and oral skills, communicates student expectations and US US US performance information to students, parents, and community, and ensures faculty receive timely information about student learning requirements, academic standards, and all other local, state, and federal administrative requirements and decisions. Indicator 9.3 - Accessibility: The leader maintains high visibility at HE HE HE school and in the community, regularly engages stakeholders in E E E the work of the school, and utilizes appropriate technologies for NI NI NI communication and collaboration. US US US Indicator 9.4 - Recognitions: The leader recognizes individuals, HE HE HE collegial work groups, and supporting organizations for effective E E E performance. NI NI NI US US US Domain 4: The focus is on the leader’s professional conduct and leadership practices that represent quality leadership. Domain 4 - Professional and Ethical Behaviors 1 Proficiency Area – 4 Indicators of Self Initial 5 Assessment Focus Check Indicators Assessment Five Supervisor’s Administrator’s Assessment Consensus Proficiency Area 10 - Professional and Ethical Behaviors: HE HE HE Effective school leaders demonstrate personal and E E E professional behaviors consistent with quality practices in NI NI NI education and as a community leader by staying informed US US US on current research in education and demonstrating their understanding of the research, engage in professional development opportunities that improve personal professional practice and align with the needs of the school system, and generate a professional development focus in their school that is clearly linked to the wide strategic objectives. Indicator 10.1 – Resiliency: The leader demonstrates resiliency in HE HE HE pursuit of student learning and faculty development by staying E E E focused on the school vision and reacting constructively to NI NI NI
and oral skills, communicates student expectations and performance information to students, parents, and community, and ensures faculty receive timely information about student learning requirements, academic standards, and all other local, state, and federal administrative requirements and decisions. US US US Indicator 9.3 - Accessibility: The leader maintains high visibility at school and in the community, regularly engages stakeholders in the work of the school, and utilizes appropriate technologies for communication and collaboration. HE E NI US HE E NI US HE E NI US Indicator 9.4 - Recognitions: The leader recognizes individuals, collegial work groups, and supporting organizations for effective performance. HE E NI US HE E NI US HE E NI US Domain 4: The focus is on the leader’s professional conduct and leadership practices that represent quality leadership. Domain 4 - Professional and Ethical Behaviors 1 Proficiency Area – 4 Indicators Administrator’s Self Assessment Supervisor’s Initial Assessment Consensus Assessment Five Indicators of Focus Check 5 Proficiency Area 10 - Professional and Ethical Behaviors: Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader by staying informed on current research in education and demonstrating their understanding of the research, engage in professional development opportunities that improve personal professional practice and align with the needs of the school system, and generate a professional development focus in their school that is clearly linked to the strategic objectives. HE E NI US HE E NI US HE E NI US Indicator 10.1 – Resiliency: The leader demonstrates resiliency in pursuit of student learning and faculty development by staying focused on the school vision and reacting constructively to HE E NI HE E NI HE E NI wide