19 Tex. Admin. Code § 242.15 - Standards Required for the Superintendent Certificate
(a) Superintendent Certificate Standards. The
knowledge and skills identified in this section must be used by an educator
preparation program in the development of curricula and coursework and the
State Board for Educator Certification as the basis for developing the
examinations required to obtain the standard Superintendent Certificate. The
standards also serve as the foundation for the individual assessment,
professional growth plan, and continuing professional education activities
required by §
242.30 of this title (relating to
Requirements to Renew the Standard Superintendent Certificate).
(b) Learner-Centered Values and Ethics of
Leadership. A superintendent is an educational leader who promotes the success
of all students by acting with integrity, fairness, and in an ethical manner. A
superintendent understands, values, and is able to:
(1) model and promote the highest standard of
conduct, ethical principles, and integrity in decision making, actions, and
behaviors;
(2) implement policies
and procedures that encourage all school district personnel to comply with
Chapter 247 of this title (relating to Educators' Code of Ethics);
(3) serve as an articulate spokesperson for
the importance of education in a free democratic society;
(4) enhance teaching and learning by
participating in quality professional development activities, study of current
professional literature and research, and interaction with the school
district's staff and students;
(5)
maintain personal physical and emotional wellness; and
(6) demonstrate the courage to be a champion
for children.
(c)
Learner-Centered Leadership and School District Culture. A superintendent is an
educational leader who promotes the success of all students and shapes school
district culture by facilitating the development, articulation, implementation,
and stewardship of a vision of learning that is shared and supported by the
school community. A superintendent understands, values, and is able to:
(1) establish and support a school district
culture that promotes learning, high expectations, and academic rigor for self,
student, and staff performance;
(2)
facilitate the development and implementation of a shared vision that focuses
on teaching and learning;
(3)
implement strategies for the involvement of all stakeholders in the planning
processes and facilitate planning between constituencies;
(4) conduct and analyze school
district/campus climate inventories for effective and responsive decision
making;
(5) institute and monitor
planning processes that include strategies designed to ensure the
accomplishment of school district goals and objectives to achieve the school
district's vision;
(6) facilitate
the use and allocation of all available resources to support the implementation
of the school district's vision and goals;
(7) recognize and celebrate contributions of
staff and community toward realization of the school district's
vision;
(8) demonstrate an
awareness of emerging issues and trends affecting the education
community;
(9) encourage and model
innovative thinking and risk taking and view problems as learning
opportunities; and
(10) promote
multicultural awareness, gender sensitivity, and the appreciation of diversity
in the education community.
(d) Learner-Centered Human Resources
Leadership and Management. A superintendent is an educational leader who
promotes the success of all students by implementing a staff evaluation and
development system to improve the performance of all staff members, selects and
implements appropriate models for supervision and staff development, and
applies the legal requirements for personnel management. A superintendent
understands, values, and is able to:
(1)
develop, implement, and evaluate a comprehensive professional development plan
designed specifically to address areas of identified school district, campus,
and/or staff need;
(2) facilitate
the application of adult learning principles to all professional development
activities, including the use of relevant issues and tasks and the use of
support and follow-up strategies to facilitate implementation;
(3) implement strategies to enhance
professional capabilities at the school district and campus level to ensure
support for a continuum of services and programming;
(4) deliver effective presentations and
facilitate the learning of both small and large groups;
(5) implement effective strategies for the
recruitment, selection, induction, development, and promotion of
staff;
(6) develop and institute
comprehensive staff evaluation models appropriate to the position held that
include both formative and summative assessment and appraisal
strategies;
(7) demonstrate use of
school district and staff evaluation data for personnel policy development and
decision making;
(8) demonstrate
and apply knowledge of certification requirements and standards; and
(9) diagnose and improve organizational
health/morale by the implementation of strategies and programs designed to
provide on-going assistance and support to personnel.
(e) Learner-Centered Policy and Governance. A
superintendent is an educational leader who promotes the success of all
students by understanding, responding to, and influencing the larger political,
social, economic, legal, and cultural context and by working with the board of
trustees to define mutual expectations, policies, and standards. A
superintendent understands, values, and is able to:
(1) define and apply the general
characteristics of internal and external political systems to the educational
organization;
(2) demonstrate and
apply appropriate knowledge of legal issues affecting education;
(3) provide leadership in defining
superintendent and board of trustees roles, mutual expectations, and effective
superintendent-board of trustees working relationships;
(4) determine the political, economic, and
social aspects and/or needs of groups in the community, and those of the
community at large, for effective and responsive decision making;
(5) prepare and recommend school district
policies to improve student learning and school district performance in
compliance with state and federal requirements;
(6) use legal systems to protect the rights
of students and staff and to improve learning opportunities;
(7) apply laws, policies, and procedures
fairly, wisely, and considerately; and
(8) access state and national political
systems to provide input on critical educational issues.
