Initial Licensure Learning Outcomes Aligned with Ohio Standards for the Teaching
Profession (OSTP) and (INTASC)
Learning
OSTP Goals
INTASC
Outcomes
Ln1: Recognize and
respect the uniqueness,
diversity, and dignity of
students.
1.4: Model respect for student’s diverse
cultures, language skills and experiences.
Ln2: Understand and
apply knowledge of
content, discipline,
child/adolescent
development, and
environment to create
meaningful experiences
and differentiated
instruction.
1.1: Display knowledge of how students learn
and of the developmental characteristics of age
groups.
1.2: Understand what students know and are
able to do and use this knowledge to meet the
needs of all students.
1.5: Recognize characteristics of gifted
students, students with disabilities and at-risk
students in order to assist in appropriate
identification, instruction and intervention.
2.1: Know the content they teach and use their
knowledge of content-specific concepts,
assumption and skills to plan instruction.
2.2: Understand and use content-specific
instructional strategies to effectively teach the
central concepts and skills of the discipline.
2.4: Understand the relationship of knowledge
within the discipline to other content areas.
4.4: Apply knowledge of how students think
and learn to instructional design and delivery.
4.5: Differentiate instruction to support the
learning needs of all students.
3.1: Are knowledgeable about assessment types,
their purposes and the data they generate.
3.2: Select, develop and use a variety of
diagnostic, formative and summative
assessments.
3.3: Analyze data to monitor student progress
and learning and to plan, differentiate and
modify instruction.
3.5: Involve learners in self-assessment and
goal setting to address gaps between
performance and potential.
Ln3: Recognize and
understand the
professional dispositions
of organization &
depend-ability.
(dispositions)
Ln4: Communicate
effectively. (University
Core Goal).
2: Understands how children learn and
develop and can provide learning
opportunities that support their intellectual,
social, and personal development.
3: Understands how students differ in their
approaches to learning and creates
instructional opportunities that are adapted to
diverse learners.
9: Is a reflective practitioner who
continually evaluates the effects of his/her
choices and actions on others, and who
actively seeks out opportunities to grow
professionally.
1: Understands the central concepts, tools of
inquiry, and structures of the discipline(s)
he or she teaches and can create learning
experiences that make these aspects of
subject matter meaningful to students.
3: Understands how students differ in their
approaches to learning and creates
instructional opportunities that are adapted
to diverse learners.
4: Understands and uses a variety of
instructional strategies to encourage
students’ development of critical thinking,
problem solving, and performance skills.
5: Uses an understanding of individual and
group motivation and behavior to create a
learning environment that encourages
positive social interaction in the classroom.
7: Plans instruction based upon knowledge
of subject matter, students, the community,
and curriculum goals.
8: Understands and uses formal and
informal assessment strategies to evaluate
and ensure the continuous intellectual,
social, and physical development of the
learner.
Advanced Licensure Learning Outcomes Aligned with OSP and ELCC
Learning Outcomes
OSP Standards
ELCC Standards
Ln1: Create a shared vision and clear
goals for school and school districts.
Ln2: Understand how to implement
high quality, standard-based
instruction that results in higher
levels of student achievement.
Ln3: Understand the procedures to
support staff and students to establish
an environment that is conducive to
learning.
1.1 Facilitate the articulation and
realization of a shared vision of
continuous school improvement.
2.3 Advocate for high levels of
learning for all students.
3.4 Institute procedures and
practices to support staff and
students to establish an
environment that is conducive to
learning.
1.1 Develop a School Vision of Learning.
2.2 Demonstrate the ability to make
recommendations regarding the design,
implementation, and evaluation of a
curriculum that fully accommodates learners’
diverse needs.
2.4 Demonstrate the ability to use strategies
such as observations, collaborative reflection,
and adult learning strategies to form
comprehensive professional growth plans with
teachers and other school personnel.
Advanced Teaching Learning Outcomes Aligned with Ohio Standards for the Teaching
Profession (OSTP) and the National Board for Professional Teaching Standards
(NBPTS)
Learning Outcomes
OSTP
NBPTS
Ln1: Recognize and respect the
uniqueness, diversity, and dignity of
students
Ln2: Understand and apply
knowledge of content, discipline,
child/adolescent development, and
environment to create meaningful
experiences and differentiated
instruction.
