Policy on Standards and Criteria for Evaluation of Professional School Employees
NORTH CAROLINA STATE BOARD OF EDUCATION
Policy Manual
Policy Identification
Priority: Twenty-first Century Professionals
Category: Qualifications and Evaluations
Policy ID Number: TCP-C-006
Policy Title: Policy on Standards and Criteria for Evaluation of Professional School Employees
Current Policy Date: 10/03/2013
Other Historical Information: Previous Board date: 05/08/1998, 01/13/1999, 11/02/2006, 12/07/2006, 06/07/2007,
09/06/2007,12/04/2008/06/30/2010, 06/02/2011, 08/04/2011,03/01/2012, 04/05/2012, 10/04/2012, 04/04/2013
Statutory Reference: Administrative Procedures Act (APA) Reference Number and Category: THIS POLICY HAS BEEN ADOPTED BY
THE NC STATE BOARD OF EDUCATION, BUT IS STILL
PENDING CODIFICATION BY THE NC
ADMINISTRATIVE CODE. ALL CODIFIED RULES
MAY BE
ACCESSED BY GOING TO THE OAH WEBSITE.
Standards for Teacher Evaluation
NORTH CAROLINA PROFESSIONAL TEACHING
STANDARDS
STANDARD 1: TEACHERS
DEMONSTRATE LEADERSHIP
Teachers lead in their classrooms.
Teachers
demonstrate leadership by taking responsibility for the progress of all
students to ensure that they graduate
from high school, are globally
competitive for work and postsecondary education, and are prepared for life in
the 21st
Century. Teachers communicate this vision to their
students. Using a variety of data sources, they organize, plan, and
set
goals that meet the needs of the individual student and the class. Teachers use
various types of assessment data
during the school year to evaluate student
progress and to make adjustments to the teaching and learning
process. They establish a safe, orderly environment, and
create a culture that empowers students to collaborate and become
lifelong learners.
· Take responsibility for all students
· Communicate vision to students
· Use data to organize, plan, and set goals
· Use a variety of assessment data throughout the year to
evaluate progress
· Establish a safe and orderly environment
· Empower students
Teachers demonstrate leadership in the school.
Teachers
work collaboratively with school personnel to create a professional learning
community. They analyze and use
local, state, and national data to develop
goals and strategies in the school improvement plan that enhances student
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learning and teacher working conditions. Teachers provide input in determining
the school budget and in the selection
of professional development that meets
the needs of students and their own professional growth. They participate
in
the hiring process and collaborate with their colleagues to mentor and
support teachers to improve the effectiveness of
their departments or grade
levels.
· Work collaboratively with all staff to create a professional
learning community
· Analyze data
· Develop goals and strategies through the school improvement
plan
· Assist in determining school budget and professional
development
· Participate in hiring process
· Collaborate with colleagues to mentor and support teachers
to improve effectiveness
Teachers lead the teaching profession.
Teachers
strive to improve the teaching profession. They contribute to the
establishment of positive working conditions
in their school, district, and
across the state. They actively participate in and advocate for
decision-making structures
in education and government that take advantage of
the expertise of teachers. Teachers promote professional growth
for all
educators and collaborate with their colleagues to improve the profession.
· Strive to improve the profession
· Contribute to the establishment of good working conditions
· Participate in decision-making structures
· Promote professional growth
Teachers advocate for schools and students.
Teachers
advocate for positive change in policies and practices affecting student
learning. They participate in the
implementation of initiatives to improve the
education of students. · Advocate for positive change in policies and practices
affecting student learning
· Participate in the implementation of initiatives to improve
education
Teachers demonstrate high ethical standards.
Teachers
demonstrate ethical principles including honesty, integrity, fair treatment,
and respect for others. Teachers
uphold the Code of Ethics for North
Carolina Educators (effective June 1, 1997) and the Standards for Professional
Conduct adopted April 1, 1998.
· Demonstrate ethical principles
· Uphold the Code of Ethics and Standards for the Professional
Conduct
STANDARD 2: TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A
DIVERSE
POPULATION OF STUDENTS.
Teachers provide an environment in which each child has a
positive, nurturing relationship with caring adults.
Teachers
encourage an environment that is inviting, respectful, supportive, inclusive,
and flexible.
· Encourage an environment that is inviting, respectful,
supportive, inclusive, and flexible
Teachers embrace diversity in the school community and in the
world.
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Teachers
demonstrate their knowledge of the history of diverse cultures and their role
in shaping global issues. They
actively select materials and develop lessons
that counteract stereotypes and incorporate histories and contributions of
all
cultures. Teachers
recognize the influence of race, ethnicity, gender, religion, and other aspects
of culture on a child’s
development and personality.
Teachers
strive to understand how a student’s culture and background may influence his
or her school performance. Teachers consider and incorporate different
points of view in their instruction. · Demonstrate knowledge of diverse cultures
· Select materials and develop lessons that counteract
stereotypes and incorporate contributions.
· Recognize the influences on a child’s development,
personality, and performance
· Consider and incorporate different points of view
Teachers treat students as individuals.
Teachers
maintain high expectations, including graduation from high school, for children
of all backgrounds. Teachers
appreciate the differences and value the
contributions of each student in the learning environment by building positive,
appropriate relationships.
· Maintain high expectations for all students
· Appreciate differences and value contributions by building
positive, appropriate relationships
Teachers adapt their teaching for the benefit of students
with special needs.
Teachers
collaborate with the range of support specialists to help meet the special
needs of all students. Through
inclusion and other models of effective
practice, teachers engage students to ensure that their needs are met. · Collaborate with specialists
· Engage students and ensure they meet the needs of their
students through inclusion and other models of effective
practice
Teachers work collaboratively with the families and
significant adults in the lives of their students.
Teachers
recognize that educating children is a shared responsibility involving the
school, parents/guardians, and the
community. Teachers improve communication
and collaboration between the school and the home and community in
order to
promote trust and understanding and build partnerships with all segments of the
school community. Teachers
seek solutions to overcome cultural and
economic obstacles that may stand in the way of effective family and
community
involvement in the education of their children.
· Improve communication and collaboration between the school
and the home and community.
· Promote trust and understanding and build partnership with
school community.
· Seek solutions to overcome obstacles that prevent
parental/community involvement. STANDARD 3: TEACHERS KNOW THE CONTENT
THEY TEACH.
Teachers align their instruction with the North Carolina
Standard Course of Study.
In
order to enhance the NC Standard Course of Study, teachers investigate the
content standards developed by
professional organizations in their specialty
area. They develop and apply strategies to make the curriculum
rigorous
and relevant for all students and provide a balanced curriculum which
enhances literacy skills.
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Elementary
teachers have explicit and thorough preparation in literacy instruction. Middle and high school teachers
incorporate literacy instruction within the
content area/discipline. · Teach the NC Standard Course of Study
· Develop and apply strategies to make the curriculum rigorous
and relevant
· Develop literacy skills appropriate to specialty area
Teachers know the content appropriate to their teaching
specialty.
Teachers
bring a richness and depth of understanding to their classrooms by knowing
their subjects beyond the content
they are expected to teach and by directing
students’ natural curiosity into an interest in learning. Elementary
teachers
have a broad knowledge across disciplines. Middle school and
high school teachers have depth in one or more specific
content
areas/disciplines.
· Know subject beyond the content they teach
· Direct students’ curiosity in subject
Teachers recognize the interconnectedness of content
areas/disciplines.
Teachers
know the links and vertical alignment of the grade or subject they teach and
the North Carolina Standard
Course of Study. Teachers understand how the
content they teach relates to other disciplines in order to deepen
understanding and connect learning for students. Teachers promote global
awareness and its relevance to the subjects
they teach. · Know links between grade/subject and the Standard Course of
Study
· Relate content to other disciplines
· Promote global awareness and its relevance
Teachers make instruction relevant to
students.
Teachers
incorporate 21st Century life skills into their teaching
deliberately, strategically, and broadly. These skills
include leadership, ethics, accountability, adaptability, personal
productivity, personal responsibility, people skills, self
direction, and
social responsibility. Teachers help their students understand the
relationship between the North
Carolina Standard Course of Study and 21st
Century content which includes global awareness, financial, economic,
business
and entrepreneurial literacy, civic literacy, and health awareness. · Incorporate life skills which include leadership, ethics,
accountability, adaptability, personal productivity,
personal responsibility,
people skills, self direction, and social responsibility.
· Demonstrate the interconnectedness between the core content
and 21st Century content that includes global
awareness, financial,
economic, business and entrepreneurial literacy, civic literacy, and health and
wellness
awareness.
STANDARD 4: TEACHERS
FACILITATE LEARNING FOR THEIR STUDENTS
Teachers know the ways in which learning takes place, and
they know the appropriate levels of intellectual,
physical, social, and
emotional development of their students.
Teachers
know how students think and learn. Teachers understand the influences
that affect individual student learning
(development, culture, language proficiency,
etc.) and differentiate their instruction. Teachers keep abreast of
evolving
research about student learning. They adapt resources to address the
strengths and weaknesses of their students.
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· Know how students think and learn
· Keep abreast of evolving research and understand the
influences on student learning
· Adapt resources to address the strengths and weaknesses of
students
Teachers plan instruction appropriate for their students.
Teachers
collaborate with their colleagues and use a variety of data sources for short
and long range planning based on
the North Carolina Standard Course of
Study. These plans reflect an understanding of how students learn. They
engage students in the learning process. Teachers understand
that instructional plans must be constantly monitored and
modified to enhance
learning. Teachers make the curriculum responsive to cultural diversity and to
individual learning
needs. · Collaborate with other teachers
· Use data for short and long range planning
· Engage students in the learning process
· Monitor and modify plans to enhance student learning
· Respond to cultural diversity and learning needs of students
Teachers use a variety of instructional
methods.
Teachers
choose the methods and techniques that are most effective in meeting the needs
of their students as they strive
to eliminate achievement gaps. Teachers employ
a wide range of techniques including information and communication
technology,
learning styles, and differentiated instruction.
· Choose methods and materials as they strive to eliminate
achievement gaps
· Employ a wide range of techniques using information and
communication technology, learning styles, and
differentiated instruction
Teachers integrate and utilize technology in their
instruction.
Teachers
know when and how to use technology to maximize student learning. Teachers help students use technology
to learn content, think critically, solve
problems, discern reliability, use information, communicate, innovate, and
collaborate.
· Know appropriate use
· Assist students in use of technology to learn content, think
critically, solve problems, discern reliability, use
information, communicate,
innovate, and collaborate
Teachers help students develop critical thinking and problem
solving skills.
Teachers
encourage students to use inquiry-based investigations, think creatively,
develop and test innovative ideas,
synthesize knowledge and draw
conclusions. They help students exercise and communicate sound reasoning,
understand connections, make complex choices, and frame, analyze and solve
problems. · Encourage students to ask questions, think creatively,
innovate and test ideas, synthesize knowledge and draw
conclusions
· Help students exercise and communicate sound reasoning,
understand connections, make complex choices, and
frame, analyze and solve
problems
Teachers help students work in teams and develop leadership
qualities.
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Teachers teach the importance of cooperation and collaboration. They organize learning
teams in order to help students
define roles, strengthen social ties, improve
communication and collaborative skills, interact with people from different
cultures and backgrounds, and develop leadership qualities. · Teach the importance of cooperation and collaboration
· Organize learning teams in classroom in order to help
students define roles, strengthen social ties, improve
communication and
collaborative skills, interact with people from different cultures and
backgrounds, and
develop leadership qualities
Teachers communicate effectively.
Teachers
communicate in ways that are clearly understood by their students. They are
perceptive listeners and are able
to communicate with students in a variety of
ways even when language is a barrier. Teachers help students articulate
thoughts and ideas clearly and effectively. · Communicate clearly with students in a variety of ways
· Assist students in articulating thoughts and ideas clearly
and effectively
Teachers use a variety of methods to assess what each student
has learned.
Teachers
use multiple indicators, including formative and summative assessments, to
evaluate student progress and
growth as they strive to eliminate achievement
gaps. Teachers provide opportunities, methods, feedback, and tools for
students to assess themselves and each other. Teachers use 21st
Century assessment systems to inform instruction and
demonstrate evidence of 21st
Century knowledge, skills, performance, and dispositions.
· Use multiple indicators, both formative and summative, to
evaluate students progress
· Provide opportunities for self-assessment
· Use 21st Century knowledge, skills, performance
and dispositions
STANDARD 5: TEACHERS
REFLECT ON THEIR PRACTICE.
Teachers analyze student learning.
Teachers
think systematically and critically about student learning in their classrooms
and schools: why learning
happens and what can be done to improve achievement.
Teachers collect and analyze student performance data to
improve school and
classroom effectiveness. They adapt their practice based on research and data
to best meet the
needs of students. · Think systematically about learning in their classroom: why
learning happens and what can be done to improve
student achievement
· Collect and analyze student performance data to improve
effectiveness
Teachers link professional growth to their
professional goals.
Teachers participate in continued, high quality professional development that reflects a
global view of educational
practices; includes 21st Century skills
and knowledge; aligns with the State Board of Education priorities; and meets
the
needs of students and their own professional growth.
· Participate in continued, high quality professional
development
Teachers function effectively in a complex, dynamic
environment.
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Understanding
that change is constant, teachers actively investigate and consider new ideas
that improve teaching and
learning. They adapt their practice based on
research and data to best meet the needs of their students. · Actively investigate and consider new ideas that improve
teaching and learning
· Adapt practice based on data
STANDARD 6: TEACHERS CONTRIBUTE TO THE ACADEMIC SUCCESS OF STUDENTS. The work
of the teacher results in acceptable, measurable progress for students based on
established performance
expectations using appropriate data to demonstrate
growth.
Determining
Standard 6 with Statewide Method
A
teacher’s rating on the sixth standard is determined by a student growth value
as calculated by the statewide growth
model for educator effectiveness. The measures of student learning - End-of-Course
assessments, End-of-Grade
assessments, Career and Technical Education
Post-Assessments, NC Final Exams, K-3 Checkpoints, and Analysis of
Student Work
provide the student data used to calculate the growth value or performance
rating.
Determining Standard 6 with Local Option
Plan
Districts may use other assessments to
measure student learning and determine the sixth standard rating if the State
Board of Education approves those assessments. Districts may also use school-wide growth values to determine the
sixth
standard rating. The End-of-Grade
assessments and End-of-Course assessments must be used for determining
student
growth values for teachers who administer those assessments.
To determine Standard 6 with local methods,
a district must submit either:
· A
statement that school-wide growth values will be used to determine the Standard
6 ratings for educators in
specific grades/subjects and courses.
· A
proposal for the use of other assessments to determine the Standard 6 ratings
for educators in specific
grades/subjects and courses.
Either submission must be signed by the
superintendent, chair of the local board of education, and a teacher representing
the district’s faculty.
The
student growth value places a teacher into one of three rating categories:
Does not meet
expected growth: the student growth value for the teacher is lower than what
was expected per the
statewide growth model.
Meets expected
growth: the student growth value for the teacher is what was expected per the
statewide growth model.
Exceeds expected
growth: the student growth value for the teacher exceeds what was expected per
the statewide growth
model.
For the 2011 – 2012 school year, the student growth value is a
weighted measure of the following:
70% based on the student growth value
for the individual students taught by the educator
30% based on the student growth value
for the entire school
For the
2012-13 school year, a teacher’s student growth value is based only on the student
growth values for the
individual students taught by that teacher (i.e., this
comprises 100% of the sixth standard rating for the teacher). For the
2012-13 school year, if an educator does not have a growth value for his or her
individual students, the growth
value will be based on the data for the entire
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Note:
Teachers whose student growth value is based on data for the entire school will
not have that data count toward a
three-year rolling average for determination
of effectiveness status (see Effectiveness of Teachers section below).
All local school
boards shall use student growth values generated through a method approved by
the State Board of
Education.
EFFECTIVENESS
OF TEACHERS
Per
federal requirements, the State must adopt definitions of effective and highly
effective teachers. These definitions
constitute the official status of a teacher.
A highly effective teacher is one who
receives a rating of at least “accomplished” on each of the Teacher Evaluation
Standards 1 – 5 and receives a rating of “exceeds expected growth” on Standard
6 of the Teacher Evaluation
Instrument. The
measures of student learning - End-of-Course assessments, End-of-Grade
assessments, Career and
Technical Education Post-Assessments, NC Final Exams,
K-3 Checkpoints, and Analysis of Student Work - provide
the student data used
to calculate the growth value/rating.
An effective
teacher is one who receives a rating of at least “proficient” on each of the
Teacher Evaluation Standards 1 –
5 and receives a rating of at least “meets
expected growth” on Standard 6 of the Teacher Evaluation Instrument.
A teacher in
need of improvement is one who fails to receive a rating of at least
“proficient” on each of the Teacher
Evaluation Standards 1 – 5 or receives a
rating of “does not meet expected growth” on Standard 6 of the Teacher
Evaluation Instrument.
A three-year
rolling average of student growth values generates the sixth standard rating
used to determine teacher
effectiveness, with the exception of the first
statuses awarded to teachers in the fall of 2015. If a district is determining
Standard 6 with
statewide assessments, only student growth values based on the individual
students taught by a teacher
will be used to determine the three-year rolling
average for that teacher. If a district is
determining Standard 6 with statewide assessments, teachers with individual
student growth values for the
2012-13, 2013-14, and 2014-15 school years will
receive a status in the fall of 2015 based on their summative ratings
on
Standards 1 – 5 in 2014-15 and a Standard 6 rating based on the average of the
highest two of three student growth
values from those years. After the first
statuses awarded in the fall of 2015, a three-year rolling average will be used
to assign the Standard 6
rating used to determine a status.
If a district
has elected to determine Standard 6 with a local option plan approved by the
State Board of Education, the
district will determine the measures and the data
required for an effectiveness status.
Any State Board
of Education-mandated steps for improvement based on a teacher’s status of “in
need of improvement”
are delayed until a status is assigned in the fall of
2016.
Standards for School Psychologist
Evaluation
NORTH CAROLINA PROFESSIONAL SCHOOL PSYCHOLOGY
STANDARDS
The North Carolina Professional School
Psychology Standards are the basis for school psychologist preparation,
evaluation, and professional development. Colleges and universities are
changing their programs to align with these
standards; a new school psychologist
evaluation instrument has been created; and professional development is taking
on a new look based on these Standards. Each of these will include the skills
and knowledge needed for 21st Century
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teaching and learning.
Vision for School
Psychologists
The demands of twenty-first century
education dictate new roles for school psychologists. School psychologists
provide
a wide variety of services that help students succeed academically,
socially, and emotionally. In collaboration with
educators, parents/guardians,
and other mental health professionals’ school psychologists strive not only to
create safe,
healthy, and supportive learning environments for all students but
also strengthen connections between home and
school. Utilizing leadership,
advocacy, and collaboration, school psychologists promote overall academic
success by
providing services that enhance the student, school, home, and
community partnerships and alleviate barriers to
learning.
