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NJ EXCEL CANDIDATE PERFORMANCE STANDARDS, ASSESSMENT CRITERIA

(A GUIDE FOR E-MENTORS, I-MENTORS, S-MENTORS, and FIELD SUPERVISORS)

INSTRUCTIONS to MENTORS and FIELD SUPERVISORSThe NJ EXCEL Candidate Performance Standards, Assessment Criteria a framework that integrates and aligns state and national school leader standards, performance expectations and indicators to guide professional growth planning and performance assessment for all NJ EXCEL candidates. The NJ EXCEL Candidate Performance Standards, Assessment Criteria are closely aligned with the New Jersey Professional Standards for School Leaders, the national ISLLC: 2008 School Leadership Policy Standards and related School Leader Performance Expectations developed by the Council of Chief State School Officers (CCSSO), Educational Leadership Program Standards developed by the National Policy Board for Educational Administration (NPBEA) and Educational Leadership Constituent Council (ELCC), and national Technology Standards for School Administrators (TSSA).

Those observing and evaluating NJ EXCEL candidates should use this standards, assessment criteria as a guide to ensure candidates are acquiring the necessary leadership skills.

CANDIDATE ASSESSMENT CRITERIA: PERSONAL DISPOSITIONS (PD)

STANDARD(Ref: ISSLLC: 2008/CCSSO Standards)

PERSONAL DISPOSITIONS (PD) ASSESSMENT CRITERIAThe candidate demonstrates believes in, values, and commitment to:

STANDARD #1The candidate promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

PERSONAL DISPOSITIONS Educational leaders believe in, value, and are committed to: Every student learning Collaboration with all stakeholders High expectations for all students and staff Examining assumptions and beliefs Continuous improvement using evidence

high expectations and standards for learning for all students use of data to drive educational decisions and continuous improvement of schools, teaching, and learning ensuring that all students have the knowledge, skills, and values needed to become successful adults in a global society and

economy involvement of all stakeholders in development of a shared vision, mission and goals for learning based on high expectations and

standards for all students a work ethic that meets high levels of personal and organizational performance continuously examining personal beliefs and practices the use of current technologies to improve school effectiveness and enhance learning for every student

STANDARD #2 The candidate promotes the success of every student by acting with integrity, fairness, and in an ethical manner.

the right of every student to a quality education subordinating one’s own interests to the common good of the school community accepting the consequences for upholding one’s ethical principles and actions combining impartiality, sensitivity, and ethical considerations in all interactions and decisions when addressing diverse student

needs

(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)Duplication of this document in any form requires FEA approval.

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PERSONAL DISPOSITIONS Educational leaders believe in, value, and are committed to:• The common good over personal interests• Taking responsibility for one’s actions• Ethical principles in all relationships and decisions• Modeling high expectations for oneself, staff and students• Continuously improving knowledge and skills for oneself, staff and students

applying ethical principles to the decision-making process developing an inclusive caring school community using the influence of one’s position constructively & productively to serve all students, their families, and the community respecting personal rights and freedoms of all those in school community balanced with maintaining focus on the vision and goals

for student learning confronting those who infringe on regulations and procedures that jeopardize a safe, orderly school environment and learning for

all students ensuring that no member of the school community places students or others in embarrassing or humiliating situations equal access to technology and other resources for all students and staff ethical use of technology by staff and students taking responsibility for assuring that all members of the school community demonstrate integrity and behave ethically in support

of the well-being and learning for all students confronting individuals who do not behave ethically and take steps to change their behavior applying regulations and procedures, and rewards and punishments fairly and consistently

STANDARD #3The candidate promotes success for every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth

PERSONAL DISPOSITIONS Educational leaders believe in, value, and are committed to: Student learning as the fundamental purpose of school Diversity as an asset Continuous professional growth and development for oneself,

staff and students Lifelong learning Collaboration with all stakeholders High expectations for all for oneself, staff and students Programs and practices that support high expectations for

learning for every student

student learning as the fundamental purpose of schooling preparing all students to be contributing members of society the benefits that diversity brings to the school community maintaining a safe and supportive learning environment for all students and staff trusting people and their judgment, collaborating with all stakeholders, and empowering them to support student learning using data to identify the internal and external factors that impact the school environment, educational programs, instruction,

and student learning the use of current technologies to improve teaching and learning for all students the use of current technologies to facilitate assessment, data collection and analysis, and evaluation of students the use of current technologies to facilitate assessment, data collection and analysis, and evaluation of staff lifelong learning for self and others progress monitoring & evidence-based evaluation for continuous improvement of schools and student learning professional development as an integral part of continuous improvement of schools, teaching, and student learning use of current technologies to enhance organizational, personal, and staff productivity appropriate uses of current technologies by students to enhance productivity, learning, and personal development modeling effective use of technologies

STANDARD #4 The candidate promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.

PERSONAL DISPOSITIONS Educational leaders believe in, value, and are committed to:• High standards for all staff and students• Including family and community as partners in the educational process• Respect for the diversity of family composition• Continuous learning and improvement for all staff, families and students• Collaboration with all stakeholders

an informed public related to educational issues, school improvement, and student learning schools operating as integral parts of the larger community the proposition that families have the best interests of their children in mind collaboration and communication with families involvement of families & other stakeholders in school decision-making processes families as partners in the education of their children

STANDARD #5 The candidate promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

education as a key to opportunity and social mobility importance of continuing dialogue with other decision makers affecting education actively participating in the legal, political, and policymaking context in the service of education, students, families, and the

community(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)Duplication of this document in any form requires FEA approval.

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PERSONAL DISPOSITIONS Educational leaders believe in, value, and are committed to:• Advocating for children and educational excellence for every student• Influencing policies to support educational excellence for every student• Upholding and improving laws and regulations that support educational excellence for every student• Eliminating barriers to achievement in support of educational excellence for every student• Building on diverse social and cultural assets that support educational excellence for every student

using legal systems to protect student rights and improve student educational opportunities communication, continuing dialogue, and visibility within the school and community

STANDARD #6 The candidate promotes the success of every student by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

PERSONAL DISPOSITIONS Educational leaders believe in, value, and are committed to:• A safe and supportive learning environment for every student• Collaboration with all stakeholders to support an environment conducive to learning for every student• Equitable distribution of resources• Operating efficiently and effectively• Management that supports staff and student learning

making management decisions that enhance teaching and learning for every student taking risks to improve schools and learning for every student accepting responsibility & accountability for school effectiveness and learning for every student involving stakeholders in school management decisions & operations maintaining a safe and orderly school environment high standards and expectations for performances for all staff use of current technologies to improve organizational, personal, and staff productivity

PERSONAL DISPOSITIONS (PD ) As They Relate to Standards

CODEBY

STANDARD

PERSONAL DISPOSITIONS The candidate demonstrates beliefs, values, and commitment to:

CODEBY

STANDARD

PERSONAL DISPOSITIONS The candidate demonstrates beliefs, values, and commitment

to:

PD-1

Every student learning Collaboration with all stakeholders High expectations for all students and staff Examining assumptions and beliefs Continuous improvement using evidence

PD-4

• High standards for all• Including family and community as partners• Respect for the diversity of family composition• Continuous learning and improvement for all

PD-2

• The common good over personal interests• Taking responsibility for actions• Ethical principles in all relationships and decisions Modeling high expectations• Continuously improving knowledge and skills

PD-5

• Advocate for children and education• Influence policies• Uphold and improve laws and regulations• Eliminate barriers to achievement• Build on diverse social and cultural assets


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PD-3

Learning as the fundamental purpose of school Diversity as an asset Continuous professional growth and development Lifelong learning Collaboration with all stakeholders High expectations for all Student learning

PD-6

• A safe and supportive learning environment• Collaboration with all stakeholders• Equitable distribution of resources• Operating efficiently and effectively• Management in service of staff and student learning


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EMOTIONAL INTELLIGENCE (EI) COMPETENCIES

EMOTIONAL INTELLIGENCE (EI) COMPETENCIES CRITERIA

PERSONAL COMPETENCE:SELF-AWARENESS

“SELF-AWARENESS” determines how well the candidate self assesses and understands him/herself.

