Assignment 1 - Standards for School District Leadership - Carlos Ramirez Since its development in 1994 the standards of Educational Leadership have pursued promoting an understanding on what is expected from the educational administration field.1 The goal of this paper is to present a personal appraisal of a connection between the ELCC standards and my own experiences in district leadership and a reflection on my professional practice of the standards. It is implicit that an educational leader should promote the success of every student by advocating and effectively implementing the 6 standards of Educational Leadership. 2
Standard 1. A Vision of Learning
Standard 2. A Strong School Culture and Instructional Program Standard 3. A Safe, Efficient, and Effective Learning Environment Standard 4. Responsive Leader Behavior
Standard 5. Ethical Leader Behavior
Standard 6. Negotiating the Complex Educational Environment
Standard 1: A Vision of Learning
As stated in the Standards for Advanced Programs in Educational Leadership by The National Policy Board for Educational Administration (NPBEA), the first standard builds on the need to prepare educational leaders who value and are committed to educating all students to become successful adults. Every educational leader is responsible for creating and articulating a vision for high standards for learning. Furthermore, the motivation and participation of all stakeholders in a school community in the process to develop, articulate, implement, and support a Vision for Learning is the key factor for the leader practice. This process requires from the leader reflective skills, data-based decision making, delegating and empowering skills that allows for professional growth of the educational staff and the commitment of the community stakeholders to support and sustain the vision of learning.3 In my experience as a district Coordinator of Instructional Technology of the Mount Vernon City School District (2004-2010) I witnessed our Superintendent of School and the entire Executive Cabinet go through the process of developing and updated Vision for Learning that involved multiple stakeholders organizations from School Teachers and their Union Representation, PTA Organization, Building Principals, District Administrators, and the Board of Education. I actively participated in the process which allowed me to understand many of the challenges that a district leader needs to face to first understand the school community, and then foster a climate conducive to inclusion and promotion of the development of a Vision for Learning appropriate to their own reality. I felt that after a full school year of gatherings, engagements and discussions the District Leadership finalized a Vision for Learning for the district that the Board of Education not only embraced but also the entice school district community owned. This process also motivated multiple efforts to develop plans that will determine specific action items to support and sustain the Vision of Learning, such as Comprehensive Education Plans for every School Building and District, Professional Development Plan, Instructional Technology Plan, etc. However, change in district leadership and the Board of Education and other political dilemmas delayed some of the great initiatives for the following years. A good lesson learned; it is important including stakeholders not only at the development and implementation stage but also ensuring their active participation in the sustainability of the plan and efforts to keep the Vision going. Standard 2: A Strong School Culture and Instructional Program I see a link between the first and second standard by recognizing the need for a Vision for learning to be implemented after careful analyses of the data and the fostering of a Strong School Culture and Instructional Program that capitalizes on Professional Development and continues Professional Growth of the education professionals. Returning to my...
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