1.4 Model respect for student’s diverse
cultures, language skills, and experiences.
1.1 Display knowledge of how students learn
and of the development characteristics of
age groups.
1.2 Understand what students know and are
able to do and use this knowledge to meet
the needs of all students.
1.5 Recognize characteristics of gifted students,
students with disabilities and at-risk
students in order to assist in appropriate
identification, instruction, and intervention.
2.1 Know the content they teach and use their
knowledge of content- specific concepts,
assumptions, and skills to plan instruction.
2.2 Understand and use content-specific
instructional strategies to effectively teach
the central concepts and skills of the
discipline.
2.4 Understand the relationship of knowledge
with the discipline to other content areas.
3.1 Are knowledgeable about assessment
types, their purposes, and the data they
generate.
3.2 Select, develop, and use a variety of
diagnostic, formative, and summative
assessments.
3.3 Analyze data to monitor student progress
and learning and to plan, differentiate and
modify instruction.
3.4 Involve learners in self-assessment and
goal -setting to address gaps between
performance and potential.
Proposition 1: Teachers are
committed to students and
learning.
Proposition 2: Teachers know the
subjects they teach and how to
teach those subjects to students.
Proposition 4: Teachers think
systematically about their practice
and learn from experience.
Proposition 3: Teachers are
responsible for managing and
monitoring student learning.
Initial Licensure Serving Outcomes Aligned with Ohio Standards for the Teaching
Profession (OSTP) and (INTASC)
Serving
OSTP
INTASC
Outcomes
S1: Apply strategies,
methods, and techniques that
will enhance instruction and
learning.
4.2: Use information about students’
learning and performance to plan and
deliver instruction that will close the
achievement gap.
4.3: Communicate clear learning
goals and explicitly link learning
activities to those defined goals.
S2: Utilize various
technology and
materials to augment
instruction.
4.7: Use resources effectively, including
technology, to enhance student learning.
S3: Create meaningful
assessments and evaluations
to improve teaching and
learning.
1.3: Expect that all students will achieve to
their full potential.
S4: Serves with positive
dispositions that all students
can learn.
S5: Serves all students fairly
and establishes caring and
supportive environments.
S6: Responds to community
interests and needs.
S7: Applies the professional
dispositions of being
resourceful, caring,
responsible, social/collegial,
and adaptable (dispositions).
S8: Demonstrate
knowledge-based
values and an
understanding of the
Christian vocation of
teaching through
service (University
Core goal).
5.1: Treat all students fairly and establish
an environment that is respectful,
supportive, and caring.
5.2: Create an environment that is
physically and emotionally safe.
4: Understands and uses a variety of
instructional strategies to encourage
students’ development of critical
thinking, problem solving and
performance skills.
7: Plans instruction based upon
knowledge of subject matter, students,
the community, and curriculum goals.
9: Is a reflective practitioner who
continually evaluates the effects of
his/her choices and actions on others,
and who actively seeks out
opportunities to grow professionally.
6: Has knowledge of effective verbal,
nonverbal, and media communication
techniques to foster active inquiry,
collaboration, and supportive
interaction in the classroom.
1:Understands the central concepts,
tools of inquiry, and structures of the
discipline(s) he or she teaches and can
create learning experiences that make
these aspects of subject matter
meaningful to students.
2: Understands how children learn
and develop and can provide learning
opportunities that support their
intellectual, social, and personal
development.
3: Understands how students differ in
their approaches to learning and
creates instructional opportunities that
are adapted to diverse learners.
5: Uses an understanding of
individual and group motivation and
behavior to create a learning
environment that encourages positive
social interaction in the classroom.
2: Understands how children learn
and develop and can provide learning
opportunities that support their
intellectual, social, and personal
development.
5: Uses an understanding of
individual and group motivation and
behavior to create a learning
environment that encourages positive
social interaction in the classroom.
Advanced Licensure Serving Outcomes Aligned with OSP and ELCC
Serving Outcomes
OSP Standards
ELCC Standards
S1: Serves with integrity, fairness,
and ethical standards.
