• understands theories of learning
• understands the developmental stages of children and adolescents
• understands curriculum theory and its relevance to the organization of curricular  programs
• understands the principles of effective instruction and models of teaching
• understands the national standards of appropriate professional organizations (e.g., mathematics teachers, history teachers)
• understands qualitative and quantitative strategies for monitoring student performance
• understands the principles of adult learning
• understands the dimensions of effective professional development
• understands relevant models of supervision
• understands the sources of and how to access relevant data at the school and classroom levels
• understands behavioral management strategies and conditions necessary to create   constructive, non-punitive learning environments

• is committed to excellence
• is committed to high expectations of self and others
• feels a strong personal affinity toward and commitment to issues of learning and teaching · believes that decisions should be made in the best interest of children
• believes that all children want to succeed, can learn, and will demonstrate high levels of   performance
• honors the role of the teacher
• is dedicated to the belief in life-long learning for self, students, and teachers
• is committed to collegial relationships among teachers
• is committed to parental involvement in student learning

• sets, communicates, and monitors high expectations for faculty and staff
• nurtures the development of a shared school vision and mission
• demonstrates a knowledge of learning theory
• demonstrates sensitivity toward developmental levels
• learns how students are doing
• promotes the active involvement of all students
• encourages risk-taking and is receptive to change
• promotes divergent thinking
• promotes an attitude of inquiry
• encourages teachers to maintain their own visions
• actively participates in professional development as a learner and as a teacher
• models life-long learning
• organizes and conducts staff development
• acts as a resource for teachers
• provides teachers with research that helps shape and improve
• acknowledges and rewards continuous development of teachers
• implements effective assessment procedures
• identifies and uses data relevant to the school
• conveys appropriate data in a useful fashion and timely manner
• explains and uses student assessment data to develop the school plan and to help staff   shape the instructional and curricular program
• encourages the use of varied approaches to assessment
• organizes the staff to facilitate learning
• facilitates the development of an instructional program appropriate to the needs and   developmental levels of the students
• monitors the implementation of instructional practices
• promotes the development of a safe, orderly climate for learning
• secures resources and materials to implement the instructional program
• collects and analyzes data on teacher performance on a regular basis
• provides meaningful feedback to teachers
• uses staff evaluation information for the improvement of instruction
• employs technology to enhance the educational program

• understands theories of human relations
• knowledge of leadership theories and styles
• understands motivational theories and strategies
• knowledge of effective communication strategies and skills (listening, speaking, writing,   non-verbal)
• knowledge of human relations skills (conflict resolution, group processes, decision   making, team building, delegation, consensus building, providing feedback)

• values the thoughts, feelings, efforts, and ideas of others
• values diversity
• is committed to democratic leadership and shared decision making
• is willing to compromise
• is willing to take risks/values risk taking among others
• values group or team approach
• believes that others are personally and professionally motivated toward ensuring the   well-being of students
• is willing to learn from others
• is willing to share power

• recognizes and is sensitive to individual differences
• demonstrates an interest in others
• is considerate of others
• establishes credibility
• maintains accessibility and visibility
• creates healthy dissatisfaction with the status quo
• invites risk taking
• promotes enthusiasm
• creates a win-win environment
• monitors staff morale
• provides support
• recognizes accomplishments
• seeks opportunities to share power--empowers others
• plans and organizes to involve community, parents, teachers, and students in decisions
• actively involves others in the decision-making processes
• ensures that there is equitable access to the decision-making process
• models facilitator role in shared decision making
• fosters open communication
• uses effective organizational skills
• models team building
• uses effective oral and written communication
• employs effective problem solving and conflict resolution strategies
• demonstrates effective decision-making skills
• conducts effective meetings

• is knowledgeable of theories and strategies of organizational management
• is knowledgeable of goal setting and strategic planning
• is knowledgeable of personnel management
• is knowledgeable of fiscal management
• is knowledgeable of time management
• is knowledgeable of physical resource management
• is knowledgeable of emerging societal and educational trends and issues
• is knowledgeable of (or knowledge of how to access) appropriate regulatory frameworks
• is willing to make tough decisions about resources based on the school goals and mission
• is willing to accept responsibility for the overall organization

• is inclined to focus on the "big picture"
• values the role of all school systems in contributing to the success of the school
• is committed to a systems approach to organizational development, decision making, and  change
• believes that all aspects of the organization and the role of the management of the school exist for the education of the students
• is committed to letting the needs of students, the mission of the school, and powerful   conceptions of learning and teaching shape organizational structures and managerial   systems
• values the team concept
• believes in shared decision making
• is committed to delegating responsibility

