessmentschool-leaders.aspx
Wallace Foundation. (2013). The school principal as leader: Guiding schools to better teaching and learning. Retrieved from www.wallacefoundation.org/knowledge-centers/ documents
Implement an ongoing process for assessing the use and management of space and physical resources to achieve maximum output in terms of student and teacher outcomes.
• School Leader collaboratively develops criteria to be used in guiding space development and utilization for learning.
• School Leader implements an ongoing process for monitoring the impact of space on key learning and engagement targets.
• School Leader assesses and supports development of teacher skills in the effective design and use of learning spaces.
Assess and monitor the effect of leadership’s practices and policies on teaching and learning.
• School Leader evaluates current practices that facilitate teacher, staff, and student input and shared responsibility for making decisions and solving problems that affect the school environment.
• School Leader collaboratively examines data on partnership development and effectiveness in supporting teaching and learning.
• School Leader evaluates the effectiveness of resource allocation in supporting individual staff and student growth.
• School Leader monitors the effectiveness of policies and procedures in holding staff and students accountable to high standards of learning and behavior.
Monitor, assess, and adjust the elements of the school culture that affect learning.
• School Leader assesses the extent to which staff and students feel welcomed and valued and have a sense of ownership of the school.
• School Leader assesses the extent to which the intellectual climate supports and challenges all to do quality work.
• School Leader evaluates norms for relationships and behavior that support a culture of excellence and ethics in teaching and learning.
• School Leader implements a collaborative process for evaluating the sense of social and emotional safety for students.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practice in assessing the learning environment for organizational improvement.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and a support school culture driven by student learning and growth.
Assessing the Learning Environment Research References
Barrett, P., Zhang, Y., Davies, F., & Barrett, L. (2015). Clever classrooms: Summary findings of the HEAD project (Holistic Evidence and Design). University of Salford, Manchester. Retrieved from https://core.ac.uk/download/pdf/42587797.pdf
Berry, B. (2019). Teacher leadership: Prospects and promise. The Phi Delta Kappan, 100(7), 49-55. SAGE.
Brown University. (2008). Principal as instructional leader: Excerpts from the knowledge loom. Retrieved from https:// www.brown.edu/academics/education-alliance/sites/brown. edu.academics.education-alliance/files/uploads/KLOOM_pil_ entire.pdf
Carter, D., Sebach, G., & White, M. (2016). What’s in your space? Steps for better school and classroom design. Thousand Oaks, CA: Corwin Press.
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Eichorn, R. (2021). Access and accommodations: Reimagining places and spaces for students and staff. Building Ranks, Digital Expert of the Week, National Association of Secondary School Principals (NASSP).
Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE. Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. Retrieved from http://www. wallacefoundation.org/principalsynthesis Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hirsch, S. (2017). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all-students/ Hirsch, S., Psencik, K., & Brown, F. (2018). Create learning systems, not silos. Learning Professional, 39(1), 61-66. Oxford,
OH: Learning Forward.
Hitt, D. H., & Tucker, P. D. (2016). Systemic review of key leader practices found to influence student achievement: A unified framework. Review of Educational Research, 86(2), 531-569. SAGE.
Hudson, M., & White, T. (2020). Planning learning spaces. London, ENG: Laurence King Publishing Ltd.
Klein, J. D., & Moore, A. L. (2016). Informal learning in professional and personal life: Implications for instructional design and performance improvement. Educational Technology, 56(1), 21-26. Springer.
Lackney, J. A. (2021). Overview, maintenance, and modernization of school facilities. Retrieved from https:// education.stateuniversity.com/pages/2394/School-Facilities. html
Louis, K. S., & Wahlstrom, K. (2011). Principals as cultural leaders. Phi Delta Kappan, 92(5), 52-56. SAGE.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
Mendels, P. (2012). The effective principal. Learning Forward, 33(1). Learning Forward.
Militello, M., Rallis, S., & Goldring, E. (2009). Leading with inquiry and action: How principals improve teaching and
ASSESSMENT
Evaluating Assessment Alignment
learning. Thousand Oaks, CA: Corwin Press.
Nair, P. (2018). Blueprint for tomorrow: Redesigning schools for student-centered learning. Cambridge, MA: Harvard Education Press.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals. sagepub.com/toc/eaqa/44/5
Rumbaugh, M. (2017). The future of education facilities: Creating spaces where learning happens everywhere. Architecture. NAC Architecture.
Schmoker, M. (2018). Focus: Elevating the essentials for school and district improvement (2nd ed.). ASCD.
Schulze, D. (n.d.). Schools focusing on redesigning buildings for better learning. Sioux Falls, SD: Sioux Falls Business.
Sheninger, E. C., & Murray, T. C. (2017). Learning transformed: 8 keys to designing tomorrow’s schools, today. ACSD.
The National Academy Press. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academies Press.
The Wallace Foundation. (2013). The school principal as leader: Guiding schools to better teaching and learning. Retrieved from www.wallacefoundation.org/knowledge-centers/documents
Provide structures and processes that ensure congruency between assessment, curricular content, and instructional methods.
• School Leader implements collaborative practices and procedures that ensure assessment processes for all students are aligned to national, state, and local learning expectations.
• School Leader facilitates staff analysis of alignment of assessment to the curriculum.
• School Leader implements ongoing processes to evaluate assessment methods to ensure that they are dynamic and evolve regularly to meet the needs of learners.
• School Leader facilitates and supports acquisition of resources needed to successfully implement assessment alignment.
