NJ EXCEL CANDIDATE PERFORMANCE STANDARDS,
ASSESSMENT CRITERIA
(A GUIDE FOR E-MENTORS, I-MENTORS, S-MENTORS, and FIELD SUPERVISORS)
INSTRUCTIONS to MENTORS and FIELD SUPERVISORS
The NJ EXCEL Candidate Performance Standards, Assessment Criteria a framework that integrates and aligns state and national school leader standards, performance
expectations and indicators to guide professional growth planning and performance assessment for all NJ EXCEL candidates. The NJ EXCEL Candidate Performance
Standards, Assessment Criteria are closely aligned with the New Jersey Professional Standards for School Leaders, the national ISLLC: 2008 School Leadership Policy
Standards and related School Leader Performance Expectations developed by the Council of Chief State School Officers (CCSSO), Educational Leadership Program
Standards developed by the National Policy Board for Educational Administration (NPBEA) and Educational Leadership Constituent Council (ELCC), and national
Technology Standards for School Administrators (TSSA).
Those observing and evaluating NJ EXCEL candidates should use this standards, assessment criteria as a guide to ensure candidates are acquiring the necessary
leadership skills.
CANDIDATE ASSESSMENT CRITERIA: PERSONAL DISPOSITIONS (PD)
STANDARD
(Ref: ISSLLC: 2008/CCSSO Standards)
STANDARD #1
The candidate promotes the success of every student by
facilitating the development, articulation, implementation,
and stewardship of a vision of learning that is shared and
supported by all stakeholders.
PERSONAL DISPOSITIONS
PERSONAL DISPOSITIONS (PD) ASSESSMENT CRITERIA
The candidate demonstrates believes in, values, and commitment to:
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high expectations and standards for learning for all students
use of data to drive educational decisions and continuous improvement of schools, teaching, and learning
ensuring that all students have the knowledge, skills, and values needed to become successful adults in a global society and
economy
involvement of all stakeholders in development of a shared vision, mission and goals for learning based on high expectations and
standards for all students
a work ethic that meets high levels of personal and organizational performance
continuously examining personal beliefs and practices
the use of current technologies to improve school effectiveness and enhance learning for every student
Educational leaders believe in, value, and are committed to:
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Every student learning
Collaboration with all stakeholders
High expectations for all students and staff
Examining assumptions and beliefs
Continuous improvement using evidence
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
1
STANDARD #2
The candidate promotes the success of every student by
acting with integrity, fairness, and in an ethical manner.
PERSONAL DISPOSITIONS
Educational leaders believe in, value, and are committed to:
• The common good over personal interests
• Taking responsibility for one’s actions
• Ethical principles in all relationships and decisions
• Modeling high expectations for oneself, staff and students
• Continuously improving knowledge and skills for oneself,
staff and students
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STANDARD #3
The candidate promotes success for every student by
advocating, nurturing, and sustaining a school culture and
instructional program conducive to student learning and
staff professional growth
PERSONAL DISPOSITIONS
Educational leaders believe in, value, and are committed to:
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Student learning as the fundamental purpose of school
Diversity as an asset
Continuous professional growth and development for
oneself, staff and students
Lifelong learning
Collaboration with all stakeholders
High expectations for all for oneself, staff and students
Programs and practices that support high expectations
for learning for every student
STANDARD #4
The candidate promotes the success of every student by
collaborating with faculty and community members,
responding to diverse community interests and needs, and
mobilizing community resources.
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the right of every student to a quality education
subordinating one’s own interests to the common good of the school community
accepting the consequences for upholding one’s ethical principles and actions
combining impartiality, sensitivity, and ethical considerations in all interactions and decisions when addressing diverse student
needs
applying ethical principles to the decision-making process
developing an inclusive caring school community
using the influence of one’s position constructively & productively to serve all students, their families, and the community
respecting personal rights and freedoms of all those in school community balanced with maintaining focus on the vision and goals
for student learning
confronting those who infringe on regulations and procedures that jeopardize a safe, orderly school environment and learning for
all students
ensuring that no member of the school community places students or others in embarrassing or humiliating situations
equal access to technology and other resources for all students and staff
ethical use of technology by staff and students
taking responsibility for assuring that all members of the school community demonstrate integrity and behave ethically in support
of the well-being and learning for all students
confronting individuals who do not behave ethically and take steps to change their behavior
applying regulations and procedures, and rewards and punishments fairly and consistently
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student learning as the fundamental purpose of schooling
preparing all students to be contributing members of society
the benefits that diversity brings to the school community
maintaining a safe and supportive learning environment for all students and staff
trusting people and their judgment, collaborating with all stakeholders, and empowering them to support student learning
using data to identify the internal and external factors that impact the school environment, educational programs, instruction,
and student learning
the use of current technologies to improve teaching and learning for all students
the use of current technologies to facilitate assessment, data collection and analysis, and evaluation of students
the use of current technologies to facilitate assessment, data collection and analysis, and evaluation of staff
lifelong learning for self and others
progress monitoring & evidence-based evaluation for continuous improvement of schools and student learning
professional development as an integral part of continuous improvement of schools, teaching, and student learning
use of current technologies to enhance organizational, personal, and staff productivity
appropriate uses of current technologies by students to enhance productivity, learning, and personal development
modeling effective use of technologies
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an informed public related to educational issues, school improvement, and student learning
schools operating as integral parts of the larger community
the proposition that families have the best interests of their children in mind
collaboration and communication with families
involvement of families & other stakeholders in school decision-making processes
families as partners in the education of their children
PERSONAL DISPOSITIONS
Educational leaders believe in, value, and are committed to:
• High standards for all staff and students
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
2
• Including family and community as partners in the
educational process
• Respect for the diversity of family composition
• Continuous learning and improvement for all staff, families
and students
• Collaboration with all stakeholders
STANDARD #5
The candidate promotes the success of every student by
understanding, responding to, and influencing the political,
social, economic, legal, and cultural context.
