Superintendent Benchmarks - Effective Nov. 1, 2013

There are three levels of the career continuum for the superintendent (initial, continuing, and career).

Definitions

Community stakeholders: Includes students, staff, families, and community members.

Continuous improvement: Transparent, systemic process for self-reflection, data collection on targets for improvement, cycle of analysis, and adjustment.

Cultural competence: Is the set of beliefs, practices, and behaviors that allows us to maintain and support appropriate, fair, and effective interactions with individuals from all ages, abilities, socio-economic backgrounds, race/ethnicities, languages, cultures, and life circumstances.  Includes knowledge of student cultural and linguistic histories and contexts, as well as family norms and values in different cultures; knowledge and skills in accessing community resources and community and parent outreach; and skills in adapting instruction to students' experiences and identifying cultural contexts for individual students.

Culturally responsive: Practice that incorporates cultural elements in a way which reflect the school as a social system and dynamic relationship between teachers, families, and students for the purpose of increasing student achievement.

Diversity: Includes race, socioeconomic class, gender, disability, sexual orientation, religion, and language.

Equity pedagogy: Teaching strategies and classroom environments that help students from diverse racial, ethnic, linguistic, and cultural groups attain the knowledge and skills needed to function within and help create and perpetuate a just, humane, and democratic society (Banks & Banks, 2005).

Family and community engagement: A partnership between educators, families, and communities focused on student achievement, shared responsibilities, and a shared vision.

Quality control: Transparent system of checks and balances, reflection, and accountability to maintain compliance and strive for excellence.

Staff: All employees including teachers, education staff associates, paraprofessional, administrators, office workers, cafeteria workers, custodial workers, bus drivers, and all other district-based support personnel.

 

Standard One

 

Visionary 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.

           

Strand 1 – Advancing a district-wide shared vision for learning.

 

            Initial

 

Deeply listen and understand existing vision with district and community stakeholders. Articulate purposes and rationale for a district-wide vision for learning. Align the vision, mission, and goals to school, district, state, and federal policies such as content standards and achievement targets. Demonstrate how the district develops an inclusive shared vision that promotes success for each student. Work collaboratively with the school board, to assist them in using varied sources of information and analyze data about current practices and outcomes to develop a shared vision, mission, and goals with high, measurable expectations for each student and educator in which each student has equitable, culturally responsive, appropriate, and effective learning opportunities and achieves at high levels. Ensure systems coherence of vision, mission, and goals.

 

            Continuing

 

Strategically identify when and how to communicate the vision and mission. Articulate a compelling message that communicates the vision for the present and the future of the school district. Clearly communicate the values and beliefs embodied in the vision of the community stakeholders.

 

Career Level

 

Continually review and restructure the vision to address changing circumstances based on relevant data, including student cultural histories and contexts. Enhance the vision to include cultural competence of the district and region. Engage community stakeholders in furthering the vision, mission, and goals of the district.

 

Strand 2 – Putting the vision for learning into operation.

 

Initial

 

Identify objectives and strategies to implement a district-wide vision. Incorporate the vision and goals into planning (e.g., strategic plan, school improvement plan), change strategies, and instructional programs. Analyze how systems are affected by a shared vision and suggests changes to an existing system. Develop and implement a continuous improvement cycle that regularly monitors and adjusts actions based on evidence. Demonstrate ability to develop plans that align district structures, processes, and resources with a vision. Obtain and align resources such as learning technologies, staff, time, funding, materials, and training to achieve the vision, mission, and goals. Advocate for Board policies, decisions, and allocations of resources to support the vision.

 

Continuing

 

Demonstrate community stakeholder ownership and involvement in the vision, goals, planning, and continuous cycle of improvement.

 

Career Level

 

Implement the vision across multiple stakeholder groups and settings. Use data to continually monitor and revise systems to reflect the vision. Solicit from and give feedback to other administrators to analyze the effectiveness of the district’s vision in shaping education programs, systems, and resources to positively impact student learning.

 

 

 

 

 

 

Strand 3 - Developing stewardship of the vision.

