1 CCR 301-37-6.00 - Principal and Administrator Licensure Standards Principal Quality Standards
A principal must demonstrate an understanding of the Colorado Academic Standards; the Colorado Reading To Ensure Academic Development Act (Colorado READ Act) including the evidence-based training standards for school administrators as outlined in 1 CCR 301-92, rule13.01 (D)(1-4); strict data privacy and security practices; special education laws regulations as specified in 11.02 of these rules; educator evaluator training standards as outlined in 1 CCR 301-87, rule (5.3)(H)(2)(a)-(e); and professional practices to address multiple pathways for students to be postsecondary and workforce ready, as outlined in sections 22-2-106, 22-2-136, 22-7-1003(15), and 22-32-109, C.R.S. The following standards must guide the development of the content of principal preparation programs offered by accepted institutions of higher education, designated agencies and individualized alternative principal programs and must guide the ongoing professional development of these principals.
6.01
Quality Standard I: Principals
demonstrate organizational leadership by strategically developing a vision and
mission, leading change, enhancing the capacity of personnel, distributing
resources and aligning systems of communication for continuous school
improvement.
6.01(1) Element A:
Principals collaboratively develop the vision, mission and strategic plan,
based on a cycle of continuous improvement of student outcomes, and facilitate
their integration into the school community.
6.01(2) Element B: Principals collaborate
with staff and stakeholders to implement strategies for change to improve
student outcomes.
6.01(3) Element
C: Principals establish and effectively manage systems that ensure high-quality
staff.
6.01(4) Element D:
Principals establish systems and partnerships for managing all available school
resources to facilitate improved student outcomes.
6.01(5) Element E: Principals facilitate the
design and use of a variety of communication strategies with all
stakeholders.
6.02
Quality Standard II: Principals demonstrate inclusive leadership
practices that foster a positive school culture and promote safety and equity
for all students, staff and community members.
6.02(1) Element A: Principals create a
professional school environment and foster relationships that promote staff and
student success and well-being.
6.02(2) Element B: Principals ensure that the
school provides an orderly and supportive environment that fosters a sense of
safety and well-being.
6.02(3)
Element C: Principals commit to an inclusive and positive school environment
that meets the needs of all students and promotes the preparation of students
to live productively and contribute to the diverse cultural contexts of a
global society.
6.02(4) Element D:
Principals create and utilize systems to share leadership and support
collaborative efforts throughout the school.
6.02(5) Element E: Principals design and/or
utilize structures and processes which result in family and community
engagement and support.
6.03
Quality Standard III: Principals
demonstrate instructional leadership by: aligning curriculum, instruction and
assessment; supporting professional learning; conducting observations;
providing actionable feedback; and holding staff accountable for student
outcomes.
6.03(1) Element A: Principals
establish, align and ensure implementation of a district/BOCES plan of
instruction, instructional practice, assessments and use of student data that
result in academic growth and achievement for all students.
6.03(2) Element B: Principals foster a
collaborative culture of job-embedded professional learning.
6.03(3) Element C: Principals demonstrate
knowledge of effective instructional practice and provide feedback to promote
continuous improvement of teaching and learning.
6.03(4) Element D: Principals hold all staff
accountable for setting and achieving measurable student outcomes.
6.04
Quality Standard IV:
Principals demonstrate professionalism through ethical conduct, reflection and
external leadership.
6.04(1) Element A:
Principals demonstrate high standards for professional conduct.
6.04(2) Element B: Principals link
professional growth to their professional goals.
6.04(3) Element C: Principals build and
sustain productive partnerships with key community stakeholders, including
public and private sectors, to promote school improvement, student learning and
student well-being.
6.05
English Language Learner Principal Quality Standards
In order to ensure that all Colorado school-based leaders are well-equipped and able to support Colorado educators in teaching the state's diverse student population, all principal pre-service programs including approved programs of preparation at Colorado institutions of higher education, designated agencies and individualized alternative principal programs must ensure the standards outlined in sections 5.09 to 5.12 of these rules are fully taught, addressed and practiced in their programs.
6.06
Administrator Quality
Standards
An administrator applicant must hold an earned bachelor's or higher degree from an accepted institution of higher education, must have completed an approved administrator program, and must have demonstrated the competencies specified below.
In addition to knowledge of and the ability to demonstrate the requirements in sections 6.01 - 6.05 (Principal Quality Standards) of these rules, the following administrator rules describe additional competencies required to lead at the district level and serve as standards for authorization of program content for educator preparation programs preparing administrators and licensing of all administrator candidates.
6.07
Administrators demonstrate
organizational leadership, including responsibility for:
6.07(1) district/program vision, mission and
strategic plan;
6.07(2) continual
and sustainable district/program improvement;
6.07(3) recruitment, development,
supervision, evaluation and retention of high-quality personnel;
6.07(4) district and community
partnerships;
6.07(5) communication
with internal and external stakeholders;
6.07(6) fiscal and resource management, as
well as resource-development strategies; and 6.07(7) compliance with policies,
laws, rules and regulations.
