Appendix B
Curriculum Crosswalk
For
Educational Administration: Superintendent
Fall 2011
Missouri State University
Educational Administration: Superintendent
Listing-Link of Program Syllabi
Conceptual Framework 1-10
EAD 850 Politics in Education
EAD 858 School Personnel Administration
EAD 862 Superintendency
EAD 863 Curriculum Design and Evaluation
EAD 864 School and Community Relations
EAD 865 School Law
EAD 866 Public School Finance
EAD 867 School Plant Planning and Maintenance
EAD 782 Onsite Internship (Superintendency)
EAD 895 Research in Administrative Practices
EAD 860 Field Study
Standard
1A
1B
1C
1D
1E
2A
2B
MOSTEP
1.3.1
1.3.5
1.3.1
1.3.1
1.3.1
1.3.1
1.3.2
1.3.2
C. F.
1, 6, 10
1, 6, 10
1, 6, 10
1, 6, 10
1, 6, 10
2, 3
2, 3
850
858




862










 
 

SPECIALIST LEVEL
864
865
866
863










867



782

895

860

KT

CT



































2C
2D
3A
3B
3C
4A
4B
4C
5A
5B
5C
6A
6B
6C
1.3.2
1.3.3
1.3.5
1.3.2
1.3.2
1.3.3
1.3.3
1.3.6
1.3.3
1.3.3
1.3.4
1.3.6
1.3.4
1.3.3
1.3.4
1.3.2
1.3.5
1.3.2
1.3.5
1.3.3
1.3.5
1.3.3
1.3.5
1.3.6
1.3.6
1.3.6
 
2, 3

2, 3
4, 5, 7

4, 5, 7
8, 10










6, 8, 9







6, 8, 9

6, 8, 9









Knowledge/Content
Skill


1-10






8, 10
8, 10
1-10
1-10



4, 5, 7








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

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
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
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