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education as a key to opportunity and social mobility
importance of continuing dialogue with other decision makers affecting education
actively participating in the legal, political, and policymaking context in the service of education, students, families, and the
community
using legal systems to protect student rights and improve student educational opportunities
communication, continuing dialogue, and visibility within the school and community
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making management decisions that enhance teaching and learning for every student
taking risks to improve schools and learning for every student
accepting responsibility & accountability for school effectiveness and learning for every student
involving stakeholders in school management decisions & operations
maintaining a safe and orderly school environment
high standards and expectations for performances for all staff
use of current technologies to improve organizational, personal, and staff productivity
PERSONAL DISPOSITIONS
Educational leaders believe in, value, and are committed to:
• Advocating for children and educational excellence for
every student
• Influencing policies to support educational excellence for
every student
• Upholding and improving laws and regulations that
support educational excellence for every student
• Eliminating barriers to achievement in support of
educational excellence for every student
• Building on diverse social and cultural assets that support
educational excellence for every student
STANDARD #6
The candidate promotes the success of every student by
ensuring management of the organization, operations, and
resources for a safe, efficient, and effective learning
environment.
PERSONAL DISPOSITIONS
Educational leaders believe in, value, and are committed to:
• A safe and supportive learning environment for every
student
• Collaboration with all stakeholders to support an
environment conducive to learning for every student
• Equitable distribution of resources
• Operating efficiently and effectively
• Management that supports staff and student learning
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
3
PERSONAL DISPOSITIONS (PD) As They Relate to Standards
CODE
BY
STANDARD
PD-1
PD-2
PD-3
PERSONAL DISPOSITIONS
The candidate demonstrates beliefs, values, and
commitment to:
 Every student learning
 Collaboration with all stakeholders
 High expectations for all students and staff
 Examining assumptions and beliefs
 Continuous improvement using evidence
• The common good over personal interests
• Taking responsibility for actions
• Ethical principles in all relationships and decisions
 Modeling high expectations
• Continuously improving knowledge and skills
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Learning as the fundamental purpose of school
Diversity as an asset
Continuous professional growth and development
Lifelong learning
Collaboration with all stakeholders
High expectations for all
Student learning
CODE
BY
STANDARD
PD-4
PD-5
PD-6
PERSONAL DISPOSITIONS
The candidate demonstrates beliefs, values, and
commitment to:
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High standards for all
Including family and community as partners
Respect for the diversity of family composition
Continuous learning and improvement for all
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Advocate for children and education
Influence policies
Uphold and improve laws and regulations
Eliminate barriers to achievement
Build on diverse social and cultural assets
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A safe and supportive learning environment
Collaboration with all stakeholders
Equitable distribution of resources
Operating efficiently and effectively
Management in service of staff and student learning
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
4
EMOTIONAL INTELLIGENCE (EI) COMPETENCIES
EMOTIONAL INTELLIGENCE (EI) COMPETENCIES CRITERIA
PERSONAL COMPETENCE:
SELF-AWARENESS
Emotional Self-Awareness
(PCSA-1)
Accurate Self-Assessment
(PCSA-2)
Self-Confidence
(PCSA-3)
“SELF-AWARENESS”
determines how well the candidate self assesses and understands him/herself.
Reading one’s own emotions and recognizing how they affect them and their performance; knowing one’s guiding values; intuition appropriately guides
actions; sees the big picture in complex situations; has ability to be candid, authentic, and speak openly and with conviction about their vision about their
guiding values and vision
Knowing one’s strengths and weaknesses, and exhibiting a sense of humor about themselves; welcomes constructive criticism and feedback; knows when
to ask for help and where to focus personal and professional development
Having a sound sense of one’s self-worth and capabilities allows them to play to their strengths; self-confidence welcomes difficult and challenging
assignments; self-assurance and a sense of presence lets them stand out in a group
PERSONAL COMPETENCE:
SELF-MANAGEMENT
“SELF-MANAGEMENT”
determines how well the candidate manages him/herself.
Emotional Self-Control
(PCSM-1)
Transparency
(PCSM-2)
Adaptability
(PCSM-3)
Initiative
(PCSM-5)
Optimism
(PCSM-6)
Controlling and managing one’s own disturbing and disruptive emotions and impulses, and even channeling them in useful ways; staying calm and clearheaded under high stress or during a crisis; high level of stress tolerance
Living one’s values; displays an authentic openness to others about one’s feelings, beliefs and actions; commitment to honesty, integrity, and
trustworthiness; openly admits mistakes or faults; confronts unethical behavior in others rather than ignoring it
Juggling multiple demands without losing one’s focus or energy; comfortable with the inevitable ambiguities of organizational life; flexible and adaptable
to new challenges and changing situations, nimble in adjusting to fluid change and overcoming obstacles to achieve intended goals; limber in face of new
realities
Having high personal standards that drive continuous improvement performance of self and those they lead to achieve desired results; pragmatic, sets
measureable but challenging goals, and is able to calculate risk so that goals are worthy but attainable; the hallmark of achievement is continually
learning and teaching ways to do better
Having a strong sense of efficacy and confidence in one’s ability to control one’s own destiny; highly motivated; seizes or creates opportunities rather than
waiting for them; does not hesitate to cut through red tape or bend the rules when necessary to make improvements
