Ariz. Admin. Code § R7-2-603 - Professional Administrative Standards
A. The standards presented in this Section
shall be the basis for approved administrative preparation programs, described
in
R7-2-604. The Arizona
Administrator Proficiency Assessment shall assess proficiency in the standards
as a requirement for certification of supervisors, principals, and
superintendents, as set forth in R7-2-616.
B. Standard 1: Effective educational leaders
develop, advocate, and enact a shared mission, vision, and core values of high
quality education and academic success and well-being of each student.
Effective leaders:
1. Develop an educational
mission for the school to promote the academic success and well-being of each
student.
2. In collaboration with
members of the school and the community and using relevant data, develop and
promote a vision for the school on the successful learning and development of
each child and on instructional and organizational practices that promote such
success.
3. Articulate, advocate,
and cultivate core values that define the school's culture and stress the
imperative of child-centered education; high expectations and student support;
equity, inclusiveness, and social justice; openness, caring, and trust; and
continuous improvement.
4.
Strategically develop, implement, and evaluate actions to achieve the vision
for the school.
5. Review the
school's mission and vision and adjust them to changing expectations and
opportunities for the school, and changing needs and situations of
students.
6. Develop shared
understanding of and commitment to mission, vision, and core values within the
school and the community.
7. Model
and pursue the school's mission, vision, and core values in all aspects of
leadership.
C. Standard
2: Effective educational leaders act ethically and according to professional
norms to promote each student's academic success and well-being. Effective
leaders:
1. Act ethically and professionally
in personal conduct, relationships with others, decision-making, stewardship of
the school's resources, and all aspects of school leadership.
2. Act according to and promote the
professional norms of integrity, fairness, transparency, trust, collaboration,
perseverance, learning, and continuous improvement.
3. Place children at the center of education
and accept responsibility for each student's academic success and
well-being.
4. Safeguard and
promote the values of democracy, individual freedom and responsibility, equity,
social justice, community, and diversity.
5. Lead with interpersonal and communication
skill, social-emotional insight, and understanding of all students' and staff
members' backgrounds and cultures.
6. Provide moral direction for the school and
promote ethical and professional behavior among faculty and staff.
D. Standard 3: Effective
educational leaders strive for equity of educational opportunity and culturally
responsive practices to promote each student's academic success and well-being.
Effective leaders:
1. Ensure that each student
is treated fairly, respectfully, and with an understanding of each student's
culture and context.
2. Recognize,
respect, and employ each student's strengths, diversity, and culture as assets
for teaching and learning.
3.
Ensure that each student has equitable access to effective teachers, learning
opportunities, academic and social support, and other resources necessary for
success.
4. Develop student
policies and address student misconduct in a positive, fair, and unbiased
manner.
5. Confront and alter
institutional biases of student marginalization, deficit-based schooling, and
low expectations associated with race, class, culture and language, gender and
sexual orientation, and disability or special status.
6. Promote the preparation of students to
live productively in and contribute to the diverse cultural contexts of a
global society.
7. Act with
cultural competence and responsiveness in their interactions, decision making,
and practice.
8. Address matters of
equity and cultural responsiveness in all aspects of leadership.
E. Standard 4: Effective
educational leaders develop and support intellectually rigorous and coherent
systems of curriculum, instruction, and assessment to promote each student's
academic success and well-being. Effective leaders:
1. Implement coherent systems of curriculum,
instruction, and assessment that promote the mission, vision, and core values
of the school, embody high expectations for student learning, align with
academic standards, and are culturally responsive.
2. Align and focus systems of curriculum,
instruction, and assessment within and across grade levels to promote student
academic success, love of learning, the identities and habits of learners, and
healthy sense of self.
3. Promote
instructional practice that is consistent with knowledge of child learning and
development, effective pedagogy, and the needs of each student .
4. Ensure instructional practice that is
intellectually challenging, authentic to student experiences, recognizes
student strengths, and is differentiated and personalized.
5. Promote the effective use of technology in
the service of teaching and learning.
6. Employ valid assessments that are
consistent with knowledge of child learning and development and technical
standards of measurement.
7. Use
assessment data appropriately and within technical limitations to monitor
student progress and improve instruction.
F. Standard 5: Effective educational leaders
cultivate an inclusive, caring, and supportive school community that promotes
the academic success and well-being of each student. Effective leaders:
1. Build and maintain a safe, caring, and
healthy school environment that meets that the academic, social, emotional, and
physical needs of each student.
2.
Create and sustain a school environment in which each student is known,
accepted and valued, trusted and respected, cared for, and encouraged to be an
active and responsible member of the school community.
3. Provide coherent systems of academic and
social supports, services, extracurricular activities, and accommodations to
meet the range of learning needs of each student.
4. Promote adult-student, student-peer, and
school-community relationships that value and support academic learning and
positive social and emotional development.
5. Cultivate and reinforce student engagement
in school and positive student conduct.
6. Infuse the school's learning environment
with the cultures and languages of the school's community.
G. Standard 6: Effective educational leaders
develop the professional capacity and practice of school personnel to promote
each student's academic success and well-being. Effective leaders:
1. Recruit, hire , support , develop, and
retain effective and caring teachers and other professional staff and form them
into an educationally effective faculty.
2. Plan for and manage staff turnover and
succession, providing opportunities for effective induction and mentoring of
new personnel.
3. Develop teachers'
and staff members' professional knowledge, skills, and practice through
differentiate d opportunities for learning and growth, guided by understanding
of professional and adult learning and development .
4. Foster continuous improvement of
individual and collective instructional capacity to achieve outcomes envisioned
for each student.