Emotional Self-Awareness(PCSA-1)

Reading one’s own emotions and recognizing how they affect them and their performance; knowing one’s guiding values; intuition appropriately guides actions; sees the big picture in complex situations; has ability to be candid, authentic, and speak openly and with conviction about their vision about their guiding values and vision

Accurate Self-Assessment(PCSA-2)

Knowing one’s strengths and weaknesses, and exhibiting a sense of humor about themselves; welcomes constructive criticism and feedback; knows when to ask for help and where to focus personal and professional development

Self-Confidence(PCSA-3)

Having a sound sense of one’s self-worth and capabilities allows them to play to their strengths; self-confidence welcomes difficult and challenging assignments; self-assurance and a sense of presence lets them stand out in a group

PERSONAL COMPETENCE:SELF-MANAGEMENT

“SELF-MANAGEMENT” determines how well the candidate manages him/herself.

Emotional Self-Control(PCSM-1)

Controlling and managing one’s own disturbing and disruptive emotions and impulses, and even channeling them in useful ways; staying calm and clear-headed under high stress or during a crisis; high level of stress tolerance

Transparency(PCSM-2)

Living one’s values; displays an authentic openness to others about one’s feelings, beliefs and actions; commitment to honesty, integrity, and trustworthiness; openly admits mistakes or faults; confronts unethical behavior in others rather than ignoring it

Adaptability(PCSM-3)

Juggling multiple demands without losing one’s focus or energy; comfortable with the inevitable ambiguities of organizational life; flexible and adaptable to new challenges and changing situations, nimble in adjusting to fluid change and overcoming obstacles to achieve intended goals; limber in face of new realities

Achievement(PCSM-4)

Having high personal standards that drive continuous improvement performance of self and those they lead to achieve desired results; pragmatic, sets measureable but challenging goals, and is able to calculate risk so that goals are worthy but attainable; the hallmark of achievement is continually learning and teaching ways to do better

Initiative(PCSM-5)

Having a strong sense of efficacy and confidence in one’s ability to control one’s own destiny; highly motivated; seizes or creates opportunities rather than waiting for them; does not hesitate to cut through red tape or bend the rules when necessary to make improvements

Optimism(PCSM-6)

Seeing the upside in events; rolls with the punches; sees opportunity rather than threats in a setback; sees others positively and expects the best of them; optimism leads them to expect that changes will make a better future

SOCIAL COMPETENCE:SOCIAL-AWARENESS

“SOCIAL AWARENESS”determines how well the candidate understands human needs and social/organizational/dimensions

Empathy(SCSA-1)

Sensing others’ emotions, listening attentively to others and grasps their perspectives, and taking active interest in their concerns; sensitivity to others; appreciates diversity and works well with people from diverse backgrounds and cultures

Organizational Awareness(SCSA-2)

Understanding organizational dimensions; reads the organizational currents, and the key social, communications, power and decision networks; politically astute and understands the political forces at work in the organization, and the organizational culture and context

Service(SCSA-3)

Recognizing and meeting needs of clients (i.e. staff, students, family and community members); fosters an emotional climate that keeps people focused on meeting the clients’ needs; monitors that clients’ needs are being met; makes self available as needed

SOCIAL COMPETENCE:RELATIONSHIP MANAGEMENT

“RELATIONSHIP MANAGEMENT”determines how well the candidate manages relationships

Inspirational Leadership(SCRM-1)

Forward looking and visionary; inspiring, motivating and guiding people toward a compelling vision; embody what they ask of others and articulate a shared vision in a way that inspires others to follow; offer a sense of common purpose beyond day-to-day tasks, making work exciting and rewarding; range of interests; creative and innovative

Leadership Influence Using a range of strategies for persuasion to facilitate collaboration and cohesion toward a common vision, mission and goals; finding just the right appeal


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(SCRM-2) for a given audience and knowing how to build buy-in from key people and a network of support for an initiative; persuasive and engaging when addressing a group

Developing Others(SCRM-3)

Being adept at cultivating people’s abilities, understanding their goals, strengths and weaknesses; supporting continual learning and growth of others through timely and constructive feedback and guidance, and mentoring and coaching; commitment to lifelong learning

Change Catalyst(SCRM-4)

Recognizing the need for change, challenging the status quo, and championing a new order; initiating and managing change; leading organization in a new direction as advocates for change even in the face of opposition, making compelling arguments for change and finding practical ways to overcome barriers to change

Conflict Management(SCRM-5)

Using appropriate strategies to resolve disagreements; able to surface conflict, draw out all parties, acknowledge the feelings and views of all sides, understand differing perspective, and find common ground that everyone can support, and redirect energy toward a shared resolution

Teamwork and Collaboration(SCRM-6)

Modeling and developing an atmosphere of mutual respect, collegiality, helpfulness, cooperation, collaboration and teamwork; draws others into active, enthusiastic commitment to the collective effort, and building spirit and identity; spend time forging and cementing close relationships beyond work obligations


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SCHOOL LEADERSHIP KNOWLEDGE, SKILLS, and APPLICATIONS ASSESSMENT CRITERIAINSTRUCTIONS: Using the Performance (KSA) Assessment Rubric on Page 10 and the Performance Assessment Criteria that follow (Pages 13-28), Mentors and Field

SCHOOL LEADERSHIP AREA I: ORGANIZATIONAL LEADERSHIP

NJ EXCEL STANDARD #1: ORGANIZATIONAL LEADERSHIPThe candidate promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a

vision of learning that is shared and supported by all stakeholders.PERFORMANCE EXPECTATION #1: VISION, MISSION AND GOALSEducational leaders ensure the achievement of all students by guiding development and implementation of a shared vision of learning, strong organizational mission, and high measureable expectations for every student.

ELEMENT A: HIGH EXPECTATIONS FOR ALLEducational leaders collaboratively develop a vision, mission, and goals that establish high, measurable expectations for all students and staff.ELEMENT B: SHARED COMMITMENTS TO IMPLEMENT THE VISION, MISSION, AND GOALSEducational leaders use a process of creating and sustaining the vision, mission, and goals that is inclusive and builds common understandings and genuine commitment among all stakeholders.ELEMENT C: CONTINUOUS IMPROVEMENT TOWARD THE VISION, MISSION, AND GOALSEducational leaders ensure the achievement of all students by creating a culture of continuous improvement and guiding the development and implementation of a shared vision of learning, strong organizational mission, and high expectations for every student.ELEMENT D: VISION AND LEADERSHIP FOR TECHNOLOGY INTEGRATIONEducational leaders ensure effective integration of current technologies to support achievement of a shared vision, mission and goals that establish high, measurable expectations for all students and educators.Reference Standards: NJPSSL Standard #1 ELCC Standards #1.1-1.5 ISLLC 2008/CCSSO Standard #1 TSSA Standard I

Educational leaders are accountable and have unique responsibilities for developing and implementing a vision of learning to guide organizational decisions and actions. Educational leaders guide a process for developing and revising a shared vision, strong mission, and goals that are high and achievable for every student when provided with appropriate, effective learning opportunities. The vision, mission, and goals represent what the community intends for students to achieve, informed by the broader social and policy environment and including policy requirements about specific outcomes and continuous improvement. The vision, mission, and goals become the touchstone for decisions, strategic planning, and change processes. They are regularly reviewed and adjusted, using varied sources of information and ongoing data analysis. Leaders engage the community to reach consensus about the vision, mission, and goals. To be effective, processes of establishing the vision, mission, and goals should incorporate diverse perspectives in the broader school community and create consensus to which all can commit. While leaders engage others in developing and implementing the vision, mission, and goals, it is undeniably their responsibility to advocate for, and act to increase equity and social justice.