6.08
Administrators demonstrate
inclusive leadership practices and systems that include responsibility
for:
6.08(1) coherent systems of
teaching, learning and leading, including curricular and extracurricular
activities;
6.08(2) positive
culture and climate for staff and student success and well-being;
6.08(3) safe and orderly environments for the
protection and welfare of all;
6.08(4) equitable and inclusive practices to
address diverse student populations and needs;
6.08(5) systems for collaborative and
distributed leadership; and
6.08(6)
family and community engagement.
6.09
Administrators demonstrate
instructional leadership that includes responsibility for:
6.09(1) aligned systems of curriculum,
instruction and assessment;
6.09(2)
professional learning for all staff that supports student learning;
6.09(3) student outcomes for growth,
achievement, engagement and post-secondary and workforce readiness;
and
6.09(4) continuous improvement
accountability systems (e.g., goal setting, data-informed decisions,
multi-tiered systems of support and research-based practices).
6.10
Administrators
demonstrate professionalism that includes responsibility for:
6.10(1) ethical behavior and professional
norms;
6.10(2) conflict resolution,
problem solving and decision making;
6.10(3) board-administrator
relationships;
6.10(4) partnerships
with internal stakeholders and external organizations; and
6.10(5) democratic and civic participation
and advocacy.
6.11
Standards for Professional Competencies for an Initial Administrator
License with a Director of Special Education Endorsement
In addition to knowledge of and the ability to demonstrate the requirements in sections 6.06-6.10 of these rules (Administrator Quality Standards), the following standards must be addressed by an accepted institution of higher education's director of special education initial preparation. They are also the standards for the ongoing professional development of these educators. The specific performance indicators for each of these standards must be described in the Department's Performance Indicators for Professional Competency Standards.
6.12
Quality Standard I - Foundations
for Leadership: The director of special education must have a solid foundation
for leadership by:
(a) demonstrating a
comprehensive knowledge of special education organization, programs, laws and
best practices; and
(b) setting
high standards and a positive direction for special education consistent with
the values, mission and vision of the state and administrative unit.
6.13
Quality Standard II -
Special Education and School Systems: The director of special education
must demonstrate knowledge of organizational culture, apply a systems approach
to the development of special education programs and processes and facilitate
effective system change.
6.14
Quality Standard III - Law and Policy: The director of special
education is knowledgeable about and able to apply relevant federal and state
statutes, regulations, case law and policies that impact all children,
including those with disabilities.
6.15
Quality Standard IV -
Instructional Leadership: The director of special education is able to
integrate general education and special education, including curriculum,
instructional strategies, assessments and individualized instruction, in
support of academic achievement for all children, including those with
disabilities.
6.16
Quality
Standard V - Program Planning and Organization: The director of special
education is able to evaluate the efficacy and efficiency of special education
programs, facilities, services and monitoring systems. The director is able to
use the evaluation data to improve the programs and services for all children,
including those with disabilities.
6.17
Quality Standard VI - Human
Resource Functions: The director of special education must have the
knowledge and ability to recruit, retain and evaluate qualified
personnel.
6.18
Quality
Standard VII - Parent, Family and Community Engagement: The director of
special education is knowledgeable about and able to facilitate partnerships
and engage parents, families and communities in the implementation of special
education programs.
6.19
Quality Standard VIII - Budget and Resources: The director of special
education is knowledgeable about and able to demonstrate school district
budgeting and resource allocation, including those related to special
education.
6.20
Standards for
Professional Competencies for an Initial Administrator License with a Director
of Gifted Education Endorsement
In addition to knowledge of and the ability to demonstrate the requirements in section 6.06 (Administrator Quality Standards) of these rules, the following standards must be addressed by the director of gifted education initial preparation program offered by accepted institutions of higher education. They must also guide the ongoing professional development of these educators. The director of gifted education must demonstrate the performance indicators specific to gifted education and the Department's Performance Indicators for Professional Competency Standards.
6.21
Quality Standard I - Foundations
for Leadership: The director of gifted education is knowledgeable about
professional, ethical leadership and supports educators, students, family and
community members to effectively address outcomes for gifted learners. The
director sets high standards and a positive direction for gifted education
consistent with values, mission and vision of the state and administrative
unit.
6.21(1) Element A: The director
of gifted education demonstrates methods to develop vision, mission, goals and
design for gifted education programs.
6.21(2) Element B: The director brings
together stakeholders to implement general program and gifted-student goals and
best practices in gifted education.
6.21(3) Element C: The director implements
collaborative decision-making strategies, as appropriate.
6.21(4) Element D: The director applies
knowledge of models and practices in change theory for improvement
efforts.
6.21(5) Element E: The
director is able to define, advocate for, and make changes with regard to
issues in gifted education.
6.22
Quality Standard II - Gifted
Education and School Systems: The director of gifted education is knowledgeable
about organizational culture, applies a systems approach to the development of
gifted education programs and implements processes in order to facilitate
effective system change.
6.22(1)
Element A: The director of gifted education understands how systems within a
district or administrative unit influence gifted-student instruction and
performance.