Utilize multiple means to effectively communicate to all stakeholders a clear understanding of the assessment alignment process, importance, and effect on student learning.
• School Leader communicates a clear, positive direction & creates a unity of purpose, commitment, and passion around achieving a collective assessment vision.
• School Leader communicates great expectations for success for all stakeholders.
• School Leader provides resources and information to inform all stakeholders of alignment efforts and ramifications for student learning.
Create a school environment that is supportive and encouraging to the process of teaching and learning.
• School Leader implements collaborative practices that allow for shared leadership in assessment decision-making.
• School Leader utilizes strategies to ensure a safe, organized, and caring atmosphere for learning.
• School Leader models positive relationships and implements practices that promote organizational trust.
• School Leader provides procedures that maintain a strong support system related to assessment for teachers and students.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practices in assessment alignment for organizational improvement.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement, progress to create an environment in which leadership supports assessment alignment, and a school culture driven by student learning and growth.
Evaluating Assessment Alignment Research References
Abrams, L., Varier, D., & Jackson, L. (2016). Unpacking instructional alignment: The influence of teachers’ uses of assessment data on instruction. Perspectives in Education, 34(4), 15-28. Teachers College Press.
Anrig, G. (2015). How we know collaboration works. School Leadership, 72(5), 30-35. ASCD.
Combs, J. P., Harris, S., & Edmonson, S. (2015). Four essential practices for building trust. School Leadership, 72(7), 18-22. ASCD.
Cuiccio, C., & Husby-Slater, M. (2018, May). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Datnow, A. & Park, V. (2014). Data-driven leadership. San Francisco, CA: Jossey-Bass.
DuFour, R., DuFour, R., Eaker, R., Many, T.W., & Mattos, M. (2016). Learning by doing: A handbook for professional learning communities at work (3rd ed.). Solution Tree Press. Elgart, M. (2018), Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE.
Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. Retrieved from http://www.wallacefoundation.org/principalsynthesis
Guskey, T. R., & Brookhart, S. M. (2019). What we know about grading: What works, what doesn’t, and what’s next. Alexandria, VA: ASCD.
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hirsch, S. (2017). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all- students/ Hitt, D. H., & Tucker, P. D. (2016). Systematic review of key leader practices found to influence student achievement: A unified framework. Review of Educational Research, 86(2), 531569. SAGE.
Marshall, K. (2018). In praise of assessment (done right). The Phi Delta Kappan, 99(6), 54-59. SAGE.
Matuga, J. M. & Turos, J. M. (2018). Infrastructure support for using assessment data for continuous improvement. New Directions for Teaching and Learning, 2018(155), 82-88. Wiley Periodicals.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd. McMahon, K. A. & Whyte, K. (2020). What does math curriculum tell us about continuity for prek-3? The Curriculum Journal, 31(1), 48-76. Wiley-Blackwell. Missouri State University. (2021). The assessment process: the
four steps of assessment cycle. Retrieved from https://www. missouristate.edu/assessment/the-assessment-process.htm
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP. Office of Elementary & Secondary Education. (2021). Standards and Assessments. Retrieved from https://oese.ed.gov/offices/ office-of-formula-grants/school-support-and- accountability/ standards-and-assessments/
Riggins, C., & Knowles, D. (2020). Caught in the trap of PLC lite: Essential steps needed for implementation of a true professional learning community. Education, 141(1), 46-54. Project Innovation Austin LLC.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. SAGE.
Thornton, B., Zunino, B., & Beattie, J. W. (2020). Moving the dial: Improving teacher efficacy to promote instructional change. Education, 140(4), 171-180. Project Innovation Austin LLC.
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Sekulich, K. L. (2019). Curriculum and assessment alignment mapping. Retrieved from https://lej.cuchicago.edu/research-ineducation/curriculum-and-assessment-alignment-mapping/ Stanny, C. J. (2018). Putting assessment into action: Evolving from a culture of assessment to a culture of improvement. New Directions for Teaching and Learning. Hoboken, NJ: Wiley Periodicals.
University of Reading. (2021). Engage in assessment: Constructive alignment in assessment design. Retrieved from https://www.reading.ac.uk/engageinassessment/assessmentdesign/eia-constructive-alignment-in-assessment-design.aspx Wallace Foundation, (2013). The school principal as leader: Guiding schools to better teaching and learning. Retrieved from www.wallacefoundation.org/knowledge-centers/documents WestEd. (2017). Designing a comprehensive assessment system. Retrieved from https://www.wested.org/wp-content/ uploads/2017/03/resource-designing-a-comprehensiveassessment-system.pdf
INNOVATION
Creates an environment that supports creative thinking and risk-taking in order to generate knowledge and insight through nontraditional ways.
Creating and Sustaining Innovation
Establish and support participation to implement a new vision which promotes excellence and transformation throughout the organization.
• School Leader inspires stakeholders through ongoing articulation and demonstration of a personal commitment to a future vision.
• School Leader provides ongoing communication promoting the vision using various formats.
• School Leader leverages relationships to advocate and promote the vision internally and externally.
Develop deep awareness and knowledge of others’ viewpoints and perspectives.
• School Leader creates opportunities for sharing individual personal experiences and perspectives to develop awareness of and empathy for the feelings and thoughts of others.
• School Leader implements protocols that incorporate the elements of committed listening and effective, purposeful paraphrasing to demonstrate respect and support to build reciprocal trust among all stakeholders.
• School Leader collaboratively identifies and implements processes that allow openness in the exploration of others innovative ideas and perspectives.
