Specialty Area Matrix (K-8 and 7-12) 2011

Appendix B

Curriculum Crosswalks

For

Education Administration: Principal

Fall 2011

Missouri State University

Educational Administration: Elementary or Secondary Principal

Listing-Link of Program Syllabi

Conceptual Framework

EAD 751 Foundations of Educational Leadership

EAD 752 Secondary School Principal

EAD 753 Elementary School Principal

EAD 780 Administration of Instructional Program

EAD 781 Organizational Management

EAD 782 Internship/On-site (Building Level)

EAD 783 Intership/Off-site

EAD 784 Human Relations and Collaborative Processes

EAD 785 Legal and Ethical Contexts of Schooling

EAD 786 Supervision and Performance Enhancement

EAD 787 Administration of Special Programs

ELE 710 Elementary Curriculum

SEC 701 Secondary Curriculum

EAD 788 Action Research in Educational Leadership

EAD 759 Leadership Capstone

2D

3A

3B

3C

4A

4B

4C

5A

5B

5C

6A

Standar d

1A

1B

1C

1D

1E

2A

2B

2C

6B

6C

MOSTE

P

C. F.

1.3.6

1.3.6 1-10

1.3.6 1-10

751 752 78 78 78 78 78 78

    

0



1



4 5



6



7



  

   



MASTERS LEVEL

701/710

1.3.1

1.3.5

1, 6,

10

1.3.1 1, 6,

10

          

1.3.1 1, 6,

10

        

1.3.1 1, 6,

10

      

1.3.1 1, 6,

10

1.3.2

1.3.2

1.3.2

1.3.5

1.3.2

1.3.5

1.3.3

1.3.5

1.3.3

1.3.5

2, 3

2, 3

       

       

        

         1.3.2

1.3.3

1.3.5

2, 3

1.3.2

1.3.2

1.3.3

2, 3

4, 5,

7











      

 

1.3.3

1.3.6

4, 5,

7

 

        

1.3.3 4, 5,

7

1.3.3

1.3.4

8, 10

 

1.3.3

1.3.4

8, 10  

1.3.6

1.3.4 8, 10  













 

 

    

6, 8,     

9

6, 8,      

9

6, 8,      

9

1-10       

78 78 78 75 K C SLA

2 3 8 9 T T A

     

      

      

      

     

   

      

      

      

      









    

  

      

     

      

      

      

      

      









    

  

Knowledge/Conte nt

Skill

Missouri State University Conceptual Framework

Our General Learning Outcomes

The curricula of professional education programs at Missouri State University reflect our commitment to these beliefs. Further, they reflect and are aligned with the professional standards specified by state, national, and professional accreditation organizations. Our initial and advanced programs are designed to develop candidate knowledge, skills, and dispositions associated with successful professional educational practice.

Missouri State professional education graduates will demonstrate competence in:

1. Foundations: knowledge of the historical development of the profession, and foundational issues and arguments underlying its practices, as well as understanding of the importance of integrated learning across disciplines.

2. Subject Matter: knowledge of subject matter discipline content and the ability to integrate content with pedagogy appropriate to the candidate's field of study.

3. Learning and Development: knowledge of human development and motivation, theories of learning, pedagogy and assessment.

4. Reflective skills: communication skills, critical and creative thinking abilities and other skills crucial to reflective decisionmaking.

5. Technology: knowledge and skills in the use of technology appropriate to the candidate's field of study.

6. Professional Skills: the practical abilities to implement the skills, techniques, and strategies associated with student learning and development in the educational context in which they practice.

7. Assessment Skills: the skills to conduct valid and reliable assessments of their students' learning, and use that assessment to improve learning and development for their students.

8. Dispositions: the intellectual, social, ethical, and other personal attributes and beliefs previously ascribed to reflective decisionmakers in a variety of professional settings, including a commitment to their own lifelong learning and professional development.

9. Diversity: the ability to skillfully facilitate and promote the learning of all students, including those from diverse cultural, racial and economic backgrounds, and those with disabilities.

10. Collaboration and Leadership: the ability and skills to foster and maintain collaborative, empowering relationships with other professionals within schools and the community.

The Assessment of General Learning Outcomes

Candidate attainment of the general learning outcome competencies is continuously assessed and evaluated using multiple data sources. These outcome based assessment systems include, but are not limited to, standardized testing procedures, traditional classroom-based testing, observations, research and conceptual papers, portfolios and related performance assessments. Individual departments responsible for specific programs that lead to certification develop assessment plans and procedures unique to their specific discipline area. These procedures are in alignment with our Conceptual Framework, national standards of various learned

societies, NCATE standards and the program accreditation standards of the Missouri Department of Elementary and Secondary

Education.

Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.

Elements

A. Develop a

Vision

Masters Crosswalk Conceptual Framework:

1. Foundations: knowledge of the historical development of the profession, and foundational issues and arguments underlying its practices, as well as understanding of the importance of integrated learning across disciplines.



Meets Standards for School Building

Leadership

Mo STEP 1.3 Department Strand Rubric

1. Candidates develop a vision of learning for a school that promotes the success of all students.

2. Candidates base this vision on relevant knowledge and theories, including but not limited to an understanding of learning goals in a pluralistic society, the diversity of learners

1.3.1 A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the

1.1 Facilitate the development and implementation of a shared vision and strategic plan for the school or district that focuses on teaching and learning (e.g. cultivate group norms, influence institutional culture, and affirm core values.).

Fails to develop and implement a shared vision for a school or district and has no understanding of cultural groups, institutional culture and core values.

Has the understanding of the development of a shared vision but does not understand the culture of the building/district and its core values.

Has developed and implemented a shared vision and strategic plan that has included the cultural audiences, institutional culture and core values.

and learners’ needs, schools as interactive social and cultural systems, and social and organizational change. school community.

Understands the needs for and the process of collaboratively developing a vision and mission based on student learning and relevant demographic data pertaining to students and their families

1.5 Identify and critique several theories of leadership and their application to various school environments.

Fails to identify and critique leadership theories and their application to the school environment.

Identifies theories of leadership but fails to critique theories and apply them to the school environment.

Identifies and shows ability to continuously critique theories of leadership and their application to the school environment.

1.3.5 A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an

ethical manner.

Demonstrates understanding of the purpose of education and the role of

2.2 Use qualitative and quantitative data to inform decisions, to plan and assess school programs, to design accountability systems, to plan for school improvement, and to develop and conduct

Does not use qualitative and quantitative data to make informed decisions.

Uses qualitative and quantitative data to make decisions, but fails to apply data to all areas and conduct research.

Uses qualitative and quantitative data to inform decisions, to plan and assess school programs, to design accountability systems, to plan for school improvement, and to develop and conduct research.

Fails to establish operational plans and processes to accomplish

Establishes operational plans and processes to accomplish strategic goals, but fails to

Establishes operational plans and processes to accomplish strategic goals,

B. Articulate a

Vision

1. Candidates demonstrate the ability to articulate the components of this vision for a school and the leadership processes necessary to leadership in modern society research. strategic goals. utilize practical applications of organizational theories. utilizing practical applications of organizational theories.

6.1 Establish operational plans and processes to accomplish strategic goals, utilizing practical applications of organizational theories.

Fails to define and relate the general characteristics of internal and external political systems as they apply to school settings.

11.3 Define and relate the general characteristics of internal and external political systems as they apply to school settings.

Unable to develop procedures and relationships for working with local governing boards.

Inconsistently defines and relates the general characteristics of internal and external political systems as they apply to school settings.

Defines and relate the general characteristics of internal and external political systems as they apply to school settings.

Develops inappropriate procedures and relationships for working with local governing boards.

Develops appropriate procedures and relationships for working with local governing boards.

11.7 Develop appropriate procedures and relationships for working with local governing boards.

1.3.1 A school administrator is an educational leader who promotes the success of all students by facilitating the

7.2 Use appropriate written, verbal, and nonverbal communication in a variety of situations.

Does not have appropriate written, verbal, and nonverbal communication skills.

Has written, verbal, and nonverbal communication skills but fails to use them in a variety of situations.

Uses appropriate written, verbal, and nonverbal communication in a variety of situations.

implement and support the vision.

2. Candidates explain how data-based research strategies and strategic planning processes that focus on student learning inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs. development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Recognizes the need to communicate and models the vision and mission to all stakeholders through varied means

(symbols, ceremonies, stories, etc.)

3. Candidates demonstrate the ability to communicate the vision to staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities.

7.3 Apply appropriate communications strategies (e.g. identifying audiences, determining messages selecting transmission mediums, identifying reaction of receivers, soliciting responses, etc.).

10.2 Articulate the district’s or school’s vision, mission and priorities to the community and media, and build community

Fails to apply appropriate communications strategies.

Fails to articulate the district's or school's vision, mission and priorities to the community and media.

Inconsistently applies communications strategies.

Applies appropriate communications strategies.

Articulates the district's or school's vision, mission and priorities to the community and media but fails to build community support.

