UNIVERSITY OF NORTH CAROLINA AT
GREENSBORO
School of Education
Educational Leadership and Cultural
Foundations
ELC 687: LEGAL AND ETHICAL
DIMENSIONS OF LEADERSHIP
Course Syllabus
Three credits--No prerequisites
This course
is a requirement for all students in the Masters in School Administration
program. ELC 687 serves as an elective course for students in the Ed.S. and
Ed.D. in Educational Leadership, the Ph.D. in Cultural Foundations, other
departments in the School of Education, and graduate students in other programs
across the University
Instructor Information
|
Dr. Carl
Lashley Educational
Leadership and Cultural Studies University
of North Carolina at Greensboro 245 Curry
Hall P.O. Box
26171 Greensboro,
NC 27402-6171 |
336-334-3745
(office) 336-545-0916
(home) Email: Carl_Lashley@UNCG.edu EMail for
Course Assignments Submissions Only: elc687@bellsouth.net
|
Course
Website: http://www.uncg.edu/elc/faculty/Lashley
Catalog
Description:
Course
Purpose: This
course introduces students to the legal and ethical reasoning systems that influence
the practice of school administrators. Special emphasis is given to legal and
ethical deliberations that occur at the school level. Legal and ethical issues
will be examined with particular consideration for their implications for
school leaders in North Carolina.
Teachers
Academy Conceptual Framework Mission Statement: The mission of professional
education at UNCG is to prepare and support the professional development of
caring, collaborative, and competent educators who work in diverse settings. This
mission is carried out in an environment that nurtures the active engagement of
all participants, values individual as well as cultural diversity and
recognizes the importance of reflection and integration of theory and practice.
UNCG's
professional education programs are guided by shared commitments to: (a) equity
and excellence in teaching, research, and service; (b) professional integrity
and ethical deliberation in dealing with students and colleagues
(university-based, school-based, and community-based); (c) the construction of
a professional knowledge base through collaboration and collegiality; and (d)
the dissemination of professional knowledge, skills and dispositions through
the preparation and continuing professional development of teachers, principals
and other school personnel.
Course
Objectives:
Through the
experiences in this course, students will be able to:
1. discuss
how school governance and decision making are affected by legal and ethical
considerations;
2.
understand how federal, state, district, and school regulations, policies, and
procedures are utilized in school governance and decision making and discuss
the roles legal and ethical reasoning play in their development;
3.
understand basic principles of education law and the constitutional, ethical,
and educational values that support them;
4.
understand the effects of significant legal cases on issues of student rights,
equal educational opportunity, teacher rights, and administrative
responsibility for school-related activities;
5.
articulate his/her ethical principles, relate them to recognized ethical
schools of thought, and apply them to situations that face school leaders; and
6. assess
the facts of a situation, identify the legal and ethical considerations
involved, and use appropriate legal and ethical reasoning to determine
alternative courses of action for representative school situations.
Teaching
Strategies: A significant portion of this course will be presented via
the Internet. Students will be expected to participate actively in the class
listserv, complete assignments and submit them using email and email
attachments, and use a web browser. In order to participate in the web-enhanced
portions of the course, students must have access to a computer, modem or other
Internet access hardware, an Internet Service Provider (ISP), an email account,
a web browser (Netscape Navigator 4.0 or higher or Internet Explorer 4.0 or
higher), and Adobe Acrobat Reader (available free at www.adobe.com). A certain level of computer literacy is
expected at the beginning of the course, and students will develop their
computing and Internet access skills as the course develops. Students who do
not feel comfortable with their computing skills should make arrangements to
participate in some training and/or have a computer mentor who can help with
questions and problems.
Students
will submit some assignments as email attachments and will work with other
students in cooperative learning assignments that will require sharing written
information. Students should know the brand and version of the word processing
and presentation software they have available, and they should be able to save
files in various formats in order to facilitate file sharing with the
instructor and classmates.
Students
will spend a significant amount of time outside of the class working
independently and in small groups. Because of the web-based enhancements that
have been made, students should plan to spend a considerable length of time
each week using the Internet to participate in class activities. The amount of
time that will be spent attending class on campus has been reduced accordingly.
Evaluation
Methods and Guidelines for Assignments
Students’
performance in this class will be evaluated on the basis of their
accomplishments in six areas. Course assignments will be graded as A+ (4.25), A
(4.0), A- (3.75), B+ (3.25), B (3.0), B- (2.75), and resubmit (0.0).
Assignments are due on the dates noted in the Assignment Calendar. Late
assignments will result in a grade reduction of one-half letter (0.5). A rubric
for grading in this course is attached for students’ consideration in
preparing assignments and understanding the instructor’s standards.
Group Case Memoranda
(8)
(20% of final grade)
The
purpose of this assignment is to assist students in identifying key legal and
ethical concepts from cases and in developing their legal and ethical
vocabularies and reasoning. During the first class, students will be divided
into work groups of five, which will remain intact throughout the semester. For
each case, a group leader will be chosen who will take responsibility for
leading the group through its deliberations about the case and who will be
responsible for submitting the group's case memorandum. Group leadership must
be rotated through the group until all members have served as group leader. The
group leader's name should be designated, along with the other group members'
names, on the case memorandum. All group members must participate in the
development of each of the eight case memoranda that are assigned for the
semester.