• manages change
• ensures that all personnel understand their roles in the organization
• creates conditions that motivate
• empowers others by delegating responsibility
• develops strategic plans and organizational structures to support the implementation of   the school mission
• brings the various systems of the school into a cohesive plan that supports the school   mission
• employs resources to optimize their impact on the school mission
• works closely with managers of important systems within the school (e.g., custodial area)  and the school system (e.g., special education office)develops a comprehensive plan for and monitors and assesses the impact of organizational systems on the mission of the school
• monitors personnel responsible for all systems
• eliminates unnecessary system functions
• manages one's own time in a way that demonstrates commitment to the school mission
• provides timely and useful data on organizational systems to supervisors and members of the school team
• meets deadlines in carrying out responsibilities
• manages facilities that project an image of pride to students, families, and the community
• maintains accurate financial records
• demonstrates consistency and fairness in fiscal and budgetary procedures
• ensures that needed technological support is in place
• ensures the availability of support services for students (e.g., health services,   co-curricular activities)
• processes paperwork effectively and quickly--does not become enmeshed in paper work nor allows it to detract energy from achieving the school mission

• understands the inter-connectedness of school and community
• knows the community power structure and the community culture
• knows the network of social service agencies available in the community
• knows key stakeholders and what they can contribute
• understands public and media relations
• knows team and coalition building skills

• holds an expanded view of the school that includes the external community
• is committed to the realization of community ownership of the school
• values the worth of all people
• values the opinions of others
• believes that others are trustworthy
• believes that everyone has talents and strengths that he/she can contribute to the   common good
• is sensitive to the needs and interests of others
• believes in self and inherent worth--self confident
• is open to new ideas
• is willing to share power, ownership, and credit
• values team concept
• is willing to learn from others

• analyzes and interprets the larger community in which the school is nested
• studies and incorporates community values, standards, and culture into school decisions
• utilizes the community as a resource for learning
• helps the school participate in community development and community affairs
• is highly visible in the external school community and is accessible to parents and other  community members
• maintains open channels of communication and communicates with all segments of the   external school community
• communicates effectively with the media
• develops and implements strategies to involve parents and other community members in the life of the school
• solicits input from stakeholders
• uses knowledge, competencies, and experiences of stakeholders in the service of school goals
• makes stakeholders feel important to the organization
• recognizes and rewards contributions from stakeholders
• helps others see the results of their input and work
• promotes ownership
• clarifies the agendas and responsibilities of stakeholders
• establishes parameters for stakeholders
• builds partnerships and coalitions with key community groups and agencies
• demonstrates the range of skills needed for team building and coalition building
• demonstrates persistence in keeping groups focused and active in their commitment to   the school
• builds trust among community partners and between the school and its partners
• promotes the development of leadership within the team
• uses coaching techniques to help team members achieve their goals
• coordinates resources of various partners to help the school achieve its mission
• sorts out and helps individuals and groups address their objectives while achieving   common goals

• is knowledgeable of federal and state laws
• is knowledgeable of due process
• is knowledgeable of board policies and regulations
• understands organizational chain of command and organizational expectations
• understands community values
• understands accepted professional standards and codes of ethics

• is determined to stand on principles
• believes in the principles of right and wrong
• is committed to equity and fairness
• is committed to the rights of others
• is committed to truth and honesty
• is willing to be a model for students and teachers
• believes in being responsible and accountable
• is willing to acknowledge one's own limitations and mistakes--including the willingness to accept constructive criticism

• demonstrates genuine concern and respect for parents, faculty/staff, and students
• treats others with dignity and sensitivity
• exhibits high moral standards
• models principle-centered leadership
• ensures that the important educational and moral values of the school community   influence the decision-making process
• does what he/she says he/she will do
• demonstrates courage in decision making
• applies policies and procedures in a fair (equitable) and impartial manner
• performs duties in a non-arbitrary, non-manipulative, and non-capricious manner
• avoids using position for personal gain
• develops a written code of ethics for the school
• promotes and supports ethical behavior throughout the school community and ensures   that unethical behavior is dealt with
• maintains confidentiality of information
• adheres to laws, policies, and regulations
• evaluates personnel with regard to actual performance rather than hearsay or feelings
• shepherds and maintains public resources--acts in a fiscally responsible fashion
• makes decisions on sound principles, values, data, policy, and law
• supports collaborative agreements
• makes ethics part of staff development activities

The preparation program . . .
 

• has a well-defined philosophical base that informs all aspects of the program
• is based on the standards of the profession--emphasizing professional values, beliefs, and ethics
• demonstrates program integrity and fidelity to defining values and viewpoints
• has the commitment and support of the college and university and the practitioner   community
• promotes recognition of and commitment to service for children and youth
• includes diverse perspectives

The preparation program . . .
 

• is anchored in learning and teaching
• is grounded in the world of practice--problem-based, clinically-focused, field- based
• is student-centered, emphasizing personalized learning and promoting individual   development
• emphasizes active learning
• highlights collaborative learning and opportunities for students to learn from colleagues  in the program and school administrators in the field
• is a collaborative effort between the college/university and K-12 school districts
• includes rigorous entry standards
• integrates state-of-the-art technology throughout
• emphasizes integrated, thematic instruction
• has a sequential, developmental curriculum
• connects knowledge, beliefs, and skills to effective leadership behavior
• highlights ongoing, performance-based assessments of students--including periodic   checkpoints, exit examinations, and follow-ups
• maintains accountability through ongoing internal and external program assessments and program revisions