The school/district functions as an effective learning community and supports a climate conducive to performance excellence.
Performance Expectations:
The school leader sets high expectations for all students to learn higher-level content.
Standards for this Indicator:
4.1a - Leadership support for safe, orderly environment
There is leadership support for a safe, orderly, and equitable learning environment (e.g., culture audits/school opinion surveys).
4.1b - Leadership beliefs and practices for high achievement
Leadership creates experiences that foster the belief that all children can learn at high levels in order to motivate staff to produce continuous improvement in student learning.
4.1c - Teacher beliefs and practices for high achievement
Teachers hold high expectations for all students academically and behaviorally, and this is evidenced in their practice.
4.1d - Teachers and non-teaching staff involved in decision-making
Teachers and non-teaching staff are involved in both formal and informal decision-making processes regarding teaching and learning.
4.1e - Teachers accept their role in student success/failure
Teachers recognize and accept their professional role in student success and failure.
4.1f - Effective assignment and use of staff strengths
The school intentionally assigns staff to maximize opportunities for all students to have access to the staff's instructional strengths.
4.1g - Teachers communicate student progress with parents
Teachers communicate regularly with families about individual students' progress (e.g., engage through conversation).
4.1h - Teachers care about kids and inspire their best efforts
There is evidence that the teachers and staff care about students and inspire their best efforts.
4.1i - Multiple communication strategies used to disseminate information
Multiple communication strategies and contexts are used for the dissemination of information to all stakeholders.
4.1j - Student achievement valued and publicly celebrated
There is evidence that student achievement is highly valued and publicly celebrated (e.g., displays of student work, assemblies).
4.1k - Equity and diversity valued and supported
This school/district provides support for the physical, cultural, socio-economic, and intellectual needs of all students, which reflect a commitment to equity and an appreciation of diversity.
Key Relationships with Other State and National Standards:
Kentucky's Standards and Indicators for School Improvement
Standard 7: Leadership - School/district instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity.
Interstate School Leaders Licensure Consortium (ISLLC)
ISLLC Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning community.
ISLLC Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interest and needs, and mobilizing community resources.
ISLLC Standard 6: A school administrator 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.
North Central Regional Technology in Education Consortium
National Technology Standards for School Administrators:
Standard I: Educational leaders inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision.
Resources and Activities for this Standard:
Although there are many resources available for the individual school leader, the partners of this leadership initiative recommend that the following resources be explored:
Books:
Schools That Learn, by Peter Senge
Professional Learning Communities at Work,
by Robert Eaker and Richard DuFour
Shaping School Culture: The Hear of Leadership,
by Terence E. Deal and Kent D. Peterson
Best Practice, by Steven Zemelman, Arthur A. Hyde and Harvey Daniels
Building Community in Schools, by Thomas J. Sergiovanni
Change and Relationship Building, by Stephen R. Covey
What Works in Classroom Instruction,
by Robert Marzano, Barbara B. Gaddy, and Ceri Dean
Culturally Responsive Teaching, by Geneva Gay
Dream Keepers, by Gloria Ladson-Billings
The First Days of School, by Harry Wong
A Framework for Understanding Poverty, by Ruby Payne
Invitational Education, by William Purkey
Journey to the Emerald City: Achieve a Competitive Edge by Creating a Culture of Accountability, by Roger Connors, Tom Smith and Thomas Smith
Leading Change, by John Kotter
Making Meetings Work, by Michael Doyle and David Straus
Outlearning the Wolves, by David Hutchens
The Power of Their Ideas, by Deborah Meier
The Right to Learn, by Linda Darling-Hammond
Schools for the 21st Century, by Phillip Schlechty
Shaking Up the Schoolhouse, by Phillip Schlechty
So Each May Learn,
by Harvey F. Silver, Richard W. Strong and Matthew J. Perini
The Tough Kid Book: Practical Classroom Strategies,
by Ginger Rhode, William R. Jenson and Keaton Rearis
A Tribe Apart, by Patricia Hersch
KDE Resources:
Examples of topics in this collection include: African American, Asian, Native American, and Latino History & Culture; Civil and Human Rights Materials; Gender and Cultural Sensitivity Information; Violence Prevention Information; Lesson Planning and Curriculum Tools, Implementation Strategies, and Techniques and Disability Information.
The Standards and Indicators for School Improvement (SISI)
The Standards and Indicators for School Improvement define the elements of whole school improvement that schools can put into effect at the elementary, middle and high school levels in order to produce desired learning results.
Student Performance Standards
In June, 2001, the Kentucky Board of Education accepted new performance standards that resulted from a comprehensive process involving more than 1,600 Kentucky teachers, various advisory groups, and which provided for public input. These new standards set the stage for the work that lies ahead of Kentucky's educators: To improve the academic achievement of all our students.
Kentucky's Experienced Teacher Standards
Adopted by the EPSB June 1994 - Revised May 1999
Contacts:
Kentucky Center for School Safety
Kentucky Center for School Safety Home Page
Business Partnerships
Suggested models: Toyota, 3M, IBM
Civic Organizations
(i.e., Lions Club, Rotary Club, Kiwanis Club, 4-H Club, Woman's Club)
Prichard Committee
The Prichard Committee for Academic Excellence is an education advocacy organization based in Lexington, Kentucky.
CHAMPs
A Proactive and Positive Approach to Classroom Management, by Randall Sprick, Mickey Garrison and Lisa Howard