S2: Collaborates with families and
other community members.
S3: Responds to community interests
and needs.
3.5 Understands, upholds and models
professional ethics, policies, and
legal codes of professional conduct.
4.1 Promotes a collaborative learning
culture.
5.1 Plans and leads community
initiatives that support building goals
and impact student learning.
5.3 Makes and explains decisions
based upon ethical principles.
4.1 Demonstrates the ability to involve
families in the child’s education.
4.2 Displays the ability to capitalize
on the diversity of the school
community to improve school
programs and meet diverse students’
needs.
Advanced Teaching Serving Outcomes Aligned with Ohio Standards for the
Teaching Profession (OSTP) and the National Board for Professional Teaching
Standards (NBPTS)
Serving Outcomes
OSTP
NBPTS
S1: Collaborates with families and
other community members.
S2: Responds to community interests
and needs.
S3: Serves with positive dispositions
that all students can learn.
S4: Serves all students fairly and
establish caring and supportive
environments.
6.3 Collaborates effectively with
other teachers, administrators and
school and district staff.
6.4 Collaborates effectively with the
local community and community
agencies, when and where
appropriate, to promote a positive
environment for student learning.
7.3 Seek opportunities to positively
impact teaching quality, school
improvements, and student
achievement.
5.1 Treats all students fairly and
establish an environment that is
respectful, supportive, and caring.
Proposition 1: Teachers are committed
to students and learning.
Proposition 1: Teachers are committed
to students and learning
Proposition 1: Teachers are committed
to students and learning.
Proposition 1: Teachers are committed
to students and learning.
Initial Licensure Leading Outcomes Aligned with Ohio Standards for the Teaching
Profession (OSTP) and (INTASC)
Leading
OSTP
INTASC
Outcomes
L1: Develop personal
and professional
growth through
ethics, Christian
values, clear
communications, and
critical thinking skills
to impact teaching,
schools, and student
achievement.
L2: Implement
collaborative
leadership skills
within the school,
community, and
profession to support
student learning.
L3: Motivate
students to work
productively and
assume responsibility
for their own
learning.
L4: Leads by
demonstrating
determination,
professionalism, and
initiative
(dispositions).
6.1: Teachers communicate clearly and
effectively.
7.1: Understand, uphold and follow professional
ethics, policies and legal codes of professional
conduct.
7.2: Take responsibility for engaging in
continuous, purposeful professional
development.
7.3: Are agents of change who seek
opportunities to positively impact teaching
quality, school improvements, and student
achievements.
3.4: Collaborate and communicate student
progress with students, parents and colleagues.
6.2: Share responsibility with parents and
caregivers to support student learning,
emotional, and physical development and
mental health.
6.3: Collaborate effectively with other teachers,
administrators, and school and district staff.
6.4: Collaborate effectively with local
community and community agencies to promote
positive environment for student learning.
5.3: Motivate students to work
productively and assume responsibility
for their own learning.
5.4: Create learning situation in which
students work independently,
collaboratively and as a whole class.
2: Understands how children learn and
develop and can provide learning
opportunities that support their
intellectual, social, and personal
development.
5: Uses an understanding of individual
and group motivation and behavior to
create a learning environment that
encourages positive social interaction in
the classroom.
9: Is a reflective practitioner who
continually evaluates the effects of
his/her choices and actions on others,
and who actively seeks out
opportunities to grow professionally.
5: Uses an understanding of individual
and group motivation and behavior to
create a learning environment that
encourages positive social interaction in
the classroom.
9: Is a reflective practitioner who
continually evaluates the effects of
his/her choices and actions on others,
and who actively seeks out opportunities
to grow professionally.
2: Understands how children learn and
develop and can provide learning
opportunities that support their
intellectual, social, and personal
development.
5: Uses an understanding of individual
and group motivation and behavior to
create a learning environment that
encourages positive social interaction in
the classroom.
6: Has knowledge of effective verbal,
nonverbal, and media communication
techniques to foster active inquiry,
collaboration, and supportive interaction
in the classroom.
Advanced Licensure Leading Outcomes Aligned with OSP and ELCC
Leading Outcomes
OSP Standards
ELCC Standards
L1: Leads effective instructional
programming.