A
case memorandum examines the legal and ethical dimensions in a case, provides a
course of action an administrator should take to resolve the issues in the
case, and justifies that course of action on legal and ethical grounds. A case
memorandum is two to three pages in length (single spaced, standard margins),
and the audience (staff, parents, community, district level administrators,
board of education) to whom the
memorandum is addressed is provided in the To: line. Case memoranda
will be submitted as email attachments to the Course Assignments
Submissions email address. Students should
consult the Assignments Calendar for due dates.
Statement of Ethics
(20% of final grade)
By
May 4, each student will submit a ten to fifteen page statement of ethical
principles that s/he will use to guide his/her professional interactions as a
school leader. In the Statement of Ethics, each student will
1.
articulate his/her personal and professional values and beliefs,
2.
place his/her values and beliefs within one of the ethical
paradigms suggested by Shapiro & Stefkovich (2001),
3.
compare and contrast his/her ethical principles with codes of
ethics from professional educational administration organizations, and
4.
reflect upon applications of his/her ethical principles to
administrative practice.
The
Statement of Ethics should be developed in conformity with the Style Manual
of the American Psychological Association (4th Ed.). The Statement of Ethics
is due May 4
Mid-Term and Final
Examinations
(15% of final grade
each)
A
mid-term examination, covering the first one-half of the course, will be given
on-site on February 27, and a final examination, covering the second one-half,
will be given on-site on May 8. Examinations will include multiple choice,
true-false, short-answer, and short essay questions. Exams will be standard
paper and pencil tests, and students will not have access to course materials,
notes, etc. during the exams.
Journal
(10% of final grade)
Journaling
is an opportunity for students to think about course content and apply its
meanings to their own previous learning, experiences, and practice. In a
journal, a student writes to him/herself as the primary audience. Anyone else
(including the instructor or teaching assistant) is a privileged reader.
Journal entries are considered to be confidential, unless the student gives
permission for journal entries to be shared.
In
this course, each student will keep a journal in which s/he chronicles his/her
thoughts, positions, analyses, and reflections. Students must make at least
two entries (at least one full page or 200 words in length) per week in their
journals. Journals may be kept either in longhand or using a computer. The
final entry in the journal will be a self-evaluation (approximately 1000 words)
of the student's learning and progress in the course. Journals will be submitted
to the instructor.. Journal entries may address these and other issues
and topics:
1.
comments on stories from Education Week
2.
comments on questions and answers in The Ethicist
3.
reflections on the on-line learning experience
4.
stories from the student's practice with an analysis
5.
analysis and commentary on course topics and readings
6.
implications of course content for the student's practice
7.
reflections on the group process
8.
ideas for additional course activities
9.
summaries of cases and their implications
10.
questions about
issues of law for further research
In
addition, there will be six elaborated journal entries in which the student
will respond to prompts provided by the instructor. Elaborated journal entries
should be approximately 1000 words in length.
Journals
in which the student has submitted the minimum number of entries will receive a
grade of B. Journals that show that the student has used the journaling
experience as a learning tool will receive a grade of A+, A, or A- at the
instructor's discretion.
Attendance and
Participation
(10% on-site, 10%
on-line)
Students
are expected to attend all classes. Active participation is integral to
learning in this class. Students are encouraged to question, debate, and
comment critically in a manner that is appropriately professional, civil, and
scholarly. A student’s participation in class will contribute to his/her
learning and to the learning of his/her classmates. On-site participation will
comprise 10% of students' grades. Consideration will be given for timely
arrival to and departure from class. Students should disengage cellular
telephones, beepers, alarms, and other distracting electronic devices while
they are in class.
Students
are expected to participate actively in on-line activities, including the
course listserv. Listserv discussions are intended to augment course readings
and activities and to give students the opportunity to explore course content
in an on-line forum. On-line participation will comprise 10% of students'
grades, which will be based on the frequency and quality of student
participation.
This
course is part of a professional preparation program for school administrators.
Students are expected to adhere to the highest standards of ethical and
professional practice. Students who have questions about the propriety of any
action should contact the instructor at their convenience.
Required
Texts/Readings/References:
McCarthy,
M., Cambron-McCabe, N., & Thomas, S. (1998). Public school law: Teachers’ and students’
rights (4th Ed.). Boston, MA: Allyn & Bacon.
Shapiro,
J.P., & Stefkovich, J.A. (2001). Ethical leadership and decision making
in education: Applying theoretical perspectives to complex dilemmas. Mahwah, NJ: Lawrence
Erlbaum Associates.
Supplementary
Readings
Students
in ELC 687 will subscribe to Education Week for the semester. Arrangements will be
made for the class subscription during the first class. The cost will be $1.50
per week, payable when the invoice is received from Education Week.
Students
will also be reading several court cases, newspaper and Internet stories, and
other items of interest as they arise. These readings will be available at a
variety of websites. Particularly, students should read Randy Cohen's weekly
column The Ethicist, which appears on Sunday in the New York Times Magazine, available
at www.nytimes.com. Students should also
become familiar with a legal search engine, such as FindLaw (www.findlaw.com), and the organization and
research options available on the Web through a well-recognized law library,
such as at the Kathrine R.
Everett Law Library at the University of North Carolina at Chapel Hill or the Cornell Law
Library.
Topical
Outline:
Assignments Calendar
ELC 687
|
Date/Topics |
Readings Schedule (Weekly
Readings: Education Week, The Ethicist at www.nytimes.com) |
Assignments Due |
|
Legal
Frameworks |
|
|
|
Legal
Frameworks, Tort
Liability |
5.
McCarthy
et al., Ch 1, 12 6.
U.S.
Constitution, Bill of Rights, and Amendments |
|
|
|
|
Group
Case Memorandum #1: Who Was On Duty? on the Class Website |
|
Religious
Expressions, Curriculum Challenges |
1.