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
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 decision-
making.
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 decision-
makers 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.
Specialist 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.
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.
10. Collaboration and Leadership: the ability and skills to foster and
maintain collaborative, empowering relationships with other
professionals within schools and the community.
Elements
Meets
Standards for
School District
Leadership
Mo STEP 1.3
EAD Course
Strands
A. Develop a
Vision
1. Candidates
develop and
demonstrate the
skills needed to
work with a
board of
education to
facilitate the
development of
a vision of
learning for a
school district
that promotes
the success of all
students.
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.
1.1 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.).
2. Candidates
base
development of
the vision on
Rubric
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.
relevant
knowledge and
theories
applicable to
school-level
leaders applied
to a school
district context.
3. Candidates
use data-based
research
strategies to
create a vision
that takes into
account the
diversity of
learners in a
district.
4. Candidates
demonstrate
knowledge of
ways to use a
district’s vision
to mobilize
additional
resources to
support the
vision.
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
11.7 Develop
appropriate
procedures and
relationships for
working with local
governing boards.
Unable to develop
procedures and
relationships for
working with local
governing boards.
Develops
inappropriate
procedures and
relationships for
working with local
governing boards.
Develops
appropriate
procedures and
relationships for
working with local
governing boards.
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.
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.
Demonstrates
understanding of
the purpose of
education and
the role of
leadership in
modern society
11.3 Define and
relate the general
characteristics of
internal and
external political
systems as they
apply to school
settings.
Fails to define and
relate the general
characteristics of
internal and
external political
systems as they
apply to school
settings.
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.
B. Articulate a
Vision
1. Candidates
demonstrate the
ability to
articulate the
components of
this vision for a
district and the
leadership
processes
necessary to
implement and
support the
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
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.
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.
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.
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.).
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.
vision.
2. Candidates
explain how
data-based
research
strategies and
strategic
planning
processes that
focus on student
learning help
develop a vision,
drawing on
relevant
information
sources such as
student
assessment
results, student
and family
demographic
data, and an
analysis of
community
needs.
3. Candidates
demonstrate the
ability to
communicate the
vision to school
boards, staff,
parents, students,
and community
members
through the use
of symbols,
ceremonies,
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.)
7.3 Apply
appropriate
communications
strategies (e.g.
identifying
audiences,
determining
messages selecting
transmission
mediums,
identifying reaction
of receivers,
soliciting
responses, etc.).
Fails to apply
appropriate
communications
strategies.
Inconsistently
applies
communications
strategies.
Applies appropriate
communications
strategies.
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
Fails to articulate
the district's or
school's vision,
mission and
priorities to the
community and
media.
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.
stories, and other
activities.
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
priorities; and on
national and global
conditions affecting
schools.
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
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.
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.
7.2 Use appropriate
written, verbal, and
Does not have
appropriate written,
Has written, verbal,
and nonverbal
Uses appropriate
written, verbal, and
nonverbal
communication in a
variety of
situations.
verbal, and
nonverbal
communication
skills.
communication
skills but fails to
use them in a
variety of
situations.
nonverbal
communication in a
variety of
situations.
7.3 Apply
appropriate
communications
strategies (e.g.
identifying
audiences,
determining
messages selecting
transmission
mediums,
identifying reaction
of receivers,
soliciting
responses, etc.).
Fails to apply
appropriate
communications
strategies.
Inconsistently
applies
communications
strategies.
Applies appropriate
communications
strategies.
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.
10.4 Involve family
and community in
appropriate policy
development,
program planning,
Fails to involve
family and
community in
appropriate policy
development,
Inconsistently
involves family and
community in
appropriate policy
development,
Involves family and
community in
appropriate policy
development,
program planning,
C. Implement a 1. Candidates
demonstrate the
Vision
ability to plan
programs to
motivate staff,
students, and
families to
achieve a school
district’s vision.
2. Candidates
design researchbased processes
to effectively
implement a
district vision
throughout an
entire school
district and
community.
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.
and assessment
processes.
program planning,
and assessment
processes.
program planning,
and assessment
processes.
and assessment
processes.
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.
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
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.
resources, serve as
a role model.).
Uses the vision
and mission to
shape programs,
actions, & plans
1.4 Initiate,
manage, and
evaluate the change
process.
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.
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,
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.
1.1 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.
D. Steward a
Vision
1. Candidates
demonstrate the
ability to align
and, as
necessary,
redesign
administrative
policies and
practices
required for full
implementation
of a district
vision.
2. Candidates
understand the
theory and
research related
to organizational
and educational
leadership and
engage in the
collection,
organization,
and analysis of a
variety 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 research.
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.
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.
1.1 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.
Clearly
articulates
objectives &
strategies and the
means by which
6.1 Establish
operational plans
and processes to
accomplish
strategic goals,
utilizing practical
Fails to establish
operational plans
and processes to
accomplish
strategic goals.
Establishes
operational plans
and processes to
accomplish
strategic goals, but
fails to utilize
Establishes
operational plans
and processes to
accomplish
strategic goals,
utilizing practical
information,
including student
performance
data, required to
assess progress
toward a
district’s vision,
mission, and
goals.
those objectives
& strategies will
be monitored and
evaluated
applications of
organizational
theories.
Identifies and
draws upon
existing
resources
6.3 Implement
appropriate
management
techniques and
group processes to
define roles, assign
functions, delegate
effectively, and
determine
accountability for
attaining goals.
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
practical
applications of
organizational
theories.
applications of
organizational
theories.
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.
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.
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. Candidates