FUNCTIONS PERFORMANCE ASSESSMENT CRITERIA

The candidate demonstrates:

PERFORMANCE ASSESSMENT CRITERIAThe candidate demonstrates the knowledge, skills, and ability to effectively:

1A Collaboratively Develop

Knowledge and Understanding of: the knowledge, skills, and values needed

1. Develop and act on a personal vision for effective school leadership that focuses on continuous improvement of schools and learning for every student, and the required behaviors and actions of school leaders to achieve the vision, mission and goals


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and Implement a Shared Vision, Mission, and Goals

(Ref: Elements A, B)

by students to become successful adults in a global society and economy

diversity of students and their learning needs, and implications for educational programs and learning

effective group process, human relations and conflict resolution to facilitate collaboration, consensus-building, teambuilding, and negotiation

the use current technologies to improve schools and student learning

data-driven decision-making effective communication (verbal and

written, presentation, various media and formats)

2. Establish, conduct, and evaluate processes to engage staff, families, and the community in collaborative development and implementation of a shared vision, mission, and goals for a school and district that establish high, measurable expectations for all students and staff

3. Incorporate diverse perspectives and build consensus, shared understanding, and commitment to the vision, mission, and goals that are high and achievable for every student when provided with appropriate, effective learning opportunities

4. Use human relations skills to engage diverse stakeholders, including those with conflicting perspectives, in ways that build to the vision, mission, and goals

5. Use conflict resolution strategies to address differences in opinion and work toward positive outcomes and consensus4. Develop, communicate, and act on shared commitments, responsibilities and accountabilities of staff, families, and the

community for making decisions and evaluating actions and outcomes that are consistent with the vision, mission, and goals

1BCollect and Use Data to Identify Goals, Assess Organizational Effectiveness, and Promote Organizational Learning(Ref: Elements A, C, D)

Knowledge and Understanding of: schools as interactive social, cultural

and political systems systems thinking organizational theories and models organizational development and

effectiveness data collection and analysis

1. Use multiple sources of information and analyze data (i.e. culture, climate, structures, resources) to assess school and district organizational effectiveness and capacity, current practices, and obstacles to achieving the vision and goals, and to formulate goals for organizational development aligned with the vision, mission and goals.

2. Use multiple sources of information and analyze student achievement data to shape a shared vision, mission, and goals with high, measurable performance expectations for all students and staff

3. Use multiple sources of information and analyze data (i.e. student assessments, demographics, attendance, dropout rates) to inform development of educational goals by identifying unique strengths and needs of students, gaps between current outcomes and goals, areas for improvement, and obstacles to achieving the vision and goals.

4. Align the vision, mission, and goals to school, district, state and federal policies (i.e. content standards and achievement targets)1CCreate and Implement Plans to Achieve the Vision and Goals

(Ref: Elements B, C)

Knowledge and Understanding of: systems thinking strategic planning school and district improvement

planning organizational change process effective problem solving processes data-driven decision making effective group process, human

relations, and conflict resolution to facilitate collaboration, consensus-building, teambuilding, & negotiation

current technologies that facilitate organizational improvement

1. Involve staff, families, and community members in a strategic planning process that is based on evidence from data-driven evaluations and aligned with the vision and goals

2. Use systematic data-driven processes (i.e. action research, program evaluation) and apply principles of systems thinking and strategic planning to guide improvement planning of districts/schools, programs, teaching, and student learning

3. Use multiple sources of data to systemically identify problems and obstacles to achieving the vision and goals4. Logically formulate findings and conclusions from data analysis and apply research-based practices to develop problem-

solving, change and improvement strategies and activities within strategic plans to remove barriers to achieving the vision and goals

5. Shape district/school improvement plans and other plans (i.e .technology) to achieve the vision in which goals, objectives, strategies, and processes are clearly articulated and aligned

6. Obtain and align resources (i.e. technologies, staff time, funding, materials, training) to support effective implementation of improvement plans to achieve the vision, mission and goals

7. Formulate strategies and initiatives to communicate with, and motivate, all stakeholders to support implementation of change and improvement strategies and plans to achieve the vision and goals.

8. Develop strategic plans that are data-driven and systemically develop and implement problem-solving, change and improvement strategies to address identified problems and obstacles to improvement and achieving the vision and goals

9. Communicate and explain the systemic process for improvement planning and implementation both verbally and in writing to support district/school/program improvement efforts

1D Promote Continuous and Sustainable Improvement

(Ref: Element B, C)

Knowledge and Understanding of: information sources, data collection,

and data analysis strategies multiple methods for collecting,

reporting and presenting data use of technology to facilitate data

collection and analysis effective organizational skills and

management

1. Plan for and manage the change process to successfully implement plans, build and sustain a culture of continuous improvement, and institutionalize and sustain improvements, based on a shared commitment to professional learning and high standards of achievement for every student

2. Design or adopt systems for using data and research-based strategies to regularly monitor, evaluate, and revise the vision, goals, strategies and plans to continuously improve schools, programs, teaching, and learning for every student

3. Revise plans, programs and activities as needed based on systematic collection and analysis of data from multiple sources, and monitoring of progress toward the vision, mission and goals

4. Routinely communicate evidence-based progress toward the vision and goals, and revisions to improvement plans, to staff, families, and community


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effective time management

1ELeadership and Vision for Technology Integration(Ref: Element D)

Knowledge and Understanding of: the capacity of technology to enhance

school improvement and learning for every student

strategic planning for technology integration

use of technologies to transform school culture and facilitate the change process

use of technologies to facilitate data-driven decision-making and planning for continuous school improvement

1. Develop a shared vision for technology with all stakeholders that focuses on enhancing district/school/program effectiveness and efficiency, and instruction and learning for every student

2. Develop a long-range technology plan that is aligned with district/school improvement plans to achieve the vision and goals3. Use technology to facilitate data-driven decision making4. Model the routine, intentional, & effective use of technology 5. Advocate for research-based practices in use of technology

1FBasic Technology Skills for School Leaders(Ref: Element D)

Knowledge and Understanding of: various technology equipment various software applications

1. Use technology to enhance personal productivity (i.e. PDA)2. Use technology to facilitate communication (i.e. Word processing, Email)3. Use technology to present ideas and information (i.e. PowerPoint)4. Use technology to organize and present data and other information, and budgets (i.e. Excel, Inspiration)5. Use technology to access information and resources (i.e. Internet)6. Use technology to facilitate community relations (i.e. Webpage/Website development)


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SCHOOL LEADERSHIP AREA I: ORGANIZATIONAL LEADERSHIP

NJ EXCEL STANDARD #2: ETHICAL LEADERSHIPThe candidate promotes the success of every student by acting with integrity, fairness, and in an ethical manner.

PERFORMANCE EXPECTATION #2: ETHICS AND INTEGRITYEducational leaders ensure the success of all students by being ethical and acting with integrity.

ELEMENT A: ETHICAL AND LEGAL STANDARDSEducational leaders demonstrate appropriate ethical and legal behavior expected by the profession.ELEMENT B: EXAMINING PERSONAL VALUES AND BELIEFSEducational leaders demonstrate their commitment to examine personal assumptions, values, beliefs, and practices in service of a shared vision and goals for student learning.ELEMENT C: MAINTAINING HIGH STANDARDS FOR SELF AND OTHERSEducational leaders perform the work required for high levels of personal and organizational performance, including acquiring new capacities needed to fulfill responsibilities, particularly for high-stakes accountability.ELEMENT D: SOCIAL, LEGAL AND ETHICAL USE OF TECHNOLOGYEducational leaders demonstrate appropriate social, legal and ethical use of technologies.Reference Standards: NJPSSL Standard #5 ELCC Standards #5.1-5.5 ISLLC: 2008/CCSSO Standard #5 TSSA Standard VI

Local and state education agencies and professional organizations hold educators to codes of ethics, with attention to personal conduct, fiscal responsibilities, and other types of ethical requirements. The Performance Expectations build on concepts of professional ethics and integrity and add an emphasis on responsibilities of leaders for educational equity and social justice in a democratic society. Education is the primary socializing institution, conferring unique benefits or deficits across diverse constituents. Leaders recognize that there are existing inequities in current distribution of high-quality educational resources among students. Leaders remove barriers to high-quality education that derive from economic, social, cultural, linguistic, physical, gender, or other sources of discrimination and disadvantage. They hold high expectations of every student and assure that all students have what they need to learn what is expected. Further, leaders are responsible for distributing the unique benefits of education more equitably, expanding future opportunities of less-advantaged students and families and increasing social justice across a highly diverse population. Current policy environments with high-stakes accountability in education require that leaders are responsible for positive and negative consequences of their interpretations and implementation of policies as they affect students, educators, communities, and their own positions. Politically skilled, well-informed leaders understand and negotiate complex policies (such as high-stakes accountability), avoiding potential harm to students, educators, or communities that result from ineffective or insufficient approaches. Ethics and integrity mean leading from a position of caring, modeling care and belonging in educational settings, personally in their behavior and professionally in concern about students, their learning, and their lives. Leaders demonstrate and sustain a culture of trust, openness, and reflection about values and beliefs in education. They model openness about how to improve learning of every student. They engage others to share decisions and monitor consequences of decisions and actions on students, educators, and communities.

