The Seventh Standards: Definition Of The Seventh Standard

The Ontario Leadership Framework (OLF) explains outstanding individual and small group practices for both in schools and system leaders, and also compelling managerial practices at both school and system levels. Furthermore, the framework gives leaders a distinct picture of what successful leadership looks like at both the level of the individual leader and the group. Moreover, it illustrates what an effective leader does and what a effective organization does. What's more, the framework likewise recognizes leadership at the school level and at the district or system level.

The ISLLC standards define expected outcomes and activities that will develop school leaders into effective school leaders. The standards also provide a comprehensive overview of what leadership should look like in schools today and is meant to enhance the practice of school leaders.

This paper will analyze the strengths and weaknesses of the Teacher Keys Effectiveness System (TKES) from the perspective of a future school leader. As a future leader the main point is to understand the purpose of TKES, which is to increase achievement for all students, identify areas of strength and growth for teachers and individualize professional growth based on specific results or needs.

As an educator the decisions that are made should be with the students’ best interest in mind. Standard 5 has given me more knowledge and ability to promote the success of all students by acting with integrity, fairness, and in an ethical manner. Modeling school principles of self-awareness, safeguarding the values of equity, and diversity, and promoting social justice within the schools are all elements of standard 5.

As with the importance of selecting a highly qualified principal to help raise test scores and closing achievement gaps, the selection and support of staff is also critical. Gregory F. Branch, Eric A. Hanushek, and Steven G. Rivkin’s 2013 study “School Leaders Matter” examined the effectiveness of many principles’ leadership and the effect they had on student achievement ratings. “A primary channel through which principals can be expected to improve the quality of education is by raising the quality of teachers, either by improving the instruction provided by existing teachers or through teacher transitions that improve the caliber of the school’s workforce” (Branch, pg.4). A principal must be able to continually seek out professional development, to research best practices and new educational theories to support their staff and students. If principals are to close the achievement gap, they must be willing to inform and instruct their staff on new teaching strategies. Mr. Canada, from his TED talk, “Our failing schools. Enough is enough!”, states: “You go into a place that has failed kids for fifty years and say: ‘so what’s the plan?’ And they say: ‘Well, we are going to do what we did last year, this year’. What kind of business model is that?” (TED, 2013). The principal willing to venture into new, uncharted waters may succeed or fail, but at least they

Standard 4 discusses creating a relationship between the community and school with in which you work. Community involvement and meeting the needs of the community need to be acquired by the school. Using the community for resources the school cannot afford will give the students a better education.

As discussed in the introduction and throughout the seven TWS Standards, the Teacher Work Sample is and will be an important resource in my teaching foundation library. It is a valuable tool for me to learn, grow, build and plan from. However it is important for me to remember there is no “Cookie Cutter” template or tool for ensuring that all of a student’s needs or goals are being met. Each student is unique and has his or her own needs, goals and learning styles and abilities. This is why it is so important for me as an educator to know my students, learn their needs, goals, behaviors and learning abilities. The TWS seven research-based processes, although by no means is not the “end all, answer to all” tool, is a wonderful tool to help me

Educational leadership has changed and evolved through the years as a result of dramatic changes in the school culture, student demographics, environment, science, technology, and economy. Given the complexity and unpredictability of the demanding challenges to educate all children, prospective school leaders may find it desirable to define their own beliefs about instructional supervision and evaluation as they prepare for the rigor of school leadership practice. While enacting supervision, a supervisor is guided by certain values, assumptions, beliefs, and opinions that support the purpose and process of supervision (Sergiovanni & Starratt, 2006). This can be described as the supervisor’s

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.

The organizational leadership is steadfast in meeting the classroom needs of their students and teachers that allow them to address

There are nine intellectual standards, but today I will describe two of them. The first intellectual standard is clarity meaning that is, "understandable; the meaning can be grasped" (Ppaul & Elder, 2012 P. 103). Aan example of clarity from my own life is how I write my goals down and review them daily. By doing this I can make them clearer and more precise. Not only do I write them down, but I also imagine them, by imagining my goals I create a certain clarity vibe. The more I pracitce this the clearer my goals will become. The second intellectual standard is logic meaning that, "the parts make sense together; no contractions" (Paul & Elder 2012 P.103). An example of logic from my own life is how my mom's best friend recently suffered a mild

Universal standards apply to real life There are many standards which are considered universal when trying to solve a problem with reason and critical thinking. To me the most important standard is logic. This is the rational decision that is arrived at based on what makes sense and can be proved to be the most probable solution. Many people use logic in math and science but when it comes to real life, they are sometimes illogical and think the worst. Arriving at a conclusion that is valid is one that is logical.

Standard #5 – Ethics and Integrity: Education leaders have the knowledge and ability to ensure the success of all students by acting with integrity and in an ethical

As teachers, we need to create a comfortable classroom climate where there is a feeling of acceptance and celebrate differences among each student. Effective teachers will also demonstrate appropriate planning, preparing and execution of content. Standard 5 is focused on Middle Level Professional Roles. Along with understanding and applying knowledge of young adolescents, as discussed with Standard 1, it is equally important to be an advocate for the students. By using professional leadership strategies, being an advocate for all young adolescents helps maximize their growth and learning. In order to be fully effective, working closely with family member and also with the community strengthen the ability to achieve this success.

Effective school leadership today must combine the traditional school leadership duties such as teacher evaluation, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning. Effective instructional leaders are intensely involved in curricular and instructional issues that directly affect student achievement (Cotton, 2003). The writer of this paper acknowledges that school principals should play the role of instructional leaders, not just a school manager. The reality is that are many demands on a principals time and management skills making it difficult for most of them to spend time in classrooms, when performing teacher evaluation. Principals often make sure that teachers