E. Promote
demonstrate the
Community
Involvement in ability to bring
the Vision
together and
communicate
effectively with
stakeholders
within the
district and the
larger
community
concerning
implementation
and realization
of the vision.
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.
6.1 Establish
operational plans
and processes to
accomplish
strategic goals,
utilizing practical
applications of
organizational
theories.
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.
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
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.
of results, provide
coaching and
mentoring, gain
resources, serve as
a role model.).
Recognizes
everyone’s
contributions to
implementing the
vision and
mission
7.3 Apply
appropriate
communications
strategies (e.g.
identifying
audiences,
determining
messages selecting
transmission
mediums,
identifying reaction
of receivers,
soliciting
responses, etc.).
Fails to apply
appropriate
communications
strategies.
Inconsistently
applies
communications
strategies.
Applies appropriate
communications
strategies.
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
Fails to articulate
the district's or
school's vision,
mission and
priorities to the
community and
media.
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.
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 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 school-community 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.
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.
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 District
Leadership
Mo STEP 1.3
EAD Course
Strands
A. Promote
Positive School
Culture
1. Candidates
develop a
sustained
approach to
improve and
maintain a
positive district
culture for
learning that
capitalizes on
multiple aspects
of diversity to
meet the
learning needs of
all students.
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
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.).
Rubric
Fails to create a
positive school
culture that
promotes learning.
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.
growth.
B. Provide
Effective
Instructional
Program
1. Candidates
can demonstrate
an understanding
of a variety of
instructional
research
methodologies
and can analyze
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
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.
1.3.2 A school
administrator is
an educational
leader who
promotes the
success of all
students by
advocating,
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.
the comparable
strengths and
weaknesses of
each method.
2. Candidates
are able to use
qualitative and
quantitative data,
appropriate
research
methods,
technology, and
information
systems to
develop a longrange plan for a
district that
assesses the
district’s
improvement
and
accountability
systems.
3. Candidates
demonstrate the
ability to use and
promote
technology and
information
systems to
enrich district
curriculum and
instruction,
monitor
instructional
practices, and
provide
nurturing, and
sustaining a
school culture
and
instructional
program
conducive to
student learning
and staff
professional
growth.
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,
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.
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.
assistance to
administrators
who have needs
for
improvement.
4. Candidates
demonstrate the
ability to
allocate and
justify resources
to sustain the
instructional
program.
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
3.5 Align curricular
goals and
objectives with
instructional goals
and objectives and
desired outcomes
when developing
scope, sequence,
balance, etc.
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.
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.
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.
3.3 Base curricular
decisions on
research, applied
theory, informed
practice, the
recommendations
of learned societies,
Does not base
curricular decisions
on research, applied
theory, informed
practice, and the
recommendations
of learning
Makes curricular
decisions without
considering and
applying all of the
following areas:
research, applied
theory, informed
Bases 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
environment, etc.).
societies, and state
and federal policies
and mandates.
practice, the
recommendations
of learned societies,
and state and
federal policies and
mandates.
and state and
federal policies and
mandates.
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.
3.8 Use various
staffing patterns,
student grouping
plans, class
scheduling forms,
school
organizational
structures, and
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.
facilities design
processes, to
support various
teaching strategies
and desired student
outcomes.
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.
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.
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
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
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
faculty as resource,
and to ensure that
professional
development
activities focus on
improving student
outcomes.
programs,
integrating district
and school
priorities, building
faculty as resource,
and ensuring that
professional
development
activities focus on
improving student
outcomes.
priorities, to build
faculty as resource,
and to ensure that
professional
development
activities focus on
improving student
outcomes.
9.1 Use 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.).
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.
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.).
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.
9.3 Develop and
monitor long range
plans for school
and district
technology and
information
Has no long range
plans for school
and district
technology and
information
Develop a long
range plan for
school district
technology and
information
systems but fail to
Develops and
monitors long range
plans for school and
district technology
and information
systems, making
C. Apply Best
Practice to
Student
Learning
1. Candidates
demonstrate the
ability to
facilitate and
engage in
activities that
use best
practices and
sound
educational
research to
improve
instructional
programs.
2. Candidates
demonstrate an
ability to assist
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
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.
decisions.
implement and
monitor the plan.
informed decisions
about computer
hardware and
software, and about
staff development,
keeping in mind the
impact of
technologies on
student outcomes
and school
operations.
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.
Limited awareness
of the major
sources of fiscal
and non-fiscal
resources for
schools and school
districts.
Fully identifies and
analyzes the major
sources of fiscal
and non-fiscal
resources for
schools and school
districts.
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.
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.
school and
district personnel
in understanding
and applying
best practices for
student learning.
3. Candidates
understand and
can apply human
development
theory, proven
learning, and
motivational
theories, and
concern for
diversity to the
learning process.
4. Candidates
understand how
to use
appropriate
research
strategies to
profile student
performance in a
district and
analyze
differences
among
subgroups.
professional
growth
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
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
environment, etc.).
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.
3.8 Use various
staffing patterns,
student grouping
plans, class
scheduling forms,
school
organizational
structures, and
facilities design
processes, to
support various
teaching strategies
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.
and desired student
outcomes.
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.
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.
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.
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
Identifies and