FUNCTIONS PERFORMANCE ASSESSMENT CRITERIAThe candidate demonstrates:

PERFORMANCE INDICATORS and ASSESSMENT CRITERIAThe candidate demonstrates the knowledge, skills, and ability to effectively:

2AEnsure a System of Accountability for Every Student’s Academic and Social Success

(Ref: Element C)

Knowledge and Understanding of: legal principles governing school law various ethical frameworks and perspectives

on professional ethics legal and ethical principles for use of data

and technology state and local policies and statutes governing

ethical standards for public school employees and board of education members

1. Accept responsibility and accountability for school/program management and student learning based on legal, ethical and professional standards

2. Hold self and others accountable for personal and professional ethics, integrity, justice, and fairness3. Protect the rights and appropriate confidentiality of students and staff4. Behave in a trustworthy manner, using professional influence and authority to enhance education and the common good.5. Develop regulations and procedures that promote and protect an orderly learning environment for all students

2BModel Principles of Self-Awareness, Reflective Practice, Transparency,

Knowledge and Understanding of: legal, ethical, social, and professional

principles and practices to promote ethical behaviors and decision making related to

1. Assess own personal assumptions, values, beliefs, and practices, and develop and follow a personal code of ethics for school leadership that aligned with legal and ethical standards of the profession, state regulations, and local policies, and supports learning and success for every student in modern society

2. Demonstrate respect for the inherent dignity and worth of each individual


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and Ethical Behavior

(Ref: Elements A, B)

schools, teaching, student learning, and use of data and technology

3. Model respect for diverse community stakeholders and treat them equitably4. Demonstrate respect for diversity by developing cultural competency skills and equitable practices.5. Use a variety of strategies to lead others in safely examining deeply held assumptions and beliefs that may conflict with the

vision, mission, and goals.6. Respectfully challenge and work to change assumptions and beliefs that negatively affect students, educational

environments, and every student learning.2CSafeguard the Values of Democracy, Equity, and Diversity

(Ref: Element C)

Knowledge and Understanding of: the importance of diversity and equity in a

democratic society

1. Lead and motivate others to be ethical by example, and by monitoring actions of others with ethical standards that are made known to all

2. Develop and use understanding of educational policies (i.e. accountability) to avoid expedient, inequitable, or unproven approaches that only meet short-term goals (such as raising test scores)

3. Help staff, families, and the community to understand and focus on the vision and goals for students within political conflicts over educational purposes and methods

4. Act with impartiality when dealing with members of diverse groups, and with those who express differing views5. Protect rights and confidentiality of all students, families, and staff6. Actively and continuously monitor school climate to assess the effects that the integrity and ethics of others have on

schools, programs, teaching, and learning for all students7. Apply laws and procedures fairly, wisely, and considerately8. Set the tone for interactions of employees and students with one another and with members of the school, district, and

community9. Inspire ethical behavior, serve as a role model, and accept responsibility for using the position ethically and constructively

on behalf of the school, district, community, and all students2DConsider and Evaluate the Potential Moral and Legal Consequences of Decision-Making(Ref: Elements A, B, C)

Knowledge and Understanding of: how school leader, staff, and student

behaviors, attitudes, actions, & decisions have an impact on the school & community-at-large

1. Make decisions based upon ethical and legal principles2. Analyze moral, legal, and ethical dilemmas using multiple perspectives to determine the consequences of decisions on

students, staff, families, community, and self

2EPromote Social Justice and Ensure that Individual Student Needs Inform All Aspects of Schooling(Ref: Element C)

Knowledge and Understanding of: the needs of students and the impact on their

learning research-based strategies to address diverse

student needs in schools and classrooms

1. Show sensitivity to the influence the school leader possesses and how the position can be used in the service of all students and families to create a caring school community that supports learning for every student

2. Serve as an advocate for all children, including those who may be underserved3. Ensure fairness and equal educational opportunities for every student4. Develop and evaluate policies, programs, and practices that ensure social justice, equity, confidentiality, acceptance and

respect among students, families, and staff that support learning for every student2F Social, Legal and Ethical Use of Technology(Ref: Element D)

Knowledge and Understanding of: legal, ethical, social and professional

principles and practices related to technology use

1. Ensure equal access to technology resources that enable and empower all staff and students to enhance the learning process

2. Identify, communicate, model and enforce positive social, legal, and ethical practices that promote responsible use of technology

3. Promote and enforce privacy, security and online safety related to the use of technology4. Develop facility, management and school operations plans that support and focus on safe and healthy practices related to

technology use

SCHOOL LEADERSHIP AREA II: INSTRUCTIONAL LEADERSHIP

NJ EXCEL STANDARD #3: INSTRUCTIONAL LEADERSHIPThe candidate promotes success for every student by advocating, nurturing, and sustaining a school culture and instructional program

conducive to student learning and staff professional growth.PERFORMANCE EXPECTATION #3: TEACHING AND LEARNING Educational leaders ensure achievement and success of all students by monitoring and continuously improving teaching and learning.


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ELEMENT A: STRONG PROFESSIONAL CULTUREEducational leaders develop a strong professional culture that supports teacher learning and shared commitments to the vision and goalsELEMENT B: RIGOROUS CURRICLUM AND INSTRUCTIONEducational leaders improve achievement of all students by requiring all educators to know and use rigorous curriculum and effective instructional practices, individualized for success of every student. ELEMENT C: ASSESSMENT AND ACCOUNTABILITYEducational leaders improve achievement and close achievement gaps by making appropriate, sound use of assessments, performance management, and accountability strategies to achieve the vision, mission, and goals.ELEMENT D: USING TECHNOLOGY TO ENHANCE TEACHING AND LEARNINGEducational leaders promote effective use of current technologies to enhance instructional assessment practices that will maximize learning for every student.Reference Standards: NJPSSL Standard #2 ELCC Standards #2.1-2.9 ISLLC:2008/CCSSO Standard #2 TSSA Standards II, III, V

A strong, positive, professional culture fosters learning by all educators and students. In a strong professional culture, leaders share and distribute responsibilities to provide quality, effectiveness, and coherence across all components of the instructional system (such as curriculum, instructional materials, pedagogy, and student assessment). Leaders are responsible for a professional culture in which learning opportunities are targeted to the vision and goals and differentiated appropriately to meet the needs of every student. Leaders need knowledge, skills, and beliefs that provide equitable differentiation of instruction and curriculum materials to be effective with a range of student characteristics, needs, and achievement. A strong professional culture includes reflection, timely and specific feedback that improves practice, and support for continuous improvement toward the vision and goals for student learning. Educators plan their own professional learning strategically, building their own capacities on the job. Leaders engage in continuous inquiry about effectiveness of curricular and instructional practices and work collaboratively to make appropriate changes that improve results.