 

Initial

 

Demonstrate understanding of the leader’s role as keeper of the vision while establishing a means to involve community stakeholders in keeping the vision. Engage all community stakeholders, including those with conflicting perspectives and those that have been disenfranchised, in ways that build shared understanding, commitment, and responsibilities to vision, mission, and goals. Demonstrate application that establishes conduct and evaluates processes used to engage staff and community in a shared vision, mission, and goals. Evaluate how the vision serves the needs of students, staff, families, and community stakeholders. Develop shared commitments and responsibilities that are distributed among staff and the community for making decisions and evaluating actions and outcomes. Demonstrate understanding of how to use the vision to facilitate effective communication, to nurture and maintain trust, to develop collaboration among community stakeholders, and to celebrate efforts and achievement of the vision. Communicate and act from shared vision, mission, and goals so educators and the community understand, support, and act on them consistently. Advocate for and act on commitments in the vision, mission, and goals to provide equitable, appropriate, and effective learning opportunities for each student.

 

Continuing

 

Find creative ways to connect with and gather input from community stakeholders in school district, community, and online settings. Cultivate the larger community to be an advocate for the vision and mission. Establish a culture in which diverse points of view are encouraged and valued in the design, implementation, and monitoring of the vision and mission. Tailor their message to resonate with different community stakeholders. Foster positive relationships with local media and community groups by meeting with them regularly.

 

Career Level

 

Continually evaluate alignment between vision and progress toward promoting success of all students within the learning community. Expand base and empower community stakeholders to participate in shaping education programs, systems, and resources to move the learning community toward the shared vision of promoting success of all students. Design a system of shared responsibility for renewing the vision, as well as acknowledging and celebrating progress toward the vision.

 

Standard Two

 

Instructional 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.

 

 

 

 

Strand 1 – Advocating, nurturing, and sustaining an effective district culture.

 

Initial

 

Be open and accessible to all district and community stakeholders through communication systems and practices. Demonstrate understanding that student learning is the fundamental purpose of schools. Develop shared understanding, capacity, and commitment to high expectations for each student and closing opportunity/achievement gaps. Plan for analysis of current cultures and systems that may be contributing to the opportunity/achievement gap. Develop time and resources to build a professional culture of openness and collaboration, engaging teachers in sharing information, analyzing outcomes, and planning improvements. Identify features of organizational cultures promoting student learning. Analyze how both the district and school cultures affect student learning. Use a variety of skills and strategies to design systems that respect and support diverse cultural perspectives and customs in order to promote success of each student. Ensure the creation and support the implementation of district-wide and school improvement plans that focus on a culture of continuous learning. Promote district, school, and classroom communities based on acceptance, respect, and civility.

 

Continuing

 

Collect and analyze data from multiple sources, e.g., formative, summative, qualitative, and quantitative. Build and maintain a culture that fosters a free exchange of ideas and opinions without fear of retribution. Encourage taking responsibility and provide opportunities for bridging the differences among students’ culture, parents’ culture, and staff members’ culture for betterment of the learning environment. Reach out into the community to find volunteers to serve as role models when staff do not represent a student group.

 

Career Level

 

Empower the stakeholders to define, maintain, and monitor the ways in which the district’s specific culture is affecting student learning. Collaborate 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 district’s learning culture.

 

Strand 2 – Advocating, nurturing, and sustaining student learning.

 

Initial

 

Demonstrate understanding of how to engage and support each student in meaningful learning that is regularly assessed to improve instruction. Provide ongoing feedback using data, assessments, and evaluation methods that improve equity pedagogy. Monitor and measure how effectively principals and other district leaders apply an evaluation system of employees for continuous improvement. Use a continuous cycle of assessment to improve instruction and ensure that each student has equitable and sufficient opportunities to learn and to meet high standards. Identify a process for adopting and implementing an instructional framework for a continuous cycle of improvement. Guide regular analyses and disaggregation of data about all students to improve instructional programs and communicates progress to educators, the school community, and other community stakeholders. Monitor the use of data to improve student learning. Assure alignment of curriculum, instruction, and assessment with state and local learning goals. Develop shared understanding of rigorous curriculum and standards-based instructional programs, working with teams to analyze student work, monitor student progress, and redesign curricular and instructional programs to meet diverse needs. Provide coherent, effective guidance of rigorous curriculum and instruction, aligning content standards, curriculum, teaching, assessments, professional development, assessments, and evaluation methods. Manage learning systems to assure their responsiveness to students’ cultural, cognitive, and linguistic needs. Provide and monitor effects of differentiated teaching strategies, curricular materials, educational technologies, and other resources appropriate to address diverse student populations, including students with disabilities, cultural and linguistic differences, gifted and talented, disadvantaged social economic backgrounds, or other factors affecting learning. Identify and use high-quality research and data-based strategies and practices that are appropriate in the local context to increase learning for each student.