In order to deliver a comprehensive school
psychology program, school psychologists will understand and demonstrate
competency in the following areas:
· Home/School/Community Collaboration
· Prevention, Early Intervention, and Crisis Management
· School Systems Organizational Change, Policy Development, and Climate
· Consultation and Collaboration
· Student Diversity in Development and Learning
· Systems-Based Service Delivery
· Enhancement of Student Cognitive and Academic Skills
· Enhancement of Student Wellness, Social Skills, and Life Competencies
· Promoting Safe and Effective Learning Environments
· Group and Individual Counseling Techniques
· Data-Based Decision Making, Accountability, and Problem-Solving
· Research and Program Evaluation
· Legal, Ethical, and Professional Practice
· Information Technology
Intended Purpose of the
Standards
The North Carolina School Psychology
Standards serve as a guide for school psychologists as they continue to improve
their effectiveness. Therefore, it is imperative for the school psychologist to
provide services as part of a
comprehensive, multi-disciplinary team with
complementary knowledge, skills, and experiences.
The school psychology standards will:
· guide the development of the skills and knowledge germane to the school
psychology profession in the twenty-first
century,
· provide the focus for schools and districts as they employ, support, monitor,
and evaluate their school
psychologists, and
· assist higher education programs in aligning the content and requirements of
school psychology education
curricula with expectations for practice.
Organization of the
Standards
Standard: The Standard identifies the broad category
of the school psychologist’s knowledge and skills.
Summary: The Summary provides explicit descriptions
of the Standard’s content.
Practices: The Practices define the various tasks
undertaken to demonstrate the Standard. The list of practices is not
meant to
be exhaustive.
Artifacts: The Artifacts provide examples of what the
school psychologist might include as evidence in meeting the
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Standards.
These Standards are intended for use by
North Carolina schools and local education agencies that employ school
psychologists by a group of psychologists, administrators, and other interested
professionals who dedicated a
significant amount of time and energy to the
betterment of the profession (See Appendix A). In developing these
standards,
the following were considered: the State Board of Education’s Mission and
Goals; State Board of Education
Policies QP-C-003 and QP-C-006; State General
Statutes 115C-333 and 115C-335; North Carolina Standards for the
Preparation of
School Psychologists; the National Association of School Psychologists’ Professional Conduct Manual;
Standards for Training
and Field Placements Programs in School Psychology; and School Psychology: A Blueprint for
Training and
Practice III. In addition, the School Psychologist Development Team
relied heavily on the National
Association of School Psychologists’ Model for Comprehensive and Integrated School
Psychological Services, which
is included in this document as
Appendix B.
Included are the major functions of the
school psychologist employed in educational environments in North Carolina.
Each function is followed by related evidences. As each work situation is
different, it is not likely that all of the
evidences will be demonstrated by
all school psychologists.
STANDARD 1: SCHOOL
PSYCHOLOGISTS DEMONSTRATE LEADERSHIP.
School psychologists demonstrate
leadership by promoting and enhancing the overall academic mission by providing
services that strengthen the student, school, home, and community partnerships
and alleviate barriers to learning in the
twenty-first century. School psychologists
contribute significantly to the development of a healthy, safe, caring, and
supportive learning environment by advancing awareness and understanding of the
social, emotional, psychological,
and academic needs of students. School
psychologists understand the influences of school, family, community, and
cultural differences on academic achievement. School psychologists are
knowledgeable of relevant laws and policies
and improve the school psychology
profession by demonstrating high ethical standards and following the codes of
ethics set out for the profession. School psychologists demonstrate leadership
by participating in school and districtlevel activities and committees to
address system-level issues.
a. School
Psychologists demonstrate leadership in the schools.
School psychologists work collaboratively
with all school personnel to create a safe, positive learning community and
assist in facilitating problem solving. School psychologists provide leadership
and collaborate with other school
personnel to provide effective school
psychological services. School
psychologists analyze and use local, state, and
national data to assist in the
development of prevention and intervention programs. Such programs assist in
the
development of School Improvement Plan (SIP) goals and strategies that
enhance student learning and contribute to
safe schools. School psychologists
assist student learning by working collaboratively with school personnel to
design,
implement, and evaluate the effectiveness of core instruction and
evidence-based interventions. They demonstrate
expertise in collecting,
managing, and interpreting various types of individual and group data. School
psychologists
assist in the planning of professional development opportunities
for parents, teachers, administrators, and the
community to improve student
academic outcomes. School psychologists assist in promoting safe and effective
learning environments. School psychologists collaborate with their colleagues
to hire, mentor, and support other school
psychologists, thereby improving the
effectiveness of student support services in the schools.
· Work
collaboratively with all school personnel to create a safe, positive learning
community
· Assist in facilitating problem-solving
· Provide leadership and collaborate with other school personnel to provide
effective school psychological services
· Analyze and use local, state, and national data to assist in the development of
prevention and intervention
programs
· Assist
in the development of School Improvement Plan (SIP) goals and strategies that
enhance student learning and
contribute to safe schools
· Assist student learning by working collaboratively with school personnel to
design, implement, and evaluate the
effectiveness of core instruction and
evidence-based interventions
· Demonstrate expertise in collecting, managing, and interpreting various types
of individual and group data
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· Assist in the planning of professional development opportunities for parents,
teachers, administrators, and the
community to improve student academic
outcomes
· Assist in promoting safe and effective learning environments
· Collaborate with colleagues to hire, mentor, and support other school
psychologists
b. School
Psychologists enhance the school psychology profession.
School psychologists strive to enhance the
school psychology profession. School psychologists actively participate in
and
advocate for decision-making structures in education and government that
utilizes the expertise of school
psychologists. School psychologists
communicate the goals of the school psychological services to stakeholders.
School psychologists maintain current and appropriate resources for students,
parents, school, home, and community.
School psychologists promote professional
growth and collaborate with their colleagues, professional associations, and
school psychology training programs to improve the profession.
· Enhance the school psychology profession
· Participate
in and advocate for decision-making structures in education and government that
utilizes the expertise
of school psychologists
· Communicate the goals of the school psychological services to stakeholders
· Maintain current and appropriate resources for students, parents, school, home,
and community
· Promote professional growth and collaborate with colleagues, professional
associations,
· and
school psychology training programs to improve the profession
c. School
Psychologists advocate for students, families, schools, and communities.
School psychologists advocate for positive change in policies and practices affecting student learning. School
psychologists share individual, classroom, building, and system data with administrators to promote school
improvement and student outcomes. School psychologists support the School Improvement Plan (SIP) and student
academic success through developing and utilizing internal and external partnerships and resources. School
psychologists use data to monitor, evaluate, and adjust evidence-based interventions for students with behavioral,
academic, affective, or social needs. School psychologists collaborate with other educators in implementing initiatives
to alleviate the educational and mental health needs of students to improve student learning and to create safe learning
environments. School
psychologists provide direct services to individuals and groups of students to
improve student
learning. School psychologists promote family involvement in
the educational process.
· Advocate for positive change in policies and practices affecting student
learning
· Share individual, classroom, building, and system data with administrators to
promote school improvement and
improved student outcomes
· Support the School Improvement Plan (SIP) and student academic success through
developing and utilizing
internal and external partnerships and resources
· Use
data to monitor, evaluate, and adjust evidence-based interventions for students
with behavioral, academic,
affective, or social needs
· Collaborate with other educators in implementing initiatives to alleviate the
educational and mental health needs of
students to improve student learning and
to create safe learning environments
· Provide direct services to individuals and groups of students to improve
student learning
· Promote family involvement in the educational process
d. School
Psychologists demonstrate high ethical standards.
School psychologists practice in ways that
meet all appropriate ethical, professional, and legal standards. School
psychologists demonstrate ethical principles, including honesty, integrity,
fair treatment, and respect for others. School
psychologists maintain
confidentiality with student records and information. They recognize the limits
of their expertise
when providing student support services and utilize other
resources as necessary. School psychologists deliver services
consistent with
the ethical principles and professional standards set forth by the National
Association of School
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Psychologists (NASP)
http://nasponline.org/standards/ethics.aspx), and/or American Psychological
Association (APA)
(http://www.apa.org/ethics), the Code of Ethics for North
Carolina Educators (effective June 1, 1997), and the
Standards for Professional
Conduct adopted April 1, 1998.
· Meet
all appropriate ethical, professional, and legal standards.
· Demonstrate ethical principles, including honesty, integrity, fair treatment,
and respect for others.
· Maintain confidentiality with student records and information.
· Recognize limits of expertise when providing student support services and
utilize other resources as necessary.
· Deliver services consistent with ethical principles and professional standards
set forth by the National Association
of School Psychologists (NASP), and/or
American Psychological Association (APA), the Code of Ethics for North
Carolina
Educators, and the Standards for Professional Conduct.
STANDARD 2: SCHOOL
PSYCHOLOGISTS PROMOTE A RESPECTFUL ENVIRONMENT FOR DIVERSE
POPULATIONS.
School psychologists promote a safe,
positive, and respectful learning environment in which individual differences
are
valued. School psychologists demonstrate sensitivity and skills needed to
work with families, students, and staff from
diverse cultures and backgrounds.
They incorporate information about student backgrounds when designing
interventions, conducting assessments, and providing consultation. School psychologists
use knowledge of language
development, including knowledge of second language
acquisition, when evaluating and working with students of
diverse language
backgrounds. School psychologists collect and analyze local, state, and
national data to assist in
designing, implementing, and evaluating programs
that reduce school violence and improve school safety. School
psychologists
promote fairness and social justice in educational programs and services. They
utilize a problem-solving
framework when addressing the needs of diverse
populations.
a. School
Psychologists promote an environment in which each student has positive
nurturing relationships with
caring adults.
School psychologists encourage an
environment that is inviting, respectful, supportive, inclusive, and flexible.
School
psychologists provide developmentally appropriate and
prevention-oriented strategies to nurture students’ relationships
with caring
adults. School psychologists advocate for student and family involvement in the
educational process at all
levels. School psychologists consider relevant
individual differences (e.g., developmental level, cultural background,
and
area of disability) when selecting assessment procedures and when recommending
educational services or
interventions. School psychologists demonstrate
sensitivity to issues related to disproportionality of minority
populations in
special education. They use knowledge of school climate to assist school
personnel in assessing,
analyzing, designing, implementing, and evaluating
interventions that lead to positive and respectful learning
environments for
all students.
· Provide developmentally-appropriate and prevention-oriented strategies that
nurture students’ relationships with
caring adults
· Advocate for student and family involvement in the educational process at all
levels
· Consider relevant individual differences when selecting assessment procedures
and when recommending
educational services or interventions
· Demonstrate sensitivity to issues related to disproportionality of minority
populations in special education
· Use
knowledge of school climate to assist school personnel in assessing, analyzing,
designing, implementing, and
evaluating interventions that lead to positive and
respectful learning environments for all students
b. School
Psychologists use a global perspective to embrace diversity in the school,
home, and community.
School psychologists recognize issues of
diversity that affect their interactions with other people and organizations.
School psychologists demonstrate their knowledge of diverse cultures and their
role in shaping global issues. School
psychologists recognize the influence of
race, ethnicity, gender, religion, and other aspects of culture on a student’s
development
and personality. School psychologists strive to understand how a student’s
culture and background may
influence his or her school performance. School
psychologists provide professional development opportunities on the
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topic of
diversity for parents, teachers, administrators, and the community. School
psychologists demonstrate
sensitivity and skills needed to work with families,
students, and staff from diverse cultures and background. School
psychologists
modify or adapt their practices in order to effectively meet diverse needs.
· Recognize issues of diversity that affect their interactions with other people
and organizations
· Demonstrate their knowledge of diverse cultures and their role in shaping
global issues
· Recognize the influence of race, ethnicity, gender, religion, and other aspects
of culture on a student’s development
and personality
· Understand how a student’s culture and background may influence his or her
school performance
· Provide professional development opportunities on the topic of diversity for
parents, teachers, administrators, and
the community
· Demonstrate sensitivity and skills needed to work with families, students, and
staff from diverse cultures and
background
· Modify or adapt their practices in order to effectively meet diverse needs
c. School
Psychologists support high expectations for all students.
School psychologists maintain high
expectations, including graduation from high school, for students of all
backgrounds. School psychologists appreciate differences and value the
contributions of each student in the learning
environment by building positive,
appropriate relationships. School psychologists assist students, individually
and in
groups, in developing social, affective, and adaptive skills. School
psychologists understand learning and instruction
and use such knowledge to
assist school personnel in developing evidence-based interventions that support
and
encourage high expectations for all students. They understand the
importance of early reading and math literacy in
supporting high expectations
for all students and promoting high school graduation rates. School
psychologists assist
school personnel in the assessment, analysis, design,
implementation, and evaluation of prevention and intervention
programs to
promote effective early reading and math literacy skills for all students.
· Maintain high expectations for all students
· Appreciate differences and value the contributions of each student in the
learning environment by building
positive, appropriate relationships
· Assist students, individually and in groups, in developing social, affective,
and adaptive skills
· Understand learning and instruction and use such knowledge to assist school
personnel in developing evidencebased interventions that support and encourage
high expectations for all students
· Understand the importance of early reading and math literacy in supporting high
expectations for all students and
promoting high school graduation rates
· Assist school personnel in the assessment, analysis, design, implementation,
and evaluation of prevention and
intervention programs to promote effective
early reading and math literacy skills for all students
d. School
Psychologists provide services that benefit students with unique needs.
School psychologists collaborate with
administrators, teachers, and a range of specialists to help meet the unique
needs
of all students. School psychologists are knowledgeable about and
skillful in using a problem-solving process to
identify various assessment
measures regarding academic achievement, cognitive, behavioral, affective,
social, and
adaptive functioning. They use data from multiple sources to
develop evidence-based interventions for students whose
specific behavioral,
affective, or social needs have an impact on their own learning. School
psychologists use data to
monitor, evaluate, and adjust interventions for
students with behavioral, affective, or social needs. School psychologists
understand the physical and mental health conditions of children and
adolescents. They provide leadership and
participate in collecting needs
assessment data to identify service gaps in meeting the social, affective, and
developmental needs of children. School psychologists provide counseling to
individuals or groups of students as
appropriate. School psychologists
demonstrate sensitivity to issues related to disproportionality of minority
populations
in special education.
· Collaborate with administrators, teachers, and a range of specialists to help
meet the unique needs of all students
· Are
knowledgeable about and skillful in using a problem-solving process to identify
various assessment measures
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regarding academic achievement, cognitive,
behavioral, affective, social, and adaptive functioning
· Use
data from multiple sources to develop evidence-based interventions for students
whose specific behavioral,
affective, or social needs have an impact on their
own learning
· Use
data to monitor, evaluate, and adjust interventions for students with
behavioral, affective, or social needs
· Understand the physical and mental health conditions of children and
adolescents
· Provide leadership and participate in collecting needs assessment data to
identify service
· gaps
in meeting the social, affective, and developmental needs of children
· Provide counseling to individuals or groups of students as appropriate
· Demonstrate sensitivity to issues related to disproportionality of minority
populations in special education
e. School
Psychologists work collaboratively with students and families.
School psychologists recognize that
educating students is a shared responsibility involving the students, schools,
families, and communities. School psychologists improve communication and
collaboration among the student, school,
home, and community in order to
promote trust and understanding and build partnerships among the student,
school,
home, and community. School psychologists use a problem-solving process
to seek solutions to barriers that inhibit
effective family and community
involvement in the students’ education. School psychologists participate in
planning
and implementing prevention programs to address the social and
affective needs of students, including school or
system-level crisis response.
· Recognize that educating students is a shared responsibility involving the
students, schools, families, and
communities
· Improve communication and collaboration among the student, school, home, and
community
· Promote trust and understanding and build partnerships among the student,
school, home, and community
· Use
a problem-solving process to seek solutions to barriers that inhibit effective
family and community
involvement in the students’ education
· Participate in planning and implementing prevention programs to address the
social and affective needs of students
STANDARD 3: SCHOOL
PSYCHOLOGISTS USE THEIR KNOWLEDGE OF THE SCHOOL
ENVIRONMENT, CHILD DEVELOPMENT,
AND CURRICULUM AND INSTRUCTION TO IMPROVE
STUDENT ACHIEVEMENT.
School psychologists align their services
to support the North Carolina Standard
Course of Study and best practices.
School psychologists incorporate
information about students’ ethnic, racial, language, cultural, or
socio-economic
backgrounds when providing consultations, conducting
evaluations, and designing interventions. School psychologists
demonstrate
knowledge of learning, child development, language development, curricula, and
instruction in the
development of evidence-based academic interventions. School
psychologists have knowledge of universal screening,
early reading and math
literacy. They participate in designing prevention and intervention methods to
address problems
that impact student learning. School psychologists assist
teachers and administrators in collecting and analyzing data to
effectively
design and implement programs that influence learning and behavior. School
psychologists participate in the
implementation and evaluation of programs that
promote safe schools and communities. School psychologists
participate in the
development of school improvement plans to improve the school climate, student
learning, and
instruction.
a. School Psychologists
deliver comprehensive services unique to their specialty area.
School psychologists possess a rich and
deep understanding of students, schools, families, and communities. School
psychologists utilize skills such as assessment, consultation, counseling, and
collaboration to create and provide
developmentally-appropriate and targeted
interventions to meet the identified needs of students, schools, families, and
communities. School psychologists support and encourage student and family
involvement. School psychologists
provide and interpret information about
relevant research findings to school personnel, parents, and the public. School
psychologists assist in the development, implementation, and evaluation of
school-wide or system-wide early
screenings, programs, and interventions based
on needs assessments and other relevant data.
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· Understand students, schools, families, and communities
· Utilize assessment, consultation, counseling, and collaboration skills to
create and provide developmentallyappropriate and targeted interventions to
meet the identified needs of students, schools, families, and communities
· Support and encourage student and family involvement
· Provide and interpret information about relevant research findings to school
personnel, parents, and the public
· Assist in development, implementation, and evaluation of school-wide or
system-wide early screenings, programs,
and interventions based on needs
assessments and other relevant data
b. School Psychologists
recognize the relationship between the school environment, curriculum and
instruction,
and the impact on the student learner.
School psychologists understand the link
between school psychological services and the North
Carolina Standard
Course of Study. School psychologists understand
the implications of demographic and socio-economic factors that
influence
student achievement. School psychologists communicate and collaborate
effectively with teachers, other staff
members, and families as part of a
problem-solving team within the school setting. School psychologists
communicate
and collaborate effectively with community professionals and
agencies (e.g., local physicians and mental health care
providers) regarding
student and school-related issues and identify appropriate resources,
facilitate access to services,
and coordinate services as appropriate. School psychologists understand the way the relationship between school and
classroom environment and curriculum and instruction can affect student
learning. They use a problem-solving process
to design, implement, and evaluate
evidence-based intervention to improve student learning. They assist school
staff in
collecting and analyzing progress monitoring data to evaluate
instruction and interventions.
· Understand the link between school psychological services and the North Carolina Standard Course of Study
· Understand the implications of demographic and socioeconomic factors that
influence student achievement
· Communicate and collaborate effectively with teachers, other staff members, and
families as part of a problemsolving team within the school setting
· Communicate and collaborate effectively with community professionals and
agencies regarding student and
school-related issues and identify appropriate
resources, facilitate access to services, and coordinate services as
appropriate
· Understand the way the relationship between the school and classroom
environment and curriculum and instruction
can affect student learning
· Use
a problem-solving process to design, implement, and evaluate evidence-based
interventions to improve student
learning
· Assist school staff in collecting and analyzing progress monitoring data to
evaluate instruction and interventions
c. School Psychologists
facilitate student acquisition of twenty-first century skills.