Seeing the upside in events; rolls with the punches; sees opportunity rather than threats in a setback; sees others positively and expects the best of them;
optimism leads them to expect that changes will make a better future
SOCIAL COMPETENCE:
SOCIAL-AWARENESS
“SOCIAL AWARENESS”
determines how well the candidate understands human needs and social/organizational/dimensions
Achievement
(PCSM-4)
Empathy
(SCSA-1)
Organizational Awareness
(SCSA-2)
Service
(SCSA-3)
SOCIAL COMPETENCE:
RELATIONSHIP
MANAGEMENT
Sensing others’ emotions, listening attentively to others and grasps their perspectives, and taking active interest in their concerns; sensitivity to others;
appreciates diversity and works well with people from diverse backgrounds and cultures
Understanding organizational dimensions; reads the organizational currents, and the key social, communications, power and decision networks;
politically astute and understands the political forces at work in the organization, and the organizational culture and context
Recognizing and meeting needs of clients (i.e. staff, students, family and community members); fosters an emotional climate that keeps people focused on
meeting the clients’ needs; monitors that clients’ needs are being met; makes self available as needed
“RELATIONSHIP MANAGEMENT”
determines how well the candidate manages relationships
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
5
Inspirational Leadership
(SCRM-1)
Leadership Influence
(SCRM-2)
Developing Others
(SCRM-3)
Change Catalyst
(SCRM-4)
Conflict Management
(SCRM-5)
Teamwork and Collaboration
(SCRM-6)
Forward looking and visionary; inspiring, motivating and guiding people toward a compelling vision; embody what they ask of others and articulate a
shared vision in a way that inspires others to follow; offer a sense of common purpose beyond day-to-day tasks, making work exciting and rewarding;
range of interests; creative and innovative
Using a range of strategies for persuasion to facilitate collaboration and cohesion toward a common vision, mission and goals; finding just the right appeal
for a given audience and knowing how to build buy-in from key people and a network of support for an initiative; persuasive and engaging when
addressing a group
Being adept at cultivating people’s abilities, understanding their goals, strengths and weaknesses; supporting continual learning and growth of others
through timely and constructive feedback and guidance, and mentoring and coaching; commitment to lifelong learning
Recognizing the need for change, challenging the status quo, and championing a new order; initiating and managing change; leading organization in a
new direction as advocates for change even in the face of opposition, making compelling arguments for change and finding practical ways to overcome
barriers to change
Using appropriate strategies to resolve disagreements; able to surface conflict, draw out all parties, acknowledge the feelings and views of all sides,
understand differing perspective, and find common ground that everyone can support, and redirect energy toward a shared resolution
Modeling and developing an atmosphere of mutual respect, collegiality, helpfulness, cooperation, collaboration and teamwork; draws others into active,
enthusiastic commitment to the collective effort, and building spirit and identity; spend time forging and cementing close relationships beyond work
obligations
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
6
SCHOOL LEADERSHIP KNOWLEDGE, SKILLS, and APPLICATIONS ASSESSMENT CRITERIA
INSTRUCTIONS: Using the Performance (KSA) Assessment Rubric on Page 10 and the Performance Assessment Criteria that follow (Pages 13-28), Mentors and Field
SCHOOL LEADERSHIP AREA I:
NJ EXCEL STANDARD #1:
ORGANIZATIONAL LEADERSHIP
ORGANIZATIONAL LEADERSHIP
The candidate promotes the success of every student by facilitating the development, articulation, implementation, and
stewardship of a vision of learning that is shared and supported by all stakeholders.
PERFORMANCE EXPECTATION #1:
VISION, MISSION AND GOALS
Educational leaders ensure the achievement of all students by guiding development and implementation of a shared vision of learning, strong organizational
mission, and high measureable expectations for every student.
ELEMENT A:
HIGH EXPECTATIONS FOR ALL
Educational leaders collaboratively develop a vision, mission, and goals that establish high, measurable expectations for all students and staff.
ELEMENT B:
SHARED COMMITMENTS TO IMPLEMENT THE VISION, MISSION, AND GOALS
Educational leaders use a process of creating and sustaining the vision, mission, and goals that is inclusive and builds common understandings and genuine
commitment among all stakeholders.
ELEMENT C:
CONTINUOUS IMPROVEMENT TOWARD THE VISION, MISSION, AND GOALS
Educational leaders ensure the achievement of all students by creating a culture of continuous improvement and guiding the development and implementation
of a shared vision of learning, strong organizational mission, and high expectations for every student.
ELEMENT D:
VISION AND LEADERSHIP FOR TECHNOLOGY INTEGRATION
Educational leaders ensure effective integration of current technologies to support achievement of a shared vision, mission and goals that establish high,
measurable expectations for all students and educators.
Reference Standards:
NJPSSL Standard #1
ELCC Standards #1.1-1.5
ISLLC 2008/CCSSO Standard #1
TSSA Standard I
Educational leaders are accountable and have unique responsibilities for developing and implementing a vision of learning to guide organizational decisions and actions. Educational leaders
guide a process for developing and revising a shared vision, strong mission, and goals that are high and achievable for every student when provided with appropriate, effective learning
opportunities. The vision, mission, and goals represent what the community intends for students to achieve, informed by the broader social and policy environment and including policy
requirements about specific outcomes and continuous improvement. The vision, mission, and goals become the touchstone for decisions, strategic planning, and change processes. They are
regularly reviewed and adjusted, using varied sources of information and ongoing data analysis. Leaders engage the community to reach consensus about the vision, mission, and goals. To be
effective, processes of establishing the vision, mission, and goals should incorporate diverse perspectives in the broader school community and create consensus to which all can commit.
While leaders engage others in developing and implementing the vision, mission, and goals, it is undeniably their responsibility to advocate for, and act to increase equity and social justice.
