Standard 5 - Initial Superintendent

Approved: January 2013
Implementation: November 2013

5.AVisionary Leadership: A superintendent is the community’s educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by leading the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by district and community stakeholders.

5.BInstructional Improvement: A superintendent is the community’s educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by leading through advocating, nurturing, and sustaining district cultures and coherent instructional programs that are conducive to student learning and staff professional growth.

5.CEffective Management: A superintendent is the community’s educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by ensuring management of the organization, operations and resources for a safe, efficient, and effective learning environment.

5.DInclusive Practice: A superintendent is the community’s educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

5.EEthical Leadership: A superintendent is the community’s educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by acting with integrity, fairness, and in an ethical manner.

5.FSocio-Political Context: A superintendent is the community’s educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

5.G Principal Evaluation. After August 31, 2013, an approved preparation program for superintendents shall require candidates for an initial superintendent certificate to demonstrate knowledge of principal evaluation research, Washington's evaluation requirements, and successfully complete opportunities to practice principal evaluation skills. At a minimum, superintendent preparation programs must address the following knowledge and skills related to evaluations:
(1) Examination of Washington principal evaluation criteria, four-tiered performance rating system, and the preferred leadership frameworks used to describe the evaluation criteria;
(2) Self-assessment, goal setting, and reflective practices;
(3) Evidence gathering over time;
(4) Observation skills;
(5) Bias training;
(6) Rater agreement on the four-tiered system;
(7) Use of student growth data and multiple measures of performance;
(8) Evaluation conferencing;
(9) Development of principal support plans resulting from an evaluation; and
(10) Use of an online tool to manage the collection of observation notes, superintendent- and principal-submitted materials, and other information related to the conduct of the evaluation.