School psychologists are knowledgeable
about the social, affective, and adaptive domains of child development. School
psychologists identify and apply sound principles of behavior change within the
social, affective, and adaptive domains
in order to help design and implement
prevention and intervention programs. School psychologists incorporate
twentyfirst century life skills deliberately, strategically, and broadly into
their services. These skills include leadership, ethics,
accountability,
adaptability, personal productivity, personal responsibility, interpersonal
skills, self-direction, and social
responsibility. School psychologists help
students understand the relationship between the North Carolina Standard
Course of Study and twenty-first
century content, which includes global awareness, financial, economic, business
and
entrepreneurial literacy, civic literacy, and health and wellness
awareness. School psychologists facilitate student
understanding of
twenty-first century content relevant to academic, social, affective, and
adaptive success. They
collaborate with administrators to address school and/or
system needs and priorities.
· Are knowledgeable about the social, affective, and adaptive domains of child
development
· Identify and apply sound principles of behavior change within the social,
affective, and adaptive domains in order
to help design and implement
prevention and intervention programs Incorporate twenty-first century life
skills
deliberately, strategically, and broadly into their services
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· Understand the relationship between the North
Carolina Standard Course of Study and twenty-first century
content,
which includes: global awareness, financial, economic, business and
entrepreneurial literacy, civic
literacy, and health and wellness awareness
· Facilitate student understanding of twenty-first century content relevant to
academic, social, affective, and adaptive
success
· Collaborate with administrators to address school and/or system needs and
priorities
d. School Psychologists
develop comprehensive school psychological services that are relevant to all
students.
School psychologists use data to develop
comprehensive psychological services that are relevant to all students. They
consult and confer with teachers, staff, and families about strategies to
facilitate the social, emotional, and affective
adjustment of all students.
School psychologists participate in the planning and implementation of
prevention and
intervention programs to address the social and affective needs
of all students. They incorporate into their programs the
life and leadership
skills students need to be successful in the twenty-first century. School
psychologists use findings
from intervention research when designing
educational or mental health intervention programs for students.
· Use
data to develop comprehensive psychological services that are relevant to all
students
· Consult and confer with teachers, staff, and families about strategies to
facilitate the social, emotional, and
affective adjustment of all students
· Participate in the planning and implementation of prevention and intervention
programs to address the social and
affective needs of all students
· Incorporate into their programs the life and leadership skills students need to
be successful in the twenty-first
century
· Use
findings from intervention research when designing educational or mental health
intervention programs for
students
STANDARD 4: SCHOOL
PSYCHOLOGISTS SUPPORT STUDENT LEARNING THROUGH THE USE OF A
SYSTEMATIC
PROBLEM-SOLVING APPROACH.
School psychologists understand how
social, emotional, psychological, and environmental factors influence students’
academic performance and achievement. School psychologists use a
problem-solving process to assist in early
identification of student learning
problems. They use an ecological perspective to assess students’ cognitive and
academic performance using a variety of instruments and techniques. School
psychologists assist school staff in the
collection of universal screening data
and progress monitoring data. This data is then used to adjust academic
instruction and interventions.
a. School Psychologists
use a variety of strength-based methods.
School psychologists help schools develop
challenging, but achievable, cognitive and academic goals for all students.
School psychologists collaborate and consult with education stakeholders to
develop appropriate cognitive and
academic goals for students with different
abilities, strengths, needs, and interventions to achieve these goals through
involvement in problem-solving teams or in school-wide screening efforts. When
working with teachers, administers,
and families school psychologists utilize a
strength-based approach that influences learning and behavior. School
psychologists also use a strength-based approach when selecting assessment
instruments to identify learning and
behavior problems.
· Develop challenging, but achievable, cognitive and academic goals for all
students
· Collaborate and consult with education stakeholders to develop appropriate
cognitive and academic goals for
students with different abilities, strengths,
needs, and interventions to achieve these goals through involvement in
problem-solving teams or in school-wide screening efforts
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· Utilize a strength-based approach that influences learning and behavior Use a
strength-based approach when
selecting assessment instruments to identify
learning and behavior problems
b. School Psychologists
help students develop critical thinking and problem solving skills.
School psychologists address issues that
interfere with students’ ability to problem solve and think critically. School
psychologists are knowledgeable about and skillful in the use of various
evaluative techniques (e.g., behavioral
observations, functional behavioral
assessments, student, parent, and staff interviews, and threat assessments)
regarding
behavioral, affective, social, and adaptive functioning. School
psychologists assist students in developing skills
necessary to communicate
effectively, synthesize knowledge, think creatively, and make informed
decisions through
direct services to individuals or groups of students (e.g.,
counseling, crisis intervention, mentoring, and individual
safety plans as
appropriate). School psychologists use a broad array of assessment procedures
within a problem-solving
model consistent with prevailing professional
standards.
· Address issues that interfere with students’ ability to problem solve and think
critically
· Are
knowledgeable about and skillful in the use of various evaluative techniques
regarding behavioral, affective,
social, and adaptive functioning
· Assist students in developing skills necessary to communicate effectively,
synthesize knowledge, think creatively,
and make informed decisions through
direct services to individuals or groups of students
· Use
a broad array of assessment procedures within a problem-solving model
consistent with prevailing
professional standards
c. School Psychologists
support students as they develop leadership qualities.
School psychologists help students
strengthen interpersonal and intrapersonal skills, improve communication
skills,
understand cultural differences, and develop leadership skills. School
psychologists use a strength-based approach to
help students identify their
interests, talents, and abilities. School psychologists assist students in
finding service
learning projects and opportunities to develop leadership
skills in their home, school, and community.
· Help
students strengthen interpersonal and intrapersonal skills, improve
communication skills, understand cultural
differences, and develop leadership
skills
· Use
a strength-based approach to help students identify their interests, talents,
and abilities
· Assist students in finding service learning projects and opportunities to
develop leadership skills in their home,
school, and community
d. School Psychologists
possess effective communication skills.
School psychologists employ perceptive
listening skills and are able to communicate effectively with students, school
staff, families, and communities even when language is a barrier. School
psychologists demonstrate effective written
and oral communication skills.
School psychologists write effective and practical assessment reports of
student
evaluations that adequately address referral question(s) and provide
useful recommendations for teachers.
· Employ perceptive listening skills
· Communicate effectively with students, families, school staff, and communities
even when language is a barrier
· Demonstrate effective written and oral communication skills
· Write effective and practical assessment reports of student evaluations that
adequately address the referral
question(s) and provide useful recommendations
for teachers
STANDARD 5: SCHOOL
PSYCHOLOGISTS REFLECT ON THEIR PRACTICE.
School psychologists demonstrate
accountability for managing and delivering comprehensive school psychology
services that strengthen home, school, and community partnerships in support of
student learning. School psychologists
analyze formal and informal data to
evaluate the effectiveness of service delivery. School psychologists adapt
their
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practice based on current and relevant research findings and data to best
meet the needs of students, families, schools,
and communities. School psychologists
utilize collaborative relationships with colleagues, families, and communities
to
reflect upon and improve their practice.
a. School Psychologists
analyze the impact of the school psychological services on student learning.
School psychologists think systemically
and critically about the impact of comprehensive school psychological services
on student social, emotional, psychological, and academic success. School
psychologists collect and analyze student
data to plan and evaluate the
effectiveness of service delivery. Based on current and relevant research
findings and data,
school psychologists’ adapt their practices to best meet the
needs of students, schools, families, and communities, thus
improving their
practice.
· Think systemically and critically about the impact of comprehensive school
psychological services on student
social, emotional, psychological and academic
success
· Collect and analyze student data to plan and evaluate the effectiveness of
service delivery
· Based
on current and relevant research findings and data, school psychologists’ adapt
their practices to best meet
the needs of students, schools, families, and
communities, thus improving their practice
b. School Psychologists
link professional growth to their professional goals.
School psychologists continually
participate in high quality professional development specific to school
psychological
practice. School psychologists also understand a global view of
educational practices, including twenty-first century
skills and knowledge
aligned with the State Board of Education’s priorities and initiatives. School
psychologists join
and/or participate in local, state, and national
professional organizations to expand areas of expertise and stay current
with professional
standards of practice.
· Participate in high quality professional development specific to school
psychological practice
· Understand a global view of educational practices including twenty-first
century skills and knowledge aligned with
the State Board of Education’s
priorities and initiatives
· Join
and/or participate in local, state, and national professional organizations to
expand areas of expertise and stay
current with professional standards of
practice
c. School Psychologists
function effectively in a complex, dynamic environment.
School psychologists understand that
change is constant; therefore, they actively investigate and consider new ideas
that
support students’ social, emotional, psychological, and academic successes.
School psychologists demonstrate
familiarity with current research in
psychology and education and incorporate this knowledge in instructional
planning
and consultation. School psychologists use findings from
scientifically based intervention research when designing
educational, mental
health, or treatment programs for children. School psychologists adapt their
practice based on
current research findings and data to best meet the needs of
all students.
· Actively investigate and consider new ideas that support students’ social,
emotional, psychological, and academic
successes
· Demonstrate familiarity with current research in psychology and education and
incorporate this knowledge in
instructional planning and consultation
· Use findings
from scientifically-based intervention research when designing educational,
mental health, or
treatment programs for children
· Adapt practice based on current research findings and data to best meet the
needs of all students
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Standards for School Counselor Evaluation
NORTH CAROLINA PROFESSIONAL SCHOOL COUNSELING
STANDARDS
The North Carolina Professional School
Counseling Standards are the basis for school counselor preparation,
evaluation, and professional development. Colleges and universities are
changing their programs to align with these
standards; a new school counselor
evaluation instrument has been created; and professional development is taking
on a
new look based on these Standards. Each of these will include the skills
and knowledge needed for 21st century
teaching and learning.
Vision for School
Counseling
The demands of 21st century education
dictate new roles for school counselors. Schools need professional school
counselors who are adept at creating and utilizing systems for change and at
building relationships within the school
community. Professional school
counselors create nurturing relationships with students that enhance students’
academic achievement and personal success as globally productive citizens in
the 21st century. Utilizing leadership,
advocacy, and collaboration,
professional school counselors promote academic success and personal success by
implementing a comprehensive school counseling program that encompasses areas
of academic, career, and
personal/social development for all students.
In order to deliver a comprehensive school
counseling program, the professional school counselor should understand
and be
competent in the following areas:
· Human growth and development,
· Core
components for helping relationships
· Culture diversity
· Societal change and trends,
· Student learning and academic success,
· Evaluation of student needs,
· Group and individual counseling techniques,
· Career development,
· Use
of data,
· Use
of technology,
· Role of the school counselor in leadership, advocacy, and systemic
change,
· Legal and ethical guidelines,
· Collaboration with internal and external stakeholders,
· Research and program evaluation,
· School culture and mission, and
· Interaction with other educational professionals.
Intended Purpose of the
Standards
The North Carolina Standards for School
Counseling have been developed as a resource for school counselors to
enhance
their knowledge and skills. Therefore, it is incumbent upon the school
counselor to provide services as part of
a comprehensive multidisciplinary team
with complementary knowledge, skills, and experiences.
The school counselor standards will:
· guide professional development as school counselors move forward in the 21st
century;
· provide the focus for schools and districts as they support, monitor, and
evaluate their school counselor; and
· assist higher education programs in developing the content and requirements of
school counselor education
curricula.
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Organization of the
Standards
Standard: The Standard is the broad category of the
School Counselor’s knowledge and skills.
Summary: The summary provides explicit descriptions
of the Standard’s content.
Practices: The practices define the various tasks
undertaken to demonstrate the Standard. The list of practices is not
meant to
be exhaustive.
Artifacts: The artifacts are the examples of standard
practices the School Counselor might include as evidence in
meeting the
Standards.
These Standards are intended for use by
North Carolina schools and local education agencies that employ school
counselors. In developing these Standards, the State Board of Education Mission
and Goals; State Board of Education
Policies QP-C-003 and QP-C-006; State
General Statutes 115C-333 and 115C-335; current North Carolina School
Counselor
Job Description; The American School
Counselor Association (ASCA) National Model: A Framework for
School Counseling
Programs; the current State
Comprehensive School Counseling Standard Course of Study; the North
Carolina Standards for the Preparation of School Counselors; and the U.S.
Department of Education’s The Guidance
Counselor’s Role in Ensuring Equal Educational Opportunity were
consulted.
STANDARD 1: SCHOOL
COUNSELORS DEMONSTRATE LEADERSHIP, ADVOCACY, AND
COLLABORATION.
Professional school counselors demonstrate
leadership, advocacy, and collaboration by developing a positive place for
students and staff members to learn and grow. School counselors manage a
comprehensive school counseling program
that supports academic, career, and
personal/social development for all students. School counselors advocate for
equity
for all students and staff members regardless of their learning style,
cultural background, or individual learning needs.
School counselors improve
the counseling profession by demonstrating high ethical standards and by
following the
code of ethics set out for them.
a. School Counselors demonstrate
leadership in the school. School counselors work collaboratively
with all school staff to create a positive learning community. School
counselors
take an active role in analyzing local, state, and national data to
develop and enhance school counseling programs.
School counselors create
data-driven goals and strategies that align with the school improvement plan to
improve
student learning. School counselors annually discuss the comprehensive
school counseling program with the school
administrator. School counselors
provide input in the selection of professional development for the school staff
that
meets the needs of students and choose professional development activities
that foster their own professional growth.
School counselors mentor and support
colleagues to improve the academic success of students.
· Work
collaboratively with all school staff to create a positive learning community.
· Take
an active role in analyzing local, state, and national data to develop and
enhance school counseling programs.
· Create data driven goals and strategies that align with the school improvement
plan.
· Discuss the comprehensive school counseling program with the school
administrator.
· Provide input in the selection of professional development for the school
staff.
· Choose professional development activities that foster their own professional
growth.
· Mentor and support colleagues.
b. School Counselors
enhance the counseling profession. School counselors strive to improve the
counseling profession by staying current in research and best practices. School
counselors contribute to establishing a positive school climate. School
counselors promote professional growth for all
educators and collaborate with
their colleagues to improve the profession.
· Strive to enhance the counseling profession.
· Contribute to establishing a positive school climate.
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· Promote professional growth.
· Collaborate with their colleagues.
c. School Counselors
advocate for schools and students.
School counselors advocate for positive
change in policies and practices affecting student learning. School counselors
promote awareness of, and responsiveness to, learning styles, cultural
diversity, and individual learning needs. School
counselors collaborate with
staff in building relationships with students that have a positive impact on
student
achievement. School counselors participate in the implementation of
initiatives to improve the education and
development of all students. School
counselors advocate for equitable, student-centered legislation, policy, and
procedures.
· Advocate for positive change in policies and practices affecting student
learning.
· Promote awareness of, and responsiveness to, learning styles, cultural
diversity, and individual learning needs.
· Participate in the implementation of initiatives to improve the education and
development of all students.
· Advocate for equitable, student-centered legislation, policy, and procedures.
d. School Counselors
demonstrate high ethical standards.
School counselors demonstrate ethical
behaviors. School counselors uphold the American School Counselor
Association’s
Ethical Standards for School Counselors, revised June 26, 2004
(http://www.schoolcounselor.org/content.asp?contentid=173),
the Code of Ethics for North Carolina Educators
(effective June 1, 1997), and
the Standards for Professional Conduct adopted April 1, 1998. (Please see
Appendix A).
· Demonstrate ethical behaviors.
· Uphold the American School Counselor Association’s Ethical Standards for School
Counselors.
· Uphold the Code of Ethics and Standards for North Carolina Educators and
Standards for Professional Conduct.
STANDARD 2: SCHOOL
COUNSELORS PROMOTE A RESPECTFUL ENVIRONMENT FOR DIVERSE
POPULATION OF STUDENTS.
Professional school counselors establish a
respectful school environment to ensure that each student is supported by
caring staff. School counselors recognize diversity and treat students as
individuals, holding high expectations for every
student. Knowing that students
have many different needs, school counselors work to identify those needs and
adapt
their services to meet them. School counselors recognize the fact that
many adults share responsibility for education
students and collaborate with
them to facilitate student academic success.
a. School Counselors
foster a school environment in which each student has a positive, nurturing
relationship
with caring adults.
School counselors create an environment
that is inviting, respectful, supportive, inclusive, and flexible. School
counselors model and teach behaviors that lead to positive and nurturing
relationships through developmentally
appropriate and prevention-oriented activities.
· Create an environment that is inviting, respectful, supportive, inclusive, and
flexible.
· Model and teach positive behaviors that lead to positive and nurturing
relationships through developmentally
appropriate and prevention-oriented
activities.
b. School Counselors
embrace diversity in the school community and in the world.
School counselors demonstrate knowledge of
the history of diverse cultures and their role in shaping global issues.
School
counselors collaborate with teachers to ensure that the presentation of the North Carolina Standard Course of
Study is
relevant to a diverse student population. School counselors actively select
materials and develop activities that
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counteract stereotypes and incorporate
histories and contributions of diverse cultures. School counselors recognize
the
influence of culture on a child’s development and personality. School
counselors help other understand how a student’s
culture, language, and
background may influence school performance and consider these influences in
the programs
and services they provide.
· Demonstrate knowledge of the history of diverse cultures and their role in
shaping global issues.
· Collaborate with teachers to ensure that the presentation of the Standard Course of Study is relevant to a
diverse
student population.
· Select materials and develop activities that counteract stereotypes and
incorporate histories and contributions.
· Understand how a students’ culture, language, and background may influence
school performance and consider
these influences in the programs and services
they provide.
c. School Counselors
treat students as individuals.
School counselors maintain high
expectations, including graduation from high school, for students of all
backgrounds.
School counselors appreciate differences and value the
contributions of each student in the learning environment.
· Maintain high expectations for all students.
· Appreciate differences and value the contributions of each student in the
learning environment.
d. School Counselors
recognize students are diverse and adapt their services accordingly.
School counselors recognize that all
students have different needs and collaborate with school and community
personnel
to help meet their needs. School counselors identify these needs
using data, referrals, observation, and other sources for
information. School
counselors collaborate with others to create a customized plan of action that
provides follow-up
services to meet students’ varied needs.
· Collaborate with school and community personnel to help meet student needs.
· Identify special needs using data, referrals, observations, and other sources
of information.
· Collaborate with others to create a customized plan of action that provides
follow-up services to meets students’
varied needs.
e. School Counselors work
collaboratively with families and significant adults in the lives of students.
School counselors recognize that educating
students is a shared responsibility involving the school, parents/guardians,
and the community. School counselors improve communication and collaboration
among the school, home, and
community in order to promote and build trust,
understanding, and partnerships with all segments of the school
community.
School counselors seek solutions to overcome barriers that may stand in the way
of effective family and
community involvement in the education of students.
· Improve communication and collaboration among the school, home, and community.
· Promote and build trust, understanding, and partnerships with all segments of
the school community.
· Seek
solutions to overcome barriers that may stand in the way of effective family
and community involvement.
STANDARD 3: SCHOOL
COUNSELORS UNDERSTAND AND FACILITATE THE IMPLEMENTATION OF
A COMPREHENSIVE
SCHOOL COUNSELING PROGRAM.