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
7
FUNCTIONS
PERFORMANCE ASSESSMENT
CRITERIA
PERFORMANCE ASSESSMENT CRITERIA
The candidate demonstrates the knowledge, skills, and ability to effectively:
The candidate demonstrates:
1A
Collaboratively
Develop and
Implement a Shared
Vision, Mission, and
Goals
(Ref: Elements A, B)
1B
Collect and Use Data
to Identify Goals,
Assess Organizational
Effectiveness, and
Promote
Organizational
Learning
(Ref: Elements A, C, D)
1C
Create and Implement
Plans to Achieve the
Vision and Goals
(Ref: Elements B, C)
Knowledge and Understanding of:
 the knowledge, skills, and values needed
by students to become successful adults
in a global society and economy
 diversity of students and their learning
needs, and implications for educational
programs and learning
 effective group process, human
relations and conflict resolution to
facilitate collaboration, consensusbuilding, teambuilding, and negotiation
 the use current technologies to improve
schools and student learning
 data-driven decision-making
 effective communication (verbal and
written, presentation, various media
and formats)
Knowledge and Understanding of:
 schools as interactive social, cultural
and political systems
 systems thinking
 organizational theories and models
 organizational development and
effectiveness
 data collection and analysis
1. Develop and act on a personal vision for effective school leadership that focuses on continuous improvement of schools and
learning for every student, and the required behaviors and actions of school leaders to achieve the vision, mission and goals
2. Establish, conduct, and evaluate processes to engage staff, families, and the community in collaborative development and
implementation of a shared vision, mission, and goals for a school and district that establish high, measurable expectations for
all students and staff
3. Incorporate diverse perspectives and build consensus, shared understanding, and commitment to the vision, mission, and goals
that are high and achievable for every student when provided with appropriate, effective learning opportunities
4. Use human relations skills to engage diverse stakeholders, including those with conflicting perspectives, in ways that build to
the vision, mission, and goals
5. Use conflict resolution strategies to address differences in opinion and work toward positive outcomes and consensus
4. Develop, communicate, and act on shared commitments, responsibilities and accountabilities of staff, families, and the
community for making decisions and evaluating actions and outcomes that are consistent with the vision, mission, and goals
Knowledge and Understanding of:
 systems thinking
 strategic planning
 school and district improvement
planning
 organizational change process
 effective problem solving processes
 data-driven decision making
 effective group process, human
relations, and conflict resolution to
facilitate collaboration, consensusbuilding, teambuilding, & negotiation
 current technologies that facilitate
organizational improvement
1. Involve staff, families, and community members in a strategic planning process that is based on evidence from data-driven
evaluations and aligned with the vision and goals
2. Use systematic data-driven processes (i.e. action research, program evaluation) and apply principles of systems thinking and
strategic planning to guide improvement planning of districts/schools, programs, teaching, and student learning
3. Use multiple sources of data to systemically identify problems and obstacles to achieving the vision and goals
4. Logically formulate findings and conclusions from data analysis and apply research-based practices to develop problemsolving, change and improvement strategies and activities within strategic plans to remove barriers to achieving the vision and
goals
5. Shape district/school improvement plans and other plans (i.e .technology) to achieve the vision in which goals, objectives,
strategies, and processes are clearly articulated and aligned
6. Obtain and align resources (i.e. technologies, staff time, funding, materials, training) to support effective implementation of
improvement plans to achieve the vision, mission and goals
7. Formulate strategies and initiatives to communicate with, and motivate, all stakeholders to support implementation of change
and improvement strategies and plans to achieve the vision and goals.
8. Develop strategic plans that are data-driven and systemically develop and implement problem-solving, change and improvement
strategies to address identified problems and obstacles to improvement and achieving the vision and goals
9. Communicate and explain the systemic process for improvement planning and implementation both verbally and in writing to
support district/school/program improvement efforts
1. Use multiple sources of information and analyze data (i.e. culture, climate, structures, resources) to assess school and district
organizational effectiveness and capacity, current practices, and obstacles to achieving the vision and goals, and to formulate
goals for organizational development aligned with the vision, mission and goals.
2. Use multiple sources of information and analyze student achievement data to shape a shared vision, mission, and goals with
high, measurable performance expectations for all students and staff
3. Use multiple sources of information and analyze data (i.e. student assessments, demographics, attendance, dropout rates) to
inform development of educational goals by identifying unique strengths and needs of students, gaps between current outcomes
and goals, areas for improvement, and obstacles to achieving the vision and goals.
4. Align the vision, mission, and goals to school, district, state and federal policies (i.e. content standards and achievement targets)
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
8
1D
Promote Continuous
and Sustainable
Improvement
(Ref: Element B, C)
1E
Leadership
and Vision for
Technology
Integration
(Ref: Element D)
1F
Basic Technology
Skills for School
Leaders
(Ref: Element D)
Knowledge and Understanding of:
 information sources, data collection,
and data analysis strategies
 multiple methods for collecting,
reporting and presenting data
 use of technology to facilitate data
collection and analysis
 effective organizational skills and
management
 effective time management
1. Plan for and manage the change process to successfully implement plans, build and sustain a culture of continuous
improvement, and institutionalize and sustain improvements, based on a shared commitment to professional learning and high
standards of achievement for every student
2. Design or adopt systems for using data and research-based strategies to regularly monitor, evaluate, and revise the vision, goals,
strategies and plans to continuously improve schools, programs, teaching, and learning for every student
3. Revise plans, programs and activities as needed based on systematic collection and analysis of data from multiple sources, and
monitoring of progress toward the vision, mission and goals
4. Routinely communicate evidence-based progress toward the vision and goals, and revisions to improvement plans, to staff,
families, and community
Knowledge and Understanding of:
 the capacity of technology to enhance
school improvement and learning for
every student
 strategic planning for technology
integration
 use of technologies to transform school
culture and facilitate the change process
 use of technologies to facilitate datadriven decision-making and planning
for continuous school improvement
Knowledge and Understanding of:
 various technology equipment
 various software applications
1. Develop a shared vision for technology with all stakeholders that focuses on enhancing district/school/program effectiveness and
efficiency, and instruction and learning for every student
2. Develop a long-range technology plan that is aligned with district/school improvement plans to achieve the vision and goals
3. Use technology to facilitate data-driven decision making
4. Model the routine, intentional, & effective use of technology
5. Advocate for research-based practices in use of technology
1.