 

Continuing

 

Facilitate the understanding between school and community members to be responsive to the diverse learning needs of each student. Develop understanding and commitment to high expectations for each student and closing the opportunity/achievement gap. Integrate students and families funds of knowledge (the deep knowledge that students bring to the classroom from families and their cultures) into systems learning.

 

Career Level

 

Facilitate the understanding and implementation of research-based teaching and assessment along with equity pedagogy that empowers all educators and students to take ownership of and to monitor their learning processes in every classroom, every day. Build greater capacity for a district-wide system of continuous improvement by providing support for educator and student learning in collaboration with families, stakeholders, and community leaders.

 

Strand 3 – Advocating, nurturing, and sustaining coherent, intentional professional development.

 

Initial

 

Use evidence of student learning to create professional development systems. Model, guide, and support job-embedded, standards-based professional development that improves teaching and learning, and meets diverse learning needs of each student. Understand that professional development increases the instructional and leadership capacity of staff. Provide support, time, and resources for leaders and staff to examine their own beliefs, values, and practices in relation to the vision, goals for teaching and learning, and evidence of student learning. Use district-wide and school improvement plans to guide the professional development. Guide and monitor individual professional development plans for continuous improvement. Know processes for coaching staff, conducting staff evaluation, and using a professional growth plan to improve student learning. Provide principals and other administrators with guidance and support on how to achieve district goals. Effectively evaluate leaders and monitor how principals and district leaders apply evaluation systems for all employees.

 

Continuing

 

Engage district leadership as a professional learning community to advance the district’s strategic plan. Model professional growth planning as a career-long habit of practice. Design structures so certificated employees can systematically and regularly observe each other’s work and share effective practices. Ensure that appropriate interventions are consistently provided for students and adults who are not meeting targeted goals.

 

Career Level

 

Facilitate systems that focus district staff on reflection, collaboration, and peer mentorship to support successful professional development. Build staff leadership in creating and maintaining student-centered achievement goals. Learn from and with administrators to gather and interpret data to build greater capacity for professional development support using resources from community stakeholders as well as state-funded initiatives.

 

Standard Three

 

Effective 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.

 

Strand 1 – Uses a continuous cycle of analysis to ensure efficient and effective systems.

 

Initial

 

Demonstrate understanding of how to use a continuous and repeating cycle of analysis for monitoring, examining, evaluating, and adjusting the district, school systems, online learning, programs, and other relevant issues. The continuous cycle of analysis includes problem framing, data collection and interpretation, synthesis, using data to outline options for action, implementing chosen action, and gathering data to check progress and to judge effectiveness. Use effective tools such as problem-solving skills and knowledge of strategic, long-range, and operational planning to continuously improve the operational system. Develop and facilitate communication and data systems that assure the timely flow of information. Distribute and oversee responsibilities for leadership of operational systems.

 

Continuing

 

Guide community stakeholders to gather, analyze, and interpret data toward innovative solutions.

 

Career Level

 

Create and sustain a culture of continuous analysis in every aspect of the learning community. Coach and mentor emerging staff, student, and community leaders. Collaborate with other administrators to use the continuous cycle of analysis to improve structures, procedures, and resources to positively impact student learning through professional development, the family community, and community at large.

 

Strand 2 – Ensuring efficient and effective management of the organization.

 

Initial

 

Use organizational theory to create and support structures within a district that promote school safety, behavior management, and other environmental issues. Demonstrate understanding of procedures necessary for management and maintenance of a clean and orderly learning environment. Assure the physical plant for safety, ADA requirements, and other access issues to support learning of each student. Demonstrate understanding of culturally responsive, developmentally appropriate behavior expectations and discipline policies that are balanced with students’ emotional and personal needs. Assure the involvement of students, staff, families, and community members in developing, implementing, and monitoring guidelines and norms for accountable behavior. Create and execute viable district discipline plans that are fair, culturally responsive, known by all, and consistently applied and reviewed. Oversee acquisition and maintenance of equipment and effective technologies, particularly to support teaching and learning. Assure that district and school policies and practices result in equitable treatment of each student. Assign personnel, appropriate to their role, training, and expertise, to address diverse student needs, legal requirements, and equity goals. Utilize data analysis to recognize disproportionality in application of disciplinary processes.