Articulates the district’s or school’s vision, mission and priorities to the community and media, and builds community support for district or school priorities and programs.

support for district or school priorities and programs (e.g. form collaborative relationships with businesses, citizen groups, neighborhood associations, social service agencies, parent organizations, advocacy groups, universities, and religious institutions, etc.).





2.1 Conduct needs assessment by collecting information on the students; on staff and the school environment; on family and community values, expectations and

Fails to conduct needs assessment.

Conducts needs assessment but fails to collect information on all areas.

Conducts needs assessment by collecting information on students; on staff and the school environment; on

priorities; and on national and global conditions affecting schools. family and community values, expectations and priorities; and on national and global conditions affecting schools.

2.2 Use qualitative and quantitative data to inform decisions, to plan and assess school programs, to design accountability systems, to plan for school improvement, and to develop and conduct research.




2.4 Analyze and interpret educational data, issues, and trends for boards, committees, and other groups, outlining possible actions and their implications.

Fails to analyze and interpret educational data, issues, and trends and their application with boards, committees and other groups.

Analyzes and interprets educational data, issues, and trends but fails to outline possible actions and their implications.

Analyzes and interprets educational data, issues, and trends for boards, committees, and other groups, outlining possible actions and their implications.



Fails to establish operational plans and processes to accomplish strategic goals.

Establishes operational plans and processes to accomplish strategic goals, but fails to utilize practical applications of organizational theories.

Establishes operational plans and processes to accomplish strategic goals, utilizing practical applications of organizational theories.








10.2 Articulate the district’s or school’s vision, mission and priorities to the community and media,

and build community support for district or school priorities and programs (e.g. form collaborative relationships with businesses, citizen groups, neighborhood associations, social service agencies, parent organizations, advocacy groups, universities, and religious institutions, etc.).

10.4 Involve family and community in appropriate policy development, program planning, and assessment processes.


Fails to involve family and community in appropriate policy development, program planning,



Inconsistently involves family and community in appropriate policy development, program planning,

Involves family and community in appropriate policy development, program planning, and assessment

and assessment processes. and assessment processes. processes.

C. Implement a

Vision

1. Candidates can formulate the initiatives necessary to motivate staff, students, and families to achieve the school’s vision.

2. Candidates develop plans and processes for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources).

1.3.1 A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

1.2 Use motivational theory to create conditions that motivate staff, students and families to achieve the school’s vision (e.g. facilitate collegiality and teamwork, arrange significant work, encourage challenging standards, provide autonomy, support innovation, delegate responsibility, develop leadership in others, provide leadership opportunities, recognize and reward effective performance, provide knowledge of results, provide coaching and mentoring, gain resources, serve as a role model.).

Insufficient skills to motivate staff, students and families to achieve a school mission and does not have the knowledge and strategies to implement a school vision.

Has the ability to motivate staff, students and families, but lacks abilities to engage colleagues in one or more of the skills areas necessary to fully achieve the mission.

Has the ability utilize multiple (9 or more) strategies to create conditions to motivate staff, students and families to achieve the school vision.

Uses the vision and mission to shape programs, actions, & plans


Fails to involve family and community in appropriate policy development, program planning, and assessment processes.

Inconsistently involves family and community in appropriate policy development, program planning, and assessment processes.

Involves family and community in appropriate policy development, program planning, and assessment processes.





1.4 Initiate, manage, and evaluate the change process.








2.3 Engage staff in an ongoing study of current best practices and

Does not engage the staff in ongoing study of current best practices and relevant research.

Engages staff in an ongoing study of current best practices but does not analyze their implications and

Engages staff in an ongoing study of current best practices and relevant research and demographic

D. Steward a

Vision relevant research and demographic data, and analyze their implications for school improvement.


Fails to involve family and community in appropriate policy development, program planning, and assessment processes. apply this information for school improvement. data, and analyze their implications for school improvement.



1. Candidates demonstrate an understanding of the role effective communication skills play in building a shared commitment to the vision.

2. Candidates design or adopt a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision.

3. Candidates assume stewardship of the vision through various methods.


Clearly articulates objectives & strategies and the means by which those

7.1 Use appropriate interpersonal skills (e.g. exhibiting sensitivity, showing respect and interest, perceiving needs and concerns, showing tact, exhibiting consistency and trustworthiness, etc.).

Lacks appropriate interpersonal skills.

Inconsistently uses appropriate interpersonal skills.

Uses appropriate interpersonal skills.

Does not have appropriate written, verbal, and nonverbal communication

Has written, verbal, and nonverbal communication skills but fails to use them in a variety of

Uses appropriate written, verbal, and nonverbal communication in a variety of

objectives & strategies will be monitored and evaluated

7.2 Use appropriate written, verbal, and nonverbal communication in a variety of situations. skills. situations. situations.

Identifies and draws upon existing resources





Understands the need and processes for regularly and collaboratively monitoring, evaluating, and revising the vision, mission, and implementation of plans based on student-learning data

6.4 Monitor and assess the progress of activities, making adjustments and formulating new action steps as necessary.

Fails to monitor and asses the progress of activities and make adjustments as necessary.

Monitors and assesses the progress of activities, but fails to make adjustments and formulate new action steps when necessary.

Monitors and assesses the progress of activities, making adjustments and formulating new action steps as necessary.





6.3 Implement appropriate management techniques

Fails to implement appropriate management techniques and

Inadequately implements appropriate management techniques and

Fully and appropriately implements management techniques and

and group processes to define roles, assign functions, delegate effectively, and determine accountability for attaining goals. group processes. group processes, neglecting one or more of the following areas: definition of roles, assignment of functions, effective delegation, and determination of accountability for attaining goals. group processes to define roles, assign functions, delegate effectively, and determine accountability for attaining goals.

E. Promote

Community

Involvement in the Vision

1.Candidates develop plans to involve community members in the realization of the vision and in related school improvement efforts.

2. Candidates acquire and demonstrate the skills needed to communicate effectively with all stakeholders about implementation of the vision.


1.2 Use motivational theory to create conditions that motivate staff, students and families to achieve the school’s vision (e.g. facilitate collegiality and teamwork, arrange significant work, encourage challenging standards, provide autonomy, support innovation, delegate responsibility, develop leadership in others, provide leadership opportunities, recognize and reward effective performance, provide knowledge of results, provide coaching and mentoring, gain resources, serve as a

Insufficient skills to motivate staff, students and families to achieve a school mission and does not have the knowledge and strategies to implement a school vision.

Has the ability to motivate staff, students and families, but lacks abilities to engage colleagues in one or more of the skills areas necessary to fully achieve the mission.

Has the ability utilize multiple (9 or more) strategies to create conditions to motivate staff, students and families to achieve the school vision.

Recognizes everyone’s contributions to implementing the vision and mission role model.).





10.2 Articulate the district’s or school’s vision, mission and priorities to the community and media, and build community support for district or school priorities and programs (e.g. form collaborative relationships with businesses, citizen groups, neighborhood associations, social service agencies, parent organizations, advocacy




groups, universities, and religious institutions, etc.).









Standard 1.0 Narrative Explanation:

Standard addresses the need to prepare educational leaders who value and are committed to educating all students to



10.2 Articulate the district’s or school’s vision, mission and priorities to the community and media, and build community support for district or school priorities and programs (e.g. form collaborative relationships with businesses, citizen groups, neighborhood associations, social service agencies, parent organizations, advocacy groups, universities, and religious institutions, etc.).






become successful adults. Each educational leader is responsible for creating and articulating a vision of high standards for learning within the school or district that can be shared by all employees and is supported by the broader schoolcommunity of parents and citizens. This requires that educational leaders be willing to examine their own assumptions, beliefs, and practices; understand and apply research; and foster a climate of continuous improvement among all members of the educational staff. Such educational leaders will commit themselves to high levels of personal and organizational performance in order to ensure implementation of this vision of learning.

Examples of Promising Practices for

Candidate Performance Activities: vision statement for a school or district, share it with the executive team in the central office or with a site-based management team, and demonstrate how stakeholders were involved in the development. e required to collect, interpret, and analyze school data. The analysis should reflect the candidate’s understanding of the school’s vision and mission statement, the level of involvement and actual contributions of the school community, and recommendations for

inclusion in the school improvement plan. beginning on page 25 of the Instructions to

Implement Standards for Advanced

Programs in Educational Leadership document.

Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

Elements Meets Standards for School Building

Leadership

Mo STEP 1.3

A. Promote

Positive School

Culture

1. Candidates assess school culture using multiple methods and implement context-

1.3.2 A school administrator is an educational leader who promotes the

Conceptual Framework:

2. Subject Matter: knowledge of subject matter discipline content and the ability to integrate content with pedagogy appropriate to the candidate's field of study.

3. Learning and Development: knowledge of human development and motivation, theories of learning, pedagogy and assessment.

