Standards Addressed in Lesson 5

ISLLC 1: An education leader 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 all stakeholders.

ISLLC 2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

ELCC Standard 1.0: A building-level education leader applies knowledge that promotes the success of every student by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and revision of school plans supported by school-based stakeholders.

ELCC Standard 2.0: A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the school environment.

PIL Core 1 (Requirement 2, 4, & 5): The leader has the knowledge and skills to think and plan strategically, creating an organizational vision around personalized student success.

PIL Corollary 4 (Requirement 3): The leader knows how to operate in a fair and equitable manner with personal and professional integrity.

Source:

Interstate School Leaders Licensure Consortium (ISLLC) standards at http://www.ccsso.org/Documents/2008/Educational_Leadership_Policy_Standards_2008.pdf

Educational Leadership Constituent Council (ELCC) standards retrieved from http://www.ncate.org/LinkClick.aspx?fileticket=zRZI73R0nOQ%3D&tabid=676

Core and Corollary PA Inspired Leadership (PIL) standards at https://www.education.pa.gov/Teachers%20-%20Administrators/PA%20Inspired%20Leaders/Pages/PIL-Legislation-FAQ.aspx#.V3-1TY76fCh

Introduction to the Required Readings

This week’s first reading assignment consists of an excerpt from the beginning of the third chapter of Elaine Wilmore’s (2002) text Principal Leadership: Applying the New Educational Leadership Constituent Council (ELCC) standards. In this chapter, entitled Creating the Vision of a Collaborative Learning Community, Wilmore provides a concise explanation of the steps involved in visioning, as defined by the ELCC Standards, and further illustrates the process by effectively relating it to the concept of planning a trip.

The Douglas Fiore (2016) text is a fairly easy read offering common sense, practical insight into the building of positive relationships between the school and community. The text is included in the EDLDR 568 course because of the significance of relationship building in successful school leadership efforts. The first five chapters (i.e., this week’s assignment) establish the need for attention to public relations, the importance of two-way communication, and various methods of fostering positive public relations.

Within the J-B text, Megan Tschannen-Moran’s chapter entitled Becoming a Trustworthy Leader was originally published in 2004 in her book Trust Matters. Robert Starratt’s chapter entitled Presence was selected from his 2004 text Ethical Leadership. Both of these readings illustrate means of fostering the positive relationships necessary in establishing a shared vision for student learning.