3ANurture and Sustain a Culture of Collaboration, Trust, Learning, and High Expectations

(Ref: Element A, D)

Knowledge and Understanding of: human needs and behavior learning and motivational theories research-based practices for

organizational development human relations and conflict resolution research-based practices for developing a

positive organizational culture and climate

uniqueness of school cultures organizational development processes the change process for organizations and

individuals concepts and processes for

transformation of schools into professional learning communities

collaboration, teambuilding, and consensus building

data collection and analysis technology support for effective learning

environments for students and staff the role of teacher empowerment and

distributed leadership in continuous school improvement

1. Maintain respectful relationships with staff, students, and families2. Manage conflicts and crises in timely and effective manner3. Establish a climate of trust by demonstrating honesty and credibility4. Demonstrate caring, support and respect for all staff and students, and concern for their personal needs 5. Model collaboration and trust, and openness to change and collaboration that improve practices and student outcomes6. Assess school culture and climate using multiple data sources, and implement context-appropriate strategies to create a

positive school culture and learning community of shared beliefs, values and traditions, where all students and staff feel valued and committed to achieving the vision, mission, and goals through individual and collective efforts

7. Provide support, time, and resources for leaders and staff to examine their own beliefs, values, and practices, and develop shared understanding and commitment to the vision and goals, high expectations for all students, and closing achievement gaps

8. Develop time and resources to build a professional culture of openness, collaboration, and continuing professional development where staff share knowledge and information, analyze outcomes, plan improvements, and evaluate results.

9. Create opportunities and time for collaboration among teachers and other staff to focus on student learning as the centerpiece of all work

10. Employ current technologies to enhance communication and collaboration among students, staff, parents, community

3BCreate a Comprehensive, Rigorous, and Coherent Curricular Program

(Ref: Element B)

Knowledge and Understanding of: diversity and its implications for

educational programs and learning for every student

student growth and development, and developmentally appropriate curriculum

1. Set high expectations for learning for all students, and promote an environment for high levels of achievement for every student

2. Develop shared understanding of rigorous curriculum and standards-based instructional programs among staff who work in teams to analyze student work, monitor student progress, and redesign curricular and instructional programs to meet diverse student needs and high expectations for learning for every student

3. Provide coherent, rigorous curriculum and instruction that is research-based and explicitly aligns content standards,


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and instruction principles of effective curriculum and

instruction to address diverse student learning needs

research methods to systematically improve school, teaching, and learning

research-based curriculum design, implementation, evaluation, and adaptation to address diverse student learning needs

strategies for technology integration across the curriculum

strategies for use of technology to address diverse learning needs and enhance learning for all students

strategies for use of technology to facilitate data-driven decisions to improve teaching and learning

curriculum, teaching, professional development, assessments, and evaluation methods4. Implement policies, procedures, and structures that support collaborative activities for continuous improvement of rigorous

curricular materials and instructional practices that meet high expectations for every student5. Influence and support staff to routinely use data to drive instructional decisions

3CCreate a Personalized and Motivating Learning Environment for Students(Ref: Elements B, C)

Knowledge and Understanding of: personalized learning strategies and

differentiated instruction uses of technology to address diverse

learning needs

1. Create a positive learning environment with high expectations for staff and students2. Demonstrate caring, support and respect for all students, and concern for their personal and academic needs 3. Support research-based instructional practices that focus on the individual needs of students and maximize learning for

every student (i.e. differentiated instruction)4. Support classroom management practices that create an environment with sufficient structure and flexibility to create a safe,

comfortable and stimulating environment for every student to learn.5. Collect and analyze data and examine research-based practices related to school and classroom climates to identify strategies

for stimulating and motivating every student to learn6. Facilitate use of appropriate content-based, customized learning materials and learning strategies in the instruction of every

student7. Create and analyze individual student learning plans and assessment, use data to design individual student improvement

plans, and/or adjust learning environments to address diverse student needs3DSupervise and Evaluate Instruction(Ref: Elements A, B, C)

Knowledge and Understanding of: models and strategies for effective

observations, supervision, and evaluation of instructional staff

role of technology, data, and information systems to enhance supervision and evaluation of instructional staff

state laws and local policies and bargaining agreements related to staff evaluation

1. Model and reinforce high expectations for staff and student learning outcomes2. Establish policies and procedures for supervision and evaluation of instruction that are research-based and focused on

research-based instructional practices that support high expectations and learning for every student3. Use research-based supervisory and evaluation models to conduct ongoing monitoring and performance assessment of all

personnel that focuses on continuing professional growth and improvement, and accountability for student learning4. Clearly communicate the expectations, procedures, and timelines for staff supervision and evaluation, and conduct formal and

informal conferences to clarify the process and provide feedback on performance5. Guide and monitor individual professional development plans and progress for continuous improvement of performance,

teaching and learning for every student6. Routinely monitor and evaluate classroom and school environments using formal and informal observations and data from

multiple sources on student academic progress and perceptions of staff, students, families and community to identify and address barriers to student learning

7. Use data collected from supervisory and evaluation activities, frequent classroom visits, lesson plan analysis, and student assessment data to provide feedback to staff that will continually improve their performance, teaching, and learning for every student

8. Provide, and monitor effects of, differentiated teaching strategies and curricular materials, educational technologies, and other resources to address diverse student populations, including students with disabilities, cultural and linguistic differences, gifted and talented, disadvantaged social economic backgrounds, or other factors affecting learning

9. Document formal and informal observations and conferences, and evaluations, to identify patterns and effects of observed behaviors, clear descriptions of deficiencies and strengths, clear remedial actions in case of deficiencies, and personnel actions

3EDevelop Assessment and Accountability Systems to Monitor Student Progress

Knowledge and Understanding of: use of technology to monitor and evaluate

school and instructional effectiveness and student progress

1. Develop and appropriately use standards-based accountability data aligned with federal and state regulations to improve the quality of teaching and learning for every student

2. Guide regular analyses and disaggregation of multiple sources of information, data, and assessments (such as test scores, work samples, and teacher judgment) to evaluate student learning, effective teaching, and program quality, and to improve


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(Ref: Element C) use of data and multiple methods for assessing student learning

use of data and strategies for measurement, assessment, and evaluation of student learning

instructional programs and learning for every student3. Use effective data-based technologies and performance management systems to monitor and analyze assessment results for

accountability reporting, and to guide continuous improvement of teaching and learning for every student4. Interpret data and communicate progress toward the vision, mission, and goals to staff, families, community, and other

stakeholders

3FDevelop the Instructional and Leadership Capacity of Staff(Ref: Element A)

Knowledge and Understanding of: adult learning and professional

development models techniques for mentoring & coaching

instructional staff professional development strategies to

address diverse student learning needs professional development content and

strategies that support safe and orderly school and classroom environments conducive to learning

strategies for technology integration to enhance professional development

effective practices for interviewing and selection of administrative, instructional and non-instructional staff

effective practices for induction, mentoring and support for new administrators and teachers

effective practices to promote staff retention

1. Model lifelong learning by reflecting on personal performance, analyzing strengths and weaknesses, and establishing goals and implementing a professional growth plan for continuing professional growth and leadership development

2. Collect and analyze multiple sources of data to determine instructional capacity of staff to achieve the vision and goals, and develop strategies for improvement in an atmosphere of continual professional learning

3. Formulate a data-driven district/school professional development plan that emphasizes individualized, differentiated professional growth planning for all staff and focuses on enhancing the specific knowledge and skills needed to achieve the vision and educational goals

4. Guide and support job-embedded, standards-based professional development that improves teaching and learning and meets diverse learning needs of every student

5. Collect and analyze multiple sources of data to determine the leadership capacity of the district/school and staff to achieve the vision and goals, and develop strategies to build leadership capacity

6. Build leadership capacity using research-based distributed leadership strategies that identify, provide opportunities for, train, and support instructional staff who have the desire and potential to assume appropriate leadership roles and responsibilities in support of achieving the vision and goals

7. Use current technologies to enhance personal and staff professional practice and productivity, and school/program improvement

8. Promote and model the use of technology to access, analyze, and interpret school/program data to focus efforts on improving school effectiveness, student learning, and staff productivity and performance

9. Interview and select highly qualified administrative, instructional and non-instructional staff 10. Implement an induction, mentoring and support program for new administrators and teachers11. Support positive working conditions, innovation and risk-taking, and collaborative working relationships

3GMaximize Time Spent on Quality Instruction(Ref: Element B)

Knowledge and Understanding of: research related to impact of

instructional time on opportunity to learn, active student engagement, and student learning

research-based instructional strategies to improve scheduling and increase instructional time

1. Organize and align school structures and instructional time in innovative ways to meet the goals of school improvement and maximize learning for every student

2. Conduct instructional time audits and analyze data to determine the amount of class time where students are actively engaged in learning, and areas where instructional time is marginalized

3. Develop and implement strategies to overcome obstacles to maximizing instructional time (i.e. policies, procedures, bargaining agreements, innovative scheduling practices, extended day/year).