Department Strand Rubric

1.6 Act with a reasoned understanding of major historical, philosophical, ethical, social and

Does understand education in a democratic society and its relationship

Understands education in a democratic society and its relationship

Understands education in a democratic society and its relationship

appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve school programs and culture. success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

economic influences affecting education in a democratic society.

Demonstrates the ability to create and regularly assess the effectiveness of a school culture and climate in which students and staff feel valued and important, in which responsibilities, contributions, and accomplishments of students and staff are acknowledged and celebrated, in which life-long learning is encouraged and modeled, in which high expectations are held for self, students, and staff

3.1 Create with teachers, parents and students a positive school culture that promotes learning; (e.g. holds high expectations, focuses on accomplishments and recognition, and promotes a supportive climate.). to historical, philosophical, ethical, social and economic influences.

Fails to create a positive school culture that promotes learning. to historical, philosophical, ethical, social and economic influences, but does not act with these influences in mind. to historical, philosophical, ethical, social and economic influences and acts with these influences in mind.

Creates a positive school culture that promotes learning but does not involve teachers, parents and students.

Creates with teachers, parents and students a positive school culture that promotes learning.

B. Provide

Effective

Instructional

Program

1. Candidates demonstrate the ability to facilitate activities that apply principles of effective instruction to improve instructional practices and curricular materials.

2.Candidates develop a school profile in order to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners’ diverse needs.

3. Candidates demonstrate the ability to use and promote technology and information systems to enrich curriculum and instruction, to monitor instructional practices and provide staff the assistance needed for improvement.

1.3.2 A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

3.4 Design curricula with consideration for philosophical, sociological, and historical foundations, democratic values, and the community’s values goals, social needs and changing conditions.

Demonstrates the ability to create and regularly assess the effectiveness of a school culture and climate in which students and staff feel valued and important, in which responsibilities, contributions, and accomplishments of students and staff are acknowledged and celebrated, in which life-long learning is encouraged and modeled, in which

3.5 Align curricular goals and objectives with instructional goals and objectives and desired outcomes when developing scope, sequence, balance, etc.

Does not design curricula with consideration for philosophical, sociological, and historical foundations, democratic values, and the community’s values goals, social needs and changing conditions.

Designs curricula without consideration for all of the following areas: philosophical, sociological, and historical foundations, democratic values, and the community’s values goals, social needs and changing conditions.

Designs curricula with consideration for philosophical, sociological, and historical foundations, democratic values, and the community’s values goals, social needs and changing conditions.

Fails to align curricular goals and objectives with instructional goals and objectives and desired outcomes.

Partially aligns curricular goals and objectives with instructional goals and objectives and desired outcomes

Aligns curricular goals and objectives with instructional goals and objectives and desired outcomes when developing scope, sequence, balance, etc.

high expectations are held for self, students, and staff

Recognizes the need for promoting professional development focused on student learning and consistent with school vision and goals, high expectations, and an attitude that everyone can succeed

Fails to monitor and asses the progress of activities and make adjustments as necessary.

Bases curricular, cocurricular, and extra-curricular decisions on a variety of information sources, including research, teachers’ expertise, the recommendations of learned societies

Monitors and assesses the progress of activities, making adjustments and formulating new action steps as necessary.

6.4 Monitor and assess the progress of activities, making adjustments and formulating new action steps as necessary.

2.2 Use qualitative and quantitative data to inform decisions, to plan and assess school programs, to design accountability systems, to plan for school improvement, and to



Uses qualitative and quantitative data to inform decisions, to plan and assess school programs, to design accountability systems, to plan for school

develop and conduct research. improvement, and to develop and conduct research.

3.6 Develop with others curriculum and instruction appropriate for varied teaching and learning styles and specific student needs based on gender, ethnicity, culture, social class and exceptionalities.

Does not develop curriculum and instruction that is appropriate for varied teaching and learning styles and specific student needs.

Develops curriculum and instruction appropriate for varied teaching and learning styles but fails to take into consideration specific student needs based on gender, ethnicity, culture, social class and exceptionalities.

Develops with others curriculum and instruction appropriate for varied teaching and learning styles and specific student needs based on gender, ethnicity, culture, social class and exceptionalities.






Fails to demonstrate an understanding of the change process.

Has the ability to initiate, manage, or evaluate change, but fails to implement all three aspects in the change process.

Fully understands and implements the initiation, management and evaluation of the change process.

3.8 Use various staffing patterns, student grouping plans, class scheduling forms, school organizational structures, and facilities design processes, to support various teaching strategies and desired student outcomes.

Does not use resources to support various teaching strategies and desired student outcomes.

Uses limited resources to support various teaching strategies and desired student outcomes.

Uses various staffing patterns, student grouping plans, class scheduling forms, school organizational structures, and facilities design processes, to support various teaching strategies and desired student outcomes.

9.1 Use technology, telecommunications and information systems to enrich curriculum and instruction (e.g. CAI systems, CD ROM retrieval systems, online networks, distance learning, interactive video, etc.).

Does not use technology, telecommunications and information systems to enrich curriculum and instruction.

Inconsistently uses technology, telecommunications and information systems to enrich curriculum and instruction.

9.2 Apply and assess current technologies for school management and business procedures.

Lacks awareness of current technologies for school management and business procedures.

Limited awareness of current technologies for school management and business procedures.

Has no long range plans for school and district

Develop a long range plan for school district

Uses technology, telecommunications and information systems to enrich curriculum and instruction (e.g.

CAI systems, CD

ROM retrieval systems, on-line networks, distance learning, interactive video, etc.).

Applies and fully assesses current technologies for school management and business procedures.

Develops and monitors long range plans for school

C. Apply Best

Practice to

Student

Learning

9.3 Develop and monitor long range plans for school and district technology and information systems, making informed decisions about computer hardware and software, and about staff development, keeping in mind the impact of technologies on student outcomes and school operations. technology and information decisions. technology and information systems but fail to implement and monitor the plan. and district technology and information systems, making informed decisions about computer hardware and software, and about staff development, keeping in mind the impact of technologies on student outcomes and school operations.

1. Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning.

2. Candidates apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process.

1.3.2 A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth

2.3 Engage staff in an ongoing study of current best practices and relevant research and demographic data, and analyze their implications for school improvement.

Does not engage the staff in ongoing study of current best practices and relevant research.

Engages staff in an ongoing study of current best practices but does not analyze their implications and apply this information for school improvement.

Engages staff in an ongoing study of current best practices and relevant research and demographic data, and analyze their implications for school improvement.

3. Candidates demonstrate an understanding of how to use appropriate research strategies to profile student performance in a school and analyze possible differences among subgroups of students to promote an environment for improved student achievement.

Is able and inclined to promote and facilitate a learning environment in which diversity is viewed as an asset, in which every student is provided multiple opportunities to learn, in which technologies are used in teaching and learning

Fails to create a positive school culture that promotes learning.


3.1 Create with teachers, parents and students a positive school culture that promotes learning; (e.g. holds high expectations, focuses on accomplishments and recognition, and promotes a supportive climate.).






1.5 Identify and critique several theories of

Fails to identify and critique leadership theories and their

Identifies theories of leadership but fails to critique theories

Identifies and shows ability to continuously

leadership and their application to various school environments. application to the school environment.

3.2 Develop collaboratively a learning organization that supports instructional improvement, builds an appropriate curriculum, and incorporates best practice.

Fails to develop a collaborative learning organization that supports instructional improvement, curriculum, and best practices. and apply them to the school environment. critique theories of leadership and their application to the school environment.

Develops a learning organization that fails to do one or more of the following: support instructional improvement, build appropriate curriculum, or incorporate best practices.

Develops collaboratively a learning organization that supports instructional improvement, builds an appropriate curriculum, and incorporates best practice.

3.3. Base curricular decisions on research, applied theory, informed practice, the recommendations of learned societies, and state and federal policies and mandates

(e.g. cognitive development, human development, learning styles, contemporary methodologies, content priorities, special needs legislation on topics such as least restrictive

Does not base curricular decisions on research, applied theory, informed practice, and the recommendations of learning societies, and state and federal policies and mandates.

Makes curricular decisions without considering and applying all of the following areas: research, applied theory, informed practice, the recommendations of learned societies, and state and federal policies and mandates.

Bases curricular decisions on research, applied theory, informed practice, the recommendations of learned societies, and state and federal policies and mandates.

environment, etc.).

5.1 Apply the principles of student growth and development to the learning environment and the educational program.

Does not apply the principles of student growth and development to the learning environment and educational program.

Inadequately applies the principles of student growth and development to the learning environment and educational program.

Applies the principles of student growth and development to the learning environment and the educational program.






Fails to develop a collaborative learning organization that supports instructional improvement, curriculum, and best practices.



D. Design

Comprehensive

Professional

Growth Plans

1. Candidates design and demonstrate an ability to implement well- planned, context-appropriate professional development programs based on reflective practice and research on student learning consistent with the

1.3.2 A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and




Fails to assess student progress.

Assesses student progress using limited techniques.


Assesses student progress using a variety of appropriate techniques.