Professional school counselors align their programs with state and national best practices to ensure that their role fits in
the school program. A comprehensive school counseling program meets the
academic, career, and social/emotional
development needs of students through
the implementation of programming including individual counseling, classroom
presentation, academic advising, career development services, consultation,
parent education and other responsive
services. School counselors deliver a
comprehensive school counseling program for all students and provide
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developmentally appropriate services and activities based on student needs. A
school counselor must engage in
leadership, advocacy, and collaboration with
all school personnel for the successful implementation of a comprehensive
school counseling program. School counselors understand how students learn and
help all students develop in the areas
of academic, career and personal social
success. School counselors align with the North
Carolina Standard Course of
Study to meet the needs of students.
a. School Counselors
align their programs to support student success in the North Carolina Standard
Course of
Study.
In order to support the North Carolina Standard Course of Study,
school counselors align content standards and
implement program models
developed by professional organizations in school counseling. School counselors
support
equity and access to rigorous and relevant curricular for all students.
School counselors develop and apply strategies to
enhance student success.
· Align content standards and implement program models develops by professional
organizations in school
counseling.
· Support equity and access to rigorous and relevant curricula.
· Develop and apply strategies to enhance student success.
b. School Counselors
understand how their professional knowledge and skills support and enhance
student
success.
School counselors bring richness and depth
of understanding to their school through their knowledge of theories and
research about human development, student learning, and academic success.
School counselors apply this knowledge as
they address the academic, career,
and personal/social development of all students.
· Know
theory and research about human development, student learning, and academic
success.
· Address the academic, career, and personal/social development of all students.
c. School Counselors
recognize the interconnectedness of the comprehensive school counseling program
with
academic content areas/disciplines.
School counselors understand how the
comprehensive school counseling program relates to other disciplines. School
counselors
support the mission and goals of the school and district by providing technical
assistance to all curricula
areas as they align components of the North Carolina Standard Course of Study to
their content areas/disciplines.
School counselors support teachers and other
specialists’ use of the North Carolina State
Standards to develop and
enhance students’ twenty-first century
skills and global awareness.
· Support the mission and goals of the school and district by providing technical
assistance to all curricula areas as
the align components of the North Carolina Standard Course of Study Guidance
Curriculum to their content
areas/disciplines.
· Support teachers and other specialists’ use of the North Carolina Guidance
Curriculum to develop and enhance
students’ 21st century skills and promote
global awareness.
d. School Counselors
develop comprehensive school counseling programs that are relevant to students.
School counselors use data to develop
comprehensive programs that meet student needs. School counselors deliberately,
strategically, and broadly incorporate into their programs the life skills that
students need to be successful in the
twenty-first century. These skills span
the academic, personal/social, and career domains and include leadership,
ethics,
accountability, adaptability, personal productivity, personal
responsibility, people skills, self-direction, and social
responsibility.
· Use
data to develop comprehensive programs that meet student needs.
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· Incorporate into their programs the life skills that students need to be
successful in the 21st century.
STANDARD 4: SCHOOL
COUNSELORS PROMOTE LEARNING FOR ALL STUDENTS.
Professional school counselors are
knowledgeable of the ways learning takes place and understands the significance
of
academic, career, and personal/social development of all students. School
counselors work to eliminate barriers that
students may experience. School
counselors use data to plan programs that help students develop their academic and
career- related skills as well as their abilities to relate cooperatively and
effectively with other people. School
counselors use a variety of methods to
implement programs that will help raise achievement and close gaps. School
counselor help students think through their problems and fine solutions. School
counselors listen and communicate
well, and they model those behaviors for
others around them.
a. School Counselors know
how students learn.
School counselors understand the teaching
and learning process. School counselors know the influences that affect
individual student learning, such as human development, culture, and language
proficiency. School counselors are
aware of barriers that impact student
learning and assist in overcoming them. School counselors provide resources to
staff to enhance student strengths and address student weaknesses. · Know
the influences that affect individual student learning, such as human
development, culture, and language
proficiency.
· Assist in overcoming those barriers that impact student learning.
· Provide resources to staff to enhance student strengths and address student
weaknesses.
b.
School Counselors plan their programs for the academic, career, and
personal/social development of all
students.
School counselors use academic, behavior,
and attendance data to plan appropriate programs for students. School
counselors discuss the comprehensive school counseling program with school
administrators and communicate the
goals of the program to stakeholders. School
counselors consult and collaborate with colleagues, parent/guardians, and
other
stakeholders to ensure that students’ needs are addressed. School counselors
make their programs responsive to
cultural diversity and student needs.
· Use
academic, behavior and attendance data to plan appropriate programs.
· Discuss the comprehensive school counseling program with school administrators
and communicate the goals of
the program to stakeholders.
· Consult and collaborate with colleagues, parents/guardians, and other
stakeholders.
· Make
their programs responsive to cultural diversity and student needs.
c. School counselors use
a variety of delivery methods.
School counselors utilize the Guidance
Curriculum, Individual Student Planning, and Preventive and Responsive
Services
in meeting the needs of students as they strive to raise achievement and close
gaps. School counselors spend
the majority of their time in these direct
services, allocating time based on the developmental needs of their students.
School counselors are responsive to individual student needs and differences in
learning styles and culture in the
programs and activities they provide. School
counselors employ technology as appropriate to enhance delivery of their
programs.
· Utilize the Guidance Curriculum, Individual Student Planning, and Preventive
and Responsive Services in meeting
the needs of students as they strive to
raise achievement and close gaps.
· Allocate time based on the developmental needs of their students.
· Respond to individual student needs and differences in learning styles and
culture in the programs and activities
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they provide.
· Employ technology as appropriate to enhance delivery of their programs.
d. School Counselors help
students develop critical thinking and problem-solving skills.
School counselors assist all students with
developing academic, career, and personal/social skills. School counselors
help
students utilize sound reasoning, understand connections, and make complex
choices. School counselors help
students learn problem-solving techniques that
incorporate critical thinking skills such as identifying problems,
recognizing
options, weighing evidence, and evaluating consequences. School counselors
encourage students to use
these skills to make healthy and responsible choices
in their everyday lives.
· Assist all students with developing academic, career, and personal/social
skills.
· Help
students utilize sound reasoning, understand connections, and make complex
choices.
· Help
students learn problem-solving techniques that incorporate critical thinking
skills such as identifying
problems, recognizing options, weighing evidence,
and evaluating consequences.
· Encourage
students to use these skills to make healthy and responsible choices in their
everyday lives.
e. School Counselors use
and promote effective listening and communication skills.
School counselors listen responsively to
students, colleagues, parents/guardians, and other stakeholders in order to
identify issues and barriers that impede student success. School counselors use
a variety of methods to communicate
effectively in support of the academic,
career, and personal/social development of all students. School counselors
assist
students in developing effective listening and communication skills in
order to enhance academic success, build
positive relationships, resolve
conflicts, advocate for themselves, and become responsible twenty-first century
citizens.
· Listen responsively to students, colleagues, parents/guardians, and other
stakeholders in order to identify issues
and barriers that impede student
success.
· Use
a variety of methods to communicate effectively in support of the academic,
career, and personal/social
development of all students.
· Assist students in developing effective listening and communication skills in
order to enhance academic success,
build positive relationships, resolve
conflicts, advocate for themselves, and become responsible 21st century
citizens.
STANDARD 5: SCHOOL
COUNSELORS ACTIVELY REFLECT ON THEIR PRACTICE.
Professional school counselors demonstrate
accountability for managing and delivering a comprehensive school
counseling
program. School counselors analyze formal and informal data to evaluate their
programs in a deliberate ongoing manner. School counselors participate in
professional development opportunities that support the school and
district’s
mission as well as the comprehensive counseling program. School counselors
recognize that change is
constant and use best practices to continually improve
their programs.
a. School Counselors
analyze the impact of the school counseling program.
School counselors think systematically and
critically about the impact of the comprehensive school counseling program
on
student academic, career, and personal/social development. School counselors
analyze student achievement,
behavior, and school climate data, as well as
feedback from students, parents, and other stakeholders to continually
develop
their program. School counselors evaluate the effectiveness of their program
based on these data.
· Think systematically and critically about the impact of the comprehensive
school counseling program on student
academic, career, and personal/ social
development.
· Analyze student achievement, behavior, and school climate data, as well as
feedback from students, parents, and
other stakeholders to continually develop
their program.
· Evaluate the effectiveness of their program.
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b. School Counselors link
professional growth to the needs of their school and their program goals.
School counselors participate in
continued, high quality professional development that reflects a global view of
educational practices; includes twenty-first century skills and knowledge;
aligns with the State Board of Education
priorities; and meets the needs of
students and their own professional growth.
· Participate in continued, high quality professional development.
c. School Counselors
function effectively in a complex dynamic environment.
Understanding that change is constant,
school counselors actively investigate and consider new ideas that improve
student academic, career, and personal/social development as well as the school
counseling profession. School
counselors collaborate with students, staff,
parents, and other stakeholders to implement these ideas.
· Actively investigate and consider new ideas that improve student academic,
career, and personal/social
development as well as the school counseling
profession.
· Collaborate with students, staff, parents, and other stakeholder to implement
these ideas.
Standards for School Social Worker
Evaluation
NORTH CAROLINA PROFESSIONAL SCHOOL SOCIAL WORK
STANDARDS
The North Carolina Professional School
Social Work Standards are the basis for School Social Worker preparation,
evaluation, and professional development. Colleges and universities are
changing their programs to align with these
standards; a new School Social
Worker evaluation instrument has been created; and professional development is
taking
on a new look based on these Standards. Each of these will include the
skills and knowledge needed for 21st century
teaching and learning.
Intended Purpose of the
Standards
The North Carolina Standards for School
Social Work have been developed as a guide for School Social Workers as
they
continually improve their effectiveness. It is incumbent upon the School Social
Worker to provide services as part
of a comprehensive multidisciplinary team
with complementary knowledge, skills, and experiences.
The School Social Worker standards will:
Guide professional
development as School Social Workers move forward in the 21st century so that
School Social
Workers can attain the skills and knowledge needed;
Provide the focus for
schools and districts as they support, monitor and evaluate their School Social
Workers; and
Assist higher education
programs in the development of content and requirements of School Social Work
education
curricula.
Organization of the
Standards
Standard: The Standard is the broad category of the
School Social Worker’s knowledge and skills.
Summary: The summary provides explicit descriptions
of the Standard’s content.
Practices: The practices define the various tasks
undertaken to demonstrate the Standard. The list of practices is not
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meant to
be exhaustive.
Artifacts: The artifacts are documentation of
standard practices the School Social Worker might include as evidence in
meeting the Standards.
These Standards are intended for use by North Carolina public schools and local education agencies that employ School
Social Workers. The State Board of Education Mission and Goals; State Board of Education Policies QP-C-003 and
QP-C-006; State General Statutes 115C-333 and
115C-335; North Carolina Standards for the Preparation of School
Social Workers
approved by the State Board of Education on November 3, 2005; select pages from
the Wisconsin
Department of Public Instruction School
Social Work Practice Guide; and the Illinois State Board of
Education
Standards for the School Social
Worker were consulted.
STANDARD 1: SCHOOL SOCIAL
WORKERS DEMONSTRATE LEADERSHIP.
School Social Workers demonstrate leadership
by promoting and enhancing the overall academic mission by providing
services
that strengthen home, school, and community partnerships. School Social Workers
use their professional
training, depth of knowledge, and experience to work
with individuals and teams to facilitate partnerships that support
the school
and district mission. The School Social Worker contributes significantly to
development of a healthy, safe,
and caring school environment by advancing the
understanding of the social, emotional, psychological, and academic
needs of
students. School Social Workers initiate the development of community,
district, and school resources to
address unmet needs that affect academic
achievement and alleviate barriers to learning in the 21st century. School
Social Workers are knowledgeable of relevant laws, policies, and procedures and
provide staff development and
training regarding these areas to educate and
encourage compliance.
a. School Social Workers
demonstrate leadership in school. School Social Workers collaboratively
engage all school personnel to create a professional learning community. School
Social Workers develop and maintain a written plan of data-driven goals and
strategies for effective delivery of the
school social work program based on
national best practices, individual school data, current relevant research
findings,
and the School Improvement Plan. School Social Workers provide input
in the selection of professional development to
impart staff with the knowledge
to meet the educational needs of students. They participate in the hiring
process and
collaborate with their colleagues to mentor and support School
Social Workers to improve the effectiveness of student
support services.
· Work
collaboratively with all school personnel to create a positive learning
community.
· Develop and maintain a written plan of data driven goals and strategies for
effective delivery of the school social
work program based on national best
practices, individual school data, current relevant research findings, and the
School Improvement Plan.
· Assist in identifying professional development opportunities.
· Participate in the hiring process.
· Collaborate and mentor colleagues to support School Social Workers to improve
the effectiveness of student
support services.
b. School Social Workers
enhance the social work profession.
School Social Workers strive to enhance
the social work profession. School Social Workers contribute to the
establishment of positive working conditions in their schools, districts,
state, and nation. School Social Workers
actively participate in and advocate
for decision-making structures in education and government that utilize the
expertise of School Social Workers. School Social Workers communicate the goals
of the school social work program
to stakeholders. School Social Workers
maintain current and appropriate resources to improve the relationship among
home, school, and community. School Social Workers promote professional growth
and collaborate with their
colleagues to improve the profession.
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· Strive to enhance the profession.
· Contribute to the establishment of positive working conditions.
· Participate and advocate in decision-making structures.
· Communicate the goals of the school social work program to stakeholders.
· Maintain current and appropriate resources to improve the relationship among
home, school, and community.
· Promote professional growth and collaborate with their colleagues.
c. School Social Workers
advocate for students, families, schools, and communities.
School Social Workers advocate for
positive change in policies and practices affecting student learning. School
Social
Workers support the School Improvement Plan and student academic success
through developing and utilizing internal
and external partnerships and
resources. They participate in the implementation of initiatives to improve
educational
and support services.
· Advocate for positive change in policies and practices affecting student
learning.
· Develop and utilize internal and external partnerships and resources.
· Participate in the implementation of initiatives to improve student educational
and support services.
d. School Social Workers
demonstrate high ethical standards.
School Social Workers adhere to the laws,
policies, procedures, and ethical standards of the social work profession.
School Social Workers demonstrate ethical principles including honesty,
integrity, fair treatment, and respect for others.
School Social Workers uphold
the National Association of Social Workers (NASW) Code of Ethics, revised 1999
(http://www.socialworkers.org/pubs/code/code.asp), The Code of Ethics for North
Carolina Educators (effective June 1,
1997), and the Standards for Professional
Conduct (adopted April 1, 1998).
· Adhere to the laws, policies, procedures, and ethical standards of the social
work profession.
· Demonstrate ethical principles.
· Uphold the National Association of Social Workers Code of Ethics.
· Uphold the Code of Ethics and Standards for the Professional Conduct.
STANDARD 2: SCHOOL SOCIAL
WORKERS PROMOTE A RESPECTFUL ENVIRONMENT FOR
DIVERSE POPULATIONS.
School Social Workers promote a positive
school environment in which individual differences are respected. School
Social
Workers educate school personnel on the correlation between a positive school
climate and student achievement.
School Social Workers understand and respect
the impact of how student learning is influenced by culture, community,
family,
and individual experiences. School Social Workers recognize the need to educate
the school staff on emerging
issues within the home, school, and community. The
School Social Worker understands the ways in which similar
behaviors may have
different meanings to people in different cultures.
a. School Social Workers
promote an environment in which each student has a positive, nurturing
relationship
with caring adults.
School Social Workers encourage an environment
that is inviting, respectful, supportive, inclusive, and flexible. School
Social Workers provide leadership and collaborate with other school personnel
to provide effective school social work
services. School Social Workers
implement developmentally-appropriate and prevention-oriented group activities
to
meet student needs and school goals.
· Encourage an environment that is inviting, respectful, supportive, inclusive,
and flexible.
· Provide leadership and collaborate with other school personnel to provide
effective school social work services.
· Implement developmentally-appropriate and prevention-oriented group activities
to meet student needs and school
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goals.
b. School Social Workers
embrace diversity in the school, home, community, and world.
School Social Workers demonstrate their
knowledge of diverse cultures. School Social Workers also understand the role
of diverse cultures in shaping global, state, and school issues. School Social
Workers recognize the influence of race,
ethnicity, gender, religion, language,
and other aspects of culture on a student’s development and personality. School
Social Workers strive to understand how students’ culture and background may
influence their school performance.
School Social Workers consider and
incorporate different points of view in the professional development provided
for
school personnel. School Social Workers actively select materials and
develop activities that counteract stereotypes and
incorporate histories and
contributions of all cultures.
· Demonstrate their knowledge of diverse cultures.
· Understand the role of diverse cultures in shaping global, state, and school
issues.
· Recognize the influences of race, ethnicity, gender, religion, language, and other
aspects of culture on a student’s
development and personality.
· Understand how students’ culture and background may influence their school
performance.
· Consider and incorporate different points of view.
· Select materials and develop activities that counteract stereotypes and
incorporate contributions of all cultures.
c. School Social Workers
treat students as individuals.
School Social Workers maintain high
expectations, including graduation from high school, for students of all
backgrounds. School Social Workers appreciate differences and value the
contributions of each student in the learning
environment by building positive,
appropriate relationships. School Social Workers assist students, individually
and/or
in groups, with developing academic, social, emotional, and
psychological skills.
· Maintain high expectations for all students.
· Appreciate differences and value the contributions of each student in the
learning environment by building
positive, appropriate relationships.
· Assist students, individually and/or in groups, with developing academic,
social, emotional, and psychological
skills.
d. School Social Workers
provide services that benefit students with special needs.
School Social Workers collaborate with
administrators, teachers, and a range of specialists to help meet the special
needs of all students. School Social Workers may participate in the evaluation
process by conducting the student
social/developmental history and parent
interviews. School Social Workers engage students to ensure that their
academic, social, emotional, and psychological needs are effectively met by
conducting individual/group counseling.
· Collaborate with administrators, teachers, and a range of specialists to help
meet the special needs of all students.
· Participate in the evaluation process by conducting the student
social/developmental history and parent interviews.
· Engage students to ensure that their academic, social, emotional, and psychological
needs are effectively met by
conducting individual/group counseling.
e. School Social Workers
work collaboratively with families and significant adults in the lives of
students.
School Social Workers recognize that
educating students is a shared responsibility involving the students, families,
schools, and communities. School Social Workers improve communication and
collaboration among the school, home,
and community in order to promote trust
and understanding and to build partnerships with all segments of the school
community. School Social Workers seek solutions to barriers that inhibit
effective familial and community involvement
in the education of students.
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· Improve communication and collaboration among the school, home, and community.
· Promote trust and understanding to build partnerships among school, home, and
community.
· Seek
solutions to barriers that inhibit familial and community involvement in the
education of students.
STANDARD 3: SCHOOL SOCIAL
WORKERS APPLY THE SKILLS AND KNOWLEDGE OF THEIR
PROFESSION WITHIN EDUCATIONAL
SETTINGS.
School Social Workers utilize theories and
skills necessary to enhance the interconnectedness of home, school,
community,
and student success. School Social Workers consult and collaborate through
multidisciplinary teams to
improve service delivery. School Social Workers
encourage and model relationships that are critical to a rigorous and
relevant
education. School Social Workers provide proven and promising interventions
that address barriers to
academic achievement. School Social Workers align
their services with the North Carolina
Standard Course of Study
and national best practices.
a. School Social Workers
deliver comprehensive services unique to their specialty area.