Provide organizational structures that create and support an innovative culture.
• School Leader supports and implements practices that encourages an active flow of ideas.
• School Leader implements protocols that provide constructive judgement of new ideas.
• School Leader provides resources and opportunities for integrative decision making.
• School Leader collaboratively examines policies and practices to eliminate or minimalize destructive internal competition.
• School Leader collaboratively develops practices that support risk taking behaviors.
Generate knowledge and insight through nontraditional ways.
• School Leader implements practices that allow free exploration and improvisation in solving problems.
• School Leader provides resources that enable experimentation and openness in seeking solutions.
• School Leader implements protocols for rapid prototyping of new ideas and monitors results throughout the process.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practice in creating and sustaining innovation for organizational improvement.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and a support school culture driven by student learning and growth.
Creating and Sustaining Innovation Research References
Battelle for Kids. (2019). Partnership for 21st century learning. Retrieved from https://www.battlleforkids.org/networks/p21
Colwell, C. (2018). Mission-driven leadership: Understanding the challenges facing schools today. Washington, DC: Rowman & Littlefield.
Cuiccio, C., & Husby-Slater, M. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Curtis, R. E. & City, E. A. (2009). Strategy in action: How school systems can support powerful learning and teaching. Cambridge, MA: Harvard Education Press.
DeWitt, P. M. (2020). Instructional leadership: Creating practice out of theory. Thousand Oaks, CA: Corwin Press. DeWitt, P. M. (2018). School climate: Leading with collective efficacy. Thousand Oaks, CA: Corwin Press.
Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383. Retrieved from https://doi.org/10.2307/2666999
English, F. W., & Ehrich, L. C. (2016). Leading beautifully: School Leadership as connoisseurship. New York, NY: Routledge. Fullan, M., & Gallagher, M. J. (2020). The devil is in the details: System solutions for equity, excellence, and student well-being. Thousand Oaks, CA: Corwin Press. Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www.
Hirsch, S. (2017). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all-students/ Frontier, T., & Rickabaugh, J. (2014). Five levers to improve learning: How to prioritize for powerful results in your school. Alexandria, VA: ASCD.
Kotter, J. (2012). Leading change. Harvard Business Review. Cambridge, MA: Harvard Press.
Kouzes, J., & Posner, B. (2012). The leadership challenge (5th ed.). Jossey-Bass.
Lichtman, G. (2021). Thrive: How schools will win the education revolution. Thousand Oaks, CA: Corwin Press.
Lubelfeld, M., Polyak, N., & Caposey, P. J. (2018). Student voice: From invisible to invaluable. Lanham, MD: Rowman & Littlefield Publishers.
Lubelfeld, M., Polyak, N., & Caposey, P. J. (2021). The unfinished leader: A school leadership framework for growth & development. Lanham, MD: Rowman & Littlefield Publishers.
Lubelfeld, M., & Polyak, N. (2017). The unlearning leader: Leading for tomorrow’s schools today. Lanham, MD: Rowman & Littlefield Publishers.
Marzano, R., Warrick P. B., Rains, C. L., & Dufour, R. (2018). Leading a high reliability school. Bloomington, IN: Solution Tree Press.
Marzano, R. & Waters, T. (2009). District leadership that works.
Bloomington, IN: Solution Tree Press.
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD.
Mascarenaz, K. (2017). Ten tips for creating a culture of innovation in schools and districts. Retrieved from https:// www.edelements.com/blog/ten-tips-for-creating-a-culture-ofinnovation
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP. Pearson. (2011). A research perspective on intellectual risk taking. London, ENG: Pearson.
Reeves, D. (2009). Leading change in your school: How to conquer myths, build commitment, and get results. Alexandria, VA: ASCD.
Riveras-León, J. C., & Tomàs-Folch, M. (2019). The organizational culture of innovative schools: The role of the Principal. Journal of Educational Sciences, XXI, 2(42), 21-37. Retrieved from https://files.eric.ed.gov/fulltext/EJ1282936.pdf
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of
leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. SAGE.
Sanfelippo, J., & Sinanis, T. (2016). Hacking leadership: 10 ways great leaders inspire learning that teachers, students, and parents love. Highland Heights, Ohio: Times 10 Publishing.
Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., & Dutton, J. (2000). Schools that learn: A fifth discipline field book for educators, parents, and everyone who cares about education. Doubleday.
Sheninger, E. C., & Murray, T. (2017). Learning transformed: 8 keys to designing tomorrow’s schools, today. Alexandria, VA: ASCD.
Spiro, J. (2011). Leading change: Step-by-step tactics, tools, and tales. San Francisco, CA: Jossey-Bass.
Watkins, M. D. (2013). The first 90 days: Proven strategies for getting up to speed faster and smarter. Harvard Business Review.
Zhao, Y., Anderson, R. C., Coates, K., Gearin, B., Shen, Y., Soltz, S., Their, M., & Zhang-Negrerie, D. (2016). Counting what counts: Reframing education outcomes. Bloomington, IN: Solution Tree Press.
INNOVATION
Managing Change and Uncertainty
Generate a vision that begins the process of change in a sustainable, meaningful, and human-centered way.
• School Leader implements a collaborative, inclusive process that examines the history of change in the organization and its effect on learning.
• School Leader ensures the vision process is transparent and effectively communicated with stakeholder as creators and participants, not just consumers.
• School Leader implements a visioning process that examines data related to the future of education, changing demographics, and organizational opportunities.
• School Leader models a growth mindset, learning from mistakes and providing effective feedback on overall progress.