3.9 Assess student progress using a variety of appropriate techniques.


Fails to develop a collaborative learning organization that supports instructional improvement, curriculum, and best practices.



school vision and goals.

2. Candidates demonstrate the ability to use observations, collaborative reflection, and adult learning strategies to form comprehensive professional growth plans with teachers and other school personnel.

3. Candidates develop and implement personal professional growth plans that reflect a commitment to life-long learning. instructional program conducive to student learning and staff professional growth

Recognizes the need for promoting professional development focused on student learning and consistent with school vision and goals, high expectations, and an attitude that everyone can succeed





Fails to utilize a varied of supervisory models to improve teaching and learning.

Utilizes one or very few supervisory models to improve teaching and learning.

Utilizes a variety of supervisory models to improve teaching and learning.

3.7 Utilize a variety of supervisory models to improve teaching and learning (e.g. clinical, developmental, cognitive and peer coaching, as well as

applying observation and conferencing skills.).

4.1 Work with faculty and other stakeholders to identify needs for professional development, to organize, facilitate, and evaluate professional development programs, to integrate district and school priorities, to build faculty as resource, and to ensure that professional development activities focus on improving student outcomes.

Fails to work with faculty and other stakeholders.

Works with faculty and other stakeholders but fails to address all of the following areas: identifying needs for professional development, organizing, facilitating and evaluating professional development programs, integrating district and school priorities, building faculty as resource, and ensuring that professional development activities focus on improving student outcomes.

Works with faculty and other stakeholders to do all of the following: identify needs for professional development, to organize, facilitate, and evaluate professional development programs, to integrate district and school priorities, to build faculty as resource, and to ensure that professional development activities focus on improving student outcomes.

4.2 Apply adult learning strategies to professional

Does not focus on professional development and implementing new knowledge and stills in the workplace.

Focuses on adult learning strategies and new knowledge and skills but does not apply this knowledge to the workplace.

Applies adult learning strategies to professional development, focusing on authentic problems and tasks, and utilizing mentoring, coaching, conferencing and

development, focusing on authentic problems and tasks, and utilizing mentoring, coaching, conferencing and other techniques to ensure that new knowledge and skills are practiced in the workplace.


Inconsistently applies communications strategies. other techniques to ensure that new knowledge and skills are practiced in the workplace.







3.2 Develop collaboratively a

Fails to develop a collaborative learning organization that

Develops a learning organization that fails to do one or more of the

Develops collaboratively a learning organization that

learning organization that supports instructional improvement, builds an appropriate curriculum, and incorporates best practice. supports instructional improvement, curriculum, and best practices. following: support instructional improvement, build appropriate curriculum, or incorporate best practices. supports instructional improvement, builds an appropriate curriculum, and incorporates best practice.



3.7 Utilize a variety of supervisory models to improve teaching and learning (e.g. clinical, developmental, cognitive and peer coaching, as well as applying observation and conferencing skills.).

4.4 Formulate and implement a selfdevelopment plan, endorsing the value of career-long growth, and utilizing a variety of resources for continuing professional development.

Fails to formulate and implement a self-development plan, endorsing the values of careerlong growth, and utilizing a variety of resources for continuing professional development.


Formulates a selfdevelopment plan, endorsing the value of career-long growth, and utilizing a variety of resources for continuing professional development, but fails to implement

Formulates and implement a selfdevelopment plan, endorsing the value of career-long growth, and utilizing a variety of resources for continuing professional development.

this plan.

4.5 Identify and apply appropriate policies, criteria and processes for the recruitment, selection, induction compensation and separation of personnel, with attention to issues of equity and diversity.

Fails to use appropriate policies, criteria, and processes for the recruitment, selection, induction, compensation, and separation of personnel.

Identify and applies appropriate policies, criteria and processes for the recruitment, selection, induction, compensation, and separation of personnel but pays no attention to issues of equity and diversity.

Identifies and applies appropriate policies, criteria and processes for the recruitment, selection, induction compensation and separation of personnel, with attention to issues of equity and diversity.








3.7 Utilize a variety of supervisory models to improve teaching and learning (e.g. clinical, developmental, cognitive and peer coaching, as well as applying observation


Standard addresses the need for educational leaders to position teaching and learning at the focal point of schools. It accepts the proposition that all students can learn and that student learning is the fundamental purpose of schools. To this end, educational leaders are responsible for ensuring that decisions about curriculum, instructional strategies (including instructional technology), assessment, and professional development are based on sound research, best practice, school and district data, and other contextual information and that observation and collaboration are used to design meaningful and effective experiences that improve student achievement. Educational leaders must capitalize on diversity to create a school culture that promotes respect and success for all students. All members of the school and conferencing skills.).

4.4 Formulate and implement a selfdevelopment plan, endorsing the value of career-long growth, and utilizing a variety of resources for continuing professional development.

Fails to formulate and implement a self-development plan, endorsing the values of careerlong growth, and utilizing a variety of resources for continuing professional development.

Formulates a selfdevelopment plan, endorsing the value of career-long growth, and utilizing a variety of resources for continuing professional development, but fails to implement this plan.

Formulates and implement a selfdevelopment plan, endorsing the value of career-long growth, and utilizing a variety of resources for continuing professional development.

community should have confidence in the integrity of the decision-making process for school improvement and the appropriateness of that process, thus ensuring dignity and respect for all.

Successful educational leaders must be able to identify, clarify, and address barriers to student learning and communicate the importance of developing learning strategies for diverse populations. In addition, this standard requires that educational leaders be learners who model and encourage life-long learning. They should establish a culture of high expectations for themselves, their students, and their staff. Candidates preparing to lead schools or districts must be able to assess the culture and climate on a regular basis. They must also understand the importance of supervision and be able and willing to evaluate teacher and staff performance using a variety of supervisory models.


Candidate Performance Activities:

Candidates are required to organize and lead parent and teacher focus groups about high-stakes testing and alternative methods of measuring student performance.

Candidates are required to present a multimedia report to a community forum about the latest instructional technologies, including the use of the web and teaching

strategies.

Additional activities can be found beginning on page 25 of the Instructions to



Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.


Leadership

Mo STEP 1.3


4. Reflective skills: communication skills, critical and creative thinking abilities and other skills crucial to reflective decision-making.

5. Technology: knowledge and skills in the use of technology appropriate to the candidate's field of study.

7. Assessment Skills: the skills to conduct valid and reliable assessments of their students' learning, and use that assessment to improve learning and development for their students.


A. Manage the

Organization

1. Candidates demonstrate the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision- making with attention to indicators of equity, effectiveness, and efficiency.

2. Candidates develop a plan of action for focusing on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction.

3. Candidates demonstrate an ability to manage time effectively and deploy financial and human resources in ways that promote student



1.3.3 A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

3.3. Base curricular decisions on research, applied theory, informed practice, the recommendations of learned societies, and state and federal policies and mandates

(e.g. cognitive development, human development, learning styles, contemporary methodologies, content priorities, special needs legislation on topics




Does not base curricular decisions on research, applied theory, informed practice, and the recommendations of learning societies, and state and federal policies and mandates.

Makes curricular decisions without considering and applying all of the following areas: research, applied theory, informed practice, the recommendations of learned societies, and state and federal policies and mandates.

Bases curricular decisions on research, applied theory, informed practice, the recommendations of learned societies, and state and federal policies and mandates.

achievement.

Uses effective problem-framing, problem-solving, conflict- resolution, group process, consensus building, and communication skills to identify, confront, and resolve problems and opportunities in a timely manner.

such as least restrictive environment, etc.).





Exhibits the ability to manage and regularly assess and evaluate the effectiveness of operational systems and procedures designed to maximize opportunities for successful learning and the attainment of school’s vision and goals.

3.9 Assess student progress using a variety of appropriate techniques.

Fails to assess student progress.

Assesses student progress using limited techniques.

Assesses student progress using a variety of appropriate techniques.

1.3.5 A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an

ethical manner.

Demonstrates the ability to serve as a role model through such actions as accepting responsibility for school operations, opening the school to public scrutiny, considering the impact of one’s administrative practices on others, treating people fairly, equitably, and with dignity and respect, protecting the rights and confidentiality of students and staff, and using the influence of office to enhance educational programs


6.3 Implement appropriate management techniques and group processes to define roles, assign functions, delegate effectively, and determine accountability for attaining goals.


Fails to implement appropriate management techniques and group processes.



Inadequately implements appropriate management techniques and group processes, neglecting one or more of the following areas: definition of roles, assignment of functions, effective delegation, and determination of accountability for attaining goals.

Fully and appropriately implements management techniques and group processes to define roles, assign functions, delegate effectively, and determine accountability for attaining goals.

rather than for personal gain.

5.3 Develop and administer policies that provide a safe school environment and promote student health and welfare.

Does not develop policies that provide a safe school environment and promote student health and welfare.

Develops and administers policies that provide a safe school environment but does not focus on promoting student health and welfare.