2.2 Ensures effective instructional
practices that meet the needs of all
students.
L2: Promotes positive school culture.
3.2 Creates a nurturing learning
environment that addresses the
physical and mental health needs
of all.
2.5 Understands, encourages, and
facilitates the effective use of data
by staff.
L3: Effectively manages the
operation.
2.2 Facilitates activities that apply
principles of effective instruction to
improve instructional practices and
curricular materials.
2.1 Assesses school culture and
implement strategies that capitalize on
the diversity of the school community.
3.2 Uses appropriate and effective needs
assessment, research-based data, and
group processes to build consensus,
communicate, and resolve conflicts.
Advanced Teaching Leading Outcomes Aligned with Ohio Standards for the
Teaching Profession (OSTP) and the National Board for Professional Teaching
Standards (NBPTS)
Leading Outcomes
OSTP
NBPTS
L1: Develop personal professional
growth through ethics, Christian
values, clear communications, and
critical thinking skills to impact
teaching, schools, and student
achievement.
L2: Implement collaborative
leadership skills within the school,
community, and profession to support
student learning
L3: Motivate students to work
productively and assume
responsibility for their own learning.
6.1 Communicate clearly and effectively.
7.1 Understand, uphold and follow
professional ethics, policies, and legal
codes of professional conduct.
7.2 Take responsibility for engaging in
continuous, purposeful professional
development.
7.3 Are agents of change who seek
opportunities to positively impact
teaching quality, school improvements,
and student achievements
3.4 Collaborate and communicate student
progress with students, parents, and
colleagues
6.2 Share responsibility with parents and
caregivers to support student learning,
emotional, an physical development and
mental health.
6.3 Collaborate effectively with other
teachers, administrators, and school and
district staff.
6.4 Collaborate effectively with local
community agencies to promote positive
environments for student learning.
5.3 Motivate students to work
productively and assume responsibility
for their own learning.
5.4 Create learning situations in which
students work independently,
collaboratively and as a whole class.
Proposition 4: Teachers think
systematically about their practice
and learn from experience.
Proposition 5: Teachers are
Members of Learning
Communities.
Proposition 3: Teachers are
responsible for managing and
monitoring student learning.
Standards for Ohio Educators
INTASC Principles
NBPTS
1. Understand student learning and their development and respect the
diversity of the students they teach
2. Know and understand the content area for which they have instructional
responsibilities.
3. Understand and use varied assessments to inform instruction, evaluate and
ensure student learning.
4. Plan and deliver effective instruction that advances the learning of each
individual student.
5. Create learning environments that promote high levels of learning and
achievement for all students.
6. Collaborate and communicate with students, parents, other educators,
administrators and the community to support student learning.
7. Assume responsibility for professional growth, performance, and
involvement as individuals and as members of a learning community.
2,3
1
1,4
2
8
2,3
6,7
1,2,3,4
5
1,2,3,4
10
5
9
5
Ohio Standards for Principals
1. Establish and maintain a safe school environment.
2. Create a nurturing learning environment that addresses the
physical and mental health needs of all.
3. Allocate resources, including technology, to support student and staff learning.
4. Institute procedures and practices to support staff and students and establish an
environment that is conducive to learning.
5. Understand, uphold, and model professional ethics, policies, and legal codes of
professional conduct.
ELCC Standards
2, 3
2
3, 4
1, 2, 3,
5, 6
Standard
Number
1
1.1
1.2
1.3
Teacher Standards
Teachers display knowledge of how students learn
and of the developmental characteristics of age
groups.
Teachers understand what student know and are
able to do and use this knowledge to meet the needs
of all students.
Teachers expect that all students will achieve to
their full potential.
Teachers model respect for students’ diverse
cultures, language skills and experiences.
1.5
Teachers recognize characteristics of gifted
students, students with disabilities and at-risk
students in order to assist in appropriate
identification, instruction, and intervention.
