Unwrapping the Isllc Standards

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Unwrapping the ISLLC Standards
Juan Castillo
Grand Canyon University EDA: 534
May 15, 2013

The ISLLC standards provide high-level guidance and insight about the traits, functions of work, and responsibilities expected of school and district leaders (ISLCC, 2008). Their main purpose is to increase understanding of how educational administrators can enhance teaching practices and student learning. As future school leaders it is imperative that we use these standards as tools in assisting us when making a decision regarding our stakeholders. However, applying the ISLLC standards in a school setting does not guarantee success for a school leader, but it does facilitate the process in creating a positive school culture in a learning environment, which is essential in a school setting. As we conclude this school year, next year will pose different challenges for our migrant department. We are going to be implementing a new program as a Migrant team. Our job description will be changing for next year. The primary purpose for change in schools is to improve the instructional program and, in so doing, improve student achievement (Green, 2009). Throughout the years our main focus has been at the elementary level, but this upcoming year our focus will shift to the junior high level. Furthermore, with all these changes going into effect, we are also adding a new member to the team. As standard 2 states a school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professionals (ISLLC2008). Steps are being taken to ensure we have a smooth transition. For example, the last week of school all migrant advocates will report to their junior high and be introduced to the staff. This will provide an opportunity to meet teachers and staff before the beginning of school. Furthermore, groups will be assigned and individuals will have an opportunity to socialize with school personnel and build professional relationships amongst them. Hopefully this will assist us migrant advocates feel accepted by the school staff and consider us a part of their learning community. When a learning community exists as a part of the school structure, the process of developing and implementing school improvement plans is enhanced (Leithwood, 1993). As we embark in building our learning communities within our schools, we pose another challenge. Which can be described as lacking in collaboration with our migrant families and community. Standard 4 states that a school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources (ISLLC, 2008). Parent participation is almost non-existent within our program. We have four Migrant Parent Advisory Council (MPAC) meetings per year. During our MPAC meetings parent participation is very limited. For the last two years we have tried to assign an advisory board, which would consist of a president, vice-president, secretary, and treasure. To this date, we have not been able to establish the advisory group. To address this issue, next year the migrant program will be hosting student activities for parents to attend. Activities will range from math night, movie nights, special recognition awards ceremony, Christmas musicals, even free dinners once in a while. Included in the action plan, we will schedule community members to be guest speakers at our MPAC meetings. This will provide the opportunity for our parents to interact with community members at the local level. We would love to bring in a politician from the state and federal level providing our parents an opportunity to understand how resources and funds are secured and managed in a learning environment. As previously mentioned, this upcoming school year we will...
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