5. Deliver
actionable feedback a bout instruction and other professional practice through
valid, research-anchored systems of supervision and evaluation to support the
development of teachers' and staff members' knowledge , skills, and practice
.
6. Empower and motivate teachers
and staff to the highest levels of professional practice and to continuous
learning and improvement.
7.
Develop the capacity, opportunities, and support for teacher leadership and
leadership from other members of the school community.
8. Promote the personal and professional
health, well-being, and work-life balance of faculty and staff.
9. Tend to their own learning and
effectiveness through reflection, study, and improvement, maintaining a healthy
work-life balance.
H.
Standard 7: Effective educational leaders foster a professional community of
teachers and other professional staff to promote each student's academic
success and well-being. Effective leaders:
1.
Develop workplace conditions for teachers and other professional staff that
promote effective professional development, practice, and student
learning.
2. Empower and entrust
teachers and staff with collective responsibility for meeting the academic,
social, emotional, and physical needs of each student, pursuant to the mission,
vision, and core values of the school.
3. Establish and sustain a professional
culture of engagement and commitment to shared vision, goals, and objectives
pertaining to the education of the whole child; high expectations for
professional work; ethical and equitable practice; trust and ope n
communication; collaboration, collective efficacy, and continuous individual
and organizational learning and improvement.
4. Promote mutual account ability among
teachers and other professional staff for each student's success and the
effectiveness of the school as a whole.
5. Develop and support open, productive,
caring, and trusting working relationships among leaders, faculty, and staff to
promote professional capacity and the improvement of practice.
6. Design and implement job-embedded and
other opportunities for professional learning collaboratively with faculty and
staff.
7. Provide opportunities for
collaborative examination of practice, collegial feedback, and collective
learning.
8. Encourage
faculty-initiated improvement of programs and practices.
I. Standard 8: Effective educational leaders
engage families and the community in meaningful, reciprocal, and mutually
beneficial ways to promote each student's academic success and well-being.
Effective leaders:
1. Are approachable,
accessible, and welcoming to families and members of the community.
2. Create and sustain positive,
collaborative, and productive relationships with families and the community for
the benefit of students.
3. Engage
in regular and ope n two-way communication with families and the community a
bout the school , students, needs, problems, and accomplishments.
4. Maintain a presence in the community to
understand its strengths and needs, develop productive relationships, and
engage its resources for the school.
5. Create means for the school community to
partner with families to support student learning in and out of school
.
6. Understand, value, and employ
the community's cultural, social, intellectual, and political resources to
promote student learning and school improvement.
7. Develop and provide the school as a
resource for families and the community.
8. Advocate for the school and district, and
for the importance of education and student needs and priorities to families
and the community.
9. Advocate
publicly for the needs and priorities of students, families, and the
community.
10. Build and sustain
productive partnerships with public and private sectors to promote school
improvement and student learning.
J. Standard 9: Effective educational leaders
manage school operations and re sources to promote each student's academic
success and well-being. Effective leaders:
1.
Institute, manage, and monitor operations and administrative systems that
promote the mission and vision of the school .
2. Strategically manage staff resources,
assigning and scheduling teachers and staff to roles and responsibilities that
optimize their professional capacity to address each student's learning
needs.
3. Seek, acquire, and manage
fiscal, physical, and other resources to support curriculum, instruction, and
assessment; student learning community; professional capacity and community;
and family and community engagement.
4. Are responsible, ethical, and accountable
stewards of the school's monetary and non-monetary resources, engaging in
effective budgeting and accounting practices.
5. Protect teachers' and other staff members'
work and learning from disruption.
6. Employ technology to improve the quality
and efficiency of operations and management.
7. Develop and maintain data and
communication systems to deliver actionable information for classroom and
school improvement.
8. Know, comply
with, and help the school community understand local, state, and federal laws,
rights, policies, and regulations so as to promote student success.
9. Develop and manage relationships with
feeder and connecting schools for enrollment management and curricular and
instructional articulation.
10.
Develop and manage productive relationships with the central office and school
board.
11. Develop and administer
systems for fair and equitable management of conflict among students, faculty
and staff, leaders, families, and community.
12. Manage governance processes and internal
and external politics toward achieving the school's mission and
vision.
K. Standard 10:
Effective educational leaders act as agents of continuous improvement to
promote each student's academic success and well-being. Effective leaders:
1. Seek to make school more effective for
each student, teachers and staff, families, and the community.
2. Use met hods of continuous improvement to
achieve the vision, fulfill the mission, and promote the core values of the
school.
3. Prepare the school and
the community for improvement, promoting readiness, an imperative for
improvement, instilling mutual commitment and accountability, and developing
the knowledge , skills, and motivation to succeed in improvement.
4. Engage others in an ongoing process of
evidence-based inquiry, learning, strategic goal setting, planning,
implementation, and evaluation for continuous school and classroom
improvement.
5. Employ
situationally-appropriate strategies for improvement, including
transformational and incremental, adaptive approaches and attention to
different phases of implementation.
6. Assess and develop the capacity of staff
to assess the value and applicability of emerging educational trends and the
findings of research for the school and its improvement.
7. Develop technically appropriate systems of
data collection, management, analysis, and use, connecting as needed to the
district office and external partners for support in planning, implementation,
monitoring, feedback, and evaluation.
8. Adopt a systems perspective and promote
coherence among improvement efforts and all aspects of school organization,
programs, and services.
9. Manage
uncertainty, risk, competing initiatives, and politics of change with courage
and perseverance, providing support and encouragement, and openly communicating
the need for, process for, and out comes of improvement efforts.
10. Develop and promote leadership among
teachers and staff for inquiry, experimentation and innovation, and initiating
and implementing improvement.
Notes
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