2.
3.
4.
5.
6.
Use technology to enhance personal productivity (i.e. PDA)
Use technology to facilitate communication (i.e. Word processing, Email)
Use technology to present ideas and information (i.e. PowerPoint)
Use technology to organize and present data and other information, and budgets (i.e. Excel, Inspiration)
Use technology to access information and resources (i.e. Internet)
Use technology to facilitate community relations (i.e. Webpage/Website development)
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
9
SCHOOL LEADERSHIP AREA I:
ORGANIZATIONAL LEADERSHIP
NJ EXCEL STANDARD #2:
ETHICAL LEADERSHIP
The candidate promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
PERFORMANCE EXPECTATION #2:
ETHICS AND INTEGRITY
Educational leaders ensure the success of all students by being ethical and acting with integrity .
ELEMENT A:
ETHICAL AND LEGAL STANDARDS
Educational leaders demonstrate appropriate ethical and legal behavior expected by the profession.
ELEMENT B:
EXAMINING PERSONAL VALUES AND BELIEFS
Educational leaders demonstrate their commitment to examine personal assumptions, values, beliefs, and practices in service of a shared vision and goals for
student learning.
ELEMENT C:
MAINTAINING HIGH STANDARDS FOR SELF AND OTHERS
Educational leaders perform the work required for high levels of personal and organizational performance, including acquiring new capacities needed to fulfill
responsibilities, particularly for high-stakes accountability.
ELEMENT D:
SOCIAL, LEGAL AND ETHICAL USE OF TECHNOLOGY
Educational leaders demonstrate appropriate social, legal and ethical use of technologies.
Reference Standards:
NJPSSL Standard #5
ELCC Standards #5.1-5.5
ISLLC: 2008/CCSSO Standard #5
TSSA Standard VI
Local and state education agencies and professional organizations hold educators to codes of ethics, with attention to personal conduct, fiscal responsibilities, and other types of ethical
requirements. The Performance Expectations build on concepts of professional ethics and integrity and add an emphasis on responsibilities of leaders for educational equity and social justice
in a democratic society. Education is the primary socializing institution, conferring unique benefits or deficits across diverse constituents. Leaders recognize that there are existing inequities
in current distribution of high-quality educational resources among students. Leaders remove barriers to high-quality education that derive from economic, social, cultural, linguistic,
physical, gender, or other sources of discrimination and disadvantage. They hold high expectations of every student and assure that all students have what they need to learn what is
expected. Further, leaders are responsible for distributing the unique benefits of education more equitably, expanding future opportunities of less-advantaged students and families and
increasing social justice across a highly diverse population. Current policy environments with high-stakes accountability in education require that leaders are responsible for positive and
negative consequences of their interpretations and implementation of policies as they affect students, educators, communities, and their own positions. Politically skilled, well-informed
leaders understand and negotiate complex policies (such as high-stakes accountability), avoiding potential harm to students, educators, or communities that result from ineffective or
insufficient approaches. Ethics and integrity mean leading from a position of caring, modeling care and belonging in educational settings, personally in their behavior and professionally in
concern about students, their learning, and their lives. Leaders demonstrate and sustain a culture of trust, openness, and reflection about values and beliefs in education. They model
openness about how to improve learning of every student. They engage others to share decisions and monitor consequences of decisions and actions on students, educators, and communities.
FUNCTIONS
PERFORMANCE ASSESSMENT
CRITERIA
PERFORMANCE INDICATORS and ASSESSMENT CRITERIA
The candidate demonstrates the knowledge, skills, and ability to effectively:
The candidate demonstrates:
2A
Ensure a System of
Accountability for Every
Student’s Academic
and Social Success
Knowledge and Understanding of:
 legal principles governing school law
 various ethical frameworks and perspectives
on professional ethics
 legal and ethical principles for use of data
and technology
 state and local policies and statutes governing
ethical standards for public school employees
1. Accept responsibility and accountability for school/program management and student learning based on legal, ethical and
professional standards
2. Hold self and others accountable for personal and professional ethics, integrity, justice, and fairness
3. Protect the rights and appropriate confidentiality of students and staff
4. Behave in a trustworthy manner, using professional influence and authority to enhance education and the common good.
5. Develop regulations and procedures that promote and protect an orderly learning environment for all students
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
10
(Ref: Element C)
2B
Model Principles of SelfAwareness, Reflective
Practice, Transparency,
and Ethical Behavior
and board of education members
Knowledge and Understanding of:
 legal, ethical, social, and professional
principles and practices to promote ethical
behaviors and decision making related to
schools, teaching, student learning, and use
of data and technology
(Ref: Elements A, B)
2C
Safeguard the Values of
Democracy, Equity, and
Diversity
Knowledge and Understanding of:
 the importance of diversity and equity in a
democratic society
(Ref: Element C)
2D
Consider and Evaluate
the Potential Moral and
Legal Consequences of
Decision-Making
(Ref: Elements A, B, C)
2E
Promote Social Justice
and Ensure that
Individual Student
Needs Inform All
Aspects of Schooling
(Ref: Element C)
2F
Social, Legal
and Ethical Use of
Technology
(Ref: Element D)
Knowledge and Understanding of:
 how school leader, staff, and student
behaviors, attitudes, actions, & decisions
have an impact on the school & communityat-large
1. Assess own personal assumptions, values, beliefs, and practices, and develop and follow a personal code of ethics for
school leadership that aligned with legal and ethical standards of the profession, state regulations, and local policies, and
supports learning and success for every student in modern society
2. Demonstrate respect for the inherent dignity and worth of each individual
3. Model respect for diverse community stakeholders and treat them equitably
4. Demonstrate respect for diversity by developing cultural competency skills and equitable practices.
5. Use a variety of strategies to lead others in safely examining deeply held assumptions and beliefs that may conflict with the
vision, mission, and goals.
