Unwrapping the Isllc Standards Essay

The entire Interstate School Leaders Licensure Consortium Standards focus on actions/ skills that leaders should be modeling in their schools, and there is not one standard that is more important than another. Leaders should be concentrating on how to make the learning environment more effective for student learning. In this essay I will give the challenges faced in that standard and the purpose of the standards and how do they impact that educational community.

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.

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.

Working in partnership with families: supporting, wherever possible, those who know the child or young person well, know what they need, what works well for them and what may not be helpful as any information given will help the child and reduce any problems later (what food do they like) or triggers etc

Promoting school-community relations with Hispanic parents begins with identifying the barrier that prevents involvement or engagement is school issues. Those issues can include lack of knowledge on American schooling, transportation issues, limited English spoken, or problems with work or childcare availability. Once these barriers can be broken, an aggressive approach can be initiated to close the academic gaps many English Language Learners are facing. Zimmerman (2011) states the six strategies for enhancing Hispanic parent involvement include; "remove language barriers between the parents and the schools, address economic obstacles that hinder parental involvement, schedule activities to make transportation easier for parents, empower and

Our parish has seen a drop in the math scores with the new PARCC test. With this weakness being of the utmost importance, a responsible district leader, should engage in professional practice by ensuring that their administrators and teachers are working as a team to improve student achievement. Everyone should work together in order to promote positive change concerning this districts math scores. Observations should be conducted by the administrators and by district level supervisors in order to find any strength and weaknesses that may need to be addressed. ISLLC standard 2, states that the school administrator should sustain an instructional program conducive to student learning and staff professional growth. In order to do this, everyone on the team must be open to diversity and innovation, which includes the constructive criticism from the Danielson Rubric used during observations, and adoption of new curriculums. The district level supervisors have to provide professional development for all teachers in order to implement a new curriculum

Schools can be the “door” to the American system for many families, as it is the bureaucratic institution that nearly everyone is familiar with. Providing assistance to immigrant children, and helping direct them to existing resources, will better ensure those resources are being used for their purpose. Assisting students with access is important - in other words, a school should facilitate a student’s college search process, making all of the options clear and helping them find scholarships and navigate financial aid. Apart from issues that seem unique to immigrant families, these students face many of the same problems so many other children in the US are facing. Poverty, home-life, and the family value of education all have a tremendous impact on a child’s learning. By fostering a welcoming environment for new families, a school is in a better position to make a positive change in an immigrant child’s

Many parents especially the immigrant parents are not familiar with the educational programs in their student’s school or what teachers require from their students. Grand City needs to remember that this is a valuable resource in order to have a true partnership between schools and families. Therefore, creating this partnership with parents especially around academics will improve student achievement (Fullan,

I conduct and facilitate monthly Parent Advisory Committee meetings, PAC. During this meetings parents receive information regarding student academic support, improving parental skills, and how to improve school/home involvement. At the same time, I assist parents in formulating educational goals for

In this book, author Robert Starratt provides a framework for building a foundation of ethical leadership based on responsibility, authenticity, and presence. Readers should understand that this book is not how to transform schools, but how to think about affecting change in our teachers, staff, and students.

Changing the culture and climate could not be achieved by barking orders or mandating behaviors; conversely, the principal and assistant principal engaged and modeled turnaround behaviors necessary to bring about change. Specifically, they shared a strong work ethic, embraced teamwork, and presented an unrelenting resolve to achieve. Modeling these behaviors while embarking in initiatives (distributed leadership, collective responsibility for student learning, curriculum alignment, enhanced teacher efficacy) set the stage for high expectations for ALL in the school (Okilwa & Barnett, 2017).

Since its development in 1994 the standards of Educational Leadership have pursued promoting an understanding on what is expected from the educational administration field.1 The goal of this paper is to present a personal appraisal of a connection between the ELCC standards and my own experiences in district leadership and a reflection on my professional practice of the standards. It is implicit that an educational leader should promote the success of every student by advocating and effectively implementing the 6 standards of Educational Leadership. 2

According to the author in the introduction of the book, this work was basically intended to serve as a guide for developing moral leadership in schools geared toward superintendents, supervisors, principals, and any other persons at the upper levels of school management. The author's design was to provoke thoughts and raise questions in the minds of these people to help them analyze the leadership processes in their schools and help them make adjustments to the leadership process that will in the end reduce the need for "direct" leadership in favor of "moral" leadership. He

In order to encourage parents to be involved in their child’s school and education schools could offer orientations that focus on multicultural education and how it is incorporated. Library books, articles, and videos about multicultural education should be made available to all parents and family members of the ELL students. There should also be some type of bulletin board made available to families that has notes about upcoming events, workshops, English language classes for adults,

As the leader of a 21st century school one must embody the qualities that best reflect the ever-changing face of education. Traditionally, the leader of a school focused a large portion of time and energy on typical managerial functions within the school. These tasks, although important, will not propel a school to achieve excellence. Today’s school leaders must be visionaries who create a sense of purpose driven unity. As a transformational leader, one must also be the beacon of learning in establishing and effectively cultivating professional learning communities. One must recognize and further develop the leadership skills of those within the school in order to ensure the vision and mission of the school is achieved. Keeping in