Develop stakeholder acceptance of change.
• School Leader provides resources and opportunities that develop widespread knowledge about different approaches to change.
• School Leader provides opportunities and support for teachers to take risks and develop a tolerance for mistakes in the interest of learning.
• School Leader provides resources and support for teachers in experimentation, reflection, and iteration of their practice.
• School Leader implements protocols that allow stakeholders to be partners in planning, adapting, and reorienting during the change process.
• School Leader supports new innovative and creative models of teacher professional learning that support individual change.
Identify priorities to begin building organizational change capacity.
• School Leader evaluates resource acquisition and allocation to ensure alignment with identified needs to support change capacity.
• School Leader implements processes for measuring the skills, knowledge, and habits of mind needed to support the school or district’s vision.
• School Leader facilitates the development of action plans that link and sequence change in manageable chunks–phases and projects–with a clear purpose, defined scope, shared metrics and adequate resources.
• School Leader articulates conceptualization of innovative ideas with teams of integrated stakeholders.
• School Leader collaboratively identifies distributed leadership opportunities and roles for emerging leaders to support new programs.
Provide a plan with strategies, implementation timelines, evaluation, and a monitoring process to establish best practice in creating and sustaining innovation for organizational improvement.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and a support school culture driven by student learning and growth.
Managing Change and Uncertainty Research References
Cuiccio, C., & Husby-Slater, M. (2018, May). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Couros, George. (2015). The Innovator’s Mindset. San Diego: Dave Burgess Consulting Inc. Retrieved from https://static1. squarespace.com/static/5df3bc9a62ff3e45ae9d2b06/t/ 5e666c9ef2665520ab1a6ac8/1583770786271/ The+Innovator%27s+Mindset+-+Dulcie+Puobi.pdf
Curtis, R. E. & City, E. A. (2009). Strategy in action: How school systems can support powerful learning and teaching. Cambridge, MA: Harvard Education Press. Frontier, T., & Rickabaugh, J. (2014). Five levers to improve learning: How to prioritize for powerful results in your school. Alexandria, VA: ASCD.
Gilley, A., McMillan, H. S., & Gilley, J. W. (2009). Organizational change and characteristics of leadership effectiveness. Journal of Leadership & Organizational Studies, 16(1), 38-47. SAGE.
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hirsch, S. (2017). Learning leaders share responsibility for all students. Retrieved from https://learningforward.org/2017/11/ learning-leaders-share-responsibility-for-all-students/ Kotter, J. (2012). Leading change. Harvard Business Review. Cambridge, MA: Harvard Press.
Kouzes, J., & Posner, B. (2012). The leadership challenge (5th ed.). Jossey-Bass.
Leithwood, K. A., & Montgomery, D. J. (1982). The role of the elementary school principal in program improvement. Review of Educational Research, 52(3), 309-339. SAGE.
Lichtman, G. (2021). Thrive: How schools will win the education revolution. Thousand Oaks, CA: Corwin Press.
Lubelfeld, M., Polyak, N., & Caposey, P. J. (2018). Student voice: From invisible to invaluable. Lanham, MD: Rowman & Littlefield Publishers.
Lubelfeld, M., Polyak, N., & Caposey, P. J. (2021). The unfinished leader: A school leadership framework for growth & development. Lanham, MD: Rowman & Littlefield Publishers.
Lubelfeld, M., & Polyak, N. (2017). The unlearning leader: Leading for tomorrow’s schools today. Lanham, MD: Rowman & Littlefield Publishers.
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD.
Marzano, R. & Waters, T. (2009). District leadership that works. Bloomington, IN: Solution Tree Press.
Moolenaar, N. M., Daly, A. J., & Sleegers, P. J. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovative climate. Educational Administration Quarterly, 46(5), 623-670. SAGE.
Mowles, C. (2015). Managing in uncertainty: Complexity and the paradoxes of everyday organizational life. New York, NY: Routledge.
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills
For successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Building ranks: a Comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
Reeves, D. (2009). Leading change in your school: How to conquer myths, build commitment, and get results. Alexandria, VA: ASCD.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635-674. SAGE.
Sanfelippo, J., & Sinanis, T. (2016). Hacking leadership: 10 ways great leaders inspire learning that teachers, students, and parents love. Highland Heights, Ohio: Times 10 Publishing.
Schmoker, M. (2016) Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA:
ASCD.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., & Dutton, J. (2000). Schools that learn: A fifth discipline field book for educators, parents, and everyone who cares about education. New York, NY: Doubleday.
Sheninger, E. C., & Murray, T. (2017). Learning transformed: 8 keys to designing tomorrow’s schools, today. Alexandria, VA: ASCD.
Spiro, J. (2011). Leading change: Step-by-step tactics, tools, and tales. San Francisco, CA: Jossey-Bass.
Starr, K. (2011). Principals and the politics of resistance to change. Educational Management Administration & Leadership, 39(6), 646-660. SAGE.
Tai, M. K., & Abdul Kareem, O. (2018). The relationship between emotional intelligence of school principals in managing change and teacher attitudes towards change. International Journal of Leadership in Education 22(4), 469-485. Taylor & Francis.
Zhao, Y., Anderson, R. C., Coates, K., Gearin, B., Shen, Y., Soltz, S., Their, M., & Zhang-Negrerie, D. (2016). Counting what counts: Reframing education outcomes. Bloomington, IN: Solution Tree Press.
HUMAN CAPITAL MANAGEMENT
Focuses on developing processes and procedures that assist with the recruitment and selection of talent and the ongoing strategic management of talent for organizational improvement.