shows ability to
continuously
leadership and their
application to
various school
environments.
application to the
school
environment.
theories and apply
them to the school
environment.
critique theories of
leadership and their
application to the
school
environment.
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.
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.
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
schools.
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
schools.
D. Design
Comprehensive
Professional
Growth Plans
1. Candidates
demonstrate
knowledge of
adult learning
strategies and
the ability to
apply technology
and research to
professional
development
design focusing
on authentic
problems and
tasks, mentoring,
coaching,
conferencing,
and other
techniques that
promote new
knowledge and
skills in the
workplace.
2. Candidates
demonstrate the
ability to use
observations and
collaborative
reflection to help
form
comprehensive
professional
growth plans
with district and
school
personnel.
3. Candidates
develop personal
professional
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
3.7 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.).
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.
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
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
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
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
growth plans
that reflect
commitment to
life-long
learning and best
practices.
activities focus on
improving student
outcomes.
faculty as resource,
and ensuring that
professional
development
activities focus on
improving student
outcomes.
development
activities focus on
improving student
outcomes.
4.2 Apply adult
learning strategies
to professional
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.
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
other techniques to
ensure that new
knowledge and
skills are practiced
in the workplace.
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
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.
9.1 Use technology,
telecommunications
and information
systems to enrich
curriculum and
instruction (e.g.
Does not use
technology,
telecommunications
and information
systems to enrich
curriculum and
Inconsistently uses
technology,
telecommunications
and information
systems to enrich
curriculum and
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.).
instruction.
instruction.
CAI systems, CD
ROM retrieval
systems, on-line
networks, distance
learning, interactive
video, etc.).
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.
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.
Has no long range
plans for school
and district
technology and
information
decisions.
Develop a long
range plan for
school district
technology and
information
systems but fail to
implement and
monitor the plan.
Develops and
monitors 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.
3.2 Develop
collaboratively a
learning
organization that
supports
instructional
improvement,
Fails to develop a
collaborative
learning
organization that
supports
instructional
improvement,
Develops a learning
organization that
fails to do one or
more of the
following: support
instructional
improvement, build
Develops
collaboratively a
learning
organization that
supports
instructional
improvement,
builds an
appropriate
curriculum, and
incorporates best
practice.
curriculum, and
best practices.
appropriate
curriculum, or
incorporate best
practices.
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.).
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.
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
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
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
faculty as resource,
and to ensure that
professional
development
activities focus on
improving student
outcomes.
programs,
integrating district
and school
priorities, building
faculty as resource,
and ensuring that
professional
development
activities focus on
improving student
outcomes.
priorities, to build
faculty as resource,
and to ensure that
professional
development
activities focus on
improving student
outcomes.
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.
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.
Standard 2.0 Narrative
Explanation: 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
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.
Examples of Promising Practices
for 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 Implement Standards
for Advanced Programs in
Educational Leadership document.
Conceptual Framework:
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.
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.
Elements
Meets
Standards for
School District
Leadership
Mo STEP 1.3
EAD Course
Strands
A. Manage the
Organization
1. Candidates
demonstrate the
ability to use
research-based
knowledge of
learning,
teaching, student
development,
organizational
development,
and data
management to
optimize
learning for all
students.
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
2.1 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
schools.
2. Candidates
focus on
effective
organization of
fiscal, human,
.
Rubric
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
schools.
and material
resources, giving
priority to
student learning
and safety, and
demonstrating an
understanding of
district
budgeting
processes and
fiduciary
responsibilities.
3. Candidates
demonstrate an
ability to
manage time
effectively and
to deploy
financial and
human resources
in a way that
promotes student
achievement.
4. Candidates
demonstrate the
ability to
organize a
district based on
indicators of
equity,
effectiveness,
and efficiency
and can apply
legal principles
that promote
educational
equity.
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.
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
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.
Uses effective
problemframing,
problem-solving,
conflictresolution, group
process,
consensus
building, and
communication
skills to identify,
confront, and
resolve problems
and opportunities
in a timely
manner.
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.
Exhibits the
ability to manage
and regularly
4.3 Apply effective
job analysis
procedures,
Fails to apply
effective job
analysis
Inconsistently
applies effective
job analysis
Applies effective
job analysis
procedures,
5. Candidates
demonstrate an
understanding of
how to apply
legal principles
to promote
educational
equity and
provide safe,
effective, and
efficient
facilities.
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.
supervisory
techniques and
performance
appraisal for
instructional and
non-instructional
staff.
procedures,
supervisory
techniques and
performance
appraisal for
instructional and
non-instructional
staff.
procedures,
supervisory
techniques and
performance
appraisal for
instructional and
non-instructional
staff.
supervisory
techniques and
performance
appraisal for
instructional and
non-instructional
staff.
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.
6.1 Establish
operational plans
and processes to
accomplish
strategic goals,
utilizing practical
applications of
organizational
theories.
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.
Demonstrates the
ability to serve as
a role model
through such
actions as
accepting
responsibility for
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.
Limited awareness
of the major
sources of fiscal
and non-fiscal
resources for
schools and school
districts.
Fully identifies and
analyzes the major
sources of fiscal
and non-fiscal
resources for
schools and school
districts.
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.
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.
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
community.
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.
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.
B. Manage
Operations
4. Candidates
create a plan for
involving
stakeholders in
aligning
1.3.2 A school
administrator is
an educational
leader who
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.