Shapiro
& Stefkovich, all 2.
McCarthy
et al., Ch 2, 3 3.
Joint Statement
on School Prayer |
|
|
|
|
Group
Case Memorandum #2: Vivisection: A Classroom Physiologist's Dilemma in
Shapiro & Stefkovich, Ch. 4 |
|
|
|
Group
Case Memorandum #3: AIDS and Age-Appropriate Education in Shapiro &
Stefkovich, Ch. 4 |
|
Noninstructional
Issues, Student Classifications |
·
McCarthy
et al., Ch 4, 5 ·
At
least three Statements of Ethics from Administrators' Organizations |
|
|
|
|
Group
Case Memorandum #4: The Kids Are Praying at the Flagpole Again on the Class
Website |
|
|
|
Mid-term
Exam (On-site) |
|
|
|
Group
Case Memorandum #5: When All Means All in Shapiro & Stefkovich, Ch. 7 |
|
Student
Discipline |
·
McCarthy
et al., Ch. 6 |
|
|
|
|
Group
Case Memorandum #6: A Home for Marlon: The Foster Child Case in Shapiro &
Stefkovich, Ch. 6 |
|
Teachers'
Employment Issues |
·
McCarthy
et al., Ch 7, 10 |
|
|
|
|
Group
Case Memorandum #7: The Adult Fantasy Center in Shapiro & Stefkovich, Ch.
3 |
|
Teachers'
Civil Rights |
·
McCarthy
et al., Ch. 8, 9 |
|
|
|
|
Group
Case Memorandum #8: Rising Star or Wife Beater in Shapiro & Stefkovich,
Ch. 5 |
|
|
Voluntary
Review Session |
|
|
|
|
Statement
of Ethics (Hard Copy Submission) |
|
|
|
Final
Examination (On-site) |
|
|
|
Journals
(Hard Copy Submission) |
Recommended
Text(s) and/or Readings:
Alexander,
K. & Alexander, D. M. (1992). American public school law (3rd ed.). St.
Paul, MN: West Publishing.
Beck, L.G. (1994).
Reclaiming educational administration as a caring profession. New York:
Teachers College Press.
Beck, L.G.,
& Murphy, J. (1994). Ethics in educational leadership programs: An
expanding role. Thousand Oaks, CA: Corwin Press.
Deskbook
encyclopedia of American school law (2000). Rosemount, MN: Data Research.
Greenfield,
W.D. (1993). Articulating values and ethics in administrator preparation. In C.
Capper (Ed.), Educational administration in a pluralistic society. Albany, NY:
State University of New York Press.
Gregory, G.
(1992). Desk reference on significant US Supreme Court decisions affecting public
schools. Alexandria, VA: National School Boards Association.
Grzywacz,
P., McEllistrem, S. & Roth, J. (Eds.). (2000). Students with disabilities
and special education. Birmingham, AL: Oakstone Legal and Business Publishing.
Heubert, J.
(Ed.). (1999). Law and school
reform: Six strategies for promoting educational equity. New haven, CT: Yale
University Press.
Imber, M.
& Van Geel, T. (1993). Education law. New York: McGraw-Hill.
Irons, P.
(Ed.). (2000). May it please the court: Courts, kids, and the Constitution. New
York: The New Press.
LaMorte, M.
(1999). School law: Cases and concepts. (6th ed.). Boston: Allyn and Bacon.
Rothstein,
L. F. (2000). Special education law (3rd Ed.). White Plains, NY:
Longman.
Starratt,
R.J. (1991) Building an ethical school: A theory for practice in educational
administration. Educational Administration Quarterly, 27 (2), 185-202.
Starratt,
R.J. (1994). Building an ethcial school. London: Falmer Press.
Streshly,
W. A. & Frase, L. (1992). Avoiding legal hassles - What school administrators
really need to know. Newbury Park, CA: Corwin Press.
Strike,
K.A., Haller, E.J., & Soltis, J.F. (1998). The ethics of school
administration (2nd ed.). New York: Teachers College Press.
Zirkel, P.
A. & Richardson, S. N. (1988). A digest of Supreme Court decisions
affecting education. Bloomington, IN: Phi Delta Kappa Educational Foundation.
U.S. Supreme Court Cases
Regarding Education
School
Prayer
Engel v.
Vitale (1962)
School
District of Abington Township v Schemp (1963)
Wallace
v. Jaffree (1985)
Lee v.
Weisman (1992)
Students’
Rights
West
Virginia State Board of Education v. Barnette (1943)
Tinker
v. Des Moines School District (1969)
Goss v.
Lopez (1975)
Ingraham
v. Wright (1977)
New
Jersey v. TLO (1985)
Bethel
School District v. Fraser (1986)
Hazelwood
School District v. Kuhlmeier (1988)
Honig v.
Doe (1988)
Board of
Education, Westside Schools v. Mergens (1990)
Franklin
v. Gwinnett (1992)
Vernonio
School District v. Acton (1995)
Davis v.
Monroe County Board of Education (1999)
Students’
Equal Opportunity
Brown v.
Board of Education (1954)
San
Antonio Independent School District v. Rodriguez (1973)
Lau v.
Nichols (1974)
Plyler
v. Doe (1982)
Board of
Edu[1]rcation
of Hendrik Hudson School District v. Rowley (1982)
Tatro v.
