Florida Educational Leadership Standards
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Vision –
High Performing Leaders have a personal vision for their school and the knowledge, skills, and
dispositions to develop, articulate, and implement a shared vision that is supported by the larger
organization and the school community.
Sample Key Indicators at the Entry Level:
Can describe how to develop and implement a shared vision and strategic plan for the school
Works with staff, students, and families to achieve the school’s vision
Can describe how instructional objectives, curricular goals, and the shared vision relate to each other
Allows time for the achievement of goals
Identifies needs that will be targeted in the shared vision and strategic plan
Communicates the school’s vision, mission, and priorities to the community
Understands the basic concepts of the change process
Is aware that external influences have impact upon the school
Establishes plans to accomplish goals
Relates the vision, mission, and goals to students
Understands the effect of having a community of learners working together
Articulates and reinforces the vision in written and spoken communications
Instructional Leadership –
High Performing Leaders promote a positive learning culture,
provide an effective instructional program, and apply best practices to student learning, especially
in the area of reading and other foundational skills.
Sample Key Indicators at the Entry Level
Sets annual learning gains, school improvement goals, and other targets for instructional improvement
Uses data as a component of planning for instructional improvement
Includes provisions in the instructional program for students with special needs
Engages staff in ongoing study of current best practices
Reads research, applied theory, and informed practice related to the curriculum
Works to create high expectations and standards among the staff, teachers, and community members
Relates content and instruction to the achievement of established standards by students
Provides instructional leadership
Is aware of research on instructional effectiveness and will use it as needed
Demonstrates knowledge of student performance evaluation
Has identified skills necessary for the planning and implementation of improvements of student learning
Assesses the curriculum needs in a particular setting
Works to relate state standards, the needs of the students, the community, and the goals of the school
Understands the effect that a positive school culture has on student learning
Recognizes differences in the staff’s desire and willingness to focus energy on achieving educational
excellence
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Identifies teaching and learning needs among the staff and teachers
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Communicates the instructional program to the community, the staff, and district personnel
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Models professionalism, collaboration, and continuous learning
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Understands and recognizes the benefits for students in:
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balanced reading instruction
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curriculum integration
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active teaching and learning strategies
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standards-based instructional programs
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the use of technology for instructional purposes
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aligning classroom assessments to standards
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Sample Key Indicators have been developed at three levels – Entry, Experienced, and High Performing. The Standards
themselves are written at the High Performing Level. These Sample Key Indicators are focused on the competencies,
knowledge, skills, and dispositions of the Entry Level Leader.
Managing the Learning Environment –
High Performing Leaders manage the organization,
operations, facilities, and resources in ways that maximize the use of resources in an instructional
organization and promote a safe, efficient, legal, and effective learning environment.
Sample Key Indicators at the Entry Level:
Administers policies that provide a safe school environment
Has a plan for the accomplishment of strategic goals
Manages the daily operations of the school
Is aware of the various fiscal and nonfiscal resources for the school including business and community
resources
Manages the school to promote and encourage student learning
Uses financial resources and capital goods and services to support school priorities
Uses an efficient budget planning process
Uses school resources to achieve curricular and instructional goals
Understands techniques and organizational skills useful in leading and managing a complex and diverse
organization
Plans and schedules one’s own and others’ work so that priorities and goals can be met
Conforms to legal and ethical standards in the management of the learning environment
Community and Stakeholder Partnerships –
High Performing Leaders collaborate with
families, business, and community members; respond to diverse community interests and needs;
work effectively within the larger organization; and mobilize community resources.
Sample Key Indicators at the Entry Level:
Understands how student and family conditions affect learning
Identifies opinion leaders in the community and their relationships to the school
Communicates the school’s vision, mission, and priorities to the community
Understands the effect that school image caused by impressions created by the students and staff and its use in
promoting the school
Uses shared leadership and decision-making model in the operation of the school
Identifies resources of families, business and community members that could support the school
Understands the benefits of having and using a variety of partnerships, coalitions, and network
Establishes relationships within and external to the school
Actively engages the community to promote student and school success
Relies on agencies to connect students to the health, human, and social services they need to stay focused on
learning
Provides opportunities to involve family and community in a broad range of school activities
Decision Making Strategies –
High Performing Leaders plan effectively, use critical thinking and
problem solving techniques, and collect and analyze data for continuous school improvement.
