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Student Learning Outcomes

Standard #1 - Vision, Mission, and Goals:

Education leaders have the knowledge and ability to ensure the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning that is shared and supported by the school community.

Quality Indicator 1 - Develop and Articulate a Vision:

1C1 The superintendent candidate understands that a vision of learning must promote success for all students in the district and be based on relevant knowledge and current theories.

Quality Indicator 2 - Implement and Steward a Vision:

1C2 The superintendent candidate understands the importance of motivating staff, students, and families to articulate and achieve the vision, mission and goals of the district.


Standard #2 - Teaching and Learning:

Education leaders have the knowledge and ability to ensure the success of all students by promoting a positive culture of learning, providing an effective instructional program that applies best practice to student learning, and ensuring comprehensive professional growth plans for staff.

Quality Indicator 1 - Promote Positive Culture in the District:

2C1 The superintendent candidate understands the importance of culture and has knowledge of strategies for promoting excellence and equity for all students in the district.

Quality Indicator 2 - Promote Effective Instructional Programs:

2C2 The superintendent candidate understands the impact of effective instructional and assessment practices and the use of curricular materials in meeting the learning needs of students at all levels in the district.

Quality Indicator 3 - Ensure Comprehensive Professional Growth Plans:

2C3 The superintendent candidate understands the importance of aligned professional growth plans as they support building improvement plans aligned to the district’s comprehensive school improvement plan.


Standard #3 - Management of Organizational Systems:

Education leaders have the knowledge and ability to ensure the success of all students by managing the organizational structure, personnel, and resources in a way that promotes a safe, efficient, and effective learning environment.

Quality Indicator 1 - Manage the Organizational Structure:

3C1 The superintendent candidate understands appropriate structures, policies and procedures in support of a district’s vision, mission and goals.

Quality Indicator 2 - Lead Personnel:

3C2 The superintendent candidate understands the importance of the collaborative process and collective commitment for the attainment of the district’s vision, mission and goals.

Quality Indicator 3 - Manage Resources:

3C3 The superintendent candidate demonstrates understanding that the use of fiscal, human and material allocation must be effective, legal, and equitable and aligned to support teaching and learning in the district.


Standard #4 - Collaboration with Families and Stakeholders:

Education leaders have the knowledge and ability to ensure the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.

Quality Indicator 1 - Collaborate with Families and Other Community Members:

4C1 The superintendent candidate recognizes the need and importance of bringing together families and community, available resources, research and public information to support and positively affect learning throughout the district.

Quality Indicator 2 - Respond to Community Interests and Needs:

4C2 The superintendent candidate understands that high visibility and active involvement across the district and community is necessary to accommodate diverse school and community conditions.

Quality Indicator 3 - Mobilize Community Resources:

4C3 The superintendent candidate understands that the use of community resources are necessary to support student achievement, solve school and district problems, and achieve the district’s vision, mission and goals.


Standard #5 - Ethics and Integrity:

Education leaders have the knowledge and ability to ensure the success of all students by acting with integrity and in an ethical manner.

Quality Indicator 1 - Personal and Professional Responsibility:

5C1 The superintendent candidate demonstrates an understands that respect for the rights of others with regard to confidentiality and dignity and honest interactions based upon ethical and legal principles is essential.


Standard #6 - The Education System:

Education leaders have the knowledge and ability to ensure the success of all students by understanding, responding to and influencing the larger political, social, economic, legal, and cultural context.

Quality Indicator 1- Understand the Larger Context:

6C1 The superintendent candidate demonstrates and understanding of the influence of larger political, social, economic, legal, and cultural issues and is knowledgeable of appropriate research methods as they apply to the district context.

Quality Indicator 2 - Respond to the Larger Context:

6C2 The superintendent candidate is aware of the importance of communicating with members of the School Board and community concerning potential trends, issues and changes that could impact a school’s  and district’s environment.

Quality Indicator 3 - Influence the Larger Context:

6C3 The superintendent candidate understands the necessity of advocating for policies and resources at local, state and federal levels to ensure equity of the educational experience for each student in the district.


Standard #7 -   Professional Development:

Education leaders remain current on best practices in education administration and school-related areas as evidenced by establishing a plan for his/her professional development each year.

Quality Indicator 1 – Professional Development

7C1 The superintendent candidate understands the importance of ongoing learning, especially as the lead learner of a district with the charge of ensuring that learning continues for all staff as they continually improve the education experience for its students.


Standard #8 - Reflection on Research and Theory

Education leaders have the knowledge and ability to ensure the success of all learners by promoting reflective application of research and theory among all members of the school community.

Quality Indicator 1 - Evaluate and Develop Research

8C1 The leader candidate understands the underlying concepts of educational research including validity, reliability, generalizability, etc. and understands how theory is developed from research. 

Quality Indicator 2 - Promotion of Reflective Application of Research

8C2 The new leader reflects on the application of educational research to his or her setting and is able to discuss this with colleagues. 

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"Teaching and Leading as an Art and a Science"
The School of Education agrees that the general outcome of the teacher education program must be teaching professionals that believe and implement teaching as a blend of “Art” and “Science” as represented by the Beauty and Mechanism of the Spellmann Clock Tower… Teaching as an art because teaching is a craft that must be learned and applied in an authentic environment. Teaching as a science because it must be influenced by research and best practice for optimal student learning to be achieved.
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