State of Texas (1984)
Aguilar
v. Felton (1985)
School
Committee of Burlington v. Massachusetts (1985)
Zobrest
v. Catalina Foothills School District (1993)
Florence
County Board of Education v. Carter, 510 U.S. 7 (1993)
Cedar
Rapids Community School District v. Garret F. (1999)
Curriculum
Challenges
Epperson
v. Arkansas (1968)
Island
Trees School District v. Pico (1982)
Edwards
v. Aguilar (1987)
Teachers’
Rights
Cleveland
Board of Education v. LaFleur (1974)
Equity
and Desegregation Cases and Legislation
|
Date |
Case |
|
1896 |
Plessy
v. Ferguson |
|
1954 |
Brown
v. Board of Education |
|
1955 |
Brown
v. Board of Education II |
|
1958 |
Cooper
v. Aaron |
|
1963 |
Goss
v. Board of Education |
|
1964 |
Griffin
v. Prince Edward Co. |
|
1964 |
Title
VI, Civil Rights Act of 1964 |
|
1965 |
Rogers
v. Paul |
|
1968 |
Green
v. New Kent County |
|
1969 |
Alexander
v. Holmes County |
|
1971 |
Swann
v. Charlotte-Mecklenburg |
|
1973 |
Keyes
v. School District No. 1, Denver |
|
1973 |
San
Antonio Independent School District v. Rodriguez |
|
1973 |
Section
504 of the Vocational Rehabilitation Act of 1973 |
|
1974 |
Equal
Educational Opportunities Act of 1974 |
|
1974 |
Milliken
v. Bradley I |
|
1974 |
Lau v.
Nichols |
|
1975 |
Education
of All Handicapped Children Act of 1975 |
|
1976 |
Pasadena
City Board of Education v. Spangler |
|
1977 |
Milliken
v. Bradley II |
|
1982 |
Plyler
v. Doe |
|
1982 |
Hendrik
Hudson Board of Education v. Rowley |
|
1984 |
Irving
Independent School District v. Tatro |
|
|
|
|
1991 |
Board
of Education v. Dowell |
|
1992 |
Freeman
v. Pitts |
|
1994 |
Proposition
187 |
|
1995 |
Missouri
v. Jenkins |
|
1996 |
Personal
Responsibility and Work Opportunity Reconciliation Act ("Welfare
Reform") |
|
1997 |
League
of United Latin American
Citizens v. Wilson II |
|
1997 |
Individuals
With Disabilities Education Act of 1990 and Amendments of 1997 |
|
1999 |
Cedar
Rapids Community School District v. Garret F. |
ELC 687: Legal and Ethical
Dimensions of Leadership
Spring 2001
Grading Rubric
|
Student: |
Section:
Tuesday or Wednesday |
|
|
Case
Group #: |
Case #1 |
|
|
Check
cases in which student served as group |
Case #2 |
|
|
leader. |
Case #3 |
|
|
|
Case #4 |
|
|
Notes: |
Case #5 |
|
|
|
Case #6 |
|
|
|
Case #7 |
|
|
|
Case #8 |
|
|
|
Mid-term |
|
|
|
Ethics
Statement |
|
|
|
Final |
|
|
|
Journal |
|
|
|
On-site
Participation |
|
|
|
On-line
Participation |
|
|
|
Final
Grade |
|
Group Case Memoranda
|
Grade |
Criteria |
|
A |
7.
Provides
an analysis of the legal and ethical dimensions of the case 8.
Provides
a well-reasoned course of action 9.
Provides
a sound justification for the course of action 10. Shows evidence of involvement of
all group members |
|
B |
4.
Reports
on the legal and ethical dimensions of the case 5.
Provides
an appropriate course of action 6.
Justifies
the course of action 7.
Shows
evidence of group involvement |
|
Resubmit |
Items
that must be addressed: ·
Length ·
Involvement
of all group members ·
Audience ·
Depth
of analysis ·
Course
of action ·
Justification ·
Coherence ·
Writing
style |
Statement of Ethics
|
Student's Grade |
Grade |
Criteria |
|
|
A |
·
Articulates
his/her personal and professional values and beliefs ·
Places
his/her values within an ethical paradigm ·
Compares
and contrasts his/her ethical principles with those of professional
educational administration organizations ·
Reflects
upon applications of his/her ethical principles to administrative practice ·
Is
well written, coherent, and free of grammatical, style, and typographical
errors |
|
|
B |
·
Describes
his/her personal an professional
values and beliefs ·
Inserts
his/her values into an ethical paradigm ·
Relates
his/her ethical principles with those of professional educational
administration organizations ·
Lists
applications of his/her ethical principles to administrative practice ·
Is
free of grammatical, style, and typographical errors |
|
|
Resubmit |
Items
that must be addressed: ·
Length ·
Personal
and professional values and beliefs ·
Ethical
paradigm ·
Professional
codes of ethics ·
Applications ·
Coherence ·
Writing
style ·
Form--margins,
indents, spacing ·
Grammatical,
spelling, typographical errors |
Journal
|
Student's Grade |
Grade |
Criteria |
|
|
A |
·
Includes
minimum number of one-page entries (30) ·
Includes
responses to elaborated entries (6) ·
Responds
thoughtfully in journal entries ·
Appears
to use journal as a learning tool |
|
|
B |
·
Includes
minimum number of one-page entries (30) ·
Includes
responses to elaborated entries (6) |
|
|
Resubmit |
11. Insufficient number of entries |
Attendance and Participation
On-site Participation
|
Student's Grade |
Grade |
Criteria |
|
|
A |
·
Attended
all classes ·
Arrived
and departed on time ·
Participated
in all classes ·
Contributed
to other students' learning through participation |
|
|
B |
·
Attended
·
Arrived
and departed on time ·
Participated
in classes |
On-line Participation
|
Student's Grade |
Grade |
Criteria |
|
|
A |
·
Participated
regularly and thoughtfully in listserv discussions ·
Participated
in other on-line activities ·
Used
technology to engage course content fully |
|
|
B |
·
Participated
in listserv discussions ·
Participated
in other on-line activities ·
Used
technology to engage course content |
ALIGNMENT WITH
NORTH CAROLINA STANDARDS FOR
SCHOOL ADMINISTRATORS
Course # and Title: ELC
687 Legal and Ethical Dimensions of Leadership
Professor: Carl
Lashley
|
8.