 

Continuing

 

Utilize data analysis to recognize and then develop support structures, strategies, and interventions that minimize disproportionality in all aspects of the system including disciplinary processes. Create appropriate partnerships with other community safety and emergency institutions.

 

Career Level

 

Align organizational elements of the district with the improvement plans ensuring an effective and positive learning environment. Develop a district-wide student self-regulation program. Use data to adjust the effective implementation of the district safety plan. Seek feedback from and give to other administrators. Share organizational expertise with others and actively mentor other educational leaders.

 

 

 

 

 

Strand 3 – Ensuring efficient and effective management of the operations.

 

Initial

 

Effectively, ethically, and legally manage district operations and issues impacting bargaining and other contractual agreements, group process and consensus-building, and problem-framing and problem-solving skills necessary to the establishment of effective district-wide procedures. Oversee acquisition and maintenance of equipment and effective technologies, particularly to support teaching and learning. Assign education staff associates to roles appropriate to their training and expertise. Assign personnel to address diverse student needs, legal requirements, and equity goals. Conduct personnel evaluation processes that enhance professional practice, in keeping with district, state policies, and collective bargaining agreements. Use the management structure to disaggregate data from all groups and determine further actions and interventions. Develop the capacity of district personnel to work effectively with bargaining groups. Develop skills to prevent and resolve conflict.

 

Continuing

 

Use the awareness of one’s own cultural background, ethical and moral framework, and core values to reflect on educational decisions and to modify positions/be influenced based on new learning. Facilitate staff awareness of structural benefits and privileges and how they mold educational practices and organizations. Use tools, processes, and programs that promote professional and organizational self-examination and assessment.

 

Career Level

 

Establish a culture where everyone accepts shared responsibility for management operations. Collaborate with all stakeholders to seek and give feedback to improve the effectiveness of management procedures district-wide.

 

Strand 4 – Ensuring management of the resources for a safe, efficient, and effective learning environment.

 

Initial

 

Annually review district and regional educator workforce data in partnership with local universities and educational service districts. Implement practices to recruit and retain highly qualified personnel in alignment with staff training and expertise, student learning targets, and with collective bargaining agreements. Develop an environment where all community stakeholders share in the responsibility of creating and maintaining a pleasant and inviting atmosphere that is clean, orderly, aesthetically pleasing, culturally responsive, and ecologically friendly. Identify the responsibilities related to financial, human, and material resources as required by state law, Board policy, and contracts. Operate within budget and fiscal guidelines and direct resources effectively toward teaching and learning. Allocate resources based on student needs within the framework of federal and state law to achieve the district’s vision and goals. Engage in the creation and/or implementation of district-wide planning to ensure responsible leadership and equitable management of resources. Seek and secure additional resources needed to accomplish the vision and goals.

 

Continuing

 

Create collaborative systems and distributed leadership responsibilities that support student and staff learning and well-being. Develop a comprehensive plan for workforce development with a focus on future needs not just current needs, e.g., grow your own, partnerships, retrain existing workforce to different roles and/or endorsements.

 

Career Level

 

Maximize the use of human, fiscal, technological, and material resources based on data analysis and forecasting. Act creatively to support continuous district improvement in response to the changing environment. Collaborate with other administrators and stakeholders to increase and distribute available resources equitably throughout the district.

 

Standard Four

 

Inclusive 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.

 

Strand 1 – Collaborating with families and community members.

 

Initial

 

Demonstrate understanding that family support (health, social-emotional development) and family engagement (academic support) affects student success in school. Develop framework, working guidelines, and evaluation system for effective family engagement across the district. Work with Board to identify and respond to family and community needs. Develop the capacity of schools, family members, and community to positively affect student and adult learning, including parents and others who provide care for children. Involve families in decision making about their children's education. Demonstrate collaboration skills with diverse students and families in support of student academic performance. Develop and implement culturally relevant strategies to involve diverse families. Use effective public information strategies to communicate with families and community members such as email, night meetings, and written materials in multiple languages. Develop comprehensive strategies for positive community and media relations. Identify key community stakeholders and is actively involved within the community, including working with community members and groups that have competing or conflicting perspectives about education. Apply culturally responsive, communication and collaboration strategies to develop family and local community partnerships.

