The School Leaders Licensure Consortium

850 Words4 Pages
Principals are now prompted to be more innovative in their perspective roles. Historically, principals have not always been part of the American school system. Initially, a ‘principal teacher’ was responsible for teaching students and tending to related school operations; but, as student numbers grew, and school services expanded, the need for greater organizational and clerical focus became more evident. Over time, the overarching workload of the principal teacher was streamlined, allowing a greater concentration on school management. Today, as the education field continues to evolve, more attention is given to how principals should best lead in an effort to optimize student achievement. To that end, professional organizations have again reexamined and redrafted guidelines for effective school management. The Interstate School Leaders Licensure Consortium (ISLLC) Standards contain principles that govern best practices in school leadership. The first version of the ISLLC Standards was released in 1996. It established six standards that reflected the scope of the work for educational leaders. No changes occurred until 2008, when the standards were only slightly revised. However, as pedagogical understanding deepens, and educational policies are enacted, the need to update the standards becomes more compelling. Draft revisions to the 2008 standards were completed by the ISLLC Standards Committee in 2014. The updated version, referred to as the Professional Standards for Educational Leaders (PSEL), reflects years of research, as well as, best practices and knowledge from experienced school leaders and district-level practitioners. The new standards challenge ‘business as usual’ as it reshapes school policy, leadership programs, and... ... middle of paper ... impactful, lesson plans should connect with each student. Moreover, each decision a leader makes should be in line with the school’s instructional goals for the year. Likewise, the vision and goals should be clear and concise, so the administrator knows how to make decisions that are in the best interest of each student. In conclusion, though the new standards continue to blur boundary lines that have traditionally distinguished school role and responsibility from those of the family, they are necessary. The new standards definitely reflect society’s current state, and the school leader’s function as a change agent. Ultimately, and regardless of student or teacher circumstance or background, the school must safeguard against group or individual marginalization and promote positive school climate, which have positive influence on teacher and student performance.
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