Standards & Indicators

INSTRUCTIONS: Use the Dropdown Menu to select the Program that you graduated from. Then, for each of the Indicators below, choose one of the following: SA (Strongly Agree), A (Agree), D (Disagree) or SD (Strongly Disagree). Click on the SUBMIT button at the bottom when the survey has been completed.

Standard 1: Graduates 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.

Indicator 1: Developing a vision of learning based on relevant knowledge and theories that promote the success of all students.

Indicator 2: Demonstrating the ability to articulate school vision components, which demonstrate the skills necessary to implement, support, and communicate a shared commitment to vision.

Indicator 3: Formulating the initiatives necessary to motivate staff, parents, students, board, and community members to achieve the school or district’s vision by involving all stakeholders in collaborative discussions.

Indicator 4: Demonstrating the ability to align administrative policies and practices in a way that communicates effectively with all stakeholders concerning implementation and realization of the vision.

Standard 2: Graduates 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.

Indicator 1: Assessing school culture using multiple methods and implementing context appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socioeconomic) of a school community to improve programs and school culture.

Indicator 2: Demonstrating the ability to facilitate activities that apply principles of effective instruction to improve curricular materials and pedagogy, which assist school and district personnel in understanding and applying best practices for student learning.

Indicator 3: Demonstrating an understanding of a variety of instructional research methodologies and can analyze the comparable strengths and weaknesses of each method in order to improve instructional program by engaging in meaningful activities.

Indicator 4: Designing and demonstrating an ability to implement well-planned development programs that demonstrate the aptitude to use and promote technology and information systems to enrich curriculum and instruction.

Indicator 5: Developing a sustained approach to improve and maintain a positive culture for learning that capitalizes on multiple aspects of diversity to meet the learning needs of all students in a school or district.

Standard 3: Graduates 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.

Indicator 1: Demonstrating the ability to use research-based knowledge of teaming, teaching, student development, organizational development, data management and assessment to optimize teaming for all students.

Indicator 2: Creating a plan for involving appropriate personnel in conducting operations and setting priorities to maximize ownership and instructional accountability.

Indicator 3: Developing a plan of action for focusing on effective organization and management of fiscal, human, and material-resources, giving priority to student learning and safety in the school or district.

Indicator 4: Using problem-solving skills and knowledge of strategic, long-range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resources that are in alignment with effective instruction in settings that are conducive to safe, effective, and efficient facilities.

Standard 4: Graduates 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.

Indicator 1: Demonstrating the ability to utilize family and community resources to facilitate the planning and implementation of programs and services for diverse interests and needs to positively affect student learning.

Indicator 2: Applying a knowledge of community relations models, marketing strategies and processes, data-based decision-making, and communication theory to craft frame works for school, family, business, community, government, and higher education partnerships which reflect a comprehensive understanding that schools are an integral part of a larger, diverse community.

Indicator 3: Developing a plan to capitalize on the diversity (cultural, ethnic, racial, economic, and special interest groups) of the school and the community to improve school programs and meet the diverse needs of all students.

Standard 5: Graduates 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.

Indicator 1: Demonstrating a respect for the rights of others by being sensitive to diversity and ethical considerations in their interactions with all stakeholders.

Indicator 2: Making and explaining decisions promoting student success, based upon ethical and legal principles, with professional integrity and fairness.

Standard 6: Graduates 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.

Indicator 1: Demonstrating an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities affecting schools or districts.

Indicator 2: Demonstrating the ability to analyze and describe, the social, economic and cultural diversity in a school community or district and possess the ability to explain various theories of change and conflict resolution.

Indicator 3: Developing an action plan for communicating with members of a school community or school board to advocate for policies and programs that promote equitable learning opportunities and success for all students.

Standard 7: The internship provides significant opportunities for Graduates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1- 6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.

Indicator 1: Completing a full-time internship, or equivalent, with appropriate and substantial responsibilities, gradually increasing in amount and complexity with direct, purposeful interaction with school or central office staff, students, parents, and community leaders, that is developed cooperatively by the institution and school district personnel to accommodate the candidate's individual needs.

Indicator 2: Applying the knowledge and skills articulated in the above six standards and any local district standards for educational leaders, in order to receive graduate credit for their intern experience.

Instructional Systems Technology Program. Adapted by Bill DiPietro & Victor Mack Copyright © 2003 [UNC-Charlotte]. All rights reserved. Revised: February 22, 2005

Instructional Systems Technology Program.
Adapted by Bill DiPietro & Victor Mack
Copyright © 2003 [UNC-Charlotte]. All rights reserved.
Revised: February 22, 2005