4. Develop and implement instructional schedules for staff and students that prioritizes, allocates, and organizes time and staff to maximize time for quality teaching and learning for every student

5. Develop and support effective classroom management practices to maximize use of instructional time and minimize wasted time (i.e. setting priorities for use of time, addressing behavior/other disruptions)

6. Use innovative strategies to provide additional time for instructional support to maximize student learning (i.e. after school programs, Saturday and summer programs)

3HPromote the Use of the Most Effective and Appropriate Technologies to Support Teaching and Learning(Ref: Elements B, C, D)

Knowledge and Understanding of: strategies for technology integration

across the curriculum uses of technology to facilitate data-

driven decisions to improve instruction and student learning

the role of current technologies in enriching learning environments, curriculum, instruction, and learning for every student

uses of technology to facilitate data-driven decisions to improve teaching and learning

uses of current technologies to improve organizational, personal, staff, and

1. Use and promote technology and information systems to enrich curriculum and instruction, monitor instructional practices, and provide staff with the assistance and data needed for continuous instructional improvement.

2. Seek resources and provide student-centered technology-rich learning environments that use technology to meet individual and diverse needs of students.

3. Facilitate the use of various technologies to support instructional methods that enhance higher-level thinking and problem-solving skills for all students.

4. Assist teachers in using technology to access, analyze, and interpret student performance data, and in using results to appropriately design, assess, and modify student instruction and assessment

5. Collaboratively design, implement, support, and participate in professional development for instructional staff to institutionalize effective technology integration to enhance student learning

6. Provide training for instructional and non-instructional staff to support routine use of technology7. Implement evaluation procedures for teachers that assess individual growth toward established technology performance

standards and guide professional development planning


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student productivity3IMonitor and Evaluate the Impact of the Instructional Program(Ref: Elements B, C, D)

Knowledge and Understanding of: best practices for instructional program

evaluation instructional program evaluation models use of data to monitor and evaluate

instructional programs use of technologies and management

systems to facilitate monitoring and evaluation of instructional programs

use of various media, technologies, & formats to enhance communication

1. Use multiple data sources and aggregated/disaggregated data to establish a baseline and progress benchmarks for student learning that are consistent with educational goals and curriculum for each grade level and content area, and collect and analyze data to monitor progress

2. Develop and implement data-driven formative evaluation systems to monitor implementation of curriculum and instructional programs, and progress toward educational goals, based on progress benchmarks for each grade level and content area.

3. Develop and implement summative evaluation systems (annual and multi-year) to determine impact of curriculum and instructional programs based on progress toward, and achievement of, educational goals for each grade level and content area

4. Communicate and explain formative and summative evaluation findings, and recommendations for modifications to improvement plans, programs and practices to staff, families, and community

5. Promote and model the use of technology to access, analyze, interpret and communicate school data to focus efforts on improving instruction, student learning, and staff productivity


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SCHOOL LEADERSHIP AREA III: COMMUNITY LEADERSHIP

NJ EXCEL STANDARD #4 COLLABORATING WITH FAMILIES AND COMMUNITY TO FOSTER LEARNINGThe candidate promotes the success of every student by collaborating with faculty and community members, responding to diverse

community interests and needs, and mobilizing community resources.PERFORMANCE EXPECTATION #4: COLLABORATING WITH FAMILIES AND STAKEHOLDERSEducational leaders ensure the success of all students by collaborating with families and stakeholders who represent diverse community interests and needs and mobilizing community resources that improve teaching and learning

ELEMENT A: COMMUNITY INTERESTS AND NEEDSEducational leaders respond and contribute to community interests and needs in providing the best possible education for their children.ELEMENT B: COLLABORATION WITH FAMILIES AND COMMUNITY MEMBERSEducational leaders extend educational relationships to families and community members to add programs, services, and staff outreach and provide what every student needs to succeed in school and life.ELEMENT C: BUILDING ON COMMUNITY RESOURCESEducational leaders maximize shared resources among schools, districts, and communities that provide key social structures and gathering places, in conjunction with other organizations and agencies that provide critical resources for children and families.ELEMENT D: USING TECHNOLOGY TO SUPPORT FAMILY AND COMMUNITY ENGAGEMENTEducational leaders use current technologies to support communication and collaboration with families and community.Reference Standards: NJPSSL Standard #4 ELCC Standards #4.1-4.4 ISLLC: 2008/CCSSO Standard #4 TSSA Standard I

In order to educate students effectively for participation in a diverse, democratic society, leaders incorporate participation and views of families and stakeholders for important decisions and activities of schools and districts. Key stakeholders include: educators, students, community members, and organizations that serve families and children. Leaders recognize that diversity enriches and strengthens the education system and a participatory democracy. Leaders regard diverse communities as a resource and work to engage all members in collaboration and partnerships that support teaching and learning. Leaders help teachers communicate positively with families and make sure families understand how to support their children’s learning. In communicating with parents and the community, leaders invite feedback and questions so that communities can be partners in providing the best education for every student.

FUNCTIONS PERFORMANCE ASSESSMENT CRITERIA

The candidate demonstrates:


4ACollect and Analyze Data and Information Pertinent to the Educational Environment(Ref: Element A)

Knowledge and Understanding of: political, social, economic, legal and

cultural context of education the political, social, cultural, and

economic systems and processes that impact schools

global issues and forces affecting schools, teaching and learning

emerging issues and trends that potentially impact the school community and learning environment

the conditions and dynamics of the diverse school community

1. Use appropriate assessment strategies, data, and research methods to identify community dynamics, issues and trends to enhance understanding of the educational environment and needs of students, families and community, and to plan for collaboration with families and community stakeholders

2. Conduct an environmental scan to collect and analyze data to profile and understand the community and its needs3. Conduct a stakeholder analysis and use data to identify stakeholders and their respective interests, and to develop strategies to

engage them in positive relations with the school/district

4BPromote Understanding, Appreciation, and Use of Community’s Diverse

Knowledge and Understanding of: the range of community resources and

their potential for addressing diverse student and family needs, and

1. Identify diverse community resources and be actively involved within the community to meet the needs of all students, including working with community members and groups that have competing or conflicting perspectives about education

2. Use appropriate assessment strategies, data, and research methods to understand and accommodate diverse student and community conditions and dynamics


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Cultural, Social, and Intellectual Resources(Ref: Elements A, B, C)

supporting schools, teaching, and learning for every student

cultural competence

3. Capitalize on diversity (such as cultural, ethnic, racial, economic, and special interest groups) as an asset of the school community to strengthen educational programs and meet the needs of all students

4. Demonstrate cultural competence in sharing responsibilities with diverse community organizations and groups to improve teaching and learning for every student

4CBuild and Sustain Positive Relationships with Families and Caregivers(Ref: Element B)

Knowledge and Understanding of: the diverse values, needs, and cultures

of families and caregivers strategies for effective oral and written

communication and collaboration to address the range of cultural and linguistic needs of families and caregivers

1. Collect and analyze data to address the needs of students, families, and caregivers2. Bring together the resources of schools, family members, and community to positively affect student and adult learning, including

parents and others who provide care for children.3. Use effective public information strategies to communicate with families and community members (such as email, night/weekend

meetings, and translators and written materials in multiple languages).4. Apply communication and collaboration strategies to develop family and local community partnerships.5. Involve families in the education of their children based on the belief that families have the best interests of their children in mind6. Involve families and other stakeholders in school decision-making processes, reflecting an understanding that schools are an integral

part of the larger community7. Develop programs for families and caregivers to support student well-being and learning

