Or. Admin. R. 584-018-0205 - Educational Leadership for Administrator Licensure Standards

These standards align with the Educational Leadership Constituents Council (ELCC) standards for Educational Leadership. The knowledge and skill abilities required for each program standard are found within the full document of the standards. These standards are also aligned with the Interstate School Leader Licensure Consortium (ISLLC) recommended standards. Oregon programs must demonstrate integration of principles of cultural competency and equitable practice in each standard through the entire educational leadership and school administration licensure programs.

(1) Visionary Leadership: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by stakeholders. [ISLLC Standard 1] Educational Leaders:
(a) Collaboratively develop and implement a shared vision and mission;
(b) Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning;
(c) Create and implement plans to achieve goals;
(d) Promote continuous and sustainable improvement; and
(e) Monitor and evaluate progress and revise plans.
(2) Instructional Improvement: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by sustaining a positive school culture and instructional program conducive to student learning and staff professional growth. [ISLLC Standard 2] Educational Leaders:
(a) Nurture and sustain a culture of collaboration, trust, learning and high expectations;
(b) Create a comprehensive, rigorous and coherent curricular program;
(c) Create a personalized and motivating learning environment for students;
(d) Supervise and support instruction;
(e) Develop assessment and accountability systems to monitor student progress;
(f) Develop the instructional and leadership capacity of staff;
(g) Maximize time spent on quality instruction;
(h) Promote the use of the most effective and appropriate technologies to support teaching and learning; and
(i) Monitor and evaluate the impact of instruction.
(3) Effective Management: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. [ISLLC Standard 3] Educational Leaders:
(a) Monitor and evaluate the management and operational systems;
(b) Obtain, allocate, align and efficiently use human, fiscal and technological resources;
(c) Promote and protect the welfare and safety of students and staff;
(d) Develop the capacity for adaptive leadership; and
(e) Ensure teacher and organizational time is focused to support quality instruction and student learning.
(4) Inclusive Practice: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources in order to demonstrate and promote ethical standards of democracy, equity, diversity, and excellence, and to promote communication among diverse groups. [ISLLC Standard 4] Educational leaders:
(a) Collect and analyze data pertinent to equitable outcomes;
(b) Understand and integrate the community's diverse cultural, social and intellectual resources;
(c) Build and sustain positive relationships with families and caregivers; and
(d) Build and sustain productive relationships with community partners.
(5) Ethical Leadership: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by acting with integrity, fairness, and in an ethical manner. [ISLLC Standard 5] Educational leaders:
(a) Ensure a system of accountability for every student's academic and social success;
(b) Model principles of self-awareness, reflective practice, transparency and ethical behavior;
(c) Safeguard the values of democracy, equity and diversity;
(d) Evaluate the potential ethical and legal consequences of decision-making; and
(e) Promote social justice and ensure that individual student needs inform all aspects of schooling.
(6) Socio-Political Context: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. [ISLLC Standard 6] Educational leaders:
(a) Advocate for children, families and caregivers;
(b) Act to influence local, district, state and national decisions affecting student learning; and
(c) Assess, analyze and anticipate emerging trends and initiatives in order to adapt leadership strategies.
(7) Practicum Experience: The practicum provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.
(a) The practicum will be substantial.
(b) The practicum will be sustained.
(c) The practicum will be standards-based.
(d) The practicum will be planned and guided cooperatively.
(e) The practicum may be for credit.

Notes

Or. Admin. R. 584-018-0205
TSPC 3-2012, f. & cert. ef. 3-9-12; TSPC 5-2012, f. & cert. ef. 5-18-12; TSPC 1-2013, f. & cert. ef. 2-14-13; TSPC 3-2013, f. & cert. ef. 8-19-13

Stat. Auth.: ORS 342

Stats. Implemented: ORS 342.120 - 342.430, 342.455 - 342.495 & 342.553

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