Vision:
The principal is an educational leader who facilitates the development,
implementation, and communication of a shared vision of learning that
reflects excellence and equity for all students. Corresponding ISLLC Standard*: 1 |
||
|
Indicator
# |
Indicator:
THE PRINCIPAL . . . |
|
|
1.K.1 |
Understands
community dynamics. |
|
|
1.K.2 |
Understands
trends, issues, and research in education. |
|
|
1.K.3 |
Understands
the concept of vision and its role in school improvement. |
|
|
1.K.4 |
Understands
group processes. |
X |
|
1.K.5 |
Understands
the role of education in building, sustaining, refining, and promoting our
democratic way of life. |
|
|
1.K.6 |
Understands
the broad political, social and economic issues in education. |
X |
|
1.K.7 |
Understands
the influence of emerging global issues in shaping a shared vision of
education. |
|
|
1.K.8 |
Understands
the role of advocacy and the dynamics of political processes on the
continuing evolution of a shared vision of education. |
X |
|
|
|
|
|
1.S.1 |
Involves
stakeholders in the development of a broad vision of what the school should
be and an implementation plan for how to get there. |
|
|
1.S.2 |
Uses
organizational skills, including problem solving and decision making, to
implement and refine the school's vision. |
X |
|
1.S.3 |
Communicates
with stakeholders regarding the role of education in sustaining our
democratic ideals. |
|
|
1.S.4 |
Evaluates
progress toward achieving the school's vision. |
|
|
1.S.5 |
Engages
stakeholders in exploring the implications of global trends in social,
political and economic affairs in building a shared vision. |
|
|
1.S.6 |
Advocates
for public policies that will promote educational excellence and equity. |
X |
|
1.S.7 |
Engages
political leaders and community advocates in dialogue to promote educational
excellence and equity. |
|
|
|
|
|
|
1.P.1 |
Believes
all children can learn. |
|
|
1.P.2 |
Believes
vision makes a difference in enhancing school effectiveness. |
|
|
1.P.3 |
Values
teachers as professionals. |
|
|
1.P.4 |
Views
diversity as an asset. |
|
|
1.P.5 |
Values
high expectations. |
|
|
1.P.6 |
Values
innovation, creativity and risk-taking. |
|
|
1.P.7 |
Believes
that commitment is essential to achieving vision. |
|
|
1.P.8 |
Believes
in the role of education in sustaining and promoting our democratic way of
life. |
|
|
1.P.9 |
Believes
in excellence and equity as worthy educational goals for a democratic
society. |
X |
|
1.P.10 |
Believes
in using the political process to advocate and promote public education. |
X |
|
9.
Learning:
The principal is an educational leader who promotes the development of
organizational, instructional, and assessment strategies that enhance
teaching and learning. Corresponding
ISLLC Standard*: 2 |
||
|
Indicator
# |
Indicator:
THE PRINCIPAL . . . |
|
|
2.K.1 |
Understands
teaching and learning theory. |
|
|
2.K.2 |
Understands
the relationship between child development and teaching and learning. |
|
|
2.K.3 |
Understands
curriculum and its alignment with instruction. |
|
|
2.K.4 |
Knows
laws and policies which impact teaching and learning. |
|
|
2.K.5 |
Knows how
to organize the school to enhance teaching and learning. |
|
|
2.K.6 |
Knows
what instructional resources are available and how to allocate them. |
|
|
2.K.7 |
Knows how
to use assessment to enhance teaching and learning. |
|
|
2.K.8 |
Understands
major social, historical, cultural, and technical developments and their
implications for what needs to be taught in schools. |
|
|
2.K.9 |
Knows how
different teaching styles impact student learning. |
|
|
|
|
|
|
2.S.1 |
Works
with the school community to set high standards for learning. |
|
|
2.S.2 |
Works
with others to develop and communicate plans and procedures for enhancing
teaching, learning, and student assessment. |
|
|
2.S.3 |
Monitors
the implementation of the state and local curriculum. |
|
|
2.S.4 |
Monitors
the alignment of curriculum and instruction to promote the achievement of
high student performance. |
|
|
2.S.5. |
Is able
to select and retain effective teachers. |
X |
|
2.S.6 |
Assigns
staff and other resources to enhance teaching and learning. |
|
|
2.S.7 |
Schedules
students to maximize learning. |
|
|
2.S.8 |
Provides
teachers with appropriate time and resources to explore alternative
organizational and instructional strategies which have promise for enhancing
teaching and learning. |
|
|
2.S.9 |
Uses own
time well to enhance teaching and learning. |
|
|
2.S.10 |
Is
involved with teachers and students in the classroom to promote teaching and
learning. |
|
|
2.S.11 |
Identifies
teaching and learning problems in a timely manner and addresses them
effectively through collaboration and delegation. |
|
|
2.S.12 |
Ensures
that teachers use assessment results to enhance teaching and learning. |
|
|
2.S.13 |
Uses a
variety of classroom observation and teacher evaluation techniques to promote
student performance. |
|
|
|
|
|
|
2.P.1 |
Values
the role of the principal as educational and instructional leader. |
|
|
2.P.2 |
Commits