6.22(2) Element B: The
director fosters a school and community culture that supports gifted-student
programming within and outside the school setting.
6.22(3) Element C: The director applies a
systems approach for developing gifted programs to enhance integrated support
and service to gifted students and their families.
6.23
Quality Standard III - Law and
Policy: The director of gifted education must have comprehensive knowledge and
the ability to apply state and federal laws, regulations, case laws and
policies that impact all children, including those with exceptional academic
and talent aptitude.
6.23(1) Element A:
The director of gifted education demonstrates proficiency in gifted education
policy, regulations, case law and federal programs supporting key instructional
needs of gifted students.
6.23(2)
Element B: The director identifies needs and recommends and promotes new
policies. 6.23(3) Element C: The director clarifies law and regulations for all
stakeholders.
6.23(4) Element D:
The director ensures implementation of privacy laws and district
confidentiality and privacy policies.
6.23(5) Element E: The director develops,
revises, and/or make recommendations to amend school board or administrative
unit policy to align with laws and regulations.
6.24
Quality Standard IV -
Instructional Leadership: The director of gifted education is able to blend the
resources of general and gifted education for the positive benefit of gifted
students. The director is knowledgeable about best practices for gifted
learners, including specialized curriculum, effective instructional strategies,
assessments, social- emotional/affective support and individualized
instruction.
6.24(1) Element A: The
director of special education demonstrates knowledge of and support for
identification methods and procedures.
6.24(2) Element B: The director interprets
and shares data to increase the identification of under-identified, underserved
populations and aligns professional development initiatives to needs.
6.24(3) Element C: The director understands
models of differentiation, acceleration and research-based instructional
practices that support rigor, challenge, depth and complexity in instruction
and assessment for gifted students.
6.24(4) Element D: The director establishes
high expectations for all gifted students and families, including underserved
populations and twice-exceptional learners.
6.24(5) Element E: The director monitors
standards-based advanced learning plans in order to ensure alignment of
programming options to gifted students' needs.
6.24(6) Element F: The director blends the
instructional needs of gifted students into the school system.
6.24(7) Element G: The director supports and
defends gifted education initiatives within the general education
setting.
6.25
Quality Standard V - Program Planning and Organization: The director of gifted
education evaluates the efficacy and efficiency of gifted education programing,
delivery settings, services and monitoring systems and uses evaluation data to
improve the programs and services for all children, including those with
exceptional academic and talent aptitude.
6.25(1) Element A: The director of gifted
education designs and implements needs-assessments and uses data to inform
restructuring or adjustments to gifted programs.
6.25(2) Element B: The director develops and
implements action plans for gifted education based upon student outcomes,
challenges, root causes, improvement strategies and benchmarks.
6.25(3) Element C: The director is
knowledgeable about effective, research-based gifted education models and
practices that have positive impacts on gifted students.
6.25(4) Element D: The director supports
and/or builds gifted programs that effectively embed district and alternative
pathways to college and career outcomes.
6.26
Quality Standard VI - Human
resource functions: The director of gifted education is able to recruit,
retain, supervise and evaluate qualified personnel.
6.26(1) Element A: The director of gifted
education understands educator effectiveness standards in order to observe and
evaluate teachers of gifted students.
6.26(2) Element B: The director designs
ongoing professional development that increases educators' capacity to
understand and address the needs of gifted students.
6.26(3) Element C: The director promotes an
understanding and sensitivity toward culture, ethnicity and diversity of
language within staff and student body.
6.26(4) Element D: The director understands
the skills and knowledge necessary for educators to meet the specific needs of
gifted and talented students.
6.27
Quality Standard VII - Parent,
Family and Community Partnership: The director of gifted education is
knowledgeable about effective communication, decision-making, problem-solving
and conflict-resolution strategies. The director must be able to facilitate
partnerships and engage parents, families, educators, administrators, students
and communities in the implementation of gifted education programs.
6.27(1) Element A: The director of gifted
education promotes understanding, resolves conflicts and builds consensus for
improving gifted programs.
6.27(2)
Element B: The director develops the infrastructure to include parents,
families and the community in the gifted education program.
6.27(3) Element C: The director applies
methods and systems to maximize parent and family involvement.
6.27(4) Element D: The director implements
family partnership practices that support gifted student achievement and school
involvement.
6.27(5) Element E: The
director cooperatively develops and shares a vision for the district or
administrative unit that supports and promotes gifted education.
6.28
Quality Standard VIII -
Budget and Resources: The director of gifted education must be able to budget
and allocate resources related to gifted education.
6.28(1) Element A: The director of gifted
education develops and manages a gifted education budget. The director
facilitates stakeholders' involvement in a collaborative budget development
process.
6.28(2) Element B: The
director leverages resources for gifted education within school
systems.
6.28(3) Element C: The
director's gifted education budget addresses state requirements.
6.28(4) Element D: The director conducts
research and needs assessments in order to accurately identify specific budget
needs and promotes initiatives for gifted education funding through grants and
other funding opportunities.
Notes
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