 

Continuing

 

Develop a plan to engage parents, guardians, and community partners to positively influence student learning. Develop the capacity of principals, district leaders, teachers, and other school staff to establish and maintain partnerships with families and communities focused on student learning. Develop and implement culturally-relevant family outreach and partnership methods to engage diverse families in schools. Understand and apply funds of knowledge, e.g., the skills, abilities, ideas, practices, and experiences that students bring to the classroom.

 

Career Level

 

Regularly seek information and respond to families' and stakeholders’ concerns, expectations, and needs. Validate differences in values, opinions, and views, acknowledging that families, community stakeholders, and educators have the best interests of the children and community in mind, leading to common goals for providing learning opportunities for all students.

 

Strand 2 – Collaborating with and responding to diverse communities.

 

Initial

 

Recognize the diversity within the district community. Use appropriate assessment strategies and research methods to understand and accommodate diverse student learning conditions. Demonstrate understanding of the importance of each student having equitable access to all opportunities. Seek out and develop partnerships with community programs serving students with diverse learning needs. Understand social, political, economic, and cultural contexts in which students live and work. Capitalize on diversity such as cultural, ethnic, racial, economic, and special interest groups as an asset of the school community to strengthen educational programs. Demonstrate cultural competence in engaging diverse families and communities to improve student learning. Develop shared responsibilities with diverse communities to improve teaching and learning.

 

Continuing

 

Scaffold supports to respond to the diversity of student backgrounds. Work with community stakeholders to develop a culture that honors the existing and evolving values, beliefs, norms, traditions, and rituals of the community. Develop the system’s capacity to use a variety of media to communicate with all members of their respective communities.

 

Career Level

 

Lead district staff in examining the personal, social, and cognitive consequences of policies and practices on equity in the district. Develop programs that promote mutual respect and understanding among students, staff, families, and all community stakeholders. Work to assure that policies encourage the use of research-based assessments appropriate for individual linguistic and cultural groups. Advocate development and recruitment of a racially, culturally, and ethnically diverse staff.

 

 

 

 

Strand 3 – Mobilizing community resources.

 

Initial

 

Identify community resources and partner with community stakeholders to support student learning. Assess current district resources and develop a plan to engage community stakeholders in a process for planning and prioritizing resources according to needs. Link to and collaborate with community agencies for health, social, and other services to families and children. Work with civic and community groups to ensure that teachers, staff, and students have access to and support for the use of appropriate technology, instructional materials, and resources. Secure community support to sustain existing resources and add new resources that address emerging student needs.

 

Continuing

 

Build mutually beneficial relationships with business, religious, political, and service organizations.

 

Career Level

 

Develop strategies to ensure that all schools/programs, regardless of their locations in the district, are funded equitably. Advocate state and district level officials to provide additional funding for schools/programs with low-income populations. Develop and maintain effective media relations. Establish mutually beneficial relations with businesses, higher education institutions, agencies, and community groups that support the implementation of the district’s improvement plans.

 

Standard Five

 

Ethical 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.

 

Strand 1 – Using the continuous cycle of analysis for self-assessment of professional leadership.

 

            Initial

 

Understand and exemplify the standards, responsibilities, and indicators for the superintendent’s role in a democratic school system. Assess their own personal assumptions, values, beliefs, and practices that guide improvement of student learning. Working with community stakeholders, establish a framework for ethical norms, beliefs, and values to govern behavior. Create a professional growth plan, identify needed growth, plan professional growth activities, and gather evidence to document that professional growth leads to school improvement and increased student learning. Collaborate with the colleagues, network, study research, and seek experiences to enhance their practice, expand their repertoire, and deepen their knowledge. Engage in self-analysis of own values, behaviors, and dispositions, including awareness of own ethnicity/culture as it relates to others. Invite, accept, and use feedback from others, e.g., 360-type evaluation instrument. Model and lead constructive, non-defensive listening, and response to critique. Awareness of the effects of power, privilege, and status. Listen for understanding.

 

Continuing

 

Respectfully challenge and work to change assumptions and beliefs that negatively affect students, educational environments, and student learning. Advocate on behalf of historically marginalized children and families and other issues of social justice.

 

Career Level

 

Use the professional growth plan to collaborate with other administrators to identify and sustain needed professional growth. Coach and mentor emerging instructional leaders. Contribute to the advancement of the profession through sharing experience, advancing best practice, and extending learning beyond the ISLLC and Washington State standards.