Recruiting High-Quality Staff
Establish effective local partnerships to identify and recruit high quality staff.
• School Leader collaboratively establishes recruitment goals in terms of desired staff characteristics and quantity.
• School Leader utilizes local community organizations and diverse media to advertise open positions.
• School Leader creates/reviews/revises marketing materials to communicate characteristics of the district and schools that are attractive to teachers and support staff.
• School Leader publicizes school/district incentives and support systems in place for new hires.
• School Leader partners with teacher preparation institutions in distributing marketing materials and communicating open positions to teacher candidates.
Utilize a collaborative, research-based process for selecting, interviewing, and evaluating candidates.
• School Leader collaboratively selects or constructs interview questions that reflect solid content validation for the practices of effective teachers.
• School Leader collaboratively identifies and utilizes research-based, quality indicators as a focus for interviews.
• School Leader collaboratively develops or selects a research-based protocol to standardize scoring of interview answers to increase inter-rater reliability among interviewers.
Develop and implement a collaborative process to monitor, evaluate, and improve macro conditions that impact staff recruitment.
• School Leader uses a data driven process to evaluate district compensation and incentives effect on recruitment.
• School Leader ensures the implementation of an effective induction process for new hires.
• School Leader assesses new hire access to ongoing support from effective and highly trained site leaders.
• School Leader collaborates with stakeholders to identify and establish career ladder opportunities for staff advancement in the school/district.
Provide a plan with strategies, implementation timelines, evaluation, and monitoring process to establish best practice in recruiting high quality staff for organizational improvement.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and a support school culture driven by student learning and growth.
Recruiting High Quality Staff Research References
AFT. (2013). Reclaiming the promise: Career ladders. Retrieved from www.aft.org
Brown, K., & Wynn, S. (2009) Finding, supporting, and keeping: The role of the principal in teacher retention issues. Leadership and Policy in Schools, 8(1), 37-63. Routledge.
Buttner, A. (2021). Teacher recruitment strategies: Tried-andTrue ways to build your applicant pool. Retrieved from https:// www.frontlineeducation.com/blog/teacher-recruitmentstrategies/
Camp, D. F. (2019). Attracting, recruiting and retaining teachers of color. Leadership ACSA. Sacramento, CA: Association of California School Administrators.
Charlotte Advocates for Education (2004). Role of principals leadership for increasing teacher retention: Creating a supportive environment. Retrieved from http:// teacherleadership.edc.org/docs/RolePrincipalLeadership.pdf
Children Now. (2010). Recruiting teachers to high-need schools: A career pathway that builds on California’s afterschool infrastructure. After School Policy Brief. Oakland, CA: Children Now.
Clement, M. C. (2008). Improving teacher selection with behavior-based interviewing. Principal, 44-47. NAESP. Clement, M. (2013). Hiring good colleagues: What you need to know about interviewing New Teachers. Clearing House, 86(3), 99–102. Retrieved from https://doi-org.ezproxy.slpl.org/10.108 0/00098655.2013.769930
Curtis, Rachel E. and City, Elizabeth A. (2009). How school systems can support powerful learning and teaching. Harvard
Education Press. Cambridge, MA: Harvard Education Press. Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE. Goleman, D. (2006). Emotional intelligence: Why it can matter more than IQ (10th anniversary ed.). New York: Bantam Books. Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Herrmann, Z. (2018). Rethinking teacher recruitment. Retrieved from https://www.ascd.org/el/articles/rethinking-teacherrecruitment
Hindman, J. L. (2014). Effective teacher interviews: How do I hire good teachers? Alexandria, VA: ASCD.
Hirsch, Stephanie. (2019) Learning leaders share responsibility for all students. Retrieved from https://learningforward. org/2017/11/learning-leaders-share-responsibility-for-allstudents/
Husby-Slater, M., & Cuiccio, C. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Ikemoto, G., Taliaferro, L., & Adams, E. (2012). Playmakers: How great principals build and lead great teams of teachers. New York, NY: New Leaders.
Illinois Network for Charter Schools & the National Alliance for Public Charter Schools. (2021). National best practices: Teacher recruitment and pipelines. Retrieved from https://charterschoolcenter.ed.gov/sites/default/files/files/
Levin, J., & Quinn, M. (2003). Missed opportunities: How we keep high-quality teachers out of urban classrooms. New York, NY: The New Teacher Project.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd. National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills For successful school leaders (2nd ed.). Reston, VA: NASSP. National Association of Secondary School Principals (NASSP). (2018). Building ranks: a Comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
Pagan, B. (2020). Analysis of the hiring process to ensure that the best teacher candidate is selected for a small southwestern Pennsylvania school district (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1878 Pavlou, C. (2021). Hiring teachers: Find, attract, and pick the
best educators for your school. Recruiting Resources: How to Recruit and Hire Better. Retrieved from https://resources. workable.com/tutorial/hiring-teachers
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals.sagepub.com/toc/eaqa/44/5
Scherer, M. (2012). The challenges of supporting new teachers. School Leadership, 69(8), 18–23. ASCD.
Schmoker, Mike. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
See, B. H., Morris, R., Gorard, S., Kokotsaki, D., & Abdi, S. (2020). Teacher recruitment and retention: A critical review of international evidence of most promising interventions. Education Sciences, 10(10), 262. Retrieved from https://doi.org/10.3390/educsci10100262
Stronge, J. H., & Xu, X. (2021). Qualities of effective principals. Alexandria, VA: ASCD.