School Social Workers bring a richness and
depth of understanding of students, families, schools, and communities.
School
Social Workers utilize skills such as advocacy, assessment, consultation,
counseling, and collaboration to create
and implement developmentally
appropriate and targeted interventions to meet the identified needs of
students,
families, schools, and communities. School Social Workers support and
encourage student and family involvement in
the school process.
· Understand students, families, schools, and communities.
· Utilize skills such as advocacy, assessment, consultation, counseling, and
collaboration to create and implement
developmentally appropriate and targeted
interventions to meet the identified needs of students, families, schools,
and
communities.
· Support and encourage student and family involvement.
b. School Social Workers
possess effective communication skills.
School Social Workers are perceptive
listeners and are able to communicate effectively with students, families,
school
staff, and communities even when language is a barrier.
· Communicate effectively with students, families, school staff, and communities
even when language is a barrier.
· School Social Workers recognize the interconnectedness of academic, social,
emotional, and psychological
development and societal challenges. School Social
Workers comprehend the link between school social work
services and the North Carolina Standard Course of Study.
School Social Workers understand the implications of
demographic and
socio-economic factors that influence student achievement. School Social
Workers promote
global awareness and its relevance to the development of the
whole child for the twenty-first century.
· Understand the implications of demographic and socio-economic factors that
influence student achievement.
· Promote global awareness and its relevance to the development of the whole
child for the twenty-first century.
c. School Social Workers
facilitate student acquisition of 21st century skills.
School Social Workers incorporate 21st
century life skills deliberately, strategically, and broadly into their
services.
These skills include leadership, ethics, accountability,
adaptability, personal productivity, personal responsibility,
interpersonal
skills, self-direction, and social responsibility. School Social Workers help
students understand the
relationship between the North Carolina Standard Course of Study and twenty-first
century content, which includes
global awareness; financial, economic, business
and entrepreneurial literacy, civic literacy, and health and wellness
awareness. School Social Workers facilitate student understanding of the 21st
century content relevant to academic,
social, emotional, and psychological
success.
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· Incorporate life skills which include leadership, ethics, accountability,
adaptability, personal productivity, personal
responsibility, interpersonal
skills, self-direction, and social responsibility.
· Demonstrate the relationship between the core content and 21st century content
that includes global awareness;
financial, economic, business, and
entrepreneurial literacy; civic literacy; and health and wellness awareness.
· Facilitate student understanding of the 21st century content relevant to
academic, social, emotional, and
psychological success.
STANDARD 4: SCHOOL SOCIAL
WORKERS SUPPORT STUDENT LEARNING.
The School Social Worker understands how
the students’ social, emotional, psychological, and environmental factors
influence academic performance and achievement. School Social Workers
understand the need for early intervention
and prevention when addressing these
factors. School Social Workers collaborate with parents to aid their
understanding of their role as an active participant in the student’s education
performance. School Social Workers
develop intervention plans that address
student needs and promote academic success.
a. School Social Workers
use a variety of strength-based methods.
School Social Workers address the
achievement gap by assessing student strengths and needs, and by implementing
proven and promising interventions. School Social Workers provide a wide range
of prevention, early intervention, and
crisis response strategies to address
social, emotional, psychological, and academic needs. School Social Workers
collaborate and consult with administrators, instructional and support staff,
parents, and the community to support
student learning. School Social Workers
provide professional development to promote early identification of unmet
needs; increase awareness of relevant laws, policies, and procedures; and
encourage empathy and understanding of the
whole child.
· Address the achievement gap by assessing student strengths and needs and by
implementing proven and promising
interventions.
· Provide a wide range of prevention, early intervention, and crisis response
strategies to address social, emotional,
psychological, and academic needs.
· Collaborate and consult with administrators, instructional and support staff,
parents, and the community to support
student learning.
· Provide professional development to promote early identification of unmet
needs, increase awareness of relevant
laws, policies, and procedures, and encourage
empathy and understanding of the whole child.
b.
School Social Workers help students develop critical thinking and
problem-solving skills.
School Social Workers address issues that
interfere with the student’s ability to problem solve and think critically.
School Social Workers assist students in developing skills necessary to
communicate effectively, synthesize
knowledge, think creatively, and make
informed decisions through individual and group work.
· Address issues that interfere with the students’ ability to problem solve and
think critically.
· Assist students in developing skills necessary to communicate effectively,
synthesize knowledge, think creatively,
and make informed decisions through
individual and group work.
c. School
Social Workers support students as they develop leadership qualities.
School Social Workers help students
strengthen interpersonal and intrapersonal skills, improve communication
skills,
understand cultural differences, and develop leadership qualities.
· Strengthen interpersonal and intrapersonal skills, improve communication
skills, understand cultural differences,
and develop leadership qualities
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STANDARD 5: SCHOOL SOCIAL
WORKERS ACTIVELY REFLECT ON THEIR PRACTICE.
School Social Workers are accountable for
managing and providing services that strengthen home, school, and
community
partnerships in support of student learning. School Social Workers use formal
and informal assessments to
collect, analyze, and evaluate strategies for effective
service delivery. School Social Workers utilize collaborative
relationships
with colleagues, families, and communities to reflect and improve their
practice.
a. School Social Workers
analyze student learning.
School Social Workers think systematically
and critically about students’ social, emotional, psychological, and
academic
success. School Social Workers collect and analyze student data to plan and
evaluate the effectiveness of
service delivery. School Social Workers adapt
their practice based on current relevant research findings and data to best
meet the needs of students, families, schools, and communities.
· Think systematically and critically about students’ social, emotional,
psychological, and academic success
· Collect and analyze student data to plan and evaluate the effectiveness of
service delivery
· Adapt their practice based on current relevant research findings and data to
best meet the needs of students,
families, schools, and communities
b. School Social Workers
link professional growth to their professional goals.
School Social Workers continually
participate in high quality professional development specific to school social
work
practice. School Social Workers also understand a global view of
educational practices, including twenty-first century
skills and knowledge
aligned with the State Board of Education priorities and initiatives.
· Participate in high quality professional development specific to school social
work practice.
c. School Social Workers
function effectively in a complex, dynamic environment.
School Social Workers understand that
change is constant; therefore, they actively investigate and consider new ideas
that support students’ social, emotional, psychological, and academic success.
School Social Workers adapt their
practice based on current research findings
and data to best meet the needs of all students.
· Actively investigate and consider new ideas that support students’ social,
emotional, psychological, and academic
success.
· Adapt their practice based on current research findings and data.
Standards for Technology Facilitator
Evaluation
NORTH CAROLINA PROFESSIONAL TECHNOLOGY
FACILITATOR STANDARDS
Demands of a 21st century education
dictate strong roles for Instructional Technology Facilitators. In order to
bring
consensus and common, shared ownership of the vision and purpose of the
work of the school, Instructional
Technology Facilitators provide, promote, and
participate in shared leadership. They are valued for leading a strong and
comprehensive school instructional technology program which provides tools,
resources, and content that promote
critical thinking, problem solving, and
information and communications literacy while also making content engaging,
relevant, and meaningful to students. Instructional Technology Facilitators
encourage student-owned 21st century
learning including
collaboration, communication, critical thinking and creativity. They
enable teaching in all content
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areas including global awareness, civic
literacy, financial literacy, and health awareness. Instructional Technology
Facilitators demonstrate the value of lifelong learning and encourage the
school community to learn and grow. They are
reflective about their practice
and promote inclusion and analysis of assessments that are authentic,
structured and
demonstrate student understanding.
STANDARD 1: INSTRUCTIONAL
TECHNOLOGY FACILITATORS DEMONSTRATE LEADERSHIP.
Instructional
Technology Facilitators demonstrate 21st century leadership in the school.
Instructional Technology Facilitators lead
in the use of 21st century tools and skills. They promote a vision of
technology-enabled teaching and learning that includes use of best instructional practices and access to current
information and technology tools. Instructional Technology Facilitators understand and apply principles of adult
learning to design and deliver relevant, engaging, and differentiated professional development. They support the school
and district’s overall vision
for ensuring that every public school student will graduate from high school,
globally
competitive for work and postsecondary education and prepared for life
in the 21st century.
Instructional Technology Facilitators:
· Provide effective leadership and support for establishing, promoting and
sustaining a seamless use of 21st
century technology tools and
information resources.
· Serve as leaders in the planning, implementation and deployment of a 21st
century digital conversion,
including devices, curriculum, pedagogy,
professional development and appropriate digital resources.
· Make
effective use of data to assess how the instructional technology program meets
the needs of the school
community.
· Provide leadership in determining student and educator technology needs based
on demographic and
performance data, curricular needs, state and national
guidelines, professional best practices, and emerging
trends.
Instructional Technology
Facilitators lead an instructional technology program that supports 21st
century
teaching and learning.
Instructional Technology Facilitators
collaboratively create, align, and implement programs guided by state and
national
guidelines and research-based best practices. Instructional Technology
Facilitators align program goals with local
strategic plans placing a priority
on student learning and curriculum requirements. They exhibit flexibility,
adaptability,
and resourcefulness in an ever-changing technology environment.
The instructional technology program offers an
effective teaching and learning
best practices model in the 21st century digital conversion of the school in
support of
student success.
Instructional Technology Facilitators:
· Align the mission, resources and activities of the instructional technology
program with the North Carolina
Essential Standards and Common Core State
Standards and the local goals and priorities for teaching and learning.
· Communicate the vision and requirements of an effective technology-enabled
instructional technology program to
appropriate stakeholders while utilizing
relevant and current research and other data-informed performance
measures and
outcomes.
· Evaluate and collaboratively select digital tools and resources based on
professional best practices and relevant
data.
· Demonstrate fluency with a wide range of digital resources which support
inquiry and student-centered learning,
professional best practices and
acquisition of 21st century skills.
· Ensure
that the instructional technology program tools and resources support the
diverse developmental, cultural,
social, and linguistic needs of students and
their communities.
· Provide
professional development addressing instructional theory, practice and
resources that promote student
owned learning, relevancy, 21st century skills,
collaboration, critical thinking and creativity.
· Evaluate the program to ensure that it is up-to-date and relevant, meeting the
needs of the school community.
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Instructional Technology
Facilitators advocate for effective instructional technology programs.
Effective technology facilitators model
and apply information and technology standards as they design and implement
learning experiences for both students and educators. Combining their broad
content, pedagogical and technology
understanding they advance student
learning, creativity and innovation in both traditional and virtual
environments.
Instructional Technology Facilitators:
• Facilitate equity of access for diverse and appropriate digital
tools and resources including personal computing
devices and digital textbooks.
• Encourage educator designed inquiry-based learning using various
and appropriate resources and tools to improve
creative and innovative student
learning.
· Advocate to ensure that the program’s digital tools and resources are highly
available, reliable and flexibly
accessible.
· Advocate for equitable access and appropriate use of information and technology
resources.
· Facilitate meaningful communication and collaboration among stakeholders while
modeling and supporting the
ethical and safe use of information and technology
resources.
Instructional Technology
Facilitators promote and facilitate effective collaboration among educators
within and
beyond the school setting.
Instructional Technology Facilitators
generate positive student outcomes by leading, modeling and promoting effective
collaborative practices that support and create an effective learning
community. They demonstrate persistence,
creativity, and openness in
establishing relationships and building partnerships. They review data to
inform
instructional planning while collaborating to design, deliver, and
evaluate instruction based on research and best
practices. They work
collaboratively to identify and select resources for curriculum support and
partner with teachers to
create instruction that is enhanced and enabled by
relevant and effective digital tools and resources.
Instructional Technology Facilitators:
• Foster collaboration within the school community to facilitate
design, delivery, and assessment of instructional
activities that promote
learner competence and confidence with 21st century skills.
• Use research-based strategies that seamlessly integrate content
with technology tools and information resources
through community collaboration
and partnerships.
• Collaborate with other appropriate stakeholders both face-to-face
and virtually to address student and professional
achievement.
Instructional Technology
Facilitators demonstrate high ethical standards.
Instructional Technology Facilitators
demonstrate ethical principles including honesty, integrity, fair treatment,
and
respect for others. Teachers uphold the Code of Ethics for North Carolina
Educators (effective June 1, 1997) and the
Standards for Professional Conduct
adopted April 1, 1998. www.ncptsc.org
Instructional Technology Facilitators:
· Uphold the Code of Ethics for North Carolina Educators and Standards for the
Professional Conduct.
· Model ethical principles including safe, legal and ethical use of digital
resources and tools including
copyright, intellectual property, digital
etiquette and virtual social interactions.
STANDARD 2: INSTRUCTIONAL TECHNOLOGY FACILITATORS DEMONSTRATE KNOWLEDGE OF
LEARNERS AND
LEARNING AND PROMOTE EFFECTIVE INSTRUCTIONAL PRACTICES IN A 21ST
CENTURY
LEARNING ENVIRONMENT.
Instructional Technology
Facilitators use effective pedagogy to infuse the curriculum with 21st century
content
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and tools.
Instructional Technology Facilitators
understand and apply research-based pedagogical strategies to design and
deliver
rigorous, relevant, and engaging differentiated instruction.
Instructional Technology Facilitators are knowledgeable of
learning styles,
stages of human growth and development, and cultural influences on learning.
They support the
learning of all members of the school community, including
those with diverse learning styles, physical and intellectual
abilities, and
needs. They effectively facilitate the integration of 21st century skills,
particularly technology use, and
instructional design, delivery, and
assessment. Instructional Technology Facilitators creatively infuse
content-area
instruction with 21st century skills.
Instructional Technology Facilitators:
· Facilitate the use of accepted learning taxonomies, effective instructional
design principles, and appropriate
assessment methods.
· Enable and enhance instruction across the curriculum to promote engagement,
creativity, critical thinking,
problem-solving and student-owned exploration of
information and ideas.
· Use
a variety of instructional strategies, 21st century resources, and assessment
tools to design and develop digitalage learning for all learners.
· Support differentiation of instruction by demonstrating flexibility and
creativity in choosing and modifying
learning strategies, tools, and resources
in various formats to meet all learners’ needs.
· Collaboratively design and facilitate appropriate assessment of student-owned
products utilizing 21st skills within
all content areas.
Instructional Technology
Facilitators know the content appropriate to their teaching specialty.
Instructional Technology Facilitators model digital literacy and safety, and the ethical use of information and
technology utilizing best practices and relevant research-based methods and techniques. They articulate the value and
importance of the North Carolina Essential Standards and Common Core State Standards to members of the school
community. They assist teachers in seamlessly integrating technology into curriculum-based
lessons and instructional
units and providing 21st century learning
experiences. They collaborate with other educators to design and facilitate use
of innovative technology assisted student outcome measurement systems.
Instructional Technology Facilitators:
• Demonstrate comprehensive knowledge of curriculum goals across
grade levels and subject areas.
• Promote global digital literacy, awareness and cultural
understanding by facilitating collaboration and communication
using 21st
century tools and resources.
· Collaboratively design and facilitate appropriate assessment of student-owned
products utilizing 21st skills
within all content areas.
Instructional Technology
Facilitators model, share, and promote effective principles of teaching and
learning.
They use a variety of instructional
strategies and assessment tools to model and promote digital-age learning
experiences and apply their expertise to coach others in collaboration, digital
literacy, 21st century communication,
inquiry-based learning, and
digital citizenship. Instructional Technology Facilitators demonstrate and
facilitate the
effective use of 21st century tools and resources to
encourage meaningful and authentic learning experiences.
Instructional Technology Facilitators:
• Facilitate access to information, resources, and ongoing support
to assist teachers in implementing research-based best
practices using 21st
century tools and resources.
• Design differentiated instruction using a variety of
research-based strategies and various digital resources to meet
learner needs.
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• Provide teachers with professional development, modeling the
effective integration of information and technology
skills, collaboration,
critical thinking, and creativity.
· Model effective formative assessment practices including alternative assessment
strategies.
· Use
effective interpersonal and listening skills to discover students’ interests
and assist them in finding
engaging and appropriate digital tools and resources
for use in their student-owned learning strategies.
STANDARD 3: INSTRUCTIONAL
TECHNOLOGY FACILITATORS FACILITATE THE
IMPLEMENTATION OF A COMPREHENSIVE 21ST
CENTURY INSTRUCTIONAL TECHNOLOGY
PROGRAM.
Instructional Technology
Facilitators serve as a specialist, fostering the effective use of digital
tools and resources
for constructing and sharing knowledge using inquiry-based
instruction.
Instructional Technology Facilitators use
creative strategies to promote the available digital tools and resources as
well
as the special skills and expertise of the Technology Facilitator. They
demonstrate flexibility to make their skills and
expertise, as well as school
technology resources, readily available to and easily accessible to all members
of the school
community. They help learners become discerning and effective
users of digital resources and tools promoting the
seamless integration of
technology to meet curricular goals. Instructional Technology Facilitators
encourage teachers
and students to apply an inquiry-based approach to learning
and they actively support instructional practices and
pedagogy that promote
creativity and critical thinking. They promote digital citizenship and guide
students to build a
positive academic digital footprint. They model the
effective use of new and emerging technologies. They also
collaboratively
develop technology program policies and procedures that respect and meet the
needs of a diverse school
community and facilitate access to equitable digital
tools and resources.
Instructional Technology Facilitators:
· Communicate and implement policies and procedures based on state and federal
requirements.
· Demonstrate best practices in the integration of information and technology
skills and resources in all areas of the
curriculum while modeling and
supporting engagement through inquiry-based learning.
· Encourage and enable use of digital tools and resources for inquiry, knowledge creation, and sharing studentowned learning.
· Contribute to the development and implementation of the school improvement
plan.
STANDARD 4: INSTRUCTIONAL
TECHNOLOGY FACILITATORS BUILD A LEARNING
ENVIRONMENT THAT MEETS THE
INSTRUCTIONAL NEEDS OF ALL STUDENTS.
Instructional
Technology Facilitators establish a participatory learning environment that
facilitates
collaboration among all members of the learning community and
honors diversity.
Using 21st century tools and resources,
Instructional Technology Facilitators encourage active learning, promote
collaboration, and provide flexibility to accommodate multiple learning styles,
work strategies and abilities.
Instructional Technology Facilitators foster
relationships with and between students while applying a global perspective
and
meeting the learning needs of a diverse student population.
· Instructional Technology Facilitators establish a diverse, collaborative and
engaging learning environment that
promotes global awareness, cultural
understanding, creativity, inquiry, critical thinking, collaboration and
communication. Understand and incorporate universal design considerations to
facilitate equitable access to
content and resources.
Instructional Technology
Facilitators seamlessly integrate content-area curricula with 21st century
content,
effective pedagogical practices, universal design principles, and
appropriate technology applications for all
learners.
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Instructional Technology Facilitators
model and promote the seamless and ubiquitous integration of content and
technology tools and resources to meet widely diverse student needs.
Instructional Technology Facilitators are a
constant in the learning
environment of the student over time. As such, they have a unique opportunity
to gain a more
holistic view of students, understand learners as they progress
through each developmental stage, and encourage
learners to cultivate
creativity and critical thinking habits.
Instructional Technology Facilitators:
· Collaboratively identify students’ interests, learning styles, and unique
instructional requirements.
· Facilitate the design and delivery of data-informed differentiated instruction
guided by universal design principles
and pedagogical strategies promoting
mastery of 21st century tools and content.