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.
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.
6.3 Implement
appropriate
management
techniques and
group processes to
Fails to implement
appropriate
management
techniques and
Inadequately
implements
appropriate
management
techniques and
Fully and
appropriately
implements
management
techniques and
resources and
priorities to
maximize
ownership and
accountability.
5. Candidates
can use
appropriate and
effective needs
assessment,
research-based
data, and group
process skills to
build consensus,
communicate,
and resolve
conflicts in order
to align
resources with
the district
vision.
6. Candidates
develop an
effective and
interactive staff
communication
plan for
integrating
district’s schools
and divisions.
7. Candidates
develop a plan to
promote and
support
community
collaboration
among district
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.
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.
Demonstrates the
ability to develop
pupil personnel
programs to meet
the needs of
students and their
families
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.
Bases curricular,
co-curricular, and
extra-curricular
decisions on a
variety of
information
sources, including
research,
teachers’
expertise, the
recommendations
of learned
societies
11.3 Define and
relate the general
characteristics of
internal and
external political
systems as they
apply to school
settings.
Fails to define and
relate the general
characteristics of
internal and
external political
systems as they
apply to school
settings.
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.
personnel.
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.
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
schools.
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
schools.
Uses effective
problemframing,
problem-solving,
conflictresolution, group
process,
consensus
building, and
communication
skills to identify,
confront, and
resolve problems
and opportunities
in a timely
manner.
Understands the
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.
need to create
and maintain a
safe, clean, and
aesthetically
pleasing school
environment
Understands the
need to create
and maintain a
safe, clean, and
aesthetically
pleasing school
environment
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.
7.3 Apply
appropriate
communications
strategies (e.g.
identifying
audiences,
determining
messages selecting
transmission
mediums,
identifying reaction
of receivers,
soliciting
responses, etc.).
Fails to apply
appropriate
communications
strategies.
Inconsistently
applies
communications
strategies.
Applies appropriate
communications
strategies.
Exhibits the
ability to ensure
the school plant,
equipment, and
support systems
operate safely,
efficiently, and
effectively
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
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.
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.
4.3 Apply effective
job analysis
procedures,
supervisory
techniques and
performance
appraisal for
instructional and
non-instructional
staff.
Fails to apply
effective job
analysis
procedures,
supervisory
techniques and
performance
appraisal for
instructional and
non-instructional
staff.
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.
Understands the
need and
processes
necessary to
create and
maintain a
school
environment that
operates on
behalf of
students and
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.
7.3 Apply
appropriate
communications
strategies (e.g.
Fails to apply
appropriate
communications
Inconsistently
applies
communications
Applies appropriate
communications
strategies.
their families
C. Manage
Resources
4. Candidates
use problemsolving skills
and knowledge
of strategic,
long-range, and
operational
planning
1.3.3 A school
administrator is
an educational
leader who
promotes the
success of all
students by
ensuring
identifying
audiences,
determining
messages selecting
transmission
mediums,
identifying reaction
of receivers,
soliciting
responses, etc.).
strategies.
strategies.
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.
4.3 Apply effective
job analysis
procedures,
supervisory
techniques and
performance
appraisal for
instructional and
non-instructional
staff.
Fails to apply
effective job
analysis
procedures,
supervisory
techniques and
performance
appraisal for
instructional and
non-instructional
staff.
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.
1.3 Frame, analyze,
and resolve
problems using
appropriate
problem-solving
techniques and
decision-making
skills (e.g. identify
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.
Has the ability to
frame, analyze and
resolve problems
using appropriate
problem-solving
techniques and
decisions-making
(including
applications of
technology) in
the effective,
legal, and
equitable use of
fiscal, human,
and material
resource
allocation that
focuses on
teaching and
learning.
5. Candidates
creatively seek
new resources to
facilitate
learning.
6. Candidates
apply an
understanding of
school district
finance
structures and
models to ensure
that adequate
financial
resources are
allocated
equitably for the
district.
7. Candidates
apply and assess
current
technologies for
management,
business
management of
the organization,
operations, and
resources for a
safe, efficient,
and effective
learning
environment.
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.
skills.
Uses knowledge
of learning,
teaching, and
student
development to
inform
management
decisions
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.
Limited awareness
of the major
sources of fiscal
and non-fiscal
resources for
schools and school
districts.
Fully identifies and
analyzes the major
sources of fiscal
and non-fiscal
resources for
schools and school
districts.
Aligns and
manages time
and resources
(financial,
human, and
material) to
maximize
attainment of
organizational
goals
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
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.
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
procedures, and
scheduling.
food service.).
food service.).
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.
8.4 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.
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
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.
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.
9.1 Use 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.).
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.
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.).
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.
Limited awareness
of the major
sources of fiscal
and non-fiscal
resources for
schools and school
districts.
Fully identifies and
analyzes the major
sources of fiscal
and non-fiscal
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.
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.).
Standard 3.0 Narrative
Explanation: 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
8.3 Develop an
efficient budget
planning process
that is driven by
district and school
priorities and
involves staff and
community.
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.
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.
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.
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
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.
Examples of Promising Practices
for Candidate Performance
Activities: Candidates are required to
conduct a cost-benefit 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 Implement Standards
for Advanced 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.
Conceptual Framework:
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.
10. Collaboration and Leadership: the ability and skills to foster and maintain
collaborative, empowering relationships with other professionals within schools and the
community.
Elements
Meets
Standards for
School District
Leadership
Mo STEP 1.3
EAD Course
Strands
A. Collaborate
9. Candidates
demonstrate the
ability to
facilitate the
planning and
implementation
of programs and