4DBuild and Sustain Productive Relationships with Community Partners(Ref: Element C)

Knowledge and Understanding of: community relations models and

marketing strategies successful models of school, family,

business, community, government, and higher education partnerships

1. Conduct a community profile using data to identify community resources and assess their needs as potential community partners, and to develop communication and collaborative strategies to establish positive and productive district/school/community partnerships

2. Link to, and collaborate with, community agencies for health, social, and other services to families and children.3. Develop mutually beneficial relationships with community leaders and business, religious, political, and service organizations to

share school and community resources (i.e. buildings, playing fields, parks, medical clinics)4. Use public resources and funds appropriately and effectively in supporting community partners5. Develop a comprehensive plan to secure community support to sustain existing resources and add new resources that address

emerging student needs6. Seek out and collaborate with community programs serving students with special needs7. Develop plans to use community resources (i.e. youth services) to support student development and academic achievement, address

school/program needs, and achieve school/program goals.8. Use school resources and social services to serve the community as appropriate.9. Develop comprehensive strategies for positive community and media relations


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SCHOOL LEADERSHIP AREA III: COMMUNITY LEADERSHIP

NJ EXCEL STANDARD #5: LEADING WITHIN THE CONTEXT OF PUBLIC EDUCATIONThe candidate promotes the success of every student by understanding, responding to, and influencing the

political, social, economic, legal, and cultural context.PERFORMANCE EXPECTATION #5: THE EDUCATION SYSTEMEducational leaders ensure the success of all students by influencing interrelated systems of political, social, economic, legal, and cultural contexts affecting education to advocate for their teachers’ and students’ needs.

ELEMENT A: EXERTING PROFESSIONAL INFLUENCEEducational leaders improve the broader political, social, economic, legal, and cultural context of education for all students and families through active participation and exerting professional influence in the local community and the larger educational policy environmentELEMENT B: CONTRIBUTING TO THE EDUCATIONAL POLICY ENVIRONMENTEducational leaders contribute to policies and political support for excellence and equity in education.ELEMENT C: POLICY ENGAGEMENTEducational leaders work with policymakers to inform and improve education policymaking and effectiveness of the public’s efforts to improve education.ELEMENT D: USING TECHNOLOGY AND DATA TO SUPPORT ADVOCACY FOR EDUCATIONAL IMPROVEMENTEducational leaders use current technologies to support data collection and analysis of the context and factors influencing the educational system, and to inform advocacy strategies for educational improvement.Reference Standards: NJPSSL Standard #6 ELCC Standards #6.1-6.3 ISSLC: 2008/CCSSO Standard#6 TSSA Standard I

Leaders understand that public schools belong to the public and contribute to the public good. They see schools and districts as part of larger local, state, and federal systems that support success of every student, while increasing equity and social justice. Leaders see education as an open system in which policies, goals, resources, and ownership cross traditional ideas about organizational boundaries of schools or districts. Education leaders advocate for education and students in professional, social, political, economic, and other arenas. They recognize how principles and structures of governance affect federal, state, and local policies and work to influence and interpret changing norms and policies to benefit all students. Professional relationships with a range of stakeholders and policymakers enable leaders to identify, respond to, and influence issues, public awareness, and policies. For example, local elections affect education boards and bond results, in turn affecting approaches and resources for student success. Educators who participate in the broader system strive to provide information and engage constituents with data to sustain progress and address needs. Education leaders in a variety of roles contribute special skills and insights to the legal, economic, political, and social well-being of educational organizations and environments.



5AAdvocate for Children, Families, and Caregivers

(Ref: Element A)

Knowledge and Understanding of: the importance of diversity and equity in a

democratic society the values and needs of a diverse school

community

1. Apply research-based methods to understanding and addressing the school context and its role in addressing the needs of all students

2. Analyze complex social issues, economic factors, and cultural diversity, and their effects on families, the community, children, and student learning

3. Facilitate constructive discussions with the public about federal, state, and local laws, policies, regulations, and statutory requirements affecting continuous improvement of educational programs and outcomes.

4. Actively develop relationships with a range of stakeholders and policymakers to identify, respond to, and influence issues, trends, and potential changes that affect the context and conduct of education

5. Advocate for equity and adequacy to meet students' and families' educational, physical, emotional, social, cultural, legal, and economic needs, so every student can meet educational expectations and policy goals

6. Analyze and apply the policies, laws, and regulations enacted by local, state, and federal authorities that affect schools, especially those that might improve educational and social opportunities for all students

5BAct to Influence Local, District, State, and National Decisions

Knowledge and Understanding of: political, social, economic, legal and cultural

context of education principles of governance that undergird the

1. Operate consistently to uphold, and advocate for, federal, state, and local laws, policies, regulations, and statutory requirements that provide support for improving excellence and equity in education

2. Collect and accurately communicate data about educational results in a clear and timely way, relating specifics about the local context to inform political debates and educational policy development


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Affecting Student Learning

(Ref: Element B)

system of public schools models & strategies of change and conflict

resolution as applied to the larger political, social, cultural, and economic contexts of schooling

the dynamics of policy development and advocacy under our democratic political system

3. Apply data and understanding of the larger political, social, economic, legal, and cultural context to develop activities and support policies that benefit all students and their families

4. Communicate effectively with key decision makers in the community and in broader political contexts to improve public understanding of federal, state, and local laws, policies, regulations, and statutory requirements that support or impede educational improvement and learning for every student

5. Build strong relationships with the school board, district and state educational leaders, and policymakers to inform and influence policies in the service of children and families.

6. Advocate for public policies that ensure appropriate and equitable human and fiscal resources to improve schools and learning for every student

7. Engage students, families, and other members of the community in advocating for adoption of improved policies and laws that will improve conditions for schools/programs and learning for all students.

8. Advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, sexual orientation, or other individual characteristics.

5CAssess, Analyze and Anticipate Emerging Trends and Initiatives in Order to Adapt Leadership Strategies(Ref: Elements B, C)

Knowledge and Understanding of: data sources to identify trends in political,

social, economic, legal and cultural context of education

1. Work with community leaders to collect and analyze data on economic, social, and other emerging issues that impact district and school planning, programs, structures, and resources

2. Use data to effectively communicate with members of a school community to address trends, issues, and potential changes in the environment in which the district/school operates


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SCHOOL LEADERSHIP AREA IV: STRATEGIC MANAGEMENT

NJ EXCEL STANDARD #6: STRATEGIC MANAGEMENT FOR THE LEARNING COMMUNITYThe candidate promotes the success of every student by ensuring management of the

organization, operations, and resources for a safe, efficient, and effective learning environment.PERFORMANCE EXPECTATION #6: MANAGING ORGANIZATIONAL SYSTEMS AND SAFETYEducation leaders ensure the success of all students by managing organizational systems and resources for a safe, high-performing learning environment.

ELEMENT A: EFFECTIVE OPERATIONAL SYSTEMSEducational leaders distribute leadership responsibilities and supervise daily, ongoing management structures and practices to enhance teaching and learningELEMENT B: ALIGNED FISCAL AND HUMAN RESOURCESEducational leaders establish an infrastructure for finance and personnel that operates in support of teaching and learning.ELEMENT C: PROTECTING THE WELFARE AND SAFETY OF STUDENTS AND STAFFEducational leaders ensure a safe environment by addressing real and potential challenges to the physical and emotional safety and security of students and staff that interfere with teaching and learning.ELEMENT D: USING TECHNOLOGY TO SUPPORT SCHOOL OPERATIONS AND MANAGEMENTEducational leaders effectively integrate current technologies to enhance personal and staff productivity and efficient school management and operations.Reference Standards: NJPSSL Standard #3 ELCC Standards #3.1-3.5 ISLLC: 2008/CCSSO Standard #3 TSSA Standard IV

Traditionally, school leaders focused on the management of a school or school district. A well-run school where buses run on time, the facility is clean, and the halls are orderly and quiet used to be the mark of an effective school leader. With the shift to leadership for learning, maintaining an orderly environment is necessary but not sufficient to meet the expectations and accountability requirements facing educators today. Education leaders need a systems approach in complex organizations of schools and districts. In order to ensure the success of all students and provide a high-performing learning environment, education leaders manage daily operations and environments through efficiently and effectively aligning resources with vision and goals. Valuable resources include financial, human, time, materials, technology, physical plant, and other system components. Leaders identify and allocate resources equitably to address the unique academic, physical, and mental health needs of all students. Leaders address any conditions that might impede student and staff learning, and they implement laws and policies that protect safety of students and staff. They promote and maintain a trustworthy, professional work environment by fulfilling their legal responsibilities, enacting appropriate policies, supporting due process, and protecting civil and human rights of all.