2.1
2.2
2.3
2.4
2.5
3
3.1
3.2
3.3
3.4
3.5
4
4.1
4.2
4.3
NCATE
Praxis II
Praxis III
Students: Teachers understand student learning and development, and respect the diversity of the students they teach
1.4
2
INTASC
BK1
BP4
FP2
BP1
HP1
BK3
BP5
GP3
CK1
BP2
FD3
BP3
FD4
1c
1d
IA1
IC2
IA2
IC3
A1
CP2
HD1
1c
3c
1d
IB2
IB5
A1
A4
CD1
FK5
CD3
CP3
HD2
CD4
BP3
HP3
CP5
BP4
1g
4a
IB1
IB4
IB6
IC3
CP6
1c
1g
GP4
JD1
JP4
4a
4d
IB1
111
B
IB6
IVB
2
A1
GD3
BP5
BK2
HP2
CCP
4
CK4
BD1
CK2
CD2
BD2
CP1
BP1
CP3
1c
3c
1d
4a
IB2
IIA2
IB4
IIA4
A1
B2
A4
C3
FD5
A2
C2
D2
B1
B2
4d
Content: Teachers know and understand the content area for which they have instructional responsibility.
Teachers know the content they teach and use their
knowledge of content-specific concepts,
assumptions and skills to plan instruction.
Teachers understand and use content-specific
instructional strategies to effectively teach the
central concepts and skills of the discipline.
Teachers understand school and district curriculum
priorities and the Ohio academic content standards.
Teachers understand the relationship of knowledge
within the content area to other content areas.
Teachers connect content to relevant life
experiences and career opportunities.
AK1
AD1
DK1
DP1
1a
1b
IIB1
A2
A4
AP1
EP5
AP2
AP4
AD3
1b
3c
3b
IIB2
C1
C4
C2
DK2
DP1
1a
1c
1b
IIB1
A3
AK3
AP5
AD3
DK3
CP5
DP1
A3
CP6
DP5
DK2
1c
1d
IB6
IIB2
A1
Assessment: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
Teachers are knowledgeable about assessment
types, their purposes and the data they generate.
Teachers select, develop and use variety of
diagnostic, formative and summative assessments.
Teachers analyze date to monitor students progress
and learning to plan, differentiate and modify
instruction.
Teachers collaborate and communicate student
progress with students, parents and colleagues
Teachers involve learners in self-assessment and
goal setting to address gaps between performance
and potential.
BP1
HK1
HK3
1d
BP1
HK2
HP1
HP3
1d
3c
IIC1
IIC5
IIC3
BD2
BP1
HD1
HD2
1d
3c
IIC4
C4
D1
HP1
HP5
HP2
HP6
IIC6
C4
D4
HD2
HP3
3c
BP3
IIC2
A5
IIC4
A5
BP4
Instruction: Teachers plan and deliver effective instruction that advances the learning of each individual student.
Teachers align their instructional goals and
activities with school and district priorities and
Ohio’s academic content standards.
Teachers use information about students’ learning
and performance to plan and deliver instruction that
will close the achievement gap.
Teachers communicate clear learning goals and
explicitly link learning activities to those defined
goals.
4.4
Teachers apply knowledge of how students think
and learn to instructional design and delivery.
4.5
Teachers differentiate instruction to support the
DK1
DK2
DP1
BK1
EP2
BK2
DP2
DK3
DP3
1b
DD2
EK3
1b
1d
1c
IIB1
IIB2
A2
A4
IIB1
IIB2
A1
A4
A2
B3
IIIA
BK2
BK3
DP3
EK1
CK1
CK2
DK2
DP2
1d
DP2
DP3
1c
1d
11A
1
IIA2
C2
C4
IB1
IB2
A4
B1
Standard
Number
4.6
4.7
5
5.1
5.2
5.3
5.4
5.5
6
Teacher Standards
learning needs of all students, including students
identified as gifted, students with disabilities and at
risk students.
Teachers create and select activities that are
designed to help students develop as independent
learners and complex problem-solvers.
Teachers use resources effectively, including
technology, to enhance student learning.
Teachers treat all student fairly and establish an
environment that is respectful, supportive and
caring.
Teachers create an environment that is physically
and emotionally safe.
Teachers motivate students to work productively
and assume responsibility for their own learning.
Teachers create learning situations in which
students work independently, collaboratively and/or
as a whole class.