6. Respectfully challenge and work to change assumptions and beliefs that negatively affect students, educational
environments, and every student learning.
1. Lead and motivate others to be ethical by example, and by monitoring actions of others with ethical standards that are
made known to all
2. Develop and use understanding of educational policies (i.e. accountability) to avoid expedient, inequitable, or unproven
approaches that only meet short-term goals (such as raising test scores)
3. Help staff, families, and the community to understand and focus on the vision and goals for students within political
conflicts over educational purposes and methods
4. Act with impartiality when dealing with members of diverse groups, and with those who express differing views
5. Protect rights and confidentiality of all students, families, and staff
6. Actively and continuously monitor school climate to assess the effects that the integrity and ethics of others have on
schools, programs, teaching, and learning for all students
7. Apply laws and procedures fairly, wisely, and considerately
8. Set the tone for interactions of employees and students with one another and with members of the school, district, and
community
9. Inspire ethical behavior, serve as a role model, and accept responsibility for using the position ethically and constructively
on behalf of the school, district, community, and all students
1. Make decisions based upon ethical and legal principles
2. Analyze moral, legal, and ethical dilemmas using multiple perspectives to determine the consequences of decisions on
students, staff, families, community, and self
Knowledge and Understanding of:
 the needs of students and the impact on their
learning
 research-based strategies to address diverse
student needs in schools and classrooms
1. Show sensitivity to the influence the school leader possesses and how the position can be used in the service of all students
and families to create a caring school community that supports learning for every student
2. Serve as an advocate for all children, including those who may be underserved
3. Ensure fairness and equal educational opportunities for every student
4. Develop and evaluate policies, programs, and practices that ensure social justice, equity, confidentiality, acceptance and
respect among students, families, and staff that support learning for every student
Knowledge and Understanding of:
 legal, ethical, social and professional
principles and practices related to technology
use
1. Ensure equal access to technology resources that enable and empower all staff and students to enhance the learning
process
2. Identify, communicate, model and enforce positive social, legal, and ethical practices that promote responsible use of
technology
3. Promote and enforce privacy, security and online safety related to the use of technology
4. Develop facility, management and school operations plans that support and focus on safe and healthy practices related to
technology use
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
11
SCHOOL LEADERSHIP AREA II:
NJ EXCEL STANDARD #3:
INSTRUCTIONAL LEADERSHIP
INSTRUCTIONAL LEADERSHIP
The candidate promotes success for every student by advocating, nurturing, and sustaining a school culture and instructional
program conducive to student learning and staff professional growth.
PERFORMANCE EXPECTATION #3:
TEACHING AND LEARNING
Educational leaders ensure achievement and success of all students by monitoring and continuously improving teaching and learning.
ELEMENT A:
STRONG PROFESSIONAL CULTURE
Educational leaders develop a strong professional culture that supports teacher learning and shared commitments to the vision and goals
ELEMENT B:
RIGOROUS CURRICLUM AND INSTRUCTION
Educational leaders improve achievement of all students by requiring all educators to know and use rigorous curriculum and effective instructional practices,
individualized for success of every student.
ELEMENT C:
ASSESSMENT AND ACCOUNTABILITY
Educational leaders improve achievement and close achievement gaps by making appropriate, sound use of assessments, performance management, and
accountability strategies to achieve the vision, mission, and goals.
ELEMENT D:
USING TECHNOLOGY TO ENHANCE TEACHING AND LEARNING
Educational leaders promote effective use of current technologies to enhance instructional assessment practices that will maximize learning for every
student.
Reference Standards:
NJPSSL Standard #2
ELCC Standards #2.1-2.9
ISLLC:2008/CCSSO Standard #2
TSSA Standards II, III, V
A strong, positive, professional culture fosters learning by all educators and students. In a strong professional culture, leaders share and distribute responsibilities to provide quality,
effectiveness, and coherence across all components of the instructional system (such as curriculum, instructional materials, pedagogy, and student assessment). Leaders are responsible for a
professional culture in which learning opportunities are targeted to the vision and goals and differentiated appropriately to meet the needs of every student. Leaders need knowledge, skills,
and beliefs that provide equitable differentiation of instruction and curriculum materials to be effective with a range of student characteristics, needs, and achievement. A strong professional
culture includes reflection, timely and specific feedback that improves practice, and support for continuous improvement toward the vision and goals for student learning. Educators plan
their own professional learning strategically, building their own capacities on the job. Leaders engage in continuous inquiry about effectiveness of curricular and instructional practices and
work collaboratively to make appropriate changes that improve results.
FUNCTIONS
PERFORMANCE ASSESSMENT
CRITERIA
PERFORMANCE INDICATORS and ASSESSMENT CRITERIA
The candidate demonstrates the knowledge, skills, and ability to effectively:
The candidate demonstrates:
3A
Nurture and Sustain a
Culture of
Collaboration, Trust,
Learning, and High
Expectations
(Ref: Element A, D)
Knowledge and Understanding of:
 human needs and behavior
 learning and motivational theories
 research-based practices for
organizational development
 human relations and conflict resolution
 research-based practices for developing a
positive organizational culture and
climate
 uniqueness of school cultures
 organizational development processes
 the change process for organizations and
individuals
1.
2.
3.
4.
5.
6.
Maintain respectful relationships with staff, students, and families
Manage conflicts and crises in timely and effective manner
Establish a climate of trust by demonstrating honesty and credibility
Demonstrate caring, support and respect for all staff and students, and concern for their personal needs
Model collaboration and trust, and openness to change and collaboration that improve practices and student outcomes
Assess school culture and climate using multiple data sources, and implement context-appropriate strategies to create a
positive school culture and learning community of shared beliefs, values and traditions, where all students and staff feel
valued and committed to achieving the vision, mission, and goals through individual and collective efforts
7. Provide support, time, and resources for leaders and staff to examine their own beliefs, values, and practices, and develop
shared understanding and commitment to the vision and goals, high expectations for all students, and closing achievement
gaps
8. Develop time and resources to build a professional culture of openness, collaboration, and continuing professional
development where staff share knowledge and information, analyze outcomes, plan improvements, and evaluate results.
