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Upcoming! New SCEL Product - Performance Standards and Indicators for Education Leaders: ISLLC-Based Models for Education Leadership
For the past two years, SCEL participants from 25 states have worked collaboratively to develop a new product, the Performance Standards and Indicators for Education Leaders: ISLLC-Based Models for Education Leadership. Over 40 states used the ISLLC Standards in state policies and programs, but implementation has been slowed by need for guidance about what the Standards mean in practice. The new product provides observable, measurable performance descriptions of the most important aspects of effective leadership. It uses the footprint of the six ISLLC Standards as a common language across state and local contexts. Reviews have been very positive about the standards and indicators to improve leader performance in a variety of roles and across the career continuum.
Expected release date: April 8, 2008
Fifty-state Survey on State Policies for Educational Administrators: Leader Standards, Certification, Assessments, Preparation, and Professional Development Requirements
Nancy M. Sanders, Carla Toye, Doreen Langesen, and William Bentgen, CCSSO
National data collected in 2006-07 to describe state policies for developing highly qualified leaders.
Expected release date: April 8, 2008
Current Publications and Products:
State Leadership Policy Framework and National Snapshot
Nancy M. Sanders and Joe Simpson, CCSSO
State Consortium on Education Leadership (SCEL) representatives contributed to this systemic framework and snapshot of state policies to improve educational leadership. The report describes five key state policy levers and illustrates how they contribute to recruiting, training, and supporting highly qualified administrators. National data provide a snapshot of progress toward creating and implementing state policies to address each of the policy levers. The state policy levers and data provide a developmental model for continuous improvement of leaders across career stages.
State Policy Framework to Develop Highly Qualified Administrators (December 2005).
The five key policy levers are arrayed in a table to help states identify specific policies and strategies at each career stage of education leaders:
1. Tiered certification for continuous improvement
2. Leadership standards and performance-based measures
3. Criteria for accrediting administrator preparation programs
4. Criteria for professional development
5. State accountability and reporting
In order to ensure continuous improvement, states and stakeholders can identify specific policies, programs, and strategies along a career continuum, such as:
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Identification of qualified aspirants
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Entry-level leaders with internships, induction programs, mentor/coaches, etc.
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Early career leaders supported by programs, mentor/coaches, etc.
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Advanced career leaders in a variety of roles with programs and other opportunities to increase specific knowledge and performance
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Designated roles as turn-around specialists, instructors, mentors, and coaches
The key state policies framework is intended to help states audit, map, and identify policies that contribute to developing highly qualified educational administrators and leaders across state and local systems. The framework can be a resource for dialogue among partners who contribute to effective local leadership: state education agencies, districts and schools, intermediary agencies, preparation and professional development program providers, and professional organizations.
The framework, data, and examples from states offer an array of options for strategic planning, examining system coherence, recruiting partners, and monitoring policy effectiveness. The data in the report were collected through the national CCSSO Key State Policies Survey (2005). Examples, basic principles, and comments were provided by representatives of ICSL who are listed at the end.
The data indicate that most states address three of the key state policy levers more completely than the others, and current policies are primarily targeted at the entry level of the career continuum rather than developing leadership capacity throughout the career continuum. The data highlight a need for greater systemic coherence so that states address all policy levers and provide support and guidance to develop highly qualified administrators. Career-long continuous improvement is increasingly critical to develop and retain effective local leadership. The data also indicate that most states use the ISLLC Standards as a national reference for state standards, leading to the need for updating them, part of the current work of ICSL.
Introduction to the Educational Leadership Policy Standards: ISLLC 2008 (March 4, 2008)
This brief publication is intended to give the history of, introduction to, and plans for the future of ISLLC 2008. It is available online at http://www.ccsso.org/content/pdfs/introduction_elps_isllc2008.pdf.
Educational Leadership Policy Standards: ISLLC 2008 as adopted by the National Policy Board for Educational Administration (NPBEA)
The National Policy Board of Educational Administration adopted the Educational Leadership Policy Standards: ISLLC 2008 on December 12, 2007. The adopted standards are available at ISLLC Standards.
To provide additional information and guidance, CCSSO is currently developing a comprehensive publication that will include the standards, explain the research behind the revisions, and provide other material explaining how the policy standards can be used. The publication will be distributed in the spring of 2008.
Updates on ISLLC Standards for School Leaders by the NPBEA