8.1 Identify and analyze the major sources of fiscal and non-fiscal resources for schools and school districts.

Lacks awareness of the major sources of fiscal and nonfiscal resources for schools and school districts.

8.2 Acquire and manage financial and material assets, and capital goods and services, allocating resources according to district or school priorities (e.g. property, plant, equipment, transportation, and food service.).

Does not acquire and manage financial and material assets, and capital goods and services.

Acquires and manages financial and material assets and capital goods and services but fails to allocate these resources according to the district or school priorities.

Develop and administer policies that provide a safe school environment and promote student health and welfare.

Limited awareness of the major sources of fiscal and nonfiscal resources for schools and school districts.

Fully identifies and analyzes the major sources of fiscal and non-fiscal resources for schools and school districts.

Acquires and manages financial and material assets, and capital goods and services, allocating resources according to district or school priorities

(e.g. property, plant, equipment, transportation, and food service.).

8.3 Develop an efficient budget planning process that is driven by district and school priorities and involves staff and

Unable to develop an efficient budget planning process.

Develops an efficient budget planning process but fails to involve staff and community and focus on district and school priorities.1

Develops an efficient budget planning process that is driven by district and school priorities and involves staff and

community. community.

8.4 Perform budget management functions including financial planning, monitoring, cost control, expenditures accounting, and cash flow management.

Fails to perform necessary budget management functions.

Performs budget management functions but does not include financial planning, monitoring, cost control, expenditures accounting, and cash flow management.

Performs budget management functions including financial planning, monitoring, cost control, expenditures accounting, and cash flow management.









(e.g. property, plant, equipment, transportation, and food service).

B. Manage

Operations

1. Candidates create a plan for involving staff in conducting operations and setting priorities using appropriate and effective needs assessment, researchbased data, and group process skills to build consensus,

1.3.2 A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and

8.3 Develop an efficient budget planning process that is driven by district and school priorities and involves staff and community.


Fails to perform necessary budget management functions.

Develops an efficient budget planning process but fails to involve staff and community and focus on district and school priorities.1

Develops an efficient budget planning process that is driven by district and school priorities and involves staff and community.

Performs budget management functions but does not include financial planning, monitoring, cost control, expenditures accounting, and cash flow management.

Performs budget management functions including financial planning, monitoring, cost control, expenditures accounting, and cash flow management.

8.4 Perform budget management functions including financial planning, monitoring, cost control, expenditures accounting, and cash flow management.

2.1 Conduct needs assessment by collecting information on the students; on staff and the school environment; on family and community values, expectations and priorities; and on national and global conditions affecting

Fails to conduct needs assessment.

Conducts needs assessment but fails to collect information on all areas.

Conducts needs assessment by collecting information on students; on staff and the school environment; on family and community values, expectations and priorities; and on national and global conditions affecting

communicate, and resolve conflicts in order to align resources with the organizational vision. instructional program conducive to student learning and staff professional growth.

schools.

2. Candidates develop an effective and interactive communications plan for staff that includes opportunities for staff to develop their family and community collaboration skills.

Demonstrates the ability to develop pupil personnel programs to meet the needs of students and their families


3. Candidates demonstrate an understanding of how to apply legal principles to promote educational equity and provide safe, effective, and efficient facilities.

Bases curricular, cocurricular, and extracurricular decisions on a variety of information sources, including research, teachers’ expertise, the recommendations of learned societies

4.3 Apply effective job analysis procedures, supervisory techniques and performance appraisal for instructional and noninstructional staff.

1.3.3 A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and

6.1 Establish operational plans and




Fails to apply effective job analysis procedures, supervisory techniques and performance appraisal for instructional and non-instructional staff.

Fails to establish operational plans and processes to accomplish strategic goals. schools.

Inconsistently applies effective job analysis procedures, supervisory techniques and performance appraisal for instructional and non-instructional staff.

Applies effective job analysis procedures, supervisory techniques and performance appraisal for instructional and non-instructional staff.



resources for a safe, efficient, and effective learning environment.

processes to accomplish strategic goals, utilizing practical applications of organizational theories.

Uses effective problem-framing, problem-solving, conflict- resolution, group process, consensus building, and communication skills to identify, confront, and resolve problems and opportunities in a timely manner.

Understands the need to create and maintain a safe, clean, and aesthetically pleasing school environment



Inadequately implements appropriate management techniques and group processes, neglecting one or more of the following areas: definition of roles, assignment of functions, effective delegation, and determination of accountability for attaining goals.

Fully and appropriately implements management techniques and group processes to define roles, assign functions, delegate effectively, and determine accountability for attaining goals.

Exhibits the ability to manage and regularly assess and evaluate the effectiveness of operational systems and procedures designed to maximize opportunities for successful learning

Fails to apply counseling and mentoring skills or utilize stress management and conflict management techniques.

Limited application of counseling and mentoring skills and little or no utilization of stress management and conflict management techniques.

Appropriately and consistently applies counseling and mentoring skills and fully utilizes stress management and conflict management techniques.

and the attainment of school’s vision and goals.

7.5 Apply counseling and mentoring skills, and utilize stress management and conflict management techniques.

Exhibits the ability to ensure the school plant, equipment, and support systems operate safely, efficiently, and effectively

4.1 Work with faculty and other stakeholders to identify needs for professional development, to organize, facilitate, and evaluate professional development programs, to integrate district and school priorities, to build faculty as resource, and to ensure that professional development activities focus on improving student outcomes.

Fails to work with faculty and other stakeholders.

Works with faculty and other stakeholders but fails to address all of the following areas: identifying needs for professional development, organizing, facilitating and evaluating professional development programs, integrating district and school priorities, building faculty as resource, and ensuring that professional development activities focus on

Works with faculty and other stakeholders to do all of the following: identify needs for professional development, to organize, facilitate, and evaluate professional development programs, to integrate district and school priorities, to build faculty as resource, and to ensure that professional development activities focus on improving student outcomes.

improving student outcomes.

1.3.6 A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.





Understands the need and processes necessary to create and maintain a school environment that operates on behalf of students and their families

7.1 Use appropriate interpersonal skills (e.g. exhibiting , clean, and aesthetically pleasing school environment sensitivity, showing respect and interest, perceiving needs 1 .

and




concerns, showing tact, exhibiting consistency and trustworthiness, etc.).









7.5 Apply counseling and mentoring skills, and utilize stress management and conflict management techniques.

Fails to apply counseling and mentoring skills or utilize stress management and conflict management

Limited application of counseling and mentoring skills and little or no utilization of stress management and conflict management

Appropriately and consistently applies counseling and mentoring skills and fully utilizes stress management and conflict management

techniques. techniques. techniques.

10.5 Develop an effective and interactive staff communications plan and public relations program.

Has no staff communications plan or public relations program.

Has an ineffective staff communications plan and public relations program.

Develops an effective and interactive staff communications plan and public relations program.

4.5 Identify and apply appropriate policies, criteria and processes for the recruitment, selection, induction compensation and separation of personnel, with attention to issues of equity and diversity.

Fails to use appropriate policies, criteria, and processes for the recruitment, selection, induction, compensation, and separation of personnel.

Identify and applies appropriate policies, criteria and processes for the recruitment, selection, induction, compensation, and separation of personnel but pays no attention to issues of equity and diversity.

Identifies and applies appropriate policies, criteria and processes for the recruitment, selection, induction compensation and separation of personnel, with attention to issues of equity and diversity.

5.3 Develop and administer policies that provide a safe school environment and promote student health and welfare.

Does not develop policies that provide a safe school environment and promote student health and welfare.

11.3 Define and relate the general characteristics of internal and external political systems as they


Develops and administers policies that provide a safe school environment but does not focus on promoting student health and welfare.

Develop and administer policies that provide a safe school environment and promote student health and welfare.



apply to school settings.

C. Manage

Resources

1. Candidates use problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning.


1.3 Frame, analyze, and resolve problems using appropriate problemsolving techniques and decision-making skills

(e.g. identify problem, seek and analyze problem factors, collect and organize relevant information, identify causes, seek creative solutions, apply ethical standards, determine best solution with others when appropriate.

Lacks the ability to adequately resolve problems and make appropriate decisions.

Has the ability to solve problems but does so without utilizing problemsolving techniques and decisionmaking skills.

2. Candidates creatively seek new resources to facilitate learning.

3. Candidates

apply and assess current technologies for school management, business procedures, and

Uses knowledge of learning, teaching, and student development to inform management



Inadequately implements appropriate management techniques and group processes,

Has the ability to frame, analyze and resolve problems using appropriate problem-solving techniques and decisions-making skills.

Fully and appropriately implements management techniques and group processes to

scheduling. decisions


Aligns and manages time and resources

(financial, human, and material) to maximize attainment of organizational goals


1.3.5 A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

8.3 Develop an efficient budget planning process that is driven by district and school priorities and involves staff and community.


Demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance and that reveal an appreciation

8.4 Perform budget management functions including financial planning, monitoring, cost control, expenditures

Fails to perform necessary budget management functions. neglecting one or more of the following areas: definition of roles, assignment of functions, effective delegation, and determination of accountability for attaining goals. define roles, assign functions, delegate effectively, and determine accountability for attaining goals.



Develops an efficient budget planning process but fails to involve staff and community and focus on district and school priorities.

Develops an efficient budget planning process that is driven by district and school priorities and involves staff and community.

Performs budget management functions but does not include financial planning, monitoring, cost control, expenditures

Performs budget management functions including financial planning, monitoring, cost control, expenditures accounting, and

for and sensitivity to the prevailing values of the diverse school community accounting, and cash flow management. accounting, and cash flow management.

1.3 Frame, analyze, and resolve problems using appropriate problemsolving techniques and decision-making skills

(e.g. identify problem, seek and analyze problem factors, collect and organize relevant information, identify causes, seek creative solutions, apply ethical standards, determine best solution with others when appropriate.

Lacks the ability to adequately resolve problems and make appropriate decisions.

Has the ability to solve problems but does so without utilizing problemsolving techniques and decisionmaking skills.


Fails to demonstrate an understanding of cash flow management.

Has the ability to initiate, manage, or evaluate change, but fails to implement

Fully understands and implements the initiation, management and

Has the ability to frame, analyze and resolve problems using appropriate problem-solving techniques and decisions-making skills.


Standard addresses the need to enhance student learning through effective, efficient, and equitable utilization of resources.

Educational leaders must use their knowledge of organizations to create a learning environment conducive to the success of all students. Proper allocation of resources such as personnel, facilities, and technology are essential to creating an effective learning environment. Resource management decisions should give priority to teaching, student achievement, and student development. Also, operational procedures and policies must be established to maintain school safety and security and to strengthen the academic environment.

All management decisions, including those regarding human resources, fiscal operations, facilities, legal issues, time management, scheduling, technology, and equipment, should be based on sound organizational practice. Educational leaders must monitor and evaluate operational systems to ensure that they enhance student learning and reflect the the change process. all three aspects in the change process. evaluation of the change process.

9.2 Apply and assess current technologies for school management and business procedures.

Lacks awareness of current technologies for school management and business procedures.

Limited awareness of current technologies for school management and business procedures.

Applies and fully assesses current technologies for school management and business procedures.

school’s and district’s accountability to the community. Skills in job analysis, supervision, recruitment, selection, professional development , and appraisal of staff positions, as well as an understanding of relevant collective bargaining agreements, strengthen the ability to use personnel resources. Effective educational leaders define job roles, assign tasks, delegate appropriately, and require accountability. They also actively seek additional sources of financial, human, and physical support. They involve stakeholders to ensure that management and operational decisions take into consideration the needs of multiple constituencies while at the same time focusing the entire community on student achievement as the ultimate goal.

To include stakeholders in management decisions, educational leaders must be competent in conflict resolution, consensus building, group processes, and effective communication.



Candidates are required to conduct a costbenefit analysis of a school or district instructional improvement plan.

Candidates are required to analyze the school/district budget and identify how specific budget allocations support the school improvement plan/district strategic plan. Additional activities can be found beginning on page 25 of the Instructions to


Programs in Educational Leadership

document.

Standard 4.0

: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.


Leadership

Mo STEP 1.3

A. Collaborate with Families and Other

Community

Members

1. Candidates demonstrate an ability to bring together the resources of family members and the community to positively affect student learning.

2. Candidates demonstrate an ability to involve families in the education of their

1.3.2 A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive


8. Dispositions: the intellectual, social, ethical, and other personal attributes and beliefs previously ascribed to reflective decision-makers in a variety of professional settings, including a commitment to their own lifelong learning and professional development.



3.1 Create with teachers, parents and students a positive school culture that promotes learning; (e.g. holds high expectations, focuses on accomplishments and recognition, and promotes a supportive climate.).

Fails to create a positive school culture that promotes learning.



children based on the belief that families have the best interests of their children in mind.

3. Candidates demonstrate the ability to use public information and research-based knowledge of issues and trends to collaborate with families and community members.

4. Candidates apply an understanding of community relations models, marketing strategies and processes, data-based decision-making, and communications theory to craft frameworks for school, family, business, community, government, and higher education partnership.

5. Candidates develop various methods of outreach aimed at to student learning and staff professional growth.

Understands and exhibits the inclination to promote and use a variety of methods for assessing student and staff performance



Demonstrates the ability and inclination to involve stakeholders in decisions and shares responsibility to maximize ownership and accountability.


10.4 Involve family and community in










business, religious, political, and service organizations. appropriate policy development, program planning, and assessment processes.

6. Candidates demonstrate the ability to involve families and other stakeholders in school decisionmaking processes, reflecting an understanding that schools are an integral part of the larger community.

7.Candidates develop a plan to address student and family conditions affecting learning by collaborating with community agencies to integrate health, social, and other services.

1.3.4 A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources

8. Candidates develop a plan for a comprehensive program of community relations and effective relationships with the media.

Collaboratively develops and implements a comprehensive community relations plan that uses information about family and community concerns, expectations, and needs; that identifies and nurtures relationships with









community leaders; and that involves a variety of outreach activities in which the school and community serve one another as resources.

Demonstrates a commitment to high visibility, active involvement, and communication with the larger community





Understands how to establish partnerships with area businesses, institutions of higher education, and community youth and family service groups to help the school solve problems and achieve goals





Understands the necessity of using

3.4 Design curricula with consideration for

Does not design curricula with consideration for

Designs curricula without consideration for all

Designs curricula with consideration for philosophical,

public resources and funds appropriately and wisely

Models community collaboration for staff and provides opportunities for everyone to develop collaborative skills


philosophical, sociological, and historical foundations, democratic values, and the community’s values goals, social needs and changing conditions. philosophical, sociological, and historical foundations, democratic values, and the community’s values goals, social needs and changing conditions. of the following areas: philosophical, sociological, and historical foundations, democratic values, and the community’s values goals, social needs and changing conditions. sociological, and historical foundations, democratic values, and the community’s values goals, social needs and changing conditions.









Can maintain open lines of communication and ongoing dialog with diverse community groups and decisionmakers concerning trends, issues, and potential changes in the environment within which the school operates





10.3 Communicate effectively with various cultural, ethnic, racial, and special interest groups in the community.

Fails to communicate effectively with various cultural, ethnic, racial, and special interest groups in the community.

Inconsistently communicates with various cultural, ethnic, racial, and special interest groups in the community.

Communicates effectively with various cultural, ethnic, racial, and special interest groups in the community.

5.5 Plan and manage activity programs to fulfill student developmental, social, cultural, athletic, leadership and scholastic needs; working with staff, students, families, and community.

Does not plan and manage activity programs to fulfill student needs.

Plans but ineffectively manages activity programs that fully meet student developmental, social, cultural, athletic, leadership and scholastic needs; working with staff, students, families, and community.

Fully plans and manages activity programs to fulfill student developmental, social, cultural, athletic, leadership and scholastic needs; working with staff, students, families, and community.

7.2 Use appropriate written, verbal, and nonverbal communication in a




variety of situations.

10.2 Articulate the district’s or school’s vision, mission and priorities to the community and media, and build community support for district or school priorities and programs (e.g. form collaborative relationships with businesses, citizen groups, neighborhood associations, social service agencies, parent organizations, advocacy groups, universities, and religious institutions,

(etc.).








5.4 Address student and family conditions affecting learning by collaborating with community agencies to integrate health, social, and other services for students.

Fails to collaborate with community agencies to address student and family conditions affecting learning.

Addresses student and family conditions affecting learning, but fails to integrate health, social and other services for students by collaborating with community agencies.

Addresses student and family conditions affecting learning by collaborating with community agencies to integrate health, social, and other services for students.









B. Respond to

Community

1.Candidates develop a plan for maintaining high visibility and active involvement

1.3.4 A school administrator is an educational leader who promotes the






10.6 Utilize and respond effectively to electronic and printed news media.




6.1 Establish operational plans and processes to accomplish strategic goals, utilizing

Fails to utilize and respond to electronic and printed news media.

Ineffectively utilizes and responds to electronic and printed news media.

Utilizes and responds effectively to electronic and printed news media.

Fails to establish operational plans and processes to accomplish

Establishes operational plans and processes to accomplish strategic goals, but fails to

Establishes operational plans and processes to accomplish strategic goals,

Interests and

Needs within the community, including interactions with individuals and groups with conflicting perspectives.

2.Candidates demonstrate the ability to use appropriate assessment strategies and research methods to understand and accommodate diverse school and community conditions and dynamics.

3.Candidates provide leadership to programs serving students with special and exceptional needs. success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources

Understands how to establish partnerships with area businesses, institutions of higher education, and community youth and family service groups to help the school solve problems and achieve goals

4. Candidates develop a plan to capitalize on the diversity (cultural, ethnic, racial, economic, and special interest groups) of the school community to improve school programs and meet the diverse needs of all students.