· Promote and model the use of information and technology resources while using
innovative strategies to support
the dynamic participation and engagement of
all learners.
STANDARD 5: INSTRUCTIONAL
TECHNOLOGY FACILITATORS ACTIVELY REFLECT ON THEIR
PRACTICE.
Instructional Technology
Facilitators analyze student learning.
Instructional Technology Facilitators use
formative and summative assessments to collaboratively analyze data and
evaluate other indicators of student learning to inform instruction.
Instructional Technology Facilitators:
· Analyze data both collaboratively and individually to inform instructional and
professional practices and future
program planning.
· Use
data from multiple sources, including student, teacher, school, district, and
local community, to make
decisions that improve the effectiveness of the
instructional technology program while supporting student
achievement.
Instructional Technology
Facilitators link professional growth to their professional goals.
Instructional Technology Facilitators
actively seek professional development to help them maintain a leadership role
as
a teacher, technology specialist, and coach in the use of current and
emerging technologies..
Instructional Technology Facilitators:
• Complete professional development and participate in local and
global professional learning communities to explore
creative applications and
enhancements for improving professional practice and student learning.
• Actively explore and integrate emerging technologies, resources,
information formats, and innovative practices to
support student achievement.
Instructional Technology
Facilitators function effectively in a complex, dynamic environment.
Instructional Technology Facilitators
demonstrate leadership and flexibility in adapting to a rapidly changing
information and technology environment. They act as leaders in coaching
teachers, administrators, and students to
thrive in a complex technology
landscape. They continuously seek current best practices and adapt their
professional
practice based on research and student data to support school
goals.
Instructional Technology Facilitators:
· Participate in observations for professional growth and collaborate with other
educators to mentor and support
professional growth throughout the school
learning community.
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· Apply professional skills to investigate, apply, and share new research on
digital tools, resources, pedagogy,
curriculum, and other relevant topics to
the professional learning community.
Standards for School Library Media
Coordinator Evaluation
NORTH CAROLINA SCHOOL LIBRARY MEDIA COORDINATORS
STANDARDS
The demands of providing a 21st
century education dictate new roles for School Library Media
Coordinators. School
Library Media Coordinators are called on to have a
larger role in their schools and school communities. School
leadership is
distributed among the staff and administration in order to bring consensus,
common understandings, and
shared ownership of the vision and purpose of the
school. School Library Media Coordinators are valued for their
leadership
abilities throughout the school as well as in the media center.
School Library Media Coordinators help
make the content engaging and meaningful to students’ lives as they support
teachers and facilitate the integration of curriculum and related projects
across disciplines. In the school and the media
center, School Library
Media Coordinators facilitate instruction, encouraging all students to use 21st
century skills to
discover how to learn, innovate, collaborate, and communicate
their ideas. They serve as facilitators of information
skills development
through the provision of professional development, coaching, mentoring, and
co-teaching activities. Their work includes supporting the development of
authentic and structured assessment strategies to assure that
students
demonstrate understanding of the content taught and ability to apply the skills
they have learned. School
Library Media Coordinators demonstrate the value
of lifelong learning and instill a love of reading and learning in the
students
with whom they come into contact.
STANDARD 1: SCHOOL
LIBRARY MEDIA COORDINATORS DEMONSTRATE LEADERSHIP. School Library Media
Coordinators lead in the school library media center and media program to
support
student success.
School Library Media Coordinators provide
leadership for the school library media program. They share responsibility
for
the progress of all students to ensure that they graduate from high school, are
globally competitive for work and
postsecondary education and are prepared for
life in the 21st Century. They collaboratively create, align, and
implement
a program informed by state and national guidelines and
research-based best practices. They transform the library
media center into a
21st century learning environment (both virtual and physical) and a shared
space for knowledge
construction, collaboration and inquiry-based learning, and
they assist teachers with similar transformations. They
coordinate the
activities and training of library media support personnel including
volunteers.
School Library Media Coordinators:
• Align the mission, policies, resources and activities of the
school’s library media program with the North Carolina
Essential Standards and
Common Core State Standards, local goals, and priorities for teaching and
learning.
• Collaborate with and support other members of the school community
to select materials and promote library services
and resources within the
school.
• Foster collaboration with teachers in their school community to
facilitate the design, delivery, and assessment of
instructional activities
that promote learner competence and confidence with 21st century skills.
• Provide leadership and support for establishing, promoting, and
sustaining the effective use of information resources
and technology tools.
• Establish the library media center as both a physical and virtual
shared learning space for 21st century teaching and
learning and
opportunities for students to be engaged in collaboration, and inquiry-based
learning.
• Represent the reading interests and curricular needs of all
students in selecting and promoting information and
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technology resources and
tools.
• Use learner-centered instructional strategies and resources to
model the integration of multiple literacies with content
curriculum.
School Library Media
Coordinators lead in their schools.
School Library Media Coordinators work
collaboratively with school personnel to create a professional learning
community. They analyze data to develop goals and strategies in the
school improvement plan that enhance student
learning. They provide input in
determining the school budget and in the selection and provision of
professional
development that meets the needs of the students, the staff, and
their own professional growth. They participate in the
hiring process and
collaborate with their colleagues to support teachers in the improvement of the
effectiveness of their
departments or grade levels. They establish
positive working relationships and communicate with other educators to
identify
and select resources for curriculum support. They also partner with teachers to
design instruction that
seamlessly integrates 21st century skills, information
fluency, and digital literacy across the curriculum. School Library Media Coordinators:
• Contribute to the development and implementation of the school
improvement plan.
• Participate in shared decision making addressing all aspects of
the school library media center’s function.
• Participate with classroom teachers in professional learning
communities to address student and professional
achievement.
• Support teachers’ efforts to infuse multiple literacies and 21st
century skills within content-area instruction.
• Foster collaboration among members of the school community to meet
the school improvement goals.
• Model and make effective use of 21st century tools for
communication and collaboration.
• Support the school’s conversion to 21st century
technology, curriculum, pedagogy, professional development, and
appropriate
digital resources.
• Provide technology-enabled one-on-one and group professional
development for classroom teachers.
• Provide professional development in integrating information and
instructional technology skills into all curricular
areas.
• Apply principles of adult learning to provide relevant, engaging
and differentiated professional development.
• Assist in designing effective school and classroom alternative
assessment of in 21st century skills.
School Library Media Coordinators advocate for effective media programs.
School Library Media Coordinators are
proactive in communicating the vision, requirements and impact of an effective
21st century library media program to key stakeholders using relevant research,
evidence of student learning, and other
outcomes. They advocate for information
fluency, inquiry-based learning, curriculum fidelity, creativity, planning,
innovation and reading for enjoyment and lifelong learning to ensure that all
students have access to proper learning
resources and are prepared for the
future.
School Library Media Coordinators:
• Advocate for and model the seamless integration of core content
with technology tools and information resources.
• Advocate for equitable access to digital information, resources
and tools for all students. Cultivate relationships with
and communicate
resource needs to decision makers and stakeholders and advocate for library
resources that
support the entire school community.
• Establish connections with community agencies and other libraries
to strengthen cooperation and increase
opportunities for resource sharing.
School Library Media
Coordinators demonstrate high ethical standards.
School Library Media Coordinators
demonstrate ethical principles including honesty, integrity, fair treatment,
and
respect for others. They uphold the Code of Ethics for North Carolina
Educators (effective June 1, 1997) and the
Standards for Professional Conduct
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School Library Media Coordinators:
• Uphold the Code of Ethics for North Carolina Educators and
Standards for Professional Conduct.
• Apply professional standards and guidelines for school library
media programs, ethical codes, and principles of
education and information
professions in decision making.
• Model and guide best practices in copyright, ethical access and
use of information and technology resources,
intellectual property, digital
citizenship, and safety for the school community. • Demonstrate and foster appropriate digital citizenship and safety
practices for all school community members.
STANDARD 2: SCHOOL
LIBRARY MEDIA COORDINATORS BUILD A LEARNING ENVIRONMENT
THAT MEETS THE
INSTRUCTIONAL NEEDS OF A DIVERSE POPULATION OF STUDENTS.
School Library Media
Coordinators establish a learning environment that facilitates access to resources and
addresses the learning needs of
all members of the school community.
School Library Media Coordinators create a
welcoming and accessible physical space that facilitates active learning,
promotes participation and collaboration and teamwork, and provides flexibility
to accommodate multiple learning
styles, 21st century skills, and reading
enjoyment. School Library Media Coordinators incorporate a global view
and
multiculturalism in library services, programming, and collection development
to meet the personal interests and
learning needs of a diverse student
population. They develop and implement strategies to remove barriers to
open,
equitable access to the library media center and its resources.
School Library Media Coordinators:
• Establish a learning environment that promotes global awareness
and cultural understanding.
• Promote and facilitate open, equitable access and appropriate use
of all information and technology resources.
• Respect and meet the needs of a diverse school community.
• Provide accessible and flexible physical and virtual learning
spaces to foster 21st century skills.
School Library Media
Coordinators provide appropriate resources, services, and instruction for
learners at all
stages of development.
School Library Media Coordinators model
and promote the seamless integration of content and information, pedagogy,
and
technology to meet diverse student needs. They incorporate universal
design to facilitate equitable access to
information and resources for
learning. They encourage the cultivation of creativity, reading
interests, and critical
thinking across multiple years of students’ school
careers.
School Library Media Coordinators:
• Collaborate with teachers and other specialists to identify
students’ interests, learning styles, and unique instructional
requirements and
to design instructional strategies guided by universal design principles
• Use technology skills and innovative strategies to support the
dynamic participation and engagement of all learners,
including those with
special needs.
• Encourage all learners to establish and maintain a positive
digital footprint as they interact in web-enabled
environments.
STANDARD 3: SCHOOL
LIBRARY MEDIA COORDINATORS IMPLEMENT A COMPREHENSIVE 21ST
CENTURY
LIBRARY MEDIA PROGRAM.
School Library Media
Coordinators develop a library collection that supports 21st century teaching
and
learning.
School Library Media Coordinators develop
an appropriate and high quality library media collection that facilitates 21st
century teaching and learning. They use collection mapping and other collection
analysis tools to ensure that the
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collection is dynamic, learner-centered,
supports the North Carolina Essential Standards and Common Core State
Standards, and meets the unique needs of the school and its learners. School Library Media Coordinators:
· Continuously evaluate the library media collection to ensure that it is
accurate and current and meets teacher
and student needs for recreational
reading and curriculum-based materials in a variety of formats.
· Collaborate with members of the school community in assessing needs and using
needs assessment
information to inform the school’s collection development
plan.
· Evaluate and select new resources based on the collection development plan.
· Exercise professional judgment in selecting resources that reflect the diverse
developmental, cultural, social,
and linguistic needs of students.
· Collaborate with local technical staff to ensure that digital resources are easily
accessible and reliable.
School Library Media
Coordinators serve, promote and facilitate inquiry-based instruction and the
effective use
of information and technology.
School Library Media Coordinators make their skills and expertise as well as the learning space and resources of the
library media center flexibly available and easily accessible to all members of the school community. They help
learners become discerning and effective users of information and ideas, and they promote the seamless integration of
curriculum, pedagogy and technology to meet curricular goals. They
encourage teachers and students to apply an
inquiry-based approach to learning
and actively support instructional practices that promote creativity and
critical
thinking.
School Library Media Coordinators:
· Demonstrate best
practices in the integration of information and technology skills and resources
in all areas of
the curriculum while modeling and supporting inquiry-based
learning.
· Encourage and enable
use of the library media center and its resources as a shared learning space.
STANDARD 4: SCHOOL
LIBRARY MEDIA COORDINATORS DEMONSTRATE KNOWLEDGE OF
LEARNERS AND LEARNING AND
PROMOTE EFFECTIVE INSTRUCTIONAL PRACTICES.
School Library Media
Coordinators use effective pedagogy to infuse content-area curricula with 21st
century
skills.
School Library Media Coordinators
integrate 21st century skills in instructional design, delivery, and assessment
to
meet curriculum objectives and produce positive learning outcomes for
students. They promote best instructional
practices and curriculum
fidelity through collaboration and support to educators. They model and
facilitate access to
current information and technology tools and participatory
and social learning.
School Library Media Coordinators:
• Use a variety of instructional strategies, resources, and
assessment tools to provide digital-age learning experiences.
• Model, promote, and facilitate the seamless integration of
information and technology tools and resources across all
content areas.
• Support differentiation of instruction by choosing and modifying
learning strategies, tools, and resources to meet the
needs of all learners.
School Library Media
Coordinators know the content appropriate to their teaching specialty.
School Library Media Coordinators model,
promote, and support other educators in the effective use of information
resources, best practices in research, multiple literacies, digital safety, and
the ethical use of information and technology
resources. They
collaboratively develop and utilize research-based pedagogical strategies to
make the curriculum
rigorous and relevant for all students and provide a
balanced curriculum that enhances literacy skills. They apply the
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content
standards for students developed by their professional
organizations. School Library Media Coordinators
collaboratively
design, use, and communicate innovative outcome measures to identify evidence
of student learning
using 21st century skills across all curriculum areas.
School Library Media Coordinators:
· Demonstrate knowledge of curriculum goals across grade levels and subject
areas.
· Model and promote multiple strategies in locating, evaluating and using a wide
range of information and
technology resources in an ethical and appropriate
manner.
· Foster global literacy, awareness and cultural understanding by facilitating
the access and use of
information from a variety of sources.
· Collaborate, model and promote effective strategies for accessing, evaluating,
and synthesizing
information resources to support teaching and learning.
· Encourage and support all members of the learning community to synthesize and
properly cite
information from multiple sources and to communicate using a
variety of modes and strategies.
· Demonstrate effective strategies to discover student interests and learning
styles and to assist them in
finding engaging and appropriate information
resources.
· Utilize knowledge of appropriate assessment strategies to collaboratively
design and facilitate innovative
assessment of information and technology
skills within content areas.
School Library Media
Coordinators promote reading as a foundational skill for learning.
School Library Media Coordinators champion
reading for information, pleasure and lifelong learning. They build
relationships with students to discover reading interests and assist in finding
engaging and appropriate materials to
encourage a love of reading. They
partner with teachers in identifying the reading interests and needs of
students and
recommending appropriate resources.
School Library Media Coordinators:
• Collaboratively plan learning experiences that offer whole
classes, small groups, and individual learners an
interdisciplinary approach to
learning and direct students’ curiosity into an interest in reading for
learning and
pleasure. • Recommend and use appropriate resources to scaffold and support
multiple learning styles and intelligences, reading
abilities and interests.
• Model, promote and support other educators in reading and writing
and interaction in multiple formats and media.
• Collaboratively design, deliver, and assess instructional
activities that empower learners to read across multiple
formats and media.
• Use a variety of strategies to promote leisure reading.
STANDARD 5: SCHOOL
LIBRARY MEDIA COORDINATORS REFLECT ON THEIR PRACTICE.
School Library Media
Coordinators analyze student learning. School Library Media Coordinators use
formative and summative assessments to collect data about student learning in
the library media center and its impact on student achievement. They use
multiple sources and types of data to improve
their professional practice.
School Library Media Coordinators:
• Collect evidence regarding the effectiveness of the school library
media program. • Use data on student learning and achievement to improve their
professional practice and future program planning.
• Conduct action research to determine the impact of library
services on student achievement.
School Library Media
Coordinators link professional growth to their professional goals. School Library Media Coordinators actively
seek ongoing professional development to improve their practice and the
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effectiveness of the library media program.
• School Library Media Coordinators complete professional
development and participate in professional learning
communities to explore
effective applications and enhancements for improving professional practice.
School Library Media
Coordinators function effectively in a complex, dynamic environment. School Library Media Coordinators adapt to
a rapidly changing information and technology environment. They thrive
in
an increasingly digital information landscape and continuously adapt their
professional practice based on research
and student data to support school
goals.
School Library Media Coordinators:
• Seek input from colleagues and students regarding needed
improvements to their professional practice.
• Apply professional skills to investigate and apply to their
practice current research on information resources,
technology, pedagogy, and
curriculum.
Standards for Principal and
Assistant Principal Evaluation
NORTH CAROLINA PROFESSIONAL STANDARDS FOR SCHOOL EXECUTIVES
A New Vision of School Leadership
Public
education’s changed mission dictates the need for a new type of school leader
-- an executive instead of an
administrator. No longer are school leaders
just maintaining the status quo by managing complex operations but just
like
their colleagues in business, they must be able to create schools as
organizations that can learn and change quickly
if they are to improve
performance. Schools need executives who are adept at creating systems
for change and at
building relationships with and across staff that not only
tap into the collective knowledge and insight they possess but
powerful
relationships that also stir their passions for their work with children. Out
of these relationships the executive
must create among staff a common shared
understanding for the purpose of the work of the school, its values that direct
its action, and commitment and ownership of a set of beliefs and goals that
focus everyone’s decision making. The
staff’s common understanding of the
school’s identity empowers them to seek and build powerful alliances and
partnerships with students, parents and community stakeholders in order to
enhance their ability to produce increased
student achievement. The
successful work of the new executive will only be realized in the creation of a
culture in
which leadership is distributed and encouraged with teachers, which
consists of open, honest communication, which is
focused on the use of data,
teamwork, research-based best practices, and which uses modern tools to drive
ethical and
principled, goal-oriented action. This culture of disciplined
thought and action is rooted in the ability of the
relationships among all
stakeholders to build a trusting, transparent environment that reduces all
stakeholders’ sense of
vulnerability as they address the challenges of
transformational change.
Philosophical Foundation for the School
Executive Standards
The following points underlie this
work:
· Today schools must have proactive school executives who
possess a great sense of urgency.
· The goal of school leadership is to transform schools so
that large-scale, sustainable, continuous improvement
becomes built in to their
mode of operation.
· The moral purpose of school leadership is to create schools
in which all students learn, the gap between high and
low performance is
greatly diminished and what students learn will prepare them for success in
their futures, not
ours.
· Leadership is not a position or a person. It is a
practice that must be embedded in all job roles at all levels of the
school
district.
· The work of leadership is about working with, for and
through people. It is a social act. Whether we are discussing
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instructional leadership, change leadership or leadership as learning, people
are always the medium for the leader. · Leadership is not about doing everything oneself but it is
always about creating processes and systems that will
cause everything to
happen. · Leadership is about the executive’s ability to select and
develop a strong executive staff whose complementary
strengths promote
excellence in all seven functions of leadership identified in this document.
· The concept of leadership is extremely complex and systemic
in nature. Isolating the parts of leadership completely
misses the power
of the whole. It is not just knowing what to do, but why to do it, how to
do it and when to do it.
· Within a school district there are nested leadership systems
(local boards of education, central office, school, and
classroom). For
the organization to be successful these systems must be aligned and supportive,
and function as a
team.
· Leadership is about setting direction, aligning and
motivating people to implement positive sustained improvement.
· Leaders bring their “person” to the practice of
leadership. Matching the context of leadership to the “person” of the
individual
is important to the success of the leader.