USDOE. (2021). Teacher compensation. U.S. Department of Education. Retrieved from https://www.ed.gov/oii-news/ teacher-compensation
HUMAN CAPITAL MANAGEMENT
Retaining and Developing Staff
Foster a professional culture that creates trust and promotes adult learning, risk taking, and collaboration.
• School Leader effectively communicates a vision for developing a culture of continuous learning and growth to build the collective capacity of all staff.
• School Leader promotes the personal and professional health, well-being, and work-life balance of faculty and staff.
• School Leader models the practice of being the lead learner.
Engage teachers to collaboratively design and implement a program of professional learning.
• School Leader works with teachers to collaboratively identify a set of essential teaching practices and associated instructional change based on local needs to drive professional growth.
• School Leader works with teachers to collaboratively identify and implement effective, research-based professional learning models based on identified teacher learning needs.
• School Leader implements practices and processes that support the teacher autonomy and productive relationships with administrators, parents, and each other.
Ensure teachers and staff continually develop and deepen the knowledge and skills needed to address the continually changing needs of the school community.
• School Leader develops structures and practices to encourage reflection on the effectiveness of current practices.
• School Leader implements a process for ongoing monitoring of performance and providing timely, actionable feedback.
• School Leader implements protocols that support an ongoing professional learning dialogue via observation, feedback, and data review.
• School Leader implements procedures that enable accomplished teachers and support staff to serve as mentors.
• School Leader provides resources to meet identified learning needs.
Provide a plan with strategies, implementation timelines, evaluation, and monitoring process to establish best practice in retaining and developing staff for organizational improvement.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and a support school culture driven by student learning and growth.
Retaining and Developing Staff Research References
Archibald, S., Coggshall, J. G., Croft, A., & Goe, L. (2011). Highquality professional development for all teachers: Effectively allocating resources. Research & Policy Brief. National Comprehensive Center for Teacher Quality.
Bendikson, L., Robinson, V., & Hattie, J. (2012). Principal instructional leadership and secondary school performance [online]. Set: Research Information for Teachers, (1), 2-8. Australian Council for Educational Research.
Boyd, 0., Grossman, P, Ing, M., Lankford, H., Loeb, S., & Vyckoff, J. (2011). The influence of school administrators on teacher retention decisions. American Educational Research Journal, 48(2), 303-333. SAGE.
Camp, D. F. (2019). Attracting, recruiting and retaining teachers of color. Sacramento, CA: Leadership ACSA. Council of Chief State School Officers. (2008). Performance expectations and indicators for education leaders. Retrieved from http://npbea.org/wp-content/upload,s/2017/05/ Peformance_Indicators_2008.pdf
Crutchfield, N., Ritz, R., & Burris, S. (2013). Why agricultural educators remain in the classroom. Journal of Agricultural Education, 54(2), 1-14. American Association for Agricultural Education.
Curtis, Rachel E. and City, Elizabeth A. (2009). How school systems can support powerful learning and teaching. Harvard Education Press. Cambridge, MA: Harvard Press.
Darling-Hammond, L. (2010). Recruiting and retaining teachers: Turning around the race to the bottom in high-need schools. Journal of Curriculum and Instruction, 4(1), 16---32. Retrieved from https://www.researchgate.net/publication/43785368_ Recruiting_and_Retaining_Teachers_Turning_Around_the_Race_
to_the_Bottom_in_High-Need_Schools
Donohoo, J., & Mausbach, A. (2021). Beyond collaboration: The power of joint work. School Leadership, 78(5), 22–26. ASCD. Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. SAGE. Fullan, M. (2002). The change. School Leadership, 59(8), 16-20. ASCD.
Goleman, D. (2006). Emotional intelligence: Why it can matter more than IQ (10th anniversary ed.). New York: Bantam Books. Guskey, T. R. (2021). Professional learning with staying power: Six steps to evidence-based professional learning that makes a difference. School Leadership, 78(5), 54–59. ASCD.
Hanover Research. (2014). Best practices for school improvement planning. Retrieved from https://www. hanoverresearch.com/media/Best-Practices-for-SchoolImprovement-Planning.pdf
Hirsch, Stephanie. (2019) Learning leaders share responsibility for all students. Retrieved from https://learningforward. org/2017/11/learning-leaders-share-responsibility-for-allstudents/
Hirsch, S., Psencik, K., & Brown, F. (2018). Create learning systems, not silos. Learning Professional, 39(1), 61-66. Learning Forward.
Husby-Slater, M., & Cuiccio, C. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Kaagan, S. S. (2009). 30 reflective staff development exercises for educators (2nd ed.). NAESP & Corwin Press.
Kutsyuruba, B., Godden, L., & Walker, K. (2020). The effect of contextual factors on school leaders’ involvement in early-
career teacher mentoring: A review of the international research literature. Research in Educational Administration & Leadership, 5(3), 682–720. EARDA.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
McQueen, C. (2021). Follow the instructional leader. School Leadership, 78(7), 63–67. ASCD.
Nagle, J. F., & Bishop, P. A. (2021). STUDENTS: The missing link in teacher PD. Educational Leadership, 78(5), 60–65. ASCD.
National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2018). Building ranks: a Comprehensive framework for effective school leaders. Reston, VA: NASSP.
National Association of Secondary School Principals (NASSP). (2019). What the research shows: Building ranks in action. Reston, VA: NASSP.
Reeves, D. B. (2010). Transforming professional development into student results. Alexandria, VA: ASCD.