Recognizes and values diversity, as evidenced in equitable treatment of all community stakeholders even when the values and opinions of individuals and groups may conflict practical applications of organizational theories.


7.2 Use appropriate written, verbal, and nonverbal strategic goals. utilize practical applications of organizational theories.



Inconsistently applies communications utilizing practical applications of organizational theories.





Fails to apply appropriate communications

Applies appropriate communications

communication in a variety of situations. strategies.



Has no staff communications plan or public relations program. strategies.

Has an ineffective staff communications plan and public relations program. strategies.



Does not design curricula with consideration for philosophical, sociological, and historical foundations, democratic values, and the community’s values goals, social needs and changing

Designs curricula without consideration for all of the following areas: philosophical, sociological, and historical foundations, democratic values, and the community’s values goals, social needs and changing


conditions. conditions.





5.2 Develop with the counseling and teaching staff a full program of student advisement, counseling, and guidance services.


Fails to develop a program of student advisement, counseling, and guidance services.


Develops an incomplete program of student advisement, counseling, and guidance services.

Uses the resources of the counseling and teaching staff to help develop a full program of student advisement, counseling, and guidance services.



5.2 Develop with the counseling and teaching

Fails to develop a program of student advisement,

Develops an incomplete program of student

Uses the resources of the counseling and teaching staff

staff a full program of student advisement, counseling, and guidance services. counseling, and guidance services. advisement, counseling, and guidance services. to help develop a full program of student advisement, counseling, and guidance services.









5.2 Develop with the counseling and teaching staff a full program of student advisement, counseling, and

Fails to develop a program of student advisement, counseling, and guidance services.

Develops an incomplete program of student advisement, counseling, and guidance services.

Uses the resources of the counseling and teaching staff to help develop a full program of student advisement, counseling, and

C. Mobilize

Community

Resources

1.Candidates demonstrate an understanding of and ability to use community resources, including youth services, to support student achievement, solve school problems, and achieve school goals.

2.Candidates develop a plan for using school resources and social service agencies to

1.3.4 A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources guidance services.

7.2 Use appropriate written, verbal, and nonverbal communication in a variety of situations. guidance services.





7.4 Promote multicultural awareness, gender sensitivity, and racial and ethnic appreciation.

Lacks awareness of multicultural awareness, gender sensitivity, and racial and ethnic appreciation.

Limited promotion of multicultural awareness, gender sensitivity, and racial and ethical appreciation.

Consistently promotes multicultural awareness, gender sensitivity, and racial and ethnic appreciation.




serve the community.

3. Candidates demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems.

Collaboratively develops and implements a comprehensive community relations plan that uses information about family and community concerns, expectations, and needs; that identifies and nurtures relationships with community leaders; and that involves a variety of outreach activities in which the school and community serve one another as resources.


Understands the necessity of using public resources and funds appropriately and wisely







(e.g. property, plant, equipment, transportation, and food service.).


10.2 Articulate the district’s or school’s vision, mission and priorities to the community and media, and build community support for district or school priorities and programs (e.g. form collaborative relationships with




businesses, citizen groups, neighborhood associations, social service agencies, parent organizations, advocacy groups, universities, and religious institutions, etc.).













8.1 Identify and analyze the major sources of fiscal and non-fiscal

Lacks awareness of the major sources of fiscal and nonfiscal resources for schools and school

Limited awareness of the major sources of fiscal and nonfiscal resources for schools and school

Fully identifies and analyzes the major sources of fiscal and non-fiscal resources for


Standard addresses the fact that cooperation among schools, the district, and the larger community is essential to the success of educational leaders and students.

Educational leaders must see schools as an integral part of the larger community.

Collaboration and communication with families, businesses, governmental agencies, social service organizations, the media, and higher education institutions are critical to effective schooling. The ability resources for schools and school districts. districts.

10.2 Articulate the district’s or school’s vision, mission and priorities to the community and media, and build community support for district or school priorities and programs (e.g. form collaborative relationships with businesses, citizen groups, neighborhood associations, social service agencies, parent organizations, advocacy groups, universities, and religious institutions, etc.).

Fails to articulate the district's or school's vision, mission and priorities to the community and media. districts. schools and school districts.



to analyze emerging issues and trends that might affect schools and districts enables educational leaders to plan effective instructional programs and school services.

Effective and appropriate communications, coupled with the involvement of families and other stakeholders in decisions, helps to ensure continued community support for schools. Seeing families as partners in the education of their youngsters, and believing that families have the best interests of their children in mind, encourages educational leaders to involve them in decisions at the school and district levels. Family and student issues that negatively affect student learning must be addressed through collaboration with community agencies that can integrate health, social, and other services. Such collaboration relies on good relationships with community leaders and outreach to a wide array of business, religious, political, and service agencies.

Providing leadership to programs serving all students, including those with special and exceptional needs, further communicates to internal and external audiences the importance of diversity. To work with all elements of the community, educational leaders must recognize, value, and communicate effectively with various cultural, ethnic, racial, and special interest groups. Modeling community collaboration for staff and then offering opportunities for staff to develop collaborative skills maximizes positive interactions between schools and the

community.



Candidates are required to develop and present a plan recommending alignment of social service agency programs with school improvement needs.

Candidates are required to identify at least five key community leaders in a school community, justify why each was selected, and identify their roles or potential roles in school improvement in the district. A confidential analysis of this power structure is shared with the superintendent or board of education.




Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly,



8. Dispositions: the intellectual, social, ethical, and other personal attributes and beliefs previously ascribed to reflective decision-makers in a variety of professional

and in an ethical manner.

Elements

A. Acts with

Integrity settings, including a commitment to their own lifelong learning and professional development.

9. Diversity: the ability to skillfully facilitate and promote the learning of all students, including those from diverse cultural, racial and economic backgrounds, and those with disabilities.

Meets Standards for School Building

Leadership

Mo STEP 1.3 Department Strand Rubric

1. Candidates demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions.


1.7 Manifest a professional code of ethics and values.


Treats everyone with fairness, dignity, and respect

1.3.3 A school administrator is an educational leader who promotes the success of all students

Has no professional code of ethics and values.

Actions fail to reflect student's professional code of ethics and values.

Always acts in accordance with professional code of ethics and values.







by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment

Understands and expresses the need to maintain confidentiality and privacy of school records


B. Acts Fairly 1. Candidates demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others.



Treats everyone with fairness, dignity, and respect skills. situations. situations.


Actions fail to reflect student's professional code of ethics and values








Demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance and that reveal an appreciation for and sensitivity to the prevailing values of the diverse school community

11.5 Make decisions based on the moral and ethical implications of


Fails to base decisions on the moral and ethical implications of policy options and political strategies.



Inconsistently bases decisions on the moral and ethical implications of policy options and political strategies.

Consistently makes decisions based on the moral and ethical implications of policy options and political strategies.

Demonstrates the ability to serve as a role model through such actions as accepting responsibility for school operations, opening the school to public scrutiny, considering the impact of one’s administrative practices on others, treating people fairly, equitably, and with dignity and respect, protecting the rights and confidentiality of students and staff, and using the influence of office to enhance educational programs rather than for personal gain. policy options and political strategies.

Recognizes the need and desire to fulfill legal and contractual obligations.

C. Acts

Ethically

1. Candidates make and explain decisions based upon ethical and legal principles.



Possesses and reflects upon a personal and professional code of ethics and expects others in the school community to behave ethically and with integrity


Demonstrates the ability to serve as a role model through such actions as accepting responsibility for school operations, opening the school to public scrutiny, considering the impact of one’s administrative practices on others, treating people fairly,

11.5 Make decisions based on the moral and ethical implications of policy options and political strategies.


Actions fail to reflect student's professional code of ethics and values









Standard addresses the educational leader’s role as the "first citizen" of the school/district community. Educational leaders should set the tone for how employees and students interact with one another and with members of the school, district, and larger community. The leader’s contacts with students, parents, and employees must reflect concern for others as well as for the organization and the position. Educational leaders must develop the ability to examine personal and professional values that reflect a code of ethics. They must be able to serve as role models, accepting responsibility for using their position ethically and constructively equitably, and with dignity and respect, protecting the rights and confidentiality of students and staff, and using the influence of office to enhance educational programs rather than for personal gain.

Recognizes the need and desire to fulfill legal and contractual obligations.

on behalf of the school/district community.

Educational leaders must act as advocates for all children, including those with special needs who may be underserved.



Candidates are required to develop a code of ethics using personal platforms, professional leadership association examples, and a variety of additional source documents focusing on ethics.

Candidates are required to conduct a selfanalysis of a transcript of a speech delivered to a community organization and look for examples of integrity, fairness, and ethical behavior.




Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political,


Refer to numbers 1-10 on Pages 3 and 4 above.

social, economic, legal, and cultural context.


Leadership

MoSTEP 1.3 Department Strand Rubric

A. Understand the Larger

Context

1. Candidates act as informed consumers of educational theory and concepts appropriate to school context and can demonstrate the ability to apply appropriate research methods to a school context.