6AMonitor and Evaluate Management and Operational Systems

(Ref: Element A)

Knowledge and Understanding of: research-based practices for effective

organizational management use of various media, technologies, and

formats to enhance communication and management

uses of current technologies to improve organizational, personal, and staff efficiency and productivity

current technology-based systems that facilitate school management and operations

use of data and technology for systems monitoring and evaluation

laws, principles, policies, and issues related to fiscal operations & management

laws, principles, policies, and issues related to school facilities & use of space

1. Use knowledge of learning, teaching and student development to inform school/program management decisions and planning2. Use data to identify potential problems and opportunities related to school/program management and organization, and

their impact on the learning environment and student learning3. Design and manage operational systems and procedures to maximize opportunities for learning for all students4. Create an operational plan with staff involvement to set priorities and conduct school management and operations to achieve

the vision and goals5. Use problem-solving skills and knowledge of strategic, long-range, and operational planning to continuously monitor and

improve management and operational systems to support the well-being and learning of every student6. Maintain facilities to ensure a safe, secure environment that is consistent with state and federal regulations and supports

learning of every student7. Develop and facilitate communication and data systems to support effective planning and monitoring of management and

operations, and ensure the timely flow of information to all relevant parties8. Oversee acquisition, maintenance and replacement of equipment and effective technologies, particularly to support teaching

and learning9. Distribute and oversee responsibilities for effective leadership and management of operational systems10. Evaluate and revise processes to continuously improve efficiency of management and operational systems to support the

well-being and learning for every student


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laws, principles, policies, and issues related to human resources management and development

laws, policies, principles, and issues related to school safety and security

laws, policies, principles, and issues impacting school operations

standard operational procedures at the school and district levels

policies and bargaining agreements related to staff & school management and operations

6BObtain, Allocate, Align, and Efficiently Utilize Human, Fiscal, and Technological Resources

(Ref: Element B, D)

Knowledge and Understanding of: state and local policies and statutes related

to budget development and fiscal management and accountability

effective practices for budget development, resource acquisition and allocation, and fiscal management

use of technologies and management systems to facilitate fiscal management

grants development and management

1. Develop multi-year fiscal plans and annual budgets for the school/district that align resources (i.e. time, people, space, and money) to support learning for every student and achieve the vision and goals

2. Allocate funds based on data related to student needs within the framework of federal and state regulations3. Audit school/district budget and financial status, operate within budget and fiscal guidelines, and prioritize and direct

resources toward teaching and learning4. Project short-term, mid-term and long-term resource needs of the school/district and secure additional resources needed to

support student learning and accomplish the vision and goals5. Develop plans that focus on effective organization and management of fiscal, human, and material resources and facilities,

giving priority to student learning, safety, curriculum, instruction, and professional development6. Implement policies and practices to recruit and retain highly qualified personnel, and develop human resources7. Assign personnel to address diverse student needs, legal requirements, and equity goals8. Apply technologies to improve efficiency and productivity, school management, business procedures, scheduling, and other

practices that support learning for every student9. Manage fiscal resources in a responsible, ethical and legal manner

6CPromote and Protect the Welfare and Safety of Students and Staff(Ref: Element C)

Knowledge and Understanding of: state and local policies and statutes related

to the welfare and safety of students and staff

1. Involve parents, staff, and students in developing, implementing, and monitoring guidelines, norms, and accountabilities for student and staff behavior

2. Optimize the learning environment for all students by applying research-based principles of organizational development (i.e. organizational culture and climate) and management (i.e. data-driven decision-making, use of technologies) to support equity, efficiency, instructional effectiveness, and learning for every student

3. Develop and implement policies, programs and strategies to create a safe environment that supports learning, social-emotional development, safety and security for every student (i.e. character education, anti-bullying programs)

4. Provide clear policies, procedures, rules and routines for staff and students related to a safe and orderly environment5. Develop, implement, and monitor a comprehensive safety and security plan and communicate it to all relevant parties6. Apply legal principles to provide effective and efficient use of facilities to promote educational equity, health and safety7. Operate school plant, equipment, and support systems safely, efficiently and effectively8. Proactively establish a crisis team and crisis management plans, and communicate them to staff, students, families and

community 9. Keep staff, families and communities informed of safety issues, and how incidents are addressed

6DDevelop the Capacity for Distributed Leadership(Ref: Element A)

Knowledge and Understanding of: organizational development research related to shared leadership and

distributed leadership models models and best practices for teacher

1. Model lifelong learning by reflecting on personal performance and productivity, analyzing strengths and weaknesses, and establishing goals for professional growth and plans for continuing professional and leadership development

2. Collect and analyze multiple sources of data related to the leadership capacity of the organization and staff using research-based school leadership standards and practices as measured against organizational effectiveness goals, the vision, and educational goals


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leadership to improve teaching and learning for every student

shared decision-making processes

3. Formulate a data-driven leadership capacity development plan that emphasizes individualized leadership development planning for all staff that focuses on enhancing the specific knowledge and skills needed to build leadership capacity aligned with the vision and educational goals

4. Build leadership capacity using distributed leadership strategies that identify, provide opportunities for, train, and support instructional staff who have the desire and potential to assume appropriate leadership roles and responsibilities

5. Advocate for, and create, collaborative systems and distributed leadership responsibilities that support student and staff learning and well-being

6EEnsure Teacher and Organizational Time is Focused to Support Quality Instruction and Student Learning(Ref: Element B)

Knowledge and Understanding of: research related to impact of instructional

time on opportunity to learn, active student engagement, and student learning

research-based instructional strategies to improve scheduling and increase instructional time

time management effective scheduling practices

1. Conduct an instructional time audit and analyze data to determine the amount of class time where students are actively engaged in learning, and areas where instructional time is marginalized

2. Develop strategies to overcome obstacles to maximizing instructional time (i.e. policies, procedures, bargaining agreements, innovative scheduling practices, extended day/year)

3. Manage time effectively and allocate financial, human, and material resources in ways that directly promote and maximize learning for every student

4. Organize and align school structures, schedules, staff, and instructional time in innovative ways to meet the goals of school improvement and maximize learning for every student

5. Develop instructional schedules for staff and students that prioritizes, allocates, and organizes time and staff to maximize time for quality teaching and student learning

6. Support effective classroom management practices to maximize use of instructional time and minimize wasted time (i.e. setting priorities for use of time, addressing behavior/other disruptions)

7. Use innovative strategies to provide additional time for instructional support to maximize student learning (i.e. after school programs, Saturdays, summer programs)

6FUsing Technology to Support Effective School Operations and Management (Ref: Element D)

Knowledge and Understanding of: uses of technology to improve

organizational, personal, and staff productivity

current technology-based management and operations systems

use of various media, technologies, and formats to enhance communication

1. Develop and implement a technology plan that is aligned and integrated with the vision and goals, district strategic plans, school/program improvement plans, management/operations plans, and state and local policies

2. Acquire and allocate financial and human resources for full implementation of the technology plan3. Allocate resources for implementation of the technology plan and technology replacement cycles4. Implement integrated technology-based management operations systems to enhance efficiency, productivity, and data

collection and analysis (i.e. personnel & student records, business procedures, and scheduling)


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personal dispositions (pd - welcome to nj excel 3... · web viewhaving high personal standards...

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