Reeves, D. (2021). Five professional learning transformations for a post-COVID world. School Leadership, 78(5), 44–48. ASCD.
Ricketts, A., Muniz, K., & Smith, J. (2021). Beyond show-and-
tell: Generating science teacher learning opportunities through powerful PLC talk. Science Scope, 45(2), 50. National Science Teaching Association.
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 603-634. Retrieved from https://journals. sagepub.com/toc/eaqa/44/5
Schmoker, Mike. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
Smith, R., Ralston, N. C., Naegele, Z., & Waggoner, J. (2020). Team teaching and learning: A model of effective professional development for teachers. Professional Educator, 43(1), 80–90. Auburn University.
Wallace Foundation (2013). Five key responsibilities - the school principal as leader: Guiding schools to better teaching and learning. Retrieved from https://www.wallacefoundation.org/knowledge-center/pages/ key-responsibilities-the-school-principal-as-leader.aspx
Wallace Foundation. (2020). Teachers - how leadership influences student learning. Retrieved from https://www. wallacefoundation.org/knowledge-center/pages/teachers-howleadership-influences-student-learning.aspx#individual
Williamson, R., Blackburn, B. R., & Blackburn, B. R. (2016). The principalship from A to Z. New York, NY: Routledge.
• School Leader engages in a dialogue with employee groups to develop expectations for realistic and agreed-upon performance goals.
• School Leader utilizes purposeful questions relative to specific tasks to ensure commitment to expectations and achievability of performance goals.
• School Leader implements practices that create a workplace culture where employees collaborate, share, thrive and recognize achievement.
Facilitate development of specific, measurable professional goals.
• School Leader collaboratively develops measurable core standards for excellent individual performance.
• School Leader implements processes that allow individuals to assess skills, receive feedback, and identify areas for improvement and growth.
• School Leader effectively assigns roles and responsibilities using a strengths-based approach.
Ensure and articulate accountability for achieving performance goals.
• School Leader implements procedures for the ongoing assessment and monitoring of progress toward performance goals.
• School Leader utilizes effective protocols for providing feedback for needed improvement.
• School Leader provides high-quality resources, support, and time for needed improvements to take root.
• School Leader ensures that state and local requirements for remediation are met when addressing teacher or staff underperformance.
Create a plan with strategies, implementation timelines, evaluation, and monitoring process to establish best practice in ensuring accountability for organizational improvement.
• School Leader collaborates and facilitates a continuous improvement planning process to ensure expectations are established.
• School Leader ensures plan goals, outcomes, and next steps have been clearly defined and agreed upon by stakeholders.
• School Leader facilitates and collaborates to deliver a jointly developed plan that includes implementation strategies, monitoring progress, and a communication plan framed around a continuous cycle of improvement and a support school culture driven by student learning and growth.
Ensuring Accountability Research References
Bell, S. (2021). Empowered leaders soar with feedback. School Leadership, 78(7), 68–73. ASCD.
Bibi, N., Anwar, Z., & Rana, T. (2021). Expertise based skills management system to support resource allocation. PLoS ONE, 16(8), 1–20. Retrieved from https://doi-org.ezproxy.slpl. org/10.1371/journal.pone.0255928
Borsuk, A.J. (2010). Improving teachers means improving principals, too. Retrieved from https://hechingerreport.org/ improving-teachers-means-improving-principals-too/
Burkholder, N. C., Golas, S., & Shapiro, J. P. (2007). Ultimate performance: Measuring human resources at work. New York, NY: Wiley.
Clifford, M., & American Institutes for Research. (2015). Building leadership talent through performance evaluation. In American Institutes for Research. Arlington, VA: American Institutes for Research.
Curtis, Rachel E. & City, Elizabeth A. (2009). How school systems can support powerful learning and teaching. Cambridge, MA: Harvard Education Press.
Drago-Severson, E. (2012). The need for principal renewal: The promise of sustaining principals through principal-to-principal reflective practice. Teachers College Record, 114(12), 1-56. Columbia University.
Earl, L., & Katz, S. (2002). (PDF) Leading schools in a datarich world. Retrieved from https://www.researchgate.net/ publication/252669674_Leading_Schools_in_a_Data- Rich_ World
Elgart, M. (2017). Meeting the promise of continuous improvement insights from the AdvancED continuous improvement system and observations of effective schools. Alpharetta, GA: Advanced Education Inc.
Goleman, D. (2006). Emotional intelligence: Why it can matter more than IQ (10th anniversary ed.). New York: Bantam Books. Hanover Research. (2014). Best practices for school
improvement planning. Retrieved from https://www.hanoverresearch.com/media/Best-Practices-forSchool-Improvement-Planning.pdf
Harris, L. (2019). Council post: 14 ways to effectively set expectations with your employees.
Retrieved from https://www.forbes.com/sites/forbescoachesc ouncil/2019/11/26/14-ways-to-effectively-set-expectationswith-your-employees/?sh=35790846a208
Hirsch, S., Psencik, K., & Brown, F. (2018). Create learning systems, not silos. Learning Professional, 39(1), 61-66. Learning Forward.
Hirsch, Stephanie. (2019) Learning leaders share responsibility for all students. Retrieved from https://learningforward. org/2017/11/learning-leaders-share-responsibility-for-allstudents/
Husby-Slater, M., &; Cuiccio, C. (2018). Needs assessment guidebook. Retrieved from https://statesupportnetwork.ed.gov/ system/files/needsassessmentguidebook-508_003.pdf
Ikemoto, G., Taliaferro, L., & Adams, E. (2012). Playmakers: How great principals build and lead great teams of teachers. New York: New Leaders.