services that
bring together
the resources of
families and the
community to
positively affect
student learning.
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.
3.1 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.
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.
Understands and
exhibits the
inclination to
promote and use a
variety of
methods for
assessing student
and staff
performance
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.
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.
with Families
and Other
Community
Members
10. Candidates
demonstrate an
ability to use
public
information and
research-based
knowledge of
issues and trends
to collaborate
with community
members and
community
organizations to
have a positive
affect on student
learning.
11. Candidates
apply an
Rubric
understanding of
community
relations models,
marketing
strategies and
processes, data
driven decisionmaking, and
communication
theory to craft
frameworks for
school, business,
community,
government, and
higher education
partnerships.
12. Candidates
demonstrate an
ability to
develop and
implement a
plan for
nurturing
relationships
with community
leaders and
reaching out to
different
business,
religious,
political, and
service
organizations to
strengthen
programs and
support district
goals.
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.
6.1 Establish
operational plans
and processes to
accomplish
strategic goals,
utilizing practical
applications of
organizational
theories.
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.
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
appropriate policy
development,
program planning,
and assessment
processes.
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.
1.3.4 A school
administrator is
an educational
leader who
promotes the
success of all
students by
collaborating
10.6 Utilize and
respond effectively
to electronic and
printed news
media.
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.
13. Candidates
demonstrate the
ability to involve
community
members,
groups, and
other
stakeholders in
district decisionmaking,
reflecting an
understanding of
strategies to
capitalize on the
district’s integral
role in the larger
community.
14. Candidates
develop a plan to
collaborate with
community
agencies to
integrate health,
social, and other
services in the
schools to
address student
and family
conditions that
affect learning.
15. Candidates
develop a plan
for community
relations that
effects
knowledge of
effective media
with families
and community
members,
responding to
diverse
community
interests and
needs, and
mobilizing
community
resources
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
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.
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.
relations and that
models effective
media relations
practices.
16. Candidates
develop a plan
that supports the
involvement of
families in the
education of
their children
that reinforces
for district staff a
belief that
families have the
best interests of
their children in
mind.
serve one
another as
resources.
Demonstrates a
commitment to
high visibility,
active
involvement, and
communication
with the larger
community
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.
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
6.2 Apply a
systems
perspective,
viewing schools as
interactive internal
systems operating
within external
environments.
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.
Understands the
necessity of
using public
resources and
funds
appropriately and
wisely
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.
.
Models
community
collaboration for
staff and
provides
opportunities for
everyone to
develop
collaborative
skills
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.
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.
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.
Can maintain
open lines of
communication
and ongoing
dialog with
diverse
community
10.1 Analyze
community and
district power
structures, and
identify major
opinion leaders and
their relationships
to school goals and
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
groups and
decision-makers
concerning
trends, issues,
and potential
changes in the
environment
within which the
school operates
programs.
programs.
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.
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.
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
Fails to articulate
the district's or
school's vision,
mission and
priorities to the
community and
media.
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 (e.g.
form collaborative
relationships with
businesses, citizen
groups,
neighborhood
associations, social
service agencies,
parent
organizations,
advocacy groups,
universities, and
religious
institutions, etc.).
school priorities
and programs.
10.6 Utilize and
respond effectively
to electronic and
printed news
media.
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.
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.
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.
B. Respond to
Community
Interests and
Needs
5. Candidates
facilitate and
engage in
activities that
reflect an ability
to inform district
decision-making
by collecting and
organizing
formal and
informal
information from
multiple
stakeholders.
6. Candidates
develop a plan to
promote
maximum
involvement
with, and
visibility within
the community.
7. Candidates
demonstrate the
ability to interact
effectively with
individuals and
groups that
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,
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.
1.3.4 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
6.1 Establish
operational plans
and processes to
accomplish
strategic goals,
utilizing practical
applications of
organizational
theories.
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.
Understands how
to establish
partnerships with
area businesses,
institutions of
higher education,
and community
youth and family
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.
reflect
conflicting
perspectives.
8. Candidates
demonstrate the
ability to
effectively and
appropriately
assess, research,
and plan for
diverse district
and community
conditions and
dynamics and
capitalize on the
diversity of the
community to
improve district
performance and
student
achievement.
10. Candidates
develop a plan to
advocate for
students with
special and
exceptional
needs.
service groups to
help the school
solve problems
and achieve
goals
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
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.
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.
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,
and assessment
Inconsistently
involves family and
community in
appropriate policy
development,
program planning,
and assessment
Involves family and
community in
appropriate policy
development,
program planning,
and assessment
processes.
processes.
processes.
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.
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.
7.3 Apply
appropriate
communications
strategies (e.g.
identifying
audiences,
determining
messages selecting
transmission
mediums,
identifying reaction
of receivers,
soliciting
responses, etc.).
Fails to apply
appropriate
communications
strategies.
Inconsistently
applies
communications
strategies.
Applies appropriate
communications
strategies.
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.
6.1 Establish
operational plans
and processes to
accomplish
strategic goals,
utilizing practical
applications of
organizational
theories.
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.
10.3 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.
5.2 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.
C. Mobilize
Community
Resources
4. Candidates
demonstrate an
understanding of
and ability to use
community
resources,
including youth
services that
enhance student
achievement, to
solve district
problems and
accomplish
district goals.
5. Candidates
develop a plan to
offer district
resources to the
community to
solve issues of
joint concern.