Intended Purposes of the Standards
The
North Carolina School Executive Standards have been developed as a guide for
principals and assistant principals
as they continually reflect upon and
improve their effectiveness as leaders throughout all of the stages of their
careers. Although there are many influences on a school executive’s
development, these standards will serve as an important
tool for principals and
assistant principals as they consider their growth and development as
executives leading schools
in the 21st century. Taken as a
whole these standards, practices and competencies are overwhelming. One
might ask,
“How can one person possess all of these?” The answer is they
can not. It is, therefore, imperative that a school
executive understands the
importance of building an executive team that has complementary skills. The more diversity
that exists on the team the more likely the team will be to
demonstrate high performance in all critical function areas. The main
responsibility of the school executive is to create aligned systems of
leadership throughout the school and its
community.
In
addition, these standards will serve other audiences and purposes. These
standards will:
· Inform higher education programs in developing the content
and requirements of school executive degree programs;
· Focus the goals and objectives of districts as they support,
monitor and evaluate their school executives;
· Guide professional development for school executives;
· Serve as a tool in developing coaching and mentoring
programs for school executives.
Organization of the Standards
Each
standard is formatted as follows: · Standard: The standard is the broad category of the
executive’s knowledge and skills;
· Summary: The summary more fully describes the content
and rationale of each Standard;
· Practices: The practices are statements of what one
would see an effective executive doing in each Standard;
· Artifacts: The artifacts are evidence of the quality
of the executive’s work or places where evidence can be found in
each
Standard. Collectively they could be the components of a performance
portfolio. The lists of artifacts are not
meant to be exhaustive.
· Competencies: Although not articulated there are
many obvious competencies inherent in the practices of each
critical leadership
function. This document concludes with a list of those competencies which
may not be obvious
but that support practice in multiple leadership
functions. The Seven Standards of Executive Leadership
and Their Connection
The
seven critical standards used as the framework for the North Carolina School
Executive Standards are borrowed
from a Wallace Foundation study, Making Sense of Leading Schools: A Study of the
School Principalship (2003).
Unlike many current efforts that look
at all of the things principals “might” or “should” do, this study examined
what
principals actually do. As such, it is grounded in practice, exploits
story and narrative, and supports the distribution of
leadership rather than
the “hero leader.”
North Carolina’s Standards for School Executives are interrelated and connect in executives’ practice. They are not
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intended to isolate competencies or practices. Executives’ abilities in each standard will impact their
ability to perform
effectively in other standard areas. For example, the
ability of an executive to evaluate and develop staff will directly
impact the
school’s ability to reach its goals and will also impact the norms of the
culture of the school.
School
executives are responsible for ensuring that leadership happens in all seven
critical areas, but they don’t have to
provide it.
The
seven standards and their practices are:
STANDARD 1: STRATEGIC LEADERSHIP
Summary: School executives will create
conditions that result in strategically re-imaging the school’s vision,
mission,
and goals in the 21st century. Understanding that schools
ideally prepare students for an unseen but not altogether
unpredictable future,
the leader creates a climate of inquiry that challenges the school community to
continually repurpose itself by building on its core values and beliefs about
its preferred future and then developing a pathway to
reach it. The
school executive practices effective strategic leadership when he or she
· Is able to share a vision of the changing world in the 21st
century that schools are preparing children to enter;
· Systematically challenges the status quo by leading change
with potentially beneficial outcomes;
· Systematically considers new ways of accomplishing tasks and
is comfortable with major changes in how processes
are implemented;
· Utilizes data from the NC Teacher Working Conditions Survey
in developing the framework for continual
improvement in the School Improvement
Plan;
· Is a driving force behind major initiatives that help
students acquire 21st century skills;
· Creates with all stakeholders a vision for the school that
captures peoples’ attention and imagination;
· Creates processes that provide for the periodic review and
revision of the school’s vision, mission, and strategic
goals by all school
stakeholders;
· Creates processes to ensure the school’s identity (vision,
mission, values, beliefs and goals) actually drive decisions
and inform the
culture of the school;
· Adheres to statutory requirements regarding the School
Improvement Plan;
· Facilitates the collaborative development of annual school
improvement plans to realize strategic goals and
objectives;
· Facilitates the successful execution of the school
improvement plan aligned to the mission and goals set by the State
Board of
Education;
· Facilitates the implementation of state education policy
inside the school’s classrooms;
· Facilitates the setting of high, concrete goals and the
expectations that all students meet them;
· Communicates strong professional beliefs about schools,
teaching, and learning that reflect latest research and best
practice in
preparing students for success in college or in work;
· Creates processes to distribute leadership throughout the
school.
Artifacts:
· Degree to which school improvement plan strategies are
implemented, assessed and modified
· Evidence of an effectively functioning, elected School
Improvement Team
· NC Teacher Working Conditions Survey
· School improvement plan, its alignment with district and
state strategic priorities, and a plan for growth on items of
concern as
evidenced in the NC TWC Survey
· The degree to which staff can articulate the school’s
direction and focus
· Student testing data
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STANDARD 2: INSTRUCTIONAL LEADERSHIP
Summary: School executives will set
high standards for the professional practice of 21st century
instruction and
assessment that result in a no nonsense accountable
environment. The school executive must be knowledgeable of best
instructional and school practices and must use this knowledge to cause the
creation of collaborative structures within
the school for the design of highly
engaging schoolwork for students, the on-going peer review of this work and the
sharing of this work throughout the professional community. The
school executive practices effective instructional leadership when he or she
· Focuses his or her own and others’ attention persistently
and publicly on learning and teaching by initiating and
guiding conversations
about instruction and student learning that are oriented towards high expectations
and
concrete goals;
· Creates an environment of practiced distributive leadership
and teacher empowerment;
· Demonstrates knowledge of 21st century
curriculum, instruction, and assessment by leading or participating in
meetings
with teachers and parents where these topics are discussed, and/or holding
frequent formal or informal
conversations with students, staff and parents
around these topics;
· Ensures that there is an appropriate and logical alignment
between the curriculum of the school and the state’s
accountability program;
· Creates processes and schedules that facilitate the
collaborative (team) design, sharing, evaluation, and archiving of
rigorous,
relevant, and engaging instructional lessons that ensure students acquire
essential knowledge;
· Challenges staff to reflect deeply on and define what
knowledge, skills and concepts are essential to the complete
educational
development of students;
· Creates processes for collecting and using student test data
and other formative data from other sources for the
improvement of instruction;
· Creates processes for identifying, benchmarking and
providing students access to a variety of 21st century
instructional
tools (e.g., technology) and best practices for meeting diverse student needs;
· Creates processes that ensure the strategic allocation and
use of resources to meet instructional goals and support
teacher needs;
· Creates processes to provide formal feedback to teachers
concerning the effectiveness of their classroom instruction;
· Creates processes that protect teachers from issues and
influences that would detract from their instructional time;
· Systematically and frequently observes in classrooms and
engages in conversation with students about their learning.
Artifacts:
· School improvement plan
· NC Teacher Working Conditions Survey
· Student achievement data
· Dropout data
· Teacher retention data
· Documented use of formative assessment instruments to impact
instruction
· Development and communication of goal-oriented personalized
education plans for identified students (ESOL,
exceptional children, Level I
and Level II children)
· Evidence of the team development and evaluation of classroom
lessons
STANDARD 3: CULTURAL LEADERSHIP Summary: School executives will
understand and act on the understanding of the important role a school’s
culture
contributes to the exemplary performance of the school. School
executives must support and value the traditions,
artifacts, symbols and
positive values and norms of the school and community that result in a sense of
identity and
pride upon which to build a positive future. A school
executive must be able to “reculture” the school if needed to
align with
school’s goals of improving student and adult learning and to infuse the work
of the adults and students with
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passion, meaning and purpose. Cultural
leadership implies understanding the school as the people in it each day, how
they came to their current state, and how to connect with their traditions in
order to move them forward to support the
school’s efforts to achieve individual
and collective goals.
The
school executive practices effective cultural leadership when he or she
· Creates a collaborative work environment predicated on
site-based management that supports the “team” as the basic
unit of learning
and decision-making within the school and promotes cohesion and cooperation
among staff;
· Communicates strong ideals and beliefs about schooling,
teaching, and professional learning communities with
teachers, staff, parents,
and students and then operates from those beliefs;
· Influences the evolution of the culture to support the
continuous improvement of the school as outlined in the school
improvement
plan;
· Systematically develops and uses shared values, beliefs and
a shared vision to establish a school identity that
emphasizes a sense of
community and cooperation to guide the disciplined thought and action of all
staff and
students;
· Systematically and fairly acknowledges failures and
celebrates accomplishments of the school and staff;
· Visibly supports the positive, culturally-responsive
traditions of the school community;
· Promotes a sense of well-being among staff, students and
parents;
· Builds a sense of efficacy and empowerment among staff that
result in a “can do” attitude when faced with
challenges;
· Empowers staff to recommend creative 21st century
concepts for school improvement Artifacts:
· Work of Professional Learning Communities within and
tangential to the school
· Documented use of the SIT in decision-making throughout the
year
· NC Teacher Working Conditions Survey
· School improvement plan
· Teacher retention data
· Student achievement data
· Awards structure developed by school STANDARD 4: HUMAN RESOURCE LEADERSHIP
Summary: School executives will ensure
that the school is a professional learning community. School executives
will
ensure that processes and systems are in place that results in the
recruitment, induction, support, evaluation,
development and retention of a
high performing staff. The school executive must engage and empower
accomplished
teachers in a distributive leadership manner, including support of
teachers in day-to-day decisions such as discipline,
communication with
parents, and protecting teachers from duties that interfere with teaching, and
must practice fair and
consistent evaluation of teachers. The school
executive must engage teachers and other professional staff in
conversations to
plan their career paths and support district succession planning.
The school executive practices
effective human resource leadership when he or she
· Provides structures for the development of effective
professional learning communities aligned with the school
improvement plan,
focused on results, and characterized by collective responsibility for
instructional planning and
for 21st century student learning;
· Models the importance of continued adult learning by
engaging in activities to develop personal knowledge and skill
along with
expanded self – awareness;
· Communicates a positive attitude about the ability of staff
to accomplish substantial outcomes to improve their
efficacy;
· Creates processes for teachers to assume leadership and
decision making roles within the school that foster their
career development;
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· Creates and monitors processes for hiring, inducting and
mentoring new teachers and other staff to the school;
· Uses the results of the Teacher Working Conditions Survey to
create and maintain a positive work environment for
teachers and other staff;
· Evaluates teachers and other staff in a fair and equitable manner and utilizes the results of evaluations to improve
performance;
· Provides for results-oriented professional development that
is aligned with identified 21st century curricular,
instructional,
and assessment needs, is connected to school improvement goals and is
differentiated based on staff
needs;
· Continuously searches for the best placement and utilization
of staff to fully benefit from their strengths;
· Is systematically and personally involved in the school’s
professional activities.
Artifacts:
· School improvement plan
· NC Teacher Working Conditions Survey – with special emphasis
on the leadership and empowerment domains
· Copy of master school schedule documenting the time provided
for individual and collaborative planning for every
teacher
· Number of National Board Certified teachers
· Teacher retention data
· Number of teachers pursuing school executive credentials,
National Board Certification, or advanced licensure in
their teaching areas
· Records of school visits for the purpose of adult learning
· Record of professional development provided staff and an
assessment of the impact of professional development on
student learning
· Mentor records, beginning teacher feedback, and
documentation of correlation of assignment of mentor to mentee
· Copies of professional growth plans
· Student achievement data STANDARD 5: MANAGERIAL LEADERSHIP Summary: School executives will ensure
that the school has processes and systems in place for budgeting, staffing,
problem solving, communicating expectations and scheduling that result in
organizing the work routines in the
building. The school executive must
be responsible for the monitoring of the school budget and the inclusion of all
teachers in the budget decisions so as to meet the 21st century
needs of every classroom. Effectively and efficiently
managing the
complexity of every day life is critical for staff to be able to focus its
energy on improvement.
The
school executive practices effective managerial leadership when he or she
· Creates processes to provide for a balanced operational
budget for school programs and activities;
· Creates processes to recruit and retain a high-quality
workforce in the school that meets the diverse needs of
students;
· Creates processes to identify and solve, resolve, dissolve
or absolve school-based problems/conflicts in a fair,
democratic way;
· Designs a system of communication that provides for the
timely, responsible sharing of information to, from, and
with school and
district staff;
· Designs scheduling processes and protocols that maximize
staff input and addresses diverse student learning needs;
· Develops a master schedule for the school to maximize
student learning by providing for individual and on-going
collaborative
planning for every teacher;
· Collaboratively develops and enforces clear expectations,
structures, rules and procedures for students and staff.
Artifacts:
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· NC Teacher Working Conditions Survey
· School Improvement Plan
· External reviews, such as budget
· Copies of master schedules/procedures
· Communication of safety procedures and behavioral
expectations throughout the school community
STANDARD 6: EXTERNAL DEVELOPMENT
LEADERSHIP
Summary: A school executive will design
structures and processes that result in community engagement, support, and
ownership. Acknowledging that schools no longer reflect but in fact build
community, the leader proactively creates
with staff opportunities for parents,
community and business representatives to participate as “stockholders” in the
school such that continued investments of resources and good will are not left
to chance.
The
school executive practices effective external development leadership when he or
she
· Implements processes that empower parents and other
stakeholders to make significant decisions;
· Creates systems that engage all community stakeholders in a
shared responsibility for student and school success;
· Designs protocols and processes that ensures compliance with
state and district mandates;
· Creates opportunities to advocate for the school in the
community and with parents;
· Communicates the school’s accomplishments to the district
office and public media in accordance with LEA
policies;
· Garners fiscal, intellectual and human resources from the
community that support the 21st century learning agenda
of the
school;
· Builds relationships with individuals and groups to support
specific aspects of the learning improvement agenda and
also as a source of
general good will.
Artifacts:
· PTSA participation
· PTSA meeting agendas, bulletins, etc.
· Parent attendance at school improvement team meetings
· Survey results from parents
· Evidence of visible support from community
· Booster club participation
· Number of school volunteers
· Plan for shaping the school’s image throughout the community
· PTSA membership
· Evidence of business partnerships and projects involving
business partners
STANDARD 7: MICROPOLITICAL LEADERSHIP
Summary: The school executive will build
systems and relationships that utilize the staff’s diversity, encourage
constructive ideological conflict in order to leverage staff expertise, power
and influence to realize the school’s vision
for success. The executive will
also creatively employ an awareness of staff’s professional needs, issues, and
interests
to build social cohesion and to facilitate distributed governance and
shared decision-making.
The
school executive practices effective micropolitical leadership when he or she:
· Uses the School Improvement Team to make decisions and
provides opportunities for staff to be involved in
developing school policies;
· Creates an environment and mechanisms to ensure all internal
stakeholder voices are heard and respected;
· Creates processes and protocols to buffer and mediate staff
interests;
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· Is easily accessible to teachers and staff;
· Designs transparent systems to equitably manage human and
financial resources;
· Demonstrates sensitivity to personal needs of staff;
· Demonstrates awareness of informal groups and relationships
among school staff and utilizes these as a positive
resource;
· Demonstrates awareness of hidden and potentially discordant
issues in the school;
· Encourages people to express opinions contrary to those of
authority;
· Demonstrates ability to predict what could go wrong from day
to day;
· Uses performance as the primary criterion for reward and
advancement;
· Maintains high visibility throughout the school;
· Maintains open, vertical and horizontal communications
throughout the school community. Artifacts:
· NC Teacher Working Conditions Survey
· Teacher retention data
· Dissemination of clear norms and ground rules
· Evidence of ability to confront ideological conflict and
then reach consensus
· Evidence of shared decision-making
· Evidence of use of a decision matrix
· Evidence of a school that operates through teams
· Evidence of distributed leadership
STANDARD 8: ACADEMIC
ACHIEVEMENT LEADERSHIP
Summary: School executives will contribute to the
academic success of students. The work
of the school executive
will result in acceptable, measurable progress for
students based on established performance expectations using
appropriate data
to demonstrate growth.
An
executive’s rating on the eighth standard is determined by a school-wide student
growth value as calculated by the
statewide growth model for educator
effectiveness. For the purposes of
determining the eighth standard rating, the
school-wide growth value includes
data from the
measures of student learning - End-of-Course assessments, End-ofGrade
assessments, Career and Technical Education Post-Assessments, NC Final Exams,
K-3 Checkpoints, and
Analysis of Student Work. Districts may also use other assessments to measure student learning and
include them in
the eighth standard rating if the State Board of Education
approves those assessments. The
End-of-Grade assessments
and End-of-Course assessments must be used for courses
and grades/subjects in which they are administered.
The
student growth value places an executive into one of three rating categories:
Does not meet expected growth: the school-wide student growth value
for is lower than what was expected per the
statewide growth model.
Meets expected growth: the school-wide student growth value is what
was expected per the statewide growth model.
Exceeds expected growth: the school-wide student growth value exceeds
what was expected per the statewide growth
model.
All local school
boards shall use student growth values generated through a method approved by
the State Board of
Education.
EFFECTIVENESS
OF SCHOOL EXECUTIVES
Per federal
requirements, the State must adopt definitions of effective and highly
effective school executives. These
definitions constitute the official status of a school executive.
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A highly
effective administrator is one who receives a rating of at least “accomplished”
on each of the Principal
Evaluation Standards 1 – 7 and receives a rating of
“exceeds expected growth” on Standard 8 of the Principal
Evaluation Instrument.
An effective
administrator is one who receives a rating of at least “proficient” on each of
the Principal Evaluation
Standards 1 – 7 and receives a rating of at least
“meets expected growth” on Standard 8 of the Principal Evaluation
Instrument.
An administrator
in need of improvement is one who fails to receive a rating of at least
“proficient” on each of the
Principal Evaluation Standards 1 – 7 or receives a
rating of “does not meet expected growth” on Standard 8 of the
Principal
Evaluation.
For school
systems using the state effectiveness model, only student growth values based
on the students taught in a
school executive’s specific school will be used to
determine the three-year rolling average for that administrator. A
three-year rolling average of student
growth values generates the eighth standard rating used to determine school
executive effectiveness, with the exception of the first statuses awarded to
administrators in the fall of 2015.
Administrators
with school-specific student growth values for the 2012-13, 2013-14, and
2014-15 school years will
receive a status in the fall of 2015 based on their
summative ratings on Standards 1 – 7 in 2014-15 and a Standard 8
rating based
on the average of the highest two of three student growth values from those
years. After the first
statuses awarded in the fall of 2015, a three-year rolling average will be used
to assign the Standard 8
rating used to determine a status.
If a district
has elected to determine Standard 8 with a local option plan approved by the
State Board of Education, the
district will determine the measures and the data
required for an effectiveness status. At
a minimum, the school
administrator’s evaluation must include data generated
from student growth values determined through End-of-Grade
assessments and
End-of-Course assessments administered in his/her school.
Any State Board
of Education-mandated steps for improvement based on an administrator’s status
of “in need of
improvement” are delayed until a status is assigned in the fall
of 2016.
Standards for Superintendent and
Instructional Central Office Staff Member Evaluation
NORTH CAROLINA PROFESSIONAL STANDARDS FOR SUPERINTENDENTS AND
INSTRUCTIONAL
CENTRAL OFFICE STAFF MEMBERS
Public education’s changed mission
dictates the need for a new type of school leader – an executive instead of an
administrator. Like their executive colleagues in business, government, or
health and human services, superintendents
must create school districts as
organizations that can learn and change quickly if they are to improve
performance.
