Washington Principal and Program Administrator Standards-Based Benchmarks, Career Level

Standard I: A school administrator is an educational leader who promotes the success of each student by leading the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by school and community stakeholders.

Criteria 1 Advancing a district-wide shared vision for learning

  • Continually reviews and restructures the vision to address changing circumstances and relevant data reflective of the learning community. Guides others in establishing the vision. 

 Criteria 2 Putting the vision for learning into operation

  • Implements a vision in multiple settings. Uses data to continually monitor and revise systems to reflect the vision. Solicits from and gives feedback to other administrators to analyze the effectiveness of the school vision in shaping education programs, systems, and resources to positively impact student learning. 

Criteria 3 Developing stewardship of the vision

  • Continually evaluates match between vision and the learning community. Expands base of stakeholders and empowers their participation in shaping education programs, systems, and resources to move the learning community toward the shared vision of promoting success of all students. Stakeholders take responsibility for renewing the vision and designing supporting systems, as well as acknowledging and celebrating progress toward the vision. 

Standard II: A school administrator is an educational leader who promotes the success of each student by leading through advocating, nurturing, and sustaining district/school cultures and coherent instructional programs that are conducive to student learning and staff professional growth.

Criteria 1 Advocating, nurturing, and sustaining an effective school culture

  • Empowers the stakeholders to define, maintain, and monitor the ways in which the site-specific culture is affecting student learning. Collaborates with other administrators to give and receive feedback on effectiveness of expectations, implementation, respect and fairness in improving the overall systems and programs reflective of the school learning culture. 

Criteria 2 Advocating, nurturing, and sustaining student learning

  • Establishes role as instructional leader. Supports skillful teaching that empowers students to take ownership of and to monitor their learning processes. Builds greater capacity for system support for student learning in collaboration with parents, peers, and district staff. 

Criteria 3 Advocating, nurturing, and sustaining coherent, intentional professional development

  • Focuses staff dialogue on student learning using a variety of sources of information. Facilitates systems that focus staff on reflection, collaboration, and peer mentoring to support successful completion of teachers' professional growth plans. Builds staff leadership in creating and maintaining student-centered building goals. Learns from and with peers to gather and interpret data to build greater capacity for professional development support. 

Standard III: A school administrator is an educational leader who promotes the success of each student by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Criteria 1 Uses a continuous cycle of analysis to ensure efficient and effective systems

  • Creates and sustains a culture of continuous analysis in every aspect of the learning community. Coaches and mentors emerging leaders. Collaborates with other administrators to use the continuous cycle of analysis to improve structures, procedures, and resources to positively impact student learning, adult professional development, the parent community, and the community at large. 

Criteria 2 Ensuring efficient and effective management of the organization

  • Focuses all organizational elements of the school toward furthering the School Improvement Plan ensuring a safe and positive learning environment. Continually improves disciplinary procedures. Seeks feedback from and gives feedback to other administrators. Shares organizational expertise with others and actively mentors other educational leaders. 

Criteria 3 Ensuring efficient and effective management of the operations

  • Establishes practices that become ingrained in school systems and daily life to ensure that everyone in the learning community actively carries out the management procedures outlined in the School Improvement Plan. Collaborates with other administrators to seek and give feedback to improve the effectiveness of management procedures system-wide. 

 Criteria 4 Ensuring management of the resources for a safe, efficient, and effective learning environment

  • Maximizes financial, human, technological, and material resources. Acts creatively to support continuous school improvement in response to the changing environment. Collaborates with other administrators to seek and give feedback to increase available resources for the school. 

Standard IV: A school administrator is an educational leader who promotes the success of each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

 Criteria 1 Collaborating with families and community members

  • Regularly seeks information and responds to families' concerns, expectations, and needs. Validates differences in values, opinions, and views, acknowledging that families and educators have the best interests of the children in mind, leading to common goals for providing learning opportunities for all students. 

Criteria 2 Collaborating with and responding to diverse communities

  • Leads teachers in examining the personal, social, and cognitive consequences of policies and practices on equity in the schools. Works on the district level to assure district policies encourage the use of multiple ways of assessing student learning that are culturally sensitive and that measure complex cognitive and social skills. Advocates recruitment of a racially, culturally, and ethnically diverse administrative and teaching staff. 

Criteria 3 Mobilizing community resources

  • Develops strategies to ensure that all schools, regardless of their locations in the district, are funded equitably. Advocates state and district level officials to provide additional funding for schools with low-income populations. Develops and maintains effective media relations. Prioritizes high visibility, active involvement, and regular communication, using technology, to facilitate the school and community serving one another as resources. 

Standard V: A school administrator is an educational leader who promotes the success of each student by acting with integrity, fairness, and in an ethical manner.

Criteria 1 Using the continuous cycle of analysis for self-assessment of professional leadership

  • Uses the professional growth plan to collaborate with other professionals to identify and sustain needed professional growth. Coaches and mentors emerging instructional leaders. Contributes to the advancement of the profession through sharing experience, advancing best practice, and extending learning beyond the ISLLC and Washington State standards. 

Criteria 2 Acting with integrity, fairness, and courage in upholding high ethical standards.

  • Serves as a role model for the educational community. Responds to moral dilemmas and inspires others to demonstrate integrity and exercise ethical behavior. 

Standard VI: A school administrator is an educational leader who promotes the success of each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

Criteria 1. Understanding the role of schools in a democracy.

  • Actively participates in influencing the quality of a democratic education beyond the local level (e.g., state and federal policy and legislation, professional associations, shares knowledge and experience through workshops and written work, mentors fellow educators through a continuing dialogue around educational issues). Empowers others to create school-based accountability models using the continuous cycle of analysis that goes beyond state standards for improvement of student learning (e.g., character development, the arts, culturally responsive citizenship, service learning).