Teachers maintain an environment that is conducive
to learning for all students.
DP1
FP7
EK2
EP2
ED1
EK1
Praxis II
4a
IB4
IB6
B3
C2
IIA1
IC3
C3
B3
1b
1d
1c
1b
IIA4
Praxis III
A4
CP6
CD3
CD4
FP5
1b
FP4
FP5
CD5
CP7
4a
BP3
FP1
FK1
FK3
FP2
1b
FD3
FP1
FP7
FD1
FP3
CD1
1g
IC4
B1
B2
IC4
B2
B5
A1
B3
A4
B5
IC3
1b
1d
4a
IC2
3c
IC4
Collaboration and Communication: Teachers collaborate and communicate with other educators, administrators, students and
parents and the community to support student learning.
Teachers communicate clearly and effectively.
6.2
Teachers share responsibility with parents and
caregivers to support student learning, emotional
and physical development and mental health.
6.3
Teachers collaborate effectively with other teachers,
administrators and school and district staff.
7
BP3
EP2
NCATE
Learning Environment: Teachers create learning environments that promote high levels of learning and achievement for all
students.
6.1
6.4
INTASC
EP2
Teachers collaborate effectively with the local
community and community agencies, when and
where appropriate, to promote a positive
environment for student learning.
EP5
GD3
GP5
FP4
GP1
GK4
GP3
HP6
JP2
JP4
AD3
HP6
JD3
JP5
JD3
JP2
GD2
GP4
1a
1d
4d
1b
4a
IC2
IIC6
IIIB
IVB
3
IC4
IIIA
IIIC
A2
C1
1c
1e
1f
3c
4d
1g
4a
JP2
1c
1g
IVB
3
D3
4c
4d
1g
IVB
3
D3
JP5
1c
B3
D4
4c
Professional Responsibility and Growth: Teachers assume responsibility for professional growth, performance, and
involvement as an individual and as a member of a learning community.
7.1
Teachers understand, uphold and follow
professional ethics, policies and legal codes of
professional conduct.
7.2
Teachers take responsibility for engaging in
continuous, purposeful professional development.
7.3
Teachers are agents of change who seek
opportunities to positively impact teaching quality,
school improvements and student achievement.
ID5
1g
ID1
ID2
ID4
IP3
IP2
IP3
1c
1c
IVB
3
IVB
4
D2
IVA
1
IVA
3
IVB
3
IVA
2
D3
D3
D3
Ohio Principal
Standard Number
ELCC
NCATE
Praxis
1.
Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving those goals.
1.1 Principals facilitate the articulation and
1.1a
1.1b
1.2a
1.2b
1.e
2.12
realization of a shared vision of continuous
1.f
improvement.
1.2 Principals lead the process of setting,
1.3a
1.3b
1.4b
2.1a
1.e
2.1
2.2
monitoring and achieving specific and challenging
2.2a
2.2b
2.2c
2.3a
1.f
2.3
2.5
goals that reflect high expectations for all students
3.2a
3.2b
6.3a
6.3b
2.8
3.2
and staff.
6.3c
3.4
1.3 Principals lead the change process for
1.2a
1.4a
1.5a
1.5b
1.e
1.6
2.7
continuous improvement.
2.1a
2.2a
2.2b
2.2c
1.f
2.9
3.1
2.3a
2.3b
2.3c
3.1a
1.g
3.5
3.7
3.1b
6.1a
6.1b
6.1c
3.8
4.1a
6.1d
6.1e
6.1f
6.1g
6.1h
6.2a
1.4 Principals anticipate, monitor, and respond to
1.3a
1.3b
1.4a
1.4b
1.e
1.4
1.5
educational developments that affect school issues
1.4c
4.2b
1.f
and environments.
1.g
Value
Added
Possible
VA
Possible
VA
2. Principals support the implementation of high-quality standards-based instruction that results in higher levels of achievement for all students.
2.1 Principals ensure that the instructional content
2.2b
6.1d
6.3c
1.e
1.1
2.1
that is taught is aligned with the Ohio academic
2.2
2.3
content standards and curriculum priorities in the
school and district
2.2 Principals ensure instructional practices are
2.2a
2.3a
2.3b
2.3c
1.e
1.3
2.4
Possible
effective and meet the needs of all students.