to the success of all organizational members. |
|
|
2.P.3 |
Believes
in personal accountability. |
X |
|
2.P.4 |
Is
flexible and open to change. |
|
|
2.P.5 |
Believes
all students can learn. |
|
|
2.P.6 |
Believes
that assessment is useful When
making decisions about teaching and learning. |
|
|
2.P.7 |
Believes
parents, the community, and the schools are partners in the educational
process. |
|
|
10. Climate: The principal is an
educational leader who works with others to ensure a working and learning
climate that is safe, secure, and respectful of diversity. Corresponding
ISLLC Standard*: 2 |
||
|
Indicator
# |
Indicator:
THE PRINCIPAL . . . |
|
|
3.K.1 |
Understands
that learning occurs best when students feel safe. |
X |
|
3.K.2 |
Understands
how to organize for a positive and safe school climate. |
X |
|
3.K.3 |
Understands
the culture and demographics of the school community and the need to be
respectful of diversity. |
|
|
3.K.4 |
Understands
the relationship of human behavior and development to the achievement of a
positive school climate. |
|
|
3.K.5 |
Understands
conflict resolution theory and practice. |
X |
|
3.K.6 |
Understands
preventive and responsive strategies for dealing with school problems related
to safety and security. |
|
|
3.K.7 |
Understands
that good faculty and student morale is essential to the achievement of a
positive working and learning climate. |
|
|
|
|
|
|
3.S.1 |
Helps
develop the shared understandings and values which lead to a climate of
openness, fairness, mutual respect, support, inquiry and respect for
diversity. |
|
|
3.S.2 |
Monitors
and maintains a safe, secure, and caring school environment. |
X |
|
3.S.3 |
Deals
with student misconduct in a prompt and effective manner. |
X |
|
3.S.4 |
Manages
and resolves conflict and crises effectively. |
X |
|
3.S.5 |
Models
respect for diversity. |
|
|
3.S.6 |
Models
and supports the importance of self-discipline and responsibility. |
|
|
|
|
|
|
3.P.1 |
Values
opinions and concerns of others. |
|
|
3.P.2 |
Believes
a nurturing, caring, and safe environment is critical to learning. |
|
|
3.P.3 |
Believes
people will respect each other's contributions and accomplishments when
diversity is appreciated. |
|
|
3.P.4 |
Values
the public school's contribution to a culturally diverse democratic society. |
|
|
3.P.5 |
Believes
that diversity enriches the learning environment for all members of the
school community. |
|
|
3.P.6 |
Values a
proactive stance in matters dealing with the achievement of a safe, secure,
school environment that is respectful of diversity in a democratic society. |
|
|
11. Professional Ethics: The
principal is an educational leader who demonstrates integrity and behaves in
an ethical manner. Corresponding
ISLLC Standard*: 5 |
||
|
Indicator
# |
Indicator:
THE PRINCIPAL . . . |
|
|
4.K.1 |
Knows the
ethical standards of the profession. |
X |
|
4.K.2 |
Knows
his/her own convictions and their ethical implications. |
X |
|
4.K.3 |
Knows the
rights and responsibilities of members of the educational community. |
X |
|
4.K.4 |
Understands
the complexity of ethical issues in schools. |
X |
|
4.K.5 |
Understands
how to analyze situations ethically. |
X |
|
|
|
|
|
4.S.1 |
Works
with the school community to establish expectations for ethical conduct. |
X |
|
4.S.2 |
Models
good ethical judgment. |
X |
|
4.S.3 |
Makes
decisions with impartiality, honesty, compassion, and empathy. |
X |
|
4.S.4 |
Takes
responsibility for his/her own actions. |
X |
|
4.S.5 |
Treats
all members of the school community fairly, equitably, and with dignity. |
X |
|
4.S.6 |
Directly
addresses unethical behavior. |
X |
|
|
|
|
|
4.P.1 |
Possesses
personal and professional standards of integrity. |
X |
|
4.P.2 |
Believes
ethics should guide what we do in schools. |
X |
|
4.P.3 |
Understands
and respects different cultural standards and beliefs. |
X |
|
12. Collaboration and Empowerment:
The principal is an educational leader who facilitates school improvement by
engaging the school community's stakeholders in collaboration, team-building,
problem solving, and shared decision making. Corresponding
ISLCC Standard: 4 |
||
|
Indicator
# |
Indicator:
THE PRINCIPAL . . . |
|
|
5.K.1 |
Understands
the research on collaboration, empowerment, and school improvement. |
|
|
5.K.2 |
Understands
group processes. |
X |
|
5.K.3 |
Understands
the community's political dynamics. |
|
|
5.K.4 |
Knows
what stakeholders can contribute. |
|
|
5.K.5 |
Understands
the decision making process. |
X |
|
|
|
|
|
5.S.1 |
Works
with stakeholders to set school improvement goals and plans for achieving
them. |
|
|
5.S.2 |
Involves
stakeholders in school planning and decision making. |
|
|
5.S.3 |
Acquires
the resources necessary to achieve school improvement goals. |
|
|
5.S.4 |
Provides
for the professional development necessary to support collaboration and
empowerment. |
|
|
5.S.5 |
Achieves
consensus and facilitates closure. |
|
|
5.S.6 |
Celebrates
innovations and accomplishments with the school community. |
|
|
|
|
|
|
5.P.1 |
Values
