Purpose Of The ISLLC Standards

Taking a look at standard 1, a leader has to focus on creating visions and goals for students to be successful. One of the challenges I see is that a vision and goal is very important and having to create a vision and goal that can be attained by every student isn’t as easy as

Promoting student success is the founding principle of each of the Educational Leadership Constituencies Council Standards for Educational Leaders (2002). Influential educators combine their knowledge of leadership styles with personal experience in order to meet individual needs and encourage all students to achieve their potential.

ELCC 3.5. Standard Element 3.5 addresses high-quality instruction that ensures all students experience academic success. The ELCC 3.5 was a culmination of assigned readings, coursework, and internship activities. The internship activities were Policy Recommendation on Teacher Attendance and Successful School Observation. The professional knowledge and skills I gleaned from the internship activities under this standard element was effective school leadership means being proactive in handling teacher absenteeism, reward positive behaviors with incentives, and distributed leadership responsibilities among the staff. In my opinion, when the staff is recognized for their efforts, this transcends to high quality teaching in the classroom.

ELCC 5.1. Part of my vision as an administrator is linked to standard 5.1. I must act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success. I used data collected from 2014 fifth grade literacy scores to compare achievement between black and white students in our school. There were more white students that scored proficient and advanced than black students. There was a gap but now a major gap. As an administrator I will provide each student with an equal opportunity to participate in the learning process. I vow to work with administrators, teachers, staff, and

There are 24 standards, under 8 headings. These are there to protect the welfare of children and the quality of their education. The National Minimum Standards

I am a member of the Better Seeking Team at my elementary school. This committee is a leadership team responsible for driving decisions and changes in a positive direction. The National Institute for Urban School Improvement describes the school leadership team as “a school-based group of individuals who work to provide a strong organizational process for school renewal and improvements.” (2005, p. 2) As a member of this team, we recently attended the 2015 Model Schools Conference presented by the International Center for Leadership in Education. Bill Daggett, the founder and chairman of the ICLE, says its focus “has been devoted to observing, studying, and supporting the transformation of the nation’s most rapidly improving schools. The key to improving student performance is a tireless focus on providing rigorous and relevant instruction, and that every level of the education organization must be tightly aligned and carefully coordinated around that singular goal.” (n.d.) My professional goal for the coming school year is to implement the major aspects from one of the presentations our team deemed most significant at the conference, the Rigor/Relevance Framework for teaching in a twenty-first-century classroom.

Efficient administrators must make certain their schools are in compliance with district, state, and federal educational guidelines. These statutes include identifying and delivering specified instructional lessons for students who qualify for services under Section 504 of the Rehabilitation Act of 1973, Individuals with Disabilities Education Act (IDEA), and the students who qualify for ESOL (English for Speakers of Other Languages). Academic leaders who ensure compliance among these regulations and educate themselves on the appropriate instructional practices, will properly assist their teachers and students in finding academic success.

INTASC stands for The Interstate Teacher Assessment and Support Consortium. It is part of an organizations that is made up of heads of education from every state, they are responsible for developing national standards for beginning teachers. The Intasc standards covers everything beginning teachers should know and be able to do. The Intasc projects was launched in the late 1980s. Many of the standards refer to professional responsibility, instructional practice,content knowledge and understanding of the learners. The Intasc standards are intended to ensure that new teachers are prepared to run a classroom,while states are not required to use The Intasc standards many states do to measure a new teacher's readiness.

Is there existing school district policy and programming for meeting ELL requirements for identification, assessment, program and staff development including curricular materials, exit from program criteria, and parent involvement and notifications? If so, does it adhere to Federal and State

My interest in pursuing a position as a school administrator for an elementary school system is to provide leadership for staff members and quality education for all students, and to become part of the world of education. The Benjamin Franklin School located in the Dallas School District serves as a growing population of approximately 1,070 students. The school offers a well-defined educational system for the students, and it has an overall student-to-teacher ratio of 17:1. In addition to the statewide curriculum standards, the school offers special education programs and classes for the gifted and talented. As a result of the school district rankings in the student’s performance, Benjamin Franklin School has become the worst in the

As an educational leader, I must have a vision and mission statement for the school that is known by the staff, students, and parents. The vision will address the needs of the students academically, emotionally, and socially. According to DuFour (1998), “ Those who seek to transform their school into a professional learning community as characterized by an environment fostering mutual cooperation, emotional support, personal growth, and a synergy of efforts.” The leader must implement a plan that will cultivate the success of all students. The mission will speak to the direction of the school community stating what the desire goals are. The building leader will lead by example. High expectations will be communicated and encourage by staff and students. The educational leader of a school must develop a culture of team work to create a climate that is student friendly. The vision mission and goals of the leader should be transparent. The establishment of common goals is the first step. Without common goals, sustainable progress will be impossible and thus everyone will have lower expectations. The students, parents, and staff should be commented to the goals of every child reaching their full academic potential. The school environment should speak to goal setting and high expectations for all students and staff.

Educational leaders play significant roles in the modern society. Their effectiveness depends on their strengths. Primarily, it is vital having a comprehensive understanding of who is an educational

In general, as stated in the Standards for Advanced Programs in Educational Leadership by The NPBEA, educational leaders need to place teaching and learning as the focus for schools and districts. To this effect, all educational leaders from district to school level are responsible to ensure that decisions about curriculum, instructional strategies

Standard 1: Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.

As an educational leader, I have encountered several new and existing school policies. I never thought deeply about the various processes and the stakeholders involved in policy formulation and implementation. This semester I am engaged in the course Managing Educational Policy as School Leaders (EDLM 6005). This is Semester III, 2016/2017. My course coordinator is Dr. Timar Stephenson. Dr Stephenson was my course coordinator once before and was very helpful whenever I needed clarification or when I had a difficulty. I am thrilled to embrace the new ideas and learning opportunities embedded in this course since it teaches issues which I experience at work. Dr Stephenson, during his introduction reminded his entire class that success in this course would only be realized through hard work, dedication, and commitment. Therefore, it is imperative that I have the right attitude as I navigate this course. The course involves seven weeks of intense work. I am pleased to have a wonderful group facilitator by the name of Rhonda Joseph who has already given us a BBC to explain the requirements of the course and our first two modules.