 

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

 

Initial

 

Manage and lead district through critical issues in a transparent and permeable manner. Understand the expectation for leading within legal, ethical, and moral frameworks.  Model lifelong learning by continually deepening understanding and practice related to content, standards, assessment, cultural competence, equity pedagogy, data, teacher support, evaluation, and professional development strategies. Articulate and use personal values and beliefs to guide action. Model personal and professional ethics, integrity, justice, and fairness and expect the same of others. Treat people fairly, equitably, and with dignity. Protect the rights and confidentiality of students and staff. Behave in a trustworthy manner, using professional influence and authority to enhance education and the common good. Demonstrate respect for the inherent dignity and worth of each individual. Work with other educators, families, and community members to identify and implement leadership approaches that are culturally appropriate and equitable.

 

Continuing

 

Use ethical challenges to facilitate teachable moments. Navigate the fine line between personal rights and professional implications including when school district employees use online social networks. Sustain personal motivation, optimism, commitment, energy, and health by balancing professional and personal responsibilities and encouraging similar actions for others. Promote policies and practices that demonstrate respect for differences and promotes equity and social justice for each student.

 

Career Level

 

Serve as a role model of fairness, equity, and respect to the educational community and the community at large. Respond to moral dilemmas in a manner that inspires others to demonstrate integrity and exercise ethical behavior.

 

Standard Six

 

Socio-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.

 

            Strand 1 – Understanding the role of schools in a democracy.

 

Initial

 

Demonstrate understanding of the role of education in renewing a democratic and global society and the leader’s responsibility in influencing the larger political, social, economic, legal, and cultural context. Communicate effectively with key decision makers in the community to improve public understanding of educational laws including state and federal civil rights, nondiscrimination laws, and treaties with Native Americans. Advocate for equitable and inclusive policies that benefit students, families, and caregivers. Advocate for physical, emotional, social, cultural, legal, and economic equity to ensure each student and their families are supported and can meet educational expectations and policy goals. Act to influence local, state, and national decisions affecting learning. Develop effective relationships with community stakeholders, policymakers, and community leaders to collect and analyze data and information on economic, social, political, and emerging issues that affect the context of educational programs and outcomes at the district and school level. Adapt leadership strategies to reflect emerging trends and initiatives. Demonstrate knowledge and use of effective strategies, including online environments, to gather input from community stakeholders at the school, district, and community level. Use multiple, culturally responsive strategies to advocate for resources and mechanisms to increase access to historically marginalized communities, e.g., interpreters, home visits, and online communications.

 

Continuing

 

Assume a leadership role and advocate for local, state, and national policies critical to education. Lead the investigation of researched-based practices to create innovative responses to changing circumstances or goals. Actively use a variety of strategies to lead staff in safely examining deeply held assumptions and beliefs that may conflict with vision and goals.

 

Career Level

 

Promote student civic involvement which prepares them for active participation in a democratic and global society. Actively participate in influencing the quality of a democratic education beyond the local levy (e.g., state and federal policy and legislation, professional associations, share knowledge and experience through workshops and written work, or mentor fellow educators through a continuing dialogue around educational issues). Empower others to create district-wide accountability models using the continuous cycle of analysis that goes beyond state standards for improvement of student learning.

 

Strand 2 – Works effectively with the school district’s Board of Directors.

 

Initial

 

Distinguish the respective legal roles of the superintendent and the Board. Maintain a positive working relationship with the Board to sustain a focus on district goals. Ensure Board members are informed of all appropriate laws, policies, and procedures from local, state, and federal mandates. Work effectively with the Board to develop shared understanding of school board and superintendent roles. Facilitate an understanding of the responsibilities of the school board including developing agreed upon protocols, that will be reviewed annually, which address the working relationship between the Board and the superintendent. Lead and manage the district consistently with the Board’s policies and communicates effectively with Board. Influence and model decorum, shared vision, common goals, team building, and dealing with difficult issues. Ensure the school board understands the finances of the school district. Help the Board understand the interactions between culture and learning, and guides the Board to develop policies that will close the opportunity/achievement gap. Ensure that the Board understands and demonstrates cultural competence.

 

Continuing

 

Ensure that the Board understands students’ families, cultures, and communities and uses this information as a basis for establishing policies.

 

Career Level

 

Communicate effectively with the Board, key decision makers in the community, and in broader political contexts to increase support of excellence and equity in education. Work with the Board and community leaders to collect and analyze data on economic, social, and other emerging issues that impact district planning, programs, and structures.