1.5 Identify and critique several theories of leadership and their application to various school environments.

Fails to identify and critique leadership theories and their application to the school environment.

Identifies theories of leadership but fails to critique theories and apply them to the school environment.

Identifies and shows ability to continuously critique theories of leadership and their application to the school environment.

2.Candidates demonstrate the ability to explain how the legal and political systems and institutional framework of schools have shaped a school and community, as well as the opportunities available to children and families in a particular school.

3.Candidates demonstrate the ability

Recognizes and respects the legitimate authority of others

Recognizes the need and desire to fulfill legal and contractual obligations

1.6 Act with a reasoned understanding of major historical, philosophical, ethical, social and economic influences affecting education in a democratic society.

Does understand education in a democratic society and its relationship to historical, philosophical, ethical, social and economic influences.


Understands education in a democratic society and its relationship to historical, philosophical, ethical, social and economic influences, but does not act with these influences in mind.

Understands education in a democratic society and its relationship to historical, philosophical, ethical, social and economic influences and acts with these influences in mind.

Uses qualitative and quantitative data to make decisions, but fails to apply data to all areas and

Uses qualitative and quantitative data to inform decisions, to plan and assess school programs, to design

to analyze the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning.

4.Candidates demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities that affect schools, especially those that might improve educational and social opportunities.

5.Candidates demonstrate the ability to describe the economic factors shaping a local community and the effects economic factors have on local schools.


6.Candidates demonstrate the ability to analyze and describe the cultural diversity in a school

Understands the need and processes necessary to create and maintain a school environment that operates on behalf of students and their


11.6 Analyze the major philosophical tenets of contemporary intellectual movements and analyze their effect on school contexts (e.g. critical theory, feminism, poststructuralism, fundamentalism, etc.).


Does understand education in a democratic society and its relationship to historical, philosophical, ethical, social and economic influences. conduct research.

Fails to analyze the major philosophical tenets of contemporary intellectual movements.

Analyzes the major philosophical tenets of contemporary intellectual movements but fails to analyze their effect on school contexts.

Analyzes the major philosophical tenets of contemporary intellectual movements and analyzes their effect on school contexts.

Understands education in a democratic society and its relationship to historical, philosophical, ethical, social and economic influences, but does not act with these accountability systems, to plan for school improvement, and to develop and conduct research.

Understands education in a democratic society and its relationship to historical, philosophical, ethical, social and economic influences and acts with these

community.

7. Candidates can describe community norms and values and how they relate to the role of the school in promoting social justice. families

8. Candidates demonstrate the ability to explain various theories of change and conflict resolution and the appropriate application of those models to specific communities. influences in mind. influences in mind.

Does not view schools as interactive internal systems operating within external environments.

Views schools as interactive internal systems operating within external environments but fails to apply this knowledge.

Applies a systems perspective, viewing schools as interactive internal systems operating within external environments.

6.2 Apply a systems perspective, viewing schools as interactive internal systems operating within external environments.

No knowledge of common law and contractual requirements and procedures in an educational setting.

Does not apply knowledge of common law and contractual requirements and procedures in an educational setting.

11.2 Apply knowledge of common law and contractual requirements and procedures in an educational setting (e.g. tort liability, contract administration, formal hearings.).

11.3 Define and relate the general characteristics of internal and external political systems as they apply to school settings.


Applies knowledge of common law and contractual requirements and procedures in an educational setting.











4.6 Negotiate and manage effectively collective bargaining or written agreements.

Does not negotiate and manage collective bargaining or written agreements.

Ineffectively negotiates and manages collective bargaining or written agreements.

Negotiates and manages effectively collective bargaining or written agreements.

6.2 Apply a systems perspective, viewing schools as interactive internal systems operating within




external environments.

10.1 Analyze community and district power structures, and identify major opinion leaders and their relationships to school goals and programs.

Fails to analyze community and district power structures.

Analyzes community and district power structures but fails to identify their relationships to school goals and programs.

Analyzes community and district power structures, and identify major opinion leaders and their relationships to school goals and programs.

11.1 Apply knowledge of federal and state constitutional, statutory and regulatory provisions and judicial decisions governing education.

Has little or no knowledge of federal and state constitutional, statutory and regulatory provisions and judicial decisions governing education.

Does not apply knowledge of federal and state constitutional, statutory and regulatory provisions and judicial decisions governing education.

Applies knowledge of federal and state constitutional, statutory and regulatory provisions and judicial decisions governing education.

11.4 Describe the processes by which federal, state, district, and school-site policies are formulated, enacted, implemented and evaluated, and develop strategies for influencing policy

Cannot describe the process by which federal, state, district, and schoolsite policies are formulated, enacted, implemented and evaluated.

Can describe the process by which federal, state, district, and schoolsite policies are formulated, enacted, implemented and evaluated, but fails to develop strategies for influencing policy development.

Describes the processes by which federal, state, district, and schoolsite policies are formulated, enacted, implemented and evaluated, and develops strategies for influencing policy development.

Unable to develop procedures and relationships for working with local

Develops inappropriate procedures and relationships for working with local

Develops appropriate procedures and relationships for working with local

development.

11.7 Develop appropriate procedures and relationships for working with local governing boards. governing boards. governing boards. governing boards.









8.1 Identify and analyze the major sources of fiscal and non-fiscal resources for schools




B. Respond to the Larger

1. Candidates develop a plan for communicating with members of a school

1.3.6 A school administrator is an educational leader who promotes the and school districts.

11.4 Describe the processes by which federal, state, district, and school-site policies are formulated, enacted, implemented and evaluated, and develop strategies for influencing policy development.
















2.4 Analyze and interpret educational data, issues, and trends for boards, committees,

Fails to analyze and interpret educational data, issues, and trends

Analyzes and interprets educational data, issues, and trends

Analyzes and interprets educational data, issues, and trends

Context community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups. success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

and other groups, outlining possible actions and their implications.

Can maintain open lines of communication and ongoing dialog with diverse community groups and decisionmakers concerning trends, issues, and potential changes in the environment within which the school operates

Demonstrates the ability to ensure that the school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities

6.1 Establish operational plans and processes to accomplish strategic goals, utilizing practical applications of organizational theories. and their application with boards, committees and other groups.


Does not view schools as interactive internal systems operating within external environments. but fails to outline possible actions and their implications. for boards, committees, and other groups, outlining possible actions and their implications.











10.2 Articulate the district’s or school’s vision, mission and priorities to the community and media, and build community support for district or skills.


Fails to articulate the district's or school's vision, mission and priorities to the community and media. situations.

Inconsistently applies communications strategies. situations.




C. Influence the Larger

Context school priorities and programs (e.g. form collaborative relationships with businesses, citizen groups, neighborhood associations, social service agencies, parent organizations, advocacy groups, universities, and religious institutions, etc.).

1.Candidates develop a plan to engage students, parents, and other members of the community in advocating for adoption of improved policies and laws.

2.Candidates apply their understanding of the larger political,

1.3.6 A school administrator is an educational leader who promotes the success of all stuents by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural



Has no staff communications plan or public relations program.

Has an ineffective staff communications plan and public relations program.





social, economic, legal, and cultural context to develop activities and policies that benefit students and their families.

3. Candidates advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics. context.

Understands how to shape public policy in ways designed to provide quality education for students









6.2 Apply a systems perspective, viewing schools as interactive

Does not view schools as interactive internal systems operating

Views schools as interactive internal systems operating within external

Applies a systems perspective, viewing schools as interactive internal

internal systems operating within external environments. within external environments. environments but fails to apply this knowledge. systems operating within external environments.












Describes the processes by which federal, state, district, and schoolsite policies are formulated, enacted, implemented and evaluated, and develops strategies for influencing policy


Standard addresses the need for educational leaders to understand and be able to operate within the larger context of the community and beyond, which affects opportunities for all students. Educational leaders must respond to and influence this larger political, social, economic, and cultural context. Of vital importance is the ability to develop a continuing dialogue with economic and political decision makers concerning the role of schools and to build collaborative relationships that support improved social and educational opportunities for children. Educational leaders must be able to participate actively in the political and policy-making context in the service of education, including proactive use of the legal system to protect students’ rights and improve students’ opportunities.



Candidates are required to interview state legislators and/or lobbyists and present a development.





report about the state’s strategies used to influence change.

Candidates are required to participate in a simulated public debate about the pros and cons of selected international educational practices compared to practices in the

United States.




Specialty Area Matrix (K-8 and 7-12) 2011

Appendix B

Missouri State University

Educational Administration: Elementary or Secondary Principal

Listing-Link of Program Syllabi

Missouri State University Conceptual Framework

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Specialty Area Matrix (K-8 and 7-12) 2011

Appendix B

Missouri State University

Educational Administration: Elementary or Secondary Principal

Listing-Link of Program Syllabi

Missouri State University Conceptual Framework

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