learning as the number one priority. |
|
|
5.P.2 |
Views all
experiences as learning opportunities. |
|
|
5.P.3 |
Believes
that stakeholders should make decisions in the best interests of students. |
X |
|
5.P.4 |
Views
empowerment and collaboration as essential for school improvement. |
|
|
5.P.5 |
Celebrates
innovations and accomplishments. |
|
|
13. School Operations: The
principal is a school leader who uses excellent management and leadership
skills to achieve effective and efficient organizational operations. Corresponding
ISLLC Standard*: 3 |
||
|
Indicator
# |
Indicator:
THE PRINCIPAL . . . |
|
|
6.K.1 |
Knows
pertinent local, state, and federal laws, policies, and procedures. |
X |
|
6.K.2 |
Knows
community resources. |
|
|
6.K.3 |
Knows the
school facilities. |
|
|
6.K.4 |
Knows the
school staff. |
|
|
6.K.5 |
Understands
the budget process. |
|
|
|
|
|
|
6.S.1 |
Develops
and assesses the efficiency and effectiveness of management practices and
procedures. |
X |
|
6.S.2 |
Anticipates
problems and resolves them effectively. |
X |
|
6.S.3 |
Balances
the needs of people with those of the organization. |
|
|
6.S.4 |
Uses
appropriate fiscal guidelines. |
|
|
6.S.5 |
Nurtures
the leadership abilities of others. |
|
|
6.S.6 |
Manages
human resources responsibilities effectively, including interviewing,
selecting, scheduling and evaluating staff members. |
X |
|
6.S.7 |
Monitors
and evaluates the effectiveness of the organization. |
X |
|
6.S.8 |
Maintains
facilities that are safe and conducive to learning. |
X |
|
6.S.9 |
Ensures
that school programs and procedures comply with local, state, and federal
regulations. |
X |
|
6.S.10 |
Makes
sure that community resources are used appropriately. |
|
|
|
|
|
|
6.P.1 |
Values a
broad perspective. |
|
|
6.P.2 |
Values
attention to detail. |
X |
|
6.P.3 |
Believes
in contingency planning. |
X |
|
6.P.4 |
Believes
in fiscal responsibility. |
|
|
6.P.5 |
Believes
in fairness, equity, and consistency. |
X |
|
14. Human Relationships: The
principal is an educational leader who employs effective interpersonal,
communication and human relations skills. Corresponding
ISLLC Standard*: 6 |
||
|
Indicator
# |
Indicator:
THE PRINCIPAL . . . |
|
|
7.K.1 |
Knows how
to communicate effectively. |
|
|
7.K.2 |
Understands
the importance of nonverbal communication. |
|
|
7.K.3 |
Understands
the value of technology in enhancing communication. |
X |
|
7.K.4 |
Knows the
importance of visibility and availability. |
|
|
7.K.5 |
Knows
how, when, what, and to whom to delegate. |
|
|
7.K.6 |
Understands
the culture of the school community. |
|
|
7.K.7 |
Knows how
to build support for the school. |
|
|
7.K.8 |
Knows the
importance of family involvement. |
|
|
7.K.9 |
Knows how
to create and inviting “learning” community. |
|
|
7.K.10 |
Understands
the benefit of an effective public relations program. |
|
|
|
|
|
|
7.S.1 |
Communicates
effectively. |
|
|
7.S.2 |
Listens
actively. |
|
|
7.S.3 |
Responds
to issues and communicates resolutions. |
X |
|
7.S.4 |
Presents
ideas in a convincing manner. |
X |
|
7.S.5 |
Uses
available technology to enhance communication. |
X |
|
7.S.6 |
Acknowledges
and respects diverse perspectives. |
|
|
7.S.7 |
Relates
to others in an open and honest manner. |
|
|
7.S.8 |
Uses tact
and humor effectively. |
|
|
7.S.9 |
Interacts
effectively with the news media and public. |
|
|
|
|
|
|
7.P.1 |
Respects
members of the school community. |
|
|
7.P.2 |
Believes
in open and honest communication. |
|
|
7.P.3 |
Believes
that words and actions must be consistent. |
|
|
7.P.4 |
Values
diversity in the school community. |
|
|
7.P.5 |
Cares
about students and members of the school community. |
|
|
15. Development of Self and Others:
The principal is an educational leader who demonstrates academic success,
intellectual ability, and a commitment to life-long learning. Corresponding
ISLLC Standard*: 2 |
||
|
Indicator
# |
Indicator:
THE PRINCIPAL . . . |
|
|
8.K.1 |
Knows how
to model the importance of intellectual behavior and life-long learning. |
|
|
8.K.2 |
Knows the
literature on adult development. |
|
|
8.K.3 |
Knows
what resources are available to promote learning for self and others. |
|
|
8.K.4 |
Understands
that physical and emotional wellness are critical to professional
productivity. |
|
|
|
|
|
|
8.S.1 |
Models
the school’s vision of the educated person and helps staff to do the
same. |
|
|
8.S.2 |
Draws
upon relevant theory and research to develop personal theories of practice. |
|
|
8.S.3 |
Recognizes,
honors, and celebrates academic success. |
|
|
8.S.4 |
Motivates
and inspires others by projecting a model of continuous learning. |
|
|
8.S.5 |
Facilitates
formal and informal learning opportunities for self and staff. |
|
|
8.S.6 |
Demonstrates
effective teaching practices. |
|
|
8.S.7 |
Aligns
the school’s professional development plan with its school improvement
plan. |
|
|
8.S.8 |
Supports
the induction and development of new teachers. |
|
|
8.S.9 |
Mentors
the professional growth of others. |
|
|
8.S.10 |
Promotes