School systems need chief executive officers, supported by local
boards of education, who are adept at creating systems
for change and at
building powerful relationships with and across all staff that tap into the
collective knowledge and
insight they possess and stir their passions for their
work for children. Out of these relationships the superintendent
must create a
common shared understanding of the purpose of the work of the schools and
school district and
commitment to and ownership of a set of beliefs and goals
that focus everyone’s decision making. The staff’s common
understanding of the
district’s identity empowers them to seek and build powerful alliances and
partnerships with
students, parents, and community stakeholders in order to
enhance their ability to produce improved student
achievement. The successful
work of the new executive will only be realized in the creation of a culture in
which
leadership is distributed and encouraged with teachers and others;
communication is honest and open; there is focus on
the use of data, teamwork,
and research-based best practices; and modern tools are used to drive ethical,
principled, and
goal-oriented action. This culture of disciplined thought is
rooted in the ability of the superintendent to build a trusting,
transparent
environment for all stakeholders.
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Philosophical Foundations
of the Standards
The standards are predicated on the
following beliefs:
· Today’s schools must have proactive leaders who possess a great sense of
urgency to ensure that every student
graduates from high school prepared for
life in the 21st Century.
· The
primary goal of school district leadership is to transform schools so that
large-scale, sustainable continuous
improvement is built into their most basic
modes of thinking and doing.
· The
moral purpose of school district leadership is to create schools in which all
students learn, where the gaps
between high and low performance are greatly
diminished, and where what students learn prepares them for
success in their
futures.
· Leadership is neither a position nor a person. It is a collection of practices
that must be embedded in all job roles at
all levels of schools and the school
district.
· The
work of school district leadership is with, for, and through people. Leadership
is a social act, in which people
are the medium of change.
· School district leadership does not require doing all tasks by oneself, but it
does require creating systems and
processes where all tasks can be accomplished
at high levels of proficiency.
· School district leadership depends on the superintendent’s ability to select
and develop a senior-level executive
staff whose complementary strengths
promote excellence in all seven standards for executive leadership described
in
this document.
· Leadership is extremely complex and systemic in nature. Isolating parts misses
the power of holistic thinking.
Leadership requires not only knowing what to
do, but knowing why to do it, how to do it, and when to do it as
well.
· Within a school district, there are nested leadership systems (e.g., local
boards of education, central office, schools,
classrooms,etc.). To be
successful, the superintendent must ensure these systems are aligned and are
mutually
supportive of one another.
· Superintendents bring themselves to the practices of executive leadership.
Matching the context of school district
leadership with the leadership
character of the superintendent is important to the mutual success of both.
Intended Purposes of the
Standards
The North Carolina Standards for Superintendents have been developed as a guide for superintendents and other seniorlevel school district executives as they continually reflect on and improve their effectiveness in whatever executive roles
they assume in their professional careers. Although there are many influences on a superintendent’s development, these
standards can serve as a tool to aid in the improvement of school district leadership for 21st Century schools. Taken as
a whole, these standards, practices, and competencies can be overwhelming. One might ask, “How can one person
possess all of these?” The answer is: One person cannot. Therefore, it is critical that the superintendent build an
executive team that has complementary knowledge, skills, and experiences. The more authentic diversity on the team,
the more probable the team can deal with the
complexities of leading educational systems in the challenges of the 21st
century.
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In addition, these standards will serve
other audiences and purposes. These standards will:
· Inform higher education programs in developing the content and requirements of
degree programs leading to
licensure as a school superintendent;
· Focus the goals and objectives of local boards of education as they support,
monitor, and evaluate the
performances of their senior executives;
· Guide the professional development and continuing professional improvement for
superintendents and other
senior-level executives;
· Serve as a tool in developing executive coaching and mentoring programs for
senior-level executives.
Organization of the
Standards
Each standard is formatted as follows:
· Standard: The standard is the broad category of the executive’s knowledge and
skills.
· Summary:
The summary more fully describes the content and rationale of each Standard.
· Practices: The practices are statements of what one would see an effective
executive doing in each Standard. The
lists of practices are not meant to be
exhaustive.
· Artifacts: The artifacts are examples of evidence of the quality of the
executive’s work or places where evidence
can be found in each Standard.
Collectively they could be the components of a performance portfolio. The lists
of
artifacts are not meant to be exhaustive.
· Competencies: Although not articulated, there are many obvious competencies
inherent in the practices of each
critical leadership function. This document
concludes with a list of those competencies which may not be obvious
but that
support practice in multiple leadership functions.
The Seven Standards of
Executive Leadership and Their Connection
The seven critical standards used as a
framework for the North Carolina Superintendent Standards are aligned with the
seven standards for school executives adopted by the NC State Board of
Education in 2006. The school executive
standards are adapted from a Wallace
Foundation study, Making Sense of Leading Schools: A Study of the School
Principalship (2004). Additionally, the seven standards for superintendents
reflect the 2006 work of McREL (Midcontinent Research for Education and
Learning), School District Leadership that Works: The Effect of Superintendent
Leadership on Student Achievement. North Carolina’s Standards for Superintendents
are interrelated and connect in the
practices of superintendents and other
senior-level executives.
They are not intended to isolate
competencies or practices. Superintendents’ abilities in meeting the demands in
any
given standard impact their abilities to perform effectively in other
challenges articulated in other standards. For
example, a superintendent’s
effectiveness in developing and evaluating staff directly impacts the
organization’s ability
to reach its goals and also impacts the development of
cultural norms in the district. While superintendents may not
actually have to
do all of the work contained in all seven standards, they are responsible for
ensuring that all areas have
effective leadership.
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Professional Learning
Communities
As used throughout this document, the term
professional learning communities (PLCs) describes a collegial group of
administrators and school staff who are united in their commitment to student
learning and who work in an
environment characterized by mutual cooperation,
personal growth, and a synergy of efforts. In PLCs, school and
district
administrators share power and authority by inviting staff input in decision
making and by a sustained
commitment to learning among staff about solutions to
address students' needs.
STANDARD 1: STRATEGIC
LEADERSHIP
Summary: Superintendents create conditions that
result in strategically re-imaging the district’s vision, mission, and
goals to
ensure that every student graduates from high school, globally competitive for
work and postsecondary
education and prepared for life in the 21st Century.
They create a climate of inquiry that challenges the community to
continually
repurpose itself by building on the district’s core values and beliefs about
the preferred future and then
developing a pathway to reach it.
Practices: The superintendent practices effective
strategic leadership when he or she:
· Creates a working relationship with the local board of education that results
in a shared vision for the district of the
changing world in the 21st century
that schools are preparing children to enter;
· Systematically challenges the status quo by leading change with potentially
beneficial outcomes;
· Systematically considers new ways of accomplishing tasks and is comfortable with
major changes in how
processes are implemented;
· Models and reinforces the culture and vision of the district by having open
discussion sessions with teachers,
school executives, staff, board members, and
other stakeholders regarding the strategic direction of the district and
encouraging their feedback on how to better attain the district’s vision,
mission, and goals;
· Is a
driving force behind major initiatives that help students acquire 21st Century
skills;
· Creates processes that provide for the development, periodic review, and
revision of the
district’s vision, mission, and strategic goals by all
stakeholders;
· Creates processes to ensure the district’s identity (vision, mission, values,
beliefs and goals) actually drives
decisions and reflects the culture of the
district;
· Facilitates the collaborative development of annual school improvement plans to
realize strategic goals and
objectives, adhering to statutory requirements;
· Facilitates the development and implementation of a district strategic plan,
aligned to the mission and goals set by
the State Board of Education and local
priorities, using multiple sources of data (e.g. student performance data,
data
from the NC Teacher Working Conditions Survey), in concert with the local board
of education;
· Determines financial priorities, in concert with the local board of education,
based on the strategic plan;
· Facilitates the implementation of state education policy;
· Facilitates the setting of high, concrete goals and the expectations that all
students meet them;
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· Monitors progress in meeting district goals;
· Communicates strong professional beliefs about schools, learning, and teaching
that reflect latest research and best
practice in preparing students for
success in college or in work;
· Creates processes to distribute leadership throughout the district.
Artifacts:
• District strategic plan
• School Improvement Plans are implemented, assessed and modified
• Effectively functioning, elected School Improvement Teams
• Superintendent’s performance plan aligned with state and local
strategic priorities and objectives
• Staff can articulate the district’s direction and focus
• Student performance data
Standard 2: INSTRUCTIONAL
LEADERSHIP
Summary: Superintendents set high standards for
the professional practice of 21st century instruction and assessment
that
result in an accountable environment. They create professional learning
communities resulting in highly engaging
instruction and improved student
learning. They set specific achievement targets for schools and students and
then
ensure the consistent use of research-based instructional strategies in
all classrooms to reach the targets.
Practices: The superintendent practices effective
instructional leadership when he or she:
· Leads with a clear, high-profile focus on learning and teaching oriented
towards high expectations and concrete
goals;
· Challenges staff to reflect deeply on and define the knowledge, skills, and concepts
essential for ensuring that
every public school student graduates from high
school, globally competitive for work and postsecondary
education and prepared
for life in the 21st Century;
· Establishes effectively functioning professional learning communities;
· Ensures collaborative goal setting resulting in nonnegotiable goals (i.e.,
goals that all staff members must act upon)
for student achievement and
classroom instruction;
· Ensures that there is an appropriate and logical alignment between the
district’s curriculum, 21st Century
instruction and assessment, and
the state accountability program;
· Establishes clear priorities among the district’s instructional goals and
objectives;
· Creates processes for using student test data and formative data from other
sources for the improvement of
instruction;
· Utilizes an instructional evaluation program that accurately monitors
implementation of the district’s instructional
program;
· Creates processes for identifying, implementing, and monitoring use of 21st
Century instructional tools and best
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practices for meeting diverse student
needs;
· Creates processes that ensure the strategic allocation and use of resources to
meet instructional goals and support
teacher needs;
· Creates processes to provide formal feedback to school executives concerning
the effectiveness of their
instructional leadership;
· Monitors student achievement through feedback from the instructional evaluation
program;
· Ensures
that instructional time is valued and protected;
· Provides professional development for school executives in the area of
instructional leadership.
Artifacts:
· District strategic plans
· School Improvement Plans
· Professional development plans based on data (e.g., student performance,
results of the NC Teacher Working
Conditions Survey)
· Student performance goals
· Student performance data
· Use
of formative assessment to impact instruction
· District instructional evaluation program
STANDARD 3: CULTURAL
LEADERSHIP
Summary: Superintendents understand and act on the
important role a system’s culture has in the exemplary
performance of all
schools. They understand the people in the district and community, how they
came to their current
state, and how to connect with their traditions in order
to move them forward to support the district’s efforts to achieve
individual
and collective goals. While supporting and valuing the history, traditions, and
norms of the district and
community, a superintendent must be able to
“reculture” the district, if needed, to align with the district’s goals of
improving student and adult learning and to infuse the work of the adults and
students with passion, meaning and
purpose.
Practices: The superintendent practices effective
cultural leadership when he or she:
· Communicates strong ideals and beliefs about schooling, teaching, and
professional learning communities with all
stakeholders and then operates from
those beliefs;
· Builds community understanding of what is required to ensure that every public
school student graduates from
high school, globally competitive for work and
postsecondary education and prepared for life in the 21st Century;
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· Creates a school system (and not a “system of schools”) in which shared vision
and equitable practices are the
norm;
· Builds trust and promotes a sense of well-being between and among staff,
students, parents, and the community at
large;
· Systematically and fairly acknowledges failures and celebrates accomplishments
of the district;
· Visibly supports and actively engages in the positive, culturally-responsive
traditions of the community;
· Creates opportunities for both staff involvement in the community and community
involvement in the schools;
· Creates an environment in which diversity is valued and is promoted.
Artifacts:
• Climate Survey Data
• NC Teacher Working Conditions Survey results
• Teacher retention data
• Student performance data
• Awards structures developed by the district and schools
• Community support of the district
STANDARD 4: HUMAN
RESOURCE LEADERSHIP
Summary: Superintendents ensure that the district
is a professional learning community with processes and systems in
place that
result in the recruitment, induction, support, evaluation, development and
retention of a high-performing,
diverse staff. Superintendents use distributed
leadership to support learning and teaching, plan professional
development, and
engage in district leadership succession planning.
Practices: The superintendent practices effective
human resource leadership when he or she
· Ensures that necessary resources, including time and personnel, are allocated
to achieve the district’s goals for
achievement and instruction;
· Provides for the development of effective professional learning communities
aligned with the district strategic
plan, focused on results, and characterized
by collective responsibility for 21st century student learning;
· Participates
in consistent, sustained, and open communication with school executives
particularly about how
policies and practices relate to the district mission
and vision;
· Models the importance of continued adult learning by engaging in activities to
develop professional knowledge
and skill;
· Communicates a positive attitude about the ability of personnel to accomplish
substantial outcomes;
· Creates processes for educators to assume leadership and decision-making roles;
· Ensures processes for hiring, inducting and mentoring new teachers, new school
executives, and other staff that
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result in the recruitment and retention of
highly qualified and diverse personnel;
· Uses
data, including the results of the Teacher Working Conditions Survey, to create
and maintain a positive work
environment;
· Ensures that all staff are evaluated in a fair and equitable manner and that
the results of evaluations are used to
improve performance;
· Provides for results-oriented professional development that is aligned with
identified 21st century curricular,
instructional, and assessment
needs, is connected to district improvement goals, and is differentiated based
on staff
needs;
· Continuously searches for the best placement and utilization of staff to fully
develop and benefit from their
strengths;
· Identifies strategic positions in the district and has a succession plan for each key position.
Artifacts:
· Student performance data
· District strategic plan
· NC
Teacher Working Conditions Survey results
· Number of teachers with National Board Certification and graduate/advanced
level licensure
· Teacher, school executive, and staff diversity, recruitment, and retention data
· Record of professional development provided staff and an assessment of the
impact of professional development
on student learning
· Leadership development plan
· Copies of professional growth plans for school executives
· District plan or policy defining the role of teachers in making or
participating in making resource allocation
decisions, such as the use of time,
budgets and other resources, to meet the individual needs of each student
· District leadership succession plan
STANDARD 5: MANAGERIAL
LEADERSHIP
Summary: Superintendents ensure that the district
has processes and systems in place for budgeting, staffing, problem
solving,
communicating expectations, and scheduling that organize the work of the
district and give priority to student
learning and safety. The superintendent
must solicit resources (both operating and capital), monitor their use, and
assure the inclusion of all stakeholders in decisions about resources so as to
meet the 21st century needs of the district.
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Practices: The superintendent practices effective
managerial leadership when he or she
· Applies and assesses current technologies for management, business procedures,
and scheduling;
· Creates collaborative budget processes to align resources with the district
vision and strategic plan through
proactive financial leadership using a
value-added assessment process;
· Identifies and plans for facility needs;
· Assesses and reassesses programs and resource allocation and use for relevancy
and impact as the organization
changes;
· Collaboratively develops and enforces clear expectations, structures, rules and
procedures for effective and
efficient operations;
· Creates processes to build consensus, communicate, and resolve conflicts in a fair
and democratic way;
· Assures a system of communication that provides for the timely and responsible
exchange of information among
school and district staff and stakeholder groups;
· Assures scheduling processes and protocols that maximize staff input, address
diverse student learning needs, and
provide individual and ongoing
collaborative planning time for every teacher;
· Creates processes for the storage, security, privacy, and integrity of data;
· Collaboratively develops and enforces clear expectations, structures, rules and
procedures for ensuring the safety
of students and staff;
· Develops, implements, and monitors emergency plans in collaboration with
appropriate local, state, and federal
officials.
Artifacts:
· District strategic plan
· External reviews and audits (e.g., budget, child nutrition, transportation)
· Copies of district procedures and publications (e.g., student handbooks,
discipline policies,
safety procedures)
· Communication of safety procedures and behavioral expectations throughout the
school community
· NC
Teacher Working Conditions Survey results
· District and school safety and crisis plans
· Community Emergency Response Plan
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STANDARD 6: EXTERNAL
DEVELOPMENT LEADERSHIP
Summary: A superintendent, in concert with the
local board of education, designs structures and processes that result in
broad
community engagement with, support for, and ownership of the district vision.
Acknowledging that strong
schools build strong communities, the superintendent
proactively creates, with school and district staff, opportunities
for parents,
community members, government leaders, and business representatives to
participate with their
investments of resources, assistance, and good will.
Practices: The superintendent practices effective
external development leadership when he or she:
· Develops collaborative partnerships with the greater community to support the
21st Century
learning priorities of the school district and its schools;
· Implements processes that engage stakeholders in shaping and then supporting
significant (nonnegotiable)
achievement and instructional goals for the
district and its schools;
· Creates systems that engage the local board, county commissioners, and all
community stakeholders in a shared
responsibility for aligning their support
for district goals for student and school success;
· Designs protocols and processes that ensure compliance with federal, state and
district mandates;
· Develops and implements proactive partnerships with community colleges,
universities, professional associations,
and other key professional development
organizations to provide effective training and development opportunities
for
school district employees;
· Develops and implements proactive partnerships with community colleges and
universities to ensure all students
have access to college courses while in
high school and that barriers to enrollment in the courses are eliminated;
· Communicates the schools’ and district’s status and needs to the local board,
county commissioners, and public
media to garner additional support for meeting
district goals;
· Builds relationships with individuals and groups to support the district’s
learning-teaching agenda and its potential
for individual school and school
district improvement.
Artifacts:
· District strategic plan
· Minutes from school board meetings
· Survey results from parents and other community leaders
· Business partnerships and projects involving business partners
· Visible support for district goals and priorities from community leaders, such
as educational foundation activities,
civic club scholarships, etc.
· Partnership agreements and other documents to support collaborative effort for
achieving school district goals and
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priorities
· Accounts of school and district accomplishments in various forms of public
media
· Newsletters and other public engagement documents designed to strengthen
connections to the community
· Membership and participation with community organizations
· Community college/university partnerships, collaborative projects, and
professional development initiatives;
· Student enrollment data for community college and university courses
STANDARD 7:
MICROPOLITICAL LEADERSHIP
Summary: The superintendent promotes the success
of learning and teaching by understanding, responding to, and
influencing the
larger political, social, economic, legal, ethical, and cultural context. From
this knowledge, the
superintendent works with the board of education to define
mutual expectations, policies, and goals to ensure the
academic success of all
students.
Practices: The superintendent practices effective micropolitical
leadership when he or she:
· Provides leadership in defining superintendent and board roles and mutual
expectations that result in an effective
superintendent-board working
relationship;
· Defines and understands the internal and external political systems and their
impact on the educational
organization;
· Defines, understands, and communicates the impact of legal issues affecting
public education;
· Surveys and understands the political, economic, and social aspects/needs of
groups in the community, and those
of the community at large, for effective and
responsive decision-making;
· Prepares and recommends district policies to improve student learning and
district performance in compliance with
local, state and federal requirements;
· Applies laws, policies and procedures fairly, wisely, and considerately;
· Utilizes legal systems to protect the rights of students and staff and to
improve learning opportunities;
· Accesses local, state and national political systems to provide input on
critical educational issues.
Artifacts:
· Parent, community and staff survey data
· Teacher, School Executive, and Staff retention data
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· Ability to confront conflict and build consensus
· Shared decision-making
· Outreach efforts
· School Board policies
· Minutes and reports
· Superintendent’s Performance Goals
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