4.2c
4.2d
1.f
2.5
2.6
VA
4.a
2.7
2.3 Principals advocate for high levels of learning
1.1a
1.1b
1.2a
1.2b
1.e
1.1
2.8
Possible
for all students, including students identified as
1.2c
2.1a
2.2b
4.2c
1.f
4.1c
VA
gifted, students with disabilities and at-risk
6.3a
6.3b
6.3c
1.g
students.
4.a
2.4 Principals know, understand and share
1.2b
1.4b
2.3b
2.3c
1.e
1.5
2.9
relevant research.
4.2b
6.1a
6.1f
6.1h
2.1
2.11
2.5 Principals understand, encourage and facilitate
1.2b
1.4b
2.3b
3.1a
1.e
2.9
3.2
OPS2.5a
the effective use of data by staff.
1.f
OPS2.5b
OPS2.5c
2.6 Principals support staff as they plan and
2.4a
2.4b
2.4c
1.e
2.9
3.4
implement research-based professional
1.f
3.8
development.
1.g
3. Principals allocate resources and manage school operations in order to ensure a safe and productive learning environment.
3.1 Principals establish and maintain a safe school
3.1b
3.2c
1.f
4.4d
environment.
3.2 Principals create a nurturing learning
3.1b
1.f
3.9
3.11
environment that addresses the physical and
5.5
mental health needs of all.
3.3 Principals allocate resources, including
2.2c
3.1c
3.3a
3.3b
1.e
2.9
3.10
technology, to support student and staff learning.
3.3c
1.f
4.3
4.3a
4.3b
3.4 Principals institute procedures and practices to
2.4a
2.4b
3.1b
3.1c
1.f
3.2
3.4
support staff and students and establish an
3.2a
3.2b
3.2c
4.1a
environment that is conducive to learning.
3.5 Principals understand, uphold and model
3.2c
3.3a
5.3a
1.g
3.9
4.4
professional ethics, policies and legal codes of
4.4a
4.4b
professional conduct.
4.4c
4. Principals establish and sustain collaborative learning and shared leadership to promote learning and achievement of all students.
4.1 Principals promote a collaborative learning
2.1a
4.1a
1.e
1.7
2.12
culture.
1.f
5.2
5.3
1.g
4.2 Principals share leadership with staff,
3.2a
3.2b
1.e
2.12
4.2c
Possible
students, parents and community members.
1.f
VA
1.g
4.3 Principals support and advance the leadership
2.4a
2.4b
2.4c
4.3a
1.e
capacity of all educators.
1.g
5. Principals engage parents and community members in the educational process and create an environment where community resources support
student learning, achievement, and well-being.
5.1 Principals connect the school with the
1.2c
1.3a
1.4a
1.5a
1.e
1.3
2.12
Ohio Principal
Standard Number
community
5.2 Principals involve parents and community
members in improving student learning.
5.3 Principals use community resources to
improve student learning.
5.4 Principals establish expectations for the use of
culturally responsive practices that acknowledge
and value diversity.
1.5b
4.1c
4.1g
4.3b
6.3a
1.5a
4.1d
3.2b
4.1d
4.1h
4.3c
ELCC
4.1a
4.1e
4.2a
6.1e
4.2b
Praxis
4.2c
4.1a
4.1f
4.1b
6.2a
4.1c
1.e
1.f
1.g
2.12
4.2c
4.2b
5.3
3.3a
4.1d
4.2d
6.1b
1.1a
2.3b
4.2d
6.1f
6.3c
3.3b
4.1e
4.3a
4.1a
4.1g
4.3b
4.1c
4.1h
4.3c
1.e
1.f
1.g
4.2b
5.3
1.1b
3.2c
5.1a
6.1g
2.1a
4.2b
5.2a
6.2a
2.2b
4.2c
5.3a
6.3a
1.e
1.f
1.g
4.a
1.3
5.3
3.11
4.1b
4.1f
4.3a
6.2a
NCATE
1.f
1.g
Value
Added
OPS
5.2a
5.2b
5.2c
5.2d