Understanding the ISLLC Standards and Their Relationship to APPR

1. Understanding the ISLLC Standards and Their Relationship to APPR Webinar

2. Recent Statute on Annual Professional Performance Reviews for Principals • By 2012-13 all principals and teachers will be required to have an annual professional performance review based on: • Student achievement data tied to state assessments (25%) • Student achievement data tied on locally developed achievement data (15%) • Other locally developed performance indicators (60%) • Be evaluated as ineffective, developing, effective, orhighly effective with the possibility of the development of a 100 point scale with established cut points

3. What does this mean? • Evaluation will be more focused on student results and the quality of classroom instruction • Districts may need to redesign their administrative evaluation processes and criteria • Performance standards will probably need to be adopted to guide evaluation

4. Purpose of This Webinar • Overview the Interstate Leaders Licensure Consortium Standards (ISLLC) • Describe how performance standards support the assessment of educational leaders • Provide an opportunity for self-reflection

5. Wisdom of Practice • If you walked through a world class educational setting, what would you see that would convince you it was an outstanding?

6. Wisdom of Practice • What would you see and hear the educational leader doing that made this setting outstanding?

7. Characteristics of Instructionally Effective Schools • Focus on improving student learning • Goal-oriented improvement • Problem-solving spirit • Data-driven, long term initiatives • Centrality to curriculum and instruction • Strong instructional leadership • Murphy

8. Standards Era • Standards for learning (common core standards, state assessments, etc) • Standards for educational certifications and practice (a framework for teaching, national board certification) • Standards for professional development (PDP) • Standards for maintaining certifications (175 hours)

9. ISLLC StandardsInterstate School Leaders Licensure Consortium • Developed by the Council of Chief State School Officers, NASSP, NAESP, and ASCD • Adopted or adapted in over 45 states

10. Interstate School LeadersLicensure Consortium Standards for School Leaders (ISLLC) • Standard 1:.. Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders • Standard 2:.. Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning needs and professional growth • Standard 3:.. Ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment

11. Interstate School LeadersLicensure Consortium Standards for School Leaders (ISLLC) • Standard 4:.. Collaborating with faculty and community members, responding to the diverse community interests and needs, and mobilizing community resources • Standard 5:.. Acting with integrity, fairness, and in an ethical manner • Standard 6:.. Understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context

12. ISLLC Standards Represent • Knowledge - knows and understands theories, trends, laws, principles, models, concepts about teaching and learning • Disposition- values, beliefs, and commitments • Performance - what leaders actually do

13. “Dispositions are the soul of intelligence, without which the understanding and know-how do little good” • David Perkins

14. ISLLC Standards Represent • Knowledge - knows and understands theories, trends, laws, principles, models, concepts about teaching and learning • Disposition- values, beliefs, and commitments • Performance - what leaders actually do

15. Overview of ISLLC Standards • Standard 1: Vision for Learning • Standard 2: The Culture of Teaching and Learning • Standard 3: The Management of Learning • Standard 4: Relationships with the Broader Community to Foster Learning • Standard 5: Integrity, Fairness, and Ethics in Learning • Standard 6: The Political, Social, Economic, Legal, and Cultural Context of Learning

16. Standard 1 - Vision An educational leader who promotes the success of all students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community

17. Standard 1 – Vision What Leaders Do • Collaboratively develops and implements a shared vision and mission • Collects and uses data to identify goals, assess organizational effectiveness, and promote organizational learning • Creates and implements plans to achieve goals • Promotes continuous and sustainable improvement • Monitors and evaluated progress and revises goals

18. Standard 2 - Culture An educational leader promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and professional growth

19. Standard 2 - CultureWhat Leaders Do • Nurtures and sustains a culture of collaboration, trust, learning, and high expectations • Creates a comprehensive, rigorous, and coherent curricular program • Creates a personalized and motivating learning environment for students • Supervises instruction • Develops assessment and accountability systems to monitor student progress

20. Question • Is it the total responsibility of the educational leader to provide the leadership to cultivate a school culture that articulates the vision of the school and the community?

21. Standard 3 - Management An educational leader promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

22. Leadership - Management

23. Standard 3 - ManagementWhat Leaders Do • Monitor and evaluate the management and operational systems • Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources • Promote and protect the welfare and safety of students and staff • Develop the capacity for distributed leadership • Ensure teacher and organizational time is focused to support quality instruction and student learning

24. Standard 4 - Relationships A educational leader who promotes the success of every student by collaborating with faculty and community members, responding to diverse interests and needs, and mobilizing community resources.

25. Standard 4 - RelationshipsWhat Leaders Do • Collect and analyze data and information pertinent to the educational environment • Promote understanding, appreciation, and the use of the community’s diverse cultural, social, and intellectual resources • Build and sustain positive relationships with families and caregivers • Build and sustain productive relationships with community partners

26. Quote “Business has been moving for many years – and will continue to do so – from a posture and practice of management through power to a process of management through persuasion. I believe that the most effective contemporary management process is participative management. Participative management begins with the belief in the potential of people.” DePree

27. Standard 5 - Integrity, Fairness, and Ethics An educational leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner

28. Standards 5 - Integrity/Ethics What Leaders Do • Ensure a system of accountability for every student’s academic and social success • Model principles of self-awareness, reflective practice, transparency, and ethical behavior • Safeguard the values of democracy, equity, and diversity • Consider and evaluate the potential moral and legal consequences of decision making • Promote social justice and ensure that individual student needs inform all aspects of schooling

29. Question • What happens to a school leader who does not act with integrity, fairness, and in an ethical manner? • What impedes school leaders from always making fair, ethical decisions with integrity?

30. Standard 6 - Political, Social, Economic, Legal and Cultural Context An educational leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, and cultural context

31. Standards 6- The Context What Leaders Do • Advocate for children, families, and caregivers • Act to influence local, district, state, and national decisions affecting student learning • Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies

32. Time Management Matrix

33. Questions • Within which standard do you spend most of your time? • What is the most important area to your success as a school leader? From others perspective? From your perspective? • What relationships exist between the standards? Are they stand-alone?

34. Questions • What prevents you from achieving the standards? • How would your life be different if you achieved high performance in each standard?

35. Relationship of Standards to Performance Reviews • Agreed upon standards of excellence in educational leadership is essential • The ISLLC Standards have guided performance review systems across the country • As districts revise performance review systems for educational leaders, it will be wise to have a common understanding of expectations and good practice

36. Jim Collins Director of Professional Development School Administrators Association of New York State (SAANYS) 8 Airport Park Blvd Latham, New York 12110 518-782-0600 jcollins@saanys.org

37. “Leadership is the process of translating intentions into reality.” Peter Block

38. Ten Session School Leaders Program • Each session approximately three hours • Based on A Framework For Leaders: Linking the ISLLC Standards to Practice • Each session facilitated by inside or outside facilitators • Each session has facilitator guide, hand-outs, and overheads • Some requirements for outside of session reflection and preparation • Sessions may be spread out over any period of time

39. Ten Session School Leaders Program • Overview • Vision of Learning • Culture of Learning • Culture of Learning • Management of Learning • Management of Learning • Collaboration for Student Success • Integrity, Fairness, and Ethics in Learning • Political, Social, Economic, Legal and cultural Context of Learning • Putting it all together

40. Process Framework • Getting to know the standard (understanding) • Measuring the standard (levels of performance) • Exploring the standard (self reflection) • Applying the standard (connecting to own situations)

41. Feedback • Program? • Times • Duration • Other • What’s next, if interested

42. Stakeholders • Who are the stakeholders? • Political • Social • Economic • Legal • Cultural