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
12

3B
Create a
Comprehensive,
Rigorous, and Coherent
Curricular Program
(Ref: Element B)
3C
Create a Personalized
and Motivating Learning
Environment for
Students
(Ref: Elements B, C)
3D
Supervise and Evaluate
Instruction
(Ref: Elements A, B, C)
concepts and processes for
transformation of schools into
professional learning communities
 collaboration, teambuilding, and
consensus building
 data collection and analysis
 technology support for effective learning
environments for students and staff
 the role of teacher empowerment and
distributed leadership in continuous
school improvement
Knowledge and Understanding of:
 diversity and its implications for
educational programs and learning for
every student
 student growth and development, and
developmentally appropriate curriculum
and instruction
 principles of effective curriculum and
instruction to address diverse student
learning needs
 research methods to systematically
improve school, teaching, and learning
 research-based curriculum design,
implementation, evaluation, and
adaptation to address diverse student
learning needs
 strategies for technology integration
across the curriculum
 strategies for use of technology to address
diverse learning needs and enhance
learning for all students
 strategies for use of technology to
facilitate data-driven decisions to
improve teaching and learning
Knowledge and Understanding of:
 personalized learning strategies and
differentiated instruction
 uses of technology to address diverse
learning needs
Knowledge and Understanding of:
 models and strategies for effective
observations, supervision, and evaluation
of instructional staff
 role of technology, data, and information
systems to enhance supervision and
evaluation of instructional staff
 state laws and local policies and
9. Create opportunities and time for collaboration among teachers and other staff to focus on student learning as the centerpiece
of all work
10. Employ current technologies to enhance communication and collaboration among students, staff, parents, community
1. Set high expectations for learning for all students, and promote an environment for high levels of achievement for every
student
2. Develop shared understanding of rigorous curriculum and standards-based instructional programs among staff who work in
teams to analyze student work, monitor student progress, and redesign curricular and instructional programs to meet diverse
student needs and high expectations for learning for every student
3. Provide coherent, rigorous curriculum and instruction that is research-based and explicitly aligns content standards,
curriculum, teaching, professional development, assessments, and evaluation methods
4. Implement policies, procedures, and structures that support collaborative activities for continuous improvement of rigorous
curricular materials and instructional practices that meet high expectations for every student
5. Influence and support staff to routinely use data to drive instructional decisions
1. Create a positive learning environment with high expectations for staff and students
2. Demonstrate caring, support and respect for all students, and concern for their personal and academic needs
3. Support research-based instructional practices that focus on the individual needs of students and maximize learning for
every student (i.e. differentiated instruction)
4. Support classroom management practices that create an environment with sufficient structure and flexibility to create a safe,
comfortable and stimulating environment for every student to learn.
5. Collect and analyze data and examine research-based practices related to school and classroom climates to identify strategies
for stimulating and motivating every student to learn
6. Facilitate use of appropriate content-based, customized learning materials and learning strategies in the instruction of every
student
7. Create and analyze individual student learning plans and assessment, use data to design individual student improvement
plans, and/or adjust learning environments to address diverse student needs
1. Model and reinforce high expectations for staff and student learning outcomes
2. Establish policies and procedures for supervision and evaluation of instruction that are research-based and focused on
research-based instructional practices that support high expectations and learning for every student
3. Use research-based supervisory and evaluation models to conduct ongoing monitoring and performance assessment of all
personnel that focuses on continuing professional growth and improvement, and accountability for student learning
4. Clearly communicate the expectations, procedures, and timelines for staff supervision and evaluation, and conduct formal and
informal conferences to clarify the process and provide feedback on performance
5. Guide and monitor individual professional development plans and progress for continuous improvement of performance,
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
13
bargaining agreements related to staff
evaluation
3E
Develop Assessment
and Accountability
Systems to Monitor
Student Progress
(Ref: Element C)
Knowledge and Understanding of:
 use of technology to monitor and evaluate
school and instructional effectiveness and
student progress
 use of data and multiple methods for
assessing student learning
 use of data and strategies for
measurement, assessment, and evaluation
of student learning
teaching and learning for every student
6. Routinely monitor and evaluate classroom and school environments using formal and informal observations and data from
multiple sources on student academic progress and perceptions of staff, students, families and community to identify and
address barriers to student learning
7. Use data collected from supervisory and evaluation activities, frequent classroom visits, lesson plan analysis, and student
assessment data to provide feedback to staff that will continually improve their performance, teaching, and learning for every
student
8. Provide, and monitor effects of, differentiated teaching strategies and curricular materials, educational technologies, and
other resources to address diverse student populations, including students with disabilities, cultural and linguistic differences,
gifted and talented, disadvantaged social economic backgrounds, or other factors affecting learning
9. Document formal and informal observations and conferences, and evaluations, to identify patterns and effects of observed
behaviors, clear descriptions of deficiencies and strengths, clear remedial actions in case of deficiencies, and personnel actions
1. Develop and appropriately use standards-based accountability data aligned with federal and state regulations to improve the
quality of teaching and learning for every student
2. Guide regular analyses and disaggregation of multiple sources of information, data, and assessments (such as test scores, work
samples, and teacher judgment) to evaluate student learning, effective teaching, and program quality, and to improve
instructional programs and learning for every student
3. Use effective data-based technologies and performance management systems to monitor and analyze assessment results for
accountability reporting, and to guide continuous improvement of teaching and learning for every student
4. Interpret data and communicate progress toward the vision, mission, and goals to staff, families, community, and other
stakeholders
3F
Develop the
Instructional and
Leadership Capacity of
Staff
(Ref: Element A)
Knowledge and Understanding of:
