The importance of clearly defining what successful learning or performance looks like has become increasingly evident during the past decade. Without a doubt, the better one understands what excellence looks like, the greater one’s chances are for achieving – or surpassing – that standard. Ensuring effective school and district leadership begins with the following questions:
- What do our P-12 student need to know, understand, and do?
- What do our teachers and related staff need to know, understand, and do to increase student learning?
- What do our school and district leaders need to know, understand, and do to support teachers and building-level personnel to increase student learning?
Effective use of leadership preparation standards requires multiple, high integrated and highly interdependent variables and assessments. The foundation of accountability is educators’ understanding of the learning standards and a deep understanding of what mastery looks like. The potential value of analyzing and disaggregating student performance data is only as good as one’s understanding of the learning that data represents. Furthermore, while we yearn to assume alignment among standards, assessment, and instruction – in addition to policy, programs, and courses – its tremendous importance and potential impact demand ongoing attention. School and district leadership are no exception.
Development of Program Specific Standards
With the approval of the Educational Leadership Policy Standards: ISLLC 2008 (Interstate School Leaders Licensure Consortium), the NPBEA developed a set of Educational Leadership Program Recognition Standards to describe requirements for evaluating administrator preparation programs that train candidates for school and district level educational leadership positions. The Program Recognition Standards outlined what entry-level candidates within programs should know and be able to do. They also describe rigorous program requirements for an internship period where candidates can practice their leadership skills in a school or district setting. Lastly, they set forth a set of six program assessments to measure candidate competency and gather data on program effectiveness. These Educational Leadership Program Recognition Standards (ELCC 2011) were recognized in December 2011 by the National Council for the Accreditation of Teacher Education (NCATE) later to became the Council for the Accreditation of Educator Preparation (CAEP) for the review and evaluation of educational leadership preparation programs at colleges and universities undergoing national accreditation.
NPBEA’s Educational Leadership Program Recognition Standards