Sample Key Indicators at the Entry Level:
Establishes goals and targets
Is developing a set of problem solving techniques and decision making skills
Understands that events and problems can have a variety of explanations
Can explain and defend decisions made
Uses data to inform decisions
Uses others to assist in the accomplishment of organization goals
Supports student learning when making curricular and instructional decisions
Has a problem-solving model to use when confronted with unsettled questions or undesirable situations
Conforms to appropriate legal standards
Makes decisions in a timely fashion using the best available information
Provides opportunities to involve family and community in a broad range of school activities
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Diversity –
High Performing Leaders understand, respond to, and influence the personal, political,
social, economic, legal, and cultural relationships in the classroom, the school, and the local
community.
Sample Key Indicators at the Entry Level:
Has skills necessary for interactive and interpersonal situations
Understands how multicultural awareness, gender sensitivity, and racial and ethnic appreciation affect an
educational organization
Is able to interact with the various cultural, ethnic, racial, and special interest groups in the community
Is aware of how the teaching staff provides for the diverse perspectives appropriate to the student population
and school community
Provides opportunities to involve the school community in a broad range of school activities
Interacts effectively with diverse individuals and groups
Conforms to legal and ethical standards related to diversity
Is perceptive and tactful in dealing with diverse populations
Recognizes when crisis communications are necessary and is building a repertoire of skills to deal with them
Arranges for students and families whose home language is not English to engage in school activities and
communication through oral and written translations
Defuses contentious situations
Has a plan for the hiring and retention of a diverse staff
Has a plan to develop ways to improve relations with various cultural, ethnic, racial, and special interest groups
in the community
Technology –
High Performing Leaders plan and implement the integration of technological and
electronic tools in teaching, learning, management, research, and communication responsibilities.
Sample Key Indicators at the Entry Level:
Is aware of the technology, telecommunications, and information systems and their uses to enrich curriculum,
instruction, and assessment
Plans for technology integration for the school community
Works with tech-savvy staff to plan for increased technology usage
Models the use of technology as a tool in support of both educational and community activities
Develops an effective teacher professional development plan to increase technology usage
Has assessed and analyzed the extent to which technology has been integrated throughout the teaching and
learning environment
Within the available resources, increases access to educational technologies within and beyond the school
Has a plan for the provision of support to increase the use of technology already in the school/classrooms
Uses technology to support the educational efforts of staff and teachers
Learning, Accountability, and Assessment –
High Performing Leaders monitor the success of
all students in the learning environment; align the curriculum, instruction, and assessment processes to
promote effective student performance; and use a variety of benchmarks, learning expectations, and
feedback measures to ensure accountability for all participants engaged in the educational process.
Sample Key Indicators at the Entry Level:
Uses data to assess and monitor school improvement
Uses multiple sources of data to inform decisions and improvement processes
Monitors and assesses student progress
Monitors and assesses the progress of activities
Demonstrates an understanding of the methods and principles of program evaluation
Develops and demonstrates skills in evaluating instructional strategies and materials
Understands how to use diagnostic tools to assess, identify, and apply instructional improvement
Works with staff to identify strategies for improving student achievement appropriate to the school population
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Human Resource Development –
High Performing Leaders recruit, select, nurture, and, where
appropriate, retain effective personnel, develop mentor and partnership programs, and design and
implement comprehensive professional growth plans for all staff – paid and volunteer.
Sample Key Indicators at the Entry Level:
Uses multiple data sources in working with teachers to plan for individual professional development
Utilizes a variety of supervisory skills to improve teaching and learning
Understands adult learning strategies useful for assisting staff in professional development
Demonstrates an understanding of the methods and principles of personnel evaluation
Operates within the provisions of each contract as well as established enforcement and grievance procedures
Sets high expectations and standards for the performance of all teachers and staff
Empowers others to achieve personal, professional, and organizational goals
Connects professional growth plans and professional development to individual teacher and school learning
goals
Understands the processes necessary for use in the hiring and retention of high quality teachers
Sets expectations that will ensure that all students are engaged in active learning
Provides opportunities for teachers to think, plan, and work together
Pursues improvement of his/her own professional development
Ethical Leadership –
High Performing Leaders act with integrity, fairness, and honesty in an
ethical manner.
Sample Key Indicators The Leader at Every Level
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Manifests a professional code of ethics and values
Makes decisions based on the legal, moral, and ethical implications of policy options and political strategies
Creates, models, and implements a set of values for the school
Develops well-reasoned educational beliefs based upon an understanding of teaching and learning
Understands ethical and legal concerns educators face when using technology throughout the teaching and
learning environment
Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people
Acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory
applications
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Demonstrates ability to make decisions within an ethical context
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Sample Key Indicators for Ethical Leadership is the same at all three levels. Ethical Leadership Standards are identical for
all educational leaders.
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