(f) Learner-Centered Communications and
Community Relations. A superintendent is an educational leader who promotes the
success of all students by collaborating with families and community members,
responding to diverse community interests and needs, and mobilizing community
resources. A superintendent understands, values, and is able to:
(1) develop and implement an effective and
comprehensive school district internal and external communications plan and
public relations program;
(2)
analyze community and school district structures and identify major opinion
leaders and their relationships to school district goals and
programs;
(3) establish
partnerships with parents, area businesses, institutions of higher education,
and community groups to strengthen programs and support school district
goals;
(4) implement effective
strategies to systematically communicate with and gather input from all
stakeholders in the school district;
(5) communicate effectively with all social,
cultural, ethnic, and racial groups in the school district and
community;
(6) develop and use
formal and informal techniques to obtain accurate perceptions of the school
district staff, parents, and community;
(7) use effective consensus-building and
conflict-management skills;
(8)
articulate the school district's vision and priorities to the community and to
the media;
(9) influence the media
by using proactive communication strategies that serve to enhance and promote
the school district's vision;
(10)
communicate an articulate position on educational issues; and
(11) demonstrate effective and forceful
writing, speaking, and active listening skills.
(g) Learner-Centered Organizational
Leadership and Management. A superintendent is an educational leader who
promotes the success of all students by leadership and management of the
organization, operations, and resources for a safe, efficient, and effective
learning environment. A superintendent understands, values, and is able to:
(1) implement appropriate management
techniques and group processes to define roles, assign functions, delegate
effectively, and determine accountability for goal attainment;
(2) implement processes for gathering,
analyzing, and using data for informed decision making;
(3) frame, analyze, and resolve problems
using appropriate problem-solving techniques and decision-making
skills;
(4) develop, implement, and
evaluate change processes for organizational effectiveness;
(5) implement strategies that enable the
physical plant, equipment, and support systems to operate safely, efficiently,
and effectively to maintain a conducive learning environment throughout the
school district;
(6) apply legal
concepts, regulations, and codes for school district operations;
(7) perform effective budget planning,
management, account auditing, and monitoring and establish school district
procedures for accurate and effective fiscal reporting;
(8) acquire, allocate, and manage resources
according to school district vision and priorities;
(9) manage one's own time and the time of
others to maximize attainment of school district goals; and
(10) use technology to enhance school
district operations.
(h)
Learner-Centered Curriculum Planning and Development. A superintendent is an
educational leader who promotes the success of all students by facilitating the
design and implementation of curricula and strategic plans that enhance
teaching and learning; alignment of curriculum, curriculum resources, and
assessment; and the use of various forms of assessment to measure student
performance. A superintendent understands, values, and is able to:
(1) apply understanding of pedagogy,
cognitive development, and child and adolescent growth and development to
facilitate effective school district curricular decisions;
(2) implement curriculum planning methods to
anticipate and respond to occupational and economic trends and to achieve
optimal student learning;
(3)
implement core curriculum design and delivery systems to ensure instructional
continuity and instructional integrity across the school district;
(4) develop and implement collaborative
processes for the systematic assessment and renewal of the curriculum to ensure
appropriate scope, sequence, content, and alignment;
(5) evaluate and provide direction for
improving school district curriculum in ways that are based upon sound,
research-based practices;
(6)
facilitate the use of technology, telecommunications, and information systems
to enrich the school district curriculum and enhance learning for all
students;
(7) facilitate the use of
creative, critical-thinking, and problem-solving tools by staff and other
school district stakeholders; and
(8) facilitate the effective coordination of
school district and campus curricular and extracurricular programs.
(i) Learner-Centered Instructional
Leadership and Management. A superintendent is an educational leader who
promotes the success of all students by advocating, nurturing, and sustaining a
school district culture and instructional program conducive to student learning
and staff professional growth. A superintendent understands, values, and is
able to:
(1) apply knowledge and
understanding of motivational theories to create conditions that empower staff,
students, families, and the community to strive to achieve the school
district's vision;
(2) facilitate
the implementation of sound, research-based theories and techniques of
classroom management, student discipline, and school safety to ensure a school
district environment conducive to learning;
(3) facilitate the development of a learning
organization that supports instructional improvement, builds and implements an
appropriate curriculum, and incorporates best practice;
(4) facilitate the ongoing study of current
best practice and relevant research and encourage the application of this
knowledge to school district/campus improvement initiatives;
(5) plan and manage student activity programs
to fulfill developmental, social, cultural, athletic, leadership, and
scholastic needs (i.e., guidance and counseling programs and
services);
(6) institute a
comprehensive school district program of student assessment, interpretation of
data, and reporting of state and national data results;
(7) apply knowledge and understanding of
special programs to ensure that students with special needs are provided
quality, flexible instructional programs and services;
(8) analyze and deploy available
instructional resources in the most effective and equitable manner to enhance
student learning;
(9) develop,
implement, and evaluate change processes to improve student and adult learning
and the climate for learning; and
(10) create an environment in which all
students can learn.
Notes
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