communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement. Promote mutual accountability among teachers and other professional staff for each and the effectiveness of the student’s success school as a whole. Develop and support open, productive, caring, and trusting working relationships among leaders, faculty, and staff to promote professional capacity and the improvement of practice. Design and implement job-embedded and other opportunities for professional learning collaboratively with faculty and staff. Provide opportunities for collaborative examination of practice, collegial feedback, and collective learning. Encourage faculty-initiated improvement of programs and practices. Standard 2 Ethics and Professional Norms ISLLC 5. Acts with Assessment # 1 Demonstrate a – – Effective educational leaders act ethically and comprehensive understanding integrity, fairness, and according to professional norms to promote and performance in data in an ethical manner each academic success and analysis, school improvement, student’s and conducting the SIP process --Ensure a system of (to the extent possible). accountability for every Effective leaders: academic and student’s Focus Area: 1.2 – Analyze and social success Act ethically and professionally in personal review data, including but not conduct, relationships with others, limited to, state test results, stewardship of the resources, --Model principals of school’s and work with a faculty and all aspects of school leadership. self-awareness, reflective group/team to identify areas Act according to and promote the practice, transparency, for improvement and professional norms of integrity, fairness, and ethical behavior interventions, with particular transparency, trust, collaboration, perseverance, attention given to NCLB learning, and continuous improvement. --Safeguard the values of subgroups and low performing Place children at the center of education and democracy, equity, and students. Focus Area: 3.2 – accept responsibility for each diversity student’s Review the school’s budget academic success and well-being. and other school resources Safeguard and promote the values of --Consider and evaluate
communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement. Promote mutual accountability among teachers and other professional staff for each student’s success and the effectiveness of the school as a whole. Develop and support open, productive, caring, and trusting working relationships among leaders, faculty, and staff to promote professional capacity and the improvement of practice. Design and implement job-embedded and other opportunities for professional learning collaboratively with faculty and staff. Provide opportunities for collaborative examination of practice, collegial feedback, and collective learning. Encourage faculty-initiated improvement of programs and practices. Standard 2 – Ethics and Professional Norms Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and Effective leaders: Act ethically and professionally in personal conduct, relationships with others, stewardship of the school’s resources, and all aspects of school leadership. Act according to and promote the professional norms of integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement. Place children at the center of education and accept responsibility for each student’s academic success and well-being. Safeguard and promote the values of ISLLC 5. Acts with integrity, fairness, and in an ethical manner --Ensure a system of accountability for every student’s academic and social success --Model principals of self-awareness, reflective practice, transparency, and ethical behavior --Safeguard the values of democracy, equity, and diversity --Consider and evaluate Assessment # 1 – Demonstrate a comprehensive understanding and performance in data analysis, school improvement, and conducting the SIP process (to the extent possible). Focus Area: 1.2 – Analyze and review data, including but not limited to, state test results, and work with a faculty group/team to identify areas for improvement and interventions, with particular attention given to NCLB subgroups and low performing students. Focus Area: 3.2 – Review the school’s budget and other school resources
principal-project-university-of-southern-illinois-adapted-crosswalk-with-separate-commissioners-regulations-5221.docx