Knight, J. (2021). Moving from TALK TO ACTION in Professional Learning. School Leadership, 78(5), 16–21. ASCD.
McCauley, C., & Cashman, J. (2018). The engagement playbook: A toolkit for engaging stakeholders around the four domains of rapid school improvement. San Francisco, CA: WestEd.
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National Association of Secondary School Principals (NASSP). (2014). Breaking ranks: 10 skills for successful school leaders (2nd ed.). Reston, VA: NASSP.
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Popham, W. J. (2013). On serving two masters: Formative and summative evaluation. Principal Leadership, 13(7), 18–22. NASSP.
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Schmoker, M. (2016). Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD.
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Williamson, R., Blackburn, B. R., & Blackburn, B. R. (2016). The principalship from A to Z. New York, NY: Routledge.
CYCLE OF INQUIRY: THE RESEARCH
The School Leader Paradigm’s cycle of inquiry contained within the infinity loop has four key components: plan → implement → assess → reflect. It is a cyclical approach to problem solving similar to other published continuous improvement models including Plan, Do, Study, Act (PDSA); Six Sigma (DMAIC), Lean, Data Wise, and the ResultsOriented-Cycle of Inquiry (ROCI). Central to the concept of continuous improvement is the definition of a problem of practice which results in an ongoing effort to improve performance. The research used to support the Paradigm’s cycle of inquire is as follows:
Benjamin, S. (2014). Shifting from data to evidence for decision making. Retrieved from https://kappanonline.org/shifting-from-dataevidence-decision-making-school-improvement-benjamin/ Best, J. & Dunlap, A. (2014). Continuous improvement in schools and districts: Policy considerations. Retrieved from https://files.eric. ed.gov/fulltext/ED557599.pdf
Dewey, J. (1933). How we think. Boston, MA: D. C. Heath and Co. Elgart, M. (2018). Can schools meet the progress of continuous improvement? The Phi Delta Kappan, 99(4), 54-59. Schmoker, M. (2016) Leading with focus: Elevating the essentials for school and district improvement. Alexandria, VA: ASCD. Schwartz, K. (2018) How to plan and implement continuous improvement in schools. Retrieved from https://www.kqed.org/ mindshift/51115/how-to-planand-implement-continuous-improvement-in-schools
The Rennie Center (nd). Change Management Framework. Retrieved from https://www.renniecenter.org/sites/default/files/Change%20 Management%20Framework%2010.6.2017.pdf
SCHOOL LEADER PARADIGM and the Professional Standards for Educational Leaders
The School Leader Paradigm is fully aligned to the Professional Standards for Educational Leaders (PSEL), which represent the expectations of our nation’s school leaders approved by the Council of Chief State School Officers and National Policy Board for Educational Administration. Since the Doing side of the Paradigm outlines the concrete work school leaders must do to be effective, the chart on this page shows the tight alignment between the Doing side of the Paradigm and PSEL.
Visit the National Policy Board for Educational Administration’s website at npbea.org for more information about PSEL.
SCHOOL LEADER PARADIGM and the National Educational Leadership Preparation Standards
As an added bonus, a second chart is provided to show the alignment between the Paradigm and the National Educational Leadership Preparation, or NELP, standards. The NELP standards are an offshoot of PSEL, which provide the critical standards for school leader preparation programs to focus their instruction and development of aspiring school leaders.
Visit the National Policy Board for Educational Administration’s website at npbea.org for more information about the NELP standards.
Council for Leaders in Alabama Schools
Dr. Vic Wilson, Executive Director vic@clasleaders.org clasleaders.org | 800-239-3616
Illinois Principals Association
Dr. Jason Leahy, Executive Director jason@ilprincipals.org ilprincipals.org | 217.525.1383
Minnesota Association of Secondary School Principals
Robert Driver, Executive Director bob@massp.org massp.org | 612.361.1510
New Jersey Principals and Supervisors Association
Karen Bingert, Executive Director njpsa@njpsa.org njpsa.org | 609.860.1200
Alaska Association of Elementary School Principals
Jennifer Rinaldi, Executive Director jrinaldi@alaskaacsa.org alaskaprincipal.org | 907-586-9702
Alaska Association of Secondary School Principals
Dr. Lisa Parady, Executive Director lparady@alaskaacsa.org alaskaprincipal.org | 907-586-9702
Indiana Association of School Principals
Dr. Todd Bess, Executive Director tbess@iasp.org iasp.org | 317.891.9900
Missouri Association of Elementary School Principals
Dr. J. Anderson, Executive Director janderson@maesp.com maesp.com | 573.638.2460
School Administrators
Association of New York State Kevin Casey, Executive Director kcasey@saanys.org saanys.org | 518.782.0600
Association of Washington School Principals
Dr. Scott Seaman, Executive Director scott@awsp.org awsp.org | 360.357.7951
Minnesota Elementary School Principals’ Association
Michelle Krell, Executive Director michelle@mespa.net mespa.net | 952-297-8670
Missouri Association of Secondary School Principals
Clark Mershon, Executive Director cmershon@moassp.org moassp.org | 573.445.5071
Pennsylvania Principals Association
Dr. Erich C. Eshbach, Executive Director eshbach@paprincipals.org paprincipals.org | 717.732.4999
Association of Wisconsin School Administrators
Jim Lynch, Executive Director jimlynch@awsa.org awsa.org | 608.241.0300