6. 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.
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
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.
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
6.1 Establish
operational plans
and processes to
accomplish
strategic goals,
utilizing practical
applications of
organizational
theories.
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.
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
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.
Limited awareness
of the major
sources of fiscal
and non-fiscal
resources for
schools and school
districts.
Fully identifies and
analyzes the major
sources of fiscal
and non-fiscal
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.
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.).
8.4 Perform budget
management
functions including
financial planning,
monitoring, cost
control,
expenditures
accounting, and
cash flow
management.
Standard 4.0 Narrative
Explanation: 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 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
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.
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.
Examples of Promising Practices
for Candidate Performance
Activities: 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.
Additional activities can be found
beginning on page 25 of the
Instructions to Implement Standards
for Advanced Programs in
Educational Leadership document.
Conceptual Framework:
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.
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.
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.
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, and in
an ethical manner.
Elements
Meets
Standards for
School District
Leadership
A. Acts with
2. Candidates
demonstrate a
respect for the
rights of others
with regard to
Integrity
Mo STEP 1.3
EAD Course
Strands
1.3.2 A school
administrator is
an educational
leader who
promotes the
1.7 Manifest a
professional code
of ethics and
values.
Rubric
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.
confidentiality
and dignity and
engage in honest
interactions.
success of all
students by
advocating,
nurturing, and
sustaining a
school culture
and
instructional
program
conducive to
student learning
and staff
professional
growth
Treats everyone
with fairness,
dignity, and
respect
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
Understands and
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.
expresses the
need to maintain
confidentiality
and privacy of
school records
B. Acts Fairly
2. Candidates
demonstrate the
ability to
combine
impartiality,
sensitivity to
student diversity,
and ethical
considerations in
their interactions
with others.
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
1.7 Manifest a
professional code
of ethics and
values.
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.
Treats everyone
with fairness,
dignity, and
respect
7.1 Use appropriate
interpersonal skills
(e.g. exhibiting
sensitivity, showing
respect and interest,
perceiving needs
and concerns,
showing tact,
exhibiting
consistency and
trustworthiness,
Lacks appropriate
interpersonal skills.
Inconsistently uses
appropriate
interpersonal skills.
Uses appropriate
interpersonal skills.
etc.).
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.
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.
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 policy options
and political
strategies.
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.
Recognizes the
need and desire
to fulfill legal
and contractual
obligations
C. Acts
2. Candidates
make and
1.3.5 A school
administrator is
1.7 Manifest a
professional code
Has no professional
code of ethics and
Actions fail to
reflect student's
Always acts in
accordance with
Ethically
explain decisions
based upon
ethical and legal
principles.
an educational
leader who
promotes the
success of all
students by
acting with
integrity,
fairness, and in
an ethical
manner.
of ethics and
values.
values.
professional code
of ethics and values
professional code
of ethics and
values.
Possesses and
reflects upon a
personal and
professional code
of ethics and
expects others in
the school
community to
behave ethically
and with
integrity
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.
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
11.5 Make
decisions based on
the moral and
ethical implications
of policy options
and political
strategies.
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.
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.
Recognizes the
need and desire
to fulfill legal
and contractual
obligations
Standard 5.0 Narrative
Explanation: 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 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.
Examples of Promising Practices
for Candidate Performance
Activities: 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
self-analysis of a transcript of a
speech delivered to a community
organization and look for examples of
integrity, fairness, and ethical
behavior.
Additional activities can be found
beginning on page 25 of the
Instructions to Implement Standards
for Advanced Programs in
Educational Leadership document.
Conceptual Framework:
Refer to numbers 1-10 on Pages 3 and 4 above.
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,
social, economic, legal, and
cultural context.
Elements
Meets
Standards for
School District
Leadership
A. Understand
9. Candidates
demonstrate the
ability to use
appropriate
research
methods,
theories, and
concepts to
improve district
operations.
the Larger
Context
10. Candidates
demonstrate an
understanding of
the complex
causes of
poverty and
other
disadvantages
and their effects
MoSTEP 1.3
EAD Course
Strands
Rubric
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.
1.4 Initiate,
manage, and
evaluate the change
process.
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.
Recognizes and
respects the
legitimate
authority of
others
1.5 Identify and
critique several
theories of
leadership and their
application to
various school
Fails to identify and
critique leadership
theories and their
application to the
school
Identifies theories
of leadership but
fails to critique
theories and apply
them to the school
Identifies and
shows ability to
continuously
critique theories of
leadership and their
application to the
on families,
communities,
children, and
learning.
11. Candidates
demonstrate an
understanding of
the policies,
laws, and
regulations
enacted by local,
state, and federal
authorities
affecting a
specific district.
12. Candidates
can explain the
system for
financing public
schools and its
effects on the
equitable
distribution of
educational
opportunities
within a district.
13. Candidates
can explain their
familiarity with
political leaders
at the local,
state, and
national level.
14. Candidates
can apply an
environments.
environment.
environment.
school
environment.
Recognizes the
need and desire
to fulfill legal
and contractual
obligations
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.).
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.
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.
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.
Understands the
need and
processes
necessary to
6.2 Apply a
systems
perspective,
viewing schools as
interactive internal
Does not view
schools as
interactive internal
systems operating
within external
Views schools as
interactive internal
systems operating
within external
environments but
Applies a systems
perspective,
viewing schools as
interactive internal
systems operating
understanding of
how specific
laws at the local,
state, and federal
level affect
school districts
and residents.
15. Candidates
espouse
positions in
response to
proposed policy
changes that
would benefit or
harm districts
and explain how
proposed
policies and laws
might improve
educational and
social
opportunities for
specific
communities.
create and
maintain a
school
environment that
operates on
behalf of
students and
their families
systems operating
within external
environments.
environments.
fails to apply this
knowledge.
within external
