Educational Leadership Policy Standards (ISLLC)

Standards serve different purposes. The ISLLC 2008 Policy Standards are designed to serve as a broad foundation for describing the functions of effective educational leadership that states, districts, organizations, and policy-makers can use as a national model for developing their own standards and policies for improving the educational leadership profession. National accreditation agencies such as the National Council for Accreditation of Teacher Education (NCATE) later to become CAEP recognized ISLLC 2008 standards as a foundation in the development of the Educational Leadership Constituent Council (ELCC) Program Standards (2011) that guide planning, implementing, and accrediting of educational leadership administrator preparation programs at colleges and universities. Testing agencies such as the Educational Testing Service (ETS) developed assessments using ISLLC 2008 standards as a foundation for providing test specifications to determine how licensed administrators should demonstrate entry-level knowledge and skills. Many state education departments use ISLLC 2008 standards to guide the creation of principal evaluation standards/policies for measuring how practicing administrators should be evaluated as they move toward expert performance. Many school districts and professional associations use the ISLLC 2008 standards for developing practice standards and professional development policies to establish professional career plans and guide professional development as leaders demonstrate continuous improvement toward expert performance.

The ISLLC 2008 Policy standards are designed too to serve as a catalyst for ongoing research on effective educational leadership practice and the effects of the standards on subsequent program and practice policies throughout the profession. The Educational Leadership Policy Standards: ISLLC 2008 as adopted by the NPBEA conveys a vision of the knowledge and leadership skills that every educational leader should know and be able to do.  It is through the practice of this shared vision that the profession will be successful in creating school and district leaders who can ensure equitable opportunities and outcomes for every student.

These standards were approved by the NPBEA Executive Board on December 12, 2007. As a part of the revised standards, a representative sample of research that supports each standard is included. The research base contains both empirical research as well as “craft knowledge.”