a wellness program for the development of self and others. |
|
|
|
|
|
|
8.P.1 |
Embraces
high expectations for the accomplishments of self and others. |
|
|
8.P.2 |
Is
committed to life-long learning for self and others. |
|
|
8.P.3 |
Values
mentoring staff and teachers. |
|
|
8.P.4 |
Believes
that time spent in reflection and discussion is essential for developing
insights related to the teaching-learning relationship. |
|
|
8.P.5 |
Believes
that a broad range of educational and cultural experiences promote life-long
learning. |
|
|
16. Information Management,
Evaluation, and Assessment: The principal is an educational leader who
promotes the appropriate use of valid and reliable information to facilitate
progress, evaluate personnel and programs, and to make decisions. Corresponding
ISLLC Standard*: 6 |
||
|
Indicator
# |
Indicator:
THE PRINCIPAL . . . |
|
|
9.K.1 |
Understands
theories of supervision and evaluation. |
|
|
9.K.2 |
Understands
policies, regulations and laws related to the evaluation of programs and
personnel. |
X |
|
9.K.3 |
Understands
concepts and limitations of measurement and assessment as they apply to
school leadership. |
|
|
9.K.4 |
Understands
the use of technology in the instructional and administrative functions
within the school environment. |
|
|
|
|
|
|
9.S.1 |
Interprets
and uses data to assist in the decision making process. |
X |
|
9.S.2 |
Communicates
data through various media such as graphs, pictorials, and charts to explain
the results, impact and implications to various audiences. |
X |
|
9.S.3 |
Uses
available and appropriate technology tools to facilitate the management
process that focuses on teaching and learning within the school environment. |
X |
|
|
Uses
performance data with staff to .
. . |
|
|
9.S.4 |
Set
challenging program goals and objectives. |
|
|
9.S.5 |
Monitor
student progress to provide appropriate teaching and learning that promotes
high student standards and performance. |
|
|
9.S.6 |
Monitor
the effectiveness of school programs and make modifications as necessary. |
|
|
9.S.7 |
Supervise
and evaluate personnel. |
|
|
9.S.8 |
Plan
professional development programs to enhance teaching and learning. |
|
|
9.S.9 |
Address
marginal or incompetent teaching effectively. |
|
|
9.S.10 |
Allocate
resources effectively. |
|
|
9.S.11 |
Justify
requests for additional instructional resources. |
|
|
|
|
|
|
9.P.1 |
Believes
that measurement and assessment can be used to improve teaching and learning. |
|
|
9.P.2 |
Values
gathering multiple kinds of data to make informed decisions. |
|
|
9.P.3 |
Is
committed to evaluating programs and personnel on a continuous basis. |
|
|
9.P.4 |
Is
committed to continuous growth for programs and personnel. |
|
|
9.P.5 |
Believes
it is important to use data to make decisions. |
|
|
9.P.6 |
Possesses
the courage to make difficult decisions. |
|
|
9.P.7 |
Values
technology as a resource for decision making. |
|
|
9.P.8 |
Values
technology opportunities. |
|
|
17. Continuous Improvement: The
principal is an educational leader who fosters a culture of continuous
improvement focused upon teaching and learning. Corresponding
ISLLC Standard*: 2 |
||
|
Indicator
# |
Indicator:
THE PRINCIPAL . . . |
|
|
10.K.1 |
Knows how
to access and use community resources effectively. |
|
|
10.K.2 |
Knows how
to establish benchmarks and set goals for improvement. |
|
|
10.K.3 |
Understands
that risk-taking and innovation are essential to meaningful improvement. |
|
|
10.K.4 |
Understands
the principles, processes, and tools of continuous quality improvement. |
|
|
10.K.5 |
Understands
how to engage and motivate collaborative work groups effectively. |
|
|
10.K.6 |
Understands
the importance of responding to concerns and doing so in a timely manner. |
|
|
10.K.7 |
Knows the
importance of history and tradition in building a positive culture for
improvement. |
|
|
10.K.8 |
Understands
the change process and how formal and informal leaders in the school
community impact change. |
|
|
|
|
|
|
10.S.1 |
Forms
collaborative work groups to set challenging goals for school improvement and
to develop strategies for achieving them. |
|
|
10.S.2 |
Maintains
and supports a school climate that supports risk taking and innovation. |
|
|
10.S.3 |
Facilitates,
supports, and monitors the efforts of collaborative work groups. |
|
|
10.S.4 |
Uses
available technology to access the information needed by work groups. |
|
|
10.S.5 |
Uses
appropriate processes and tools to measure progress toward school improvement
goals. |
|
|
10.S.6 |
Communicates
evidence of (such) school improvement progress effectively. |
|
|
10.S.7 |
Celebrates
school improvement successes. |
|
|
|
|
|
|
10.P.1 |
Believes
all children can learn. |
|
|
10.P.2 |
Is
committed to achieving excellence through continuous improvement. |
|
|
10.P.3 |
Has
confidence in the abilities of self and others to improve. |
|
|
10.P.4 |
Believes
teaching and learning can be improved through collaborative problem solving
efforts of the school community. |
|
|
10.P.5 |
Values
diverse perspectives on issues. |
|