environments.
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.
6.2 Apply a
systems
perspective,
viewing schools as
interactive internal
systems operating
within external
environments.
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.
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.
11.2 Apply
knowledge of
common law and
contractual
requirements and
procedures in an
educational setting
(e.g. tort liability,
contract
administration,
formal hearings.
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.
Applies knowledge
of common law and
contractual
requirements and
procedures in an
educational setting.
11.4 Describe the
processes by which
federal, state,
district, and schoolsite policies are
formulated,
enacted,
implemented and
evaluated, and
develop strategies
for influencing
policy
development.
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.
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
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
interactive internal
systems operating
within external
environments.
within external
environments.
environments but
fails to apply this
knowledge.
systems operating
within external
environments.
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.
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.
Limited awareness
of the major
sources of fiscal
and non-fiscal
resources for
schools and school
districts.
Fully identifies and
analyzes the major
sources of fiscal
and non-fiscal
resources for
schools and school
districts.
6.2 Apply a
systems
perspective,
viewing schools as
interactive internal
systems operating
within external
environments.
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.
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.
6.2 Apply a
systems
perspective,
viewing schools as
interactive internal
systems operating
within external
environments.
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.
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.
11.2 Apply
knowledge of
common law and
contractual
requirements and
procedures in an
educational setting
(e.g. tort liability,
contract
administration,
formal hearings.
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.
Applies knowledge
of common law and
contractual
requirements and
procedures in an
educational setting.
11.4 Describe the
processes by which
federal, state,
Cannot describe the
process by which
federal, state,
Can describe the
process by which
federal, state,
Describes the
processes by which
federal, state,
district, and schoolsite policies are
formulated,
enacted,
implemented and
evaluated, and
develop strategies
for influencing
policy
development.
district, and schoolsite policies are
formulated,
enacted,
implemented and
evaluated.
district, and schoolsite policies are
formulated,
enacted,
implemented and
evaluated, but fails
to develop
strategies for
influencing policy
development.
district, and schoolsite policies are
formulated,
enacted,
implemented and
evaluated, and
develops strategies
for influencing
policy
development.
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.
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.
7.3 Apply
appropriate
communications
strategies (e.g.
identifying
audiences,
determining
messages selecting
transmission
mediums,
Fails to apply
appropriate
communications
strategies.
Inconsistently
applies
communications
strategies.
Applies appropriate
communications
strategies.
identifying reaction
of receivers,
soliciting
responses, etc.).
B. Respond to
the Larger
Context
2. Candidates
develop a plan to
engage students,
parents,
members of the
school board,
and other
community
members in
advocating for
adoption of
improved
policies and
laws.
3. Candidates
apply their
understanding of
the larger
political, social,
economic, legal,
and cultural
context to
develop
activities and
policies that
benefit their
district and its
students.
4. Candidates
develop a plan to
communicate
regularly with all
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.
6.1 Establish
operational plans
and processes to
accomplish
strategic goals,
utilizing practical
applications of
organizational
theories.
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.
Can maintain
open lines of
communication
and ongoing
dialog with
diverse
community
groups and
decision-makers
concerning
trends, issues,
and potential
changes in the
environment
within which the
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
Fails to articulate
the district's or
school's vision,
mission and
priorities to the
community and
media.
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.
segments of the
district
community
concerning
trends, issues,
and policies
affecting the
district.
school operates
service agencies,
parent
organizations,
advocacy groups,
universities, and
religious
institutions, etc.).
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
6.2 Apply a
systems
perspective,
viewing schools as
interactive internal
systems operating
within external
environments.
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.
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.
6.1 Establish
operational plans
and processes to
accomplish
strategic goals,
utilizing practical
applications of
organizational
theories.
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.
C. Influence
the Larger
Context
5. Candidates
demonstrate an
understanding of
how to develop
lines of
1.3.6 A school
administrator is
an educational
leader who
promotes the
6.2 Apply a
systems
perspective,
viewing schools as
interactive internal
systems operating
within external
environments.
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.
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.
7.3 Apply
appropriate
communications
strategies (e.g.
identifying
audiences,
determining
messages selecting
transmission
mediums,
identifying reaction
of receivers,
soliciting
responses, etc.).
Fails to apply
appropriate
communications
strategies.
Inconsistently
applies
communications
strategies.
Applies appropriate
communications
strategies.
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.
communication
with local, state,
and federal
authorities and
actively
advocate for
improved
policies, laws,
and regulations
affecting a
specific district,
both directly and
through
organizations
representing
schools,
educators, or
others with
similar interests.
6. 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.
success of all
students by
understanding,
responding to,
and influencing
the larger
political, social,
economic, legal,
and cultural
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 internal
systems operating
within external
environments.
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.
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.
7.3 Apply
appropriate
communications
strategies (e.g.
identifying
audiences,
determining
messages selecting
transmission
mediums,
Fails to apply
appropriate
communications
strategies.
Inconsistently
applies
communications
strategies.
Applies appropriate
communications
strategies.
identifying reaction
of receivers,
soliciting
responses, etc.).
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.
11.4 Describe the
processes by which
federal, state,
district, and schoolsite policies are
formulated,
enacted,
implemented and
evaluated, and
develop strategies
for influencing
policy
development.
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.
6.2 Apply a
systems
perspective,
viewing schools as
interactive internal
systems operating
within external
environments.
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.
7.4 Promote
multicultural
awareness, gender
sensitivity, and
racial and ethnic
appreciation.
Standard 6.0 Narrative
Explanation: 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.
Examples of Promising Practices
for Candidate Performance
Activities: Candidates are required to
interview state legislators and/or
lobbyists and present a report about
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.
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.
Additional activities can be found
beginning on page 25 of the
Instructions to Implement Standards
for Advanced Programs in
Educational Leadership document.