 adult learning and professional
development models
 techniques for mentoring & coaching
instructional staff
 professional development strategies to
address diverse student learning needs
 professional development content and
strategies that support safe and orderly
school and classroom environments
conducive to learning
 strategies for technology integration to
enhance professional development
 effective practices for interviewing and
selection of administrative, instructional
and non-instructional staff
 effective practices for induction,
mentoring and support for new
administrators and teachers
 effective practices to promote staff
retention
1. Model lifelong learning by reflecting on personal performance, analyzing strengths and weaknesses, and establishing goals
and implementing a professional growth plan for continuing professional growth and leadership development
2. Collect and analyze multiple sources of data to determine instructional capacity of staff to achieve the vision and goals, and
develop strategies for improvement in an atmosphere of continual professional learning
3. Formulate a data-driven district/school professional development plan that emphasizes individualized, differentiated
professional growth planning for all staff and focuses on enhancing the specific knowledge and skills needed to achieve the
vision and educational goals
4. Guide and support job-embedded, standards-based professional development that improves teaching and learning and meets
diverse learning needs of every student
5. Collect and analyze multiple sources of data to determine the leadership capacity of the district/school and staff to achieve the
vision and goals, and develop strategies to build leadership capacity
6. Build leadership capacity using research-based distributed leadership strategies that identify, provide opportunities for,
train, and support instructional staff who have the desire and potential to assume appropriate leadership roles and
responsibilities in support of achieving the vision and goals
7. Use current technologies to enhance personal and staff professional practice and productivity, and school/program
improvement
8. Promote and model the use of technology to access, analyze, and interpret school/program data to focus efforts on improving
school effectiveness, student learning, and staff productivity and performance
9. Interview and select highly qualified administrative, instructional and non-instructional staff
10. Implement an induction, mentoring and support program for new administrators and teachers
11. Support positive working conditions, innovation and risk-taking, and collaborative working relationships
3G
Maximize Time Spent
on Quality Instruction
(Ref: Element B)
Knowledge and Understanding of:
 research related to impact of
instructional time on opportunity to
learn, active student engagement, and
student learning
 research-based instructional strategies to
improve scheduling and increase
instructional time
1. Organize and align school structures and instructional time in innovative ways to meet the goals of school improvement and
maximize learning for every student
2. Conduct instructional time audits and analyze data to determine the amount of class time where students are actively engaged
in learning, and areas where instructional time is marginalized
3. Develop and implement strategies to overcome obstacles to maximizing instructional time (i.e. policies, procedures, bargaining
agreements, innovative scheduling practices, extended day/year).
4. Develop and implement instructional schedules for staff and students that prioritizes, allocates, and organizes time and staff to
maximize time for quality teaching and learning for every student
5. Develop and support effective classroom management practices to maximize use of instructional time and minimize wasted
time (i.e. setting priorities for use of time, addressing behavior/other disruptions)
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
14
3H
Promote the Use of the
Most Effective and
Appropriate
Technologies to
Support Teaching and
Learning
(Ref: Elements B, C, D)
3I
Monitor and Evaluate
the Impact of the
Instructional Program
(Ref: Elements B, C, D)
Knowledge and Understanding of:
 strategies for technology integration
across the curriculum
 uses of technology to facilitate datadriven decisions to improve instruction
and student learning
 the role of current technologies in
enriching learning environments,
curriculum, instruction, and learning for
every student
 uses of technology to facilitate datadriven decisions to improve teaching and
learning
 uses of current technologies to improve
organizational, personal, staff, and
student productivity
Knowledge and Understanding of:
 best practices for instructional program
evaluation
 instructional program evaluation models
 use of data to monitor and evaluate
instructional programs
 use of technologies and management
systems to facilitate monitoring and
evaluation of instructional programs
 use of various media, technologies, &
formats to enhance communication
6. Use innovative strategies to provide additional time for instructional support to maximize student learning (i.e. after school
programs, Saturday and summer programs)
1. Use and promote technology and information systems to enrich curriculum and instruction, monitor instructional practices,
and provide staff with the assistance and data needed for continuous instructional improvement.
2. Seek resources and provide student-centered technology-rich learning environments that use technology to meet individual
and diverse needs of students.
3. Facilitate the use of various technologies to support instructional methods that enhance higher-level thinking and problemsolving skills for all students.
4. Assist teachers in using technology to access, analyze, and interpret student performance data, and in using results to
appropriately design, assess, and modify student instruction and assessment
5. Collaboratively design, implement, support, and participate in professional development for instructional staff to
institutionalize effective technology integration to enhance student learning
6. Provide training for instructional and non-instructional staff to support routine use of technology
7. Implement evaluation procedures for teachers that assess individual growth toward established technology performance
standards and guide professional development planning
1. Use multiple data sources and aggregated/disaggregated data to establish a baseline and progress benchmarks for student
learning that are consistent with educational goals and curriculum for each grade level and content area, and collect and
analyze data to monitor progress
2. Develop and implement data-driven formative evaluation systems to monitor implementation of curriculum and instructional
programs, and progress toward educational goals, based on progress benchmarks for each grade level and content area.
3. Develop and implement summative evaluation systems (annual and multi-year) to determine impact of curriculum and
instructional programs based on progress toward, and achievement of, educational goals for each grade level and content area
4. Communicate and explain formative and summative evaluation findings, and recommendations for modifications to
improvement plans, programs and practices to staff, families, and community
5. Promote and model the use of technology to access, analyze, interpret and communicate school data to focus efforts on
improving instruction, student learning, and staff productivity
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
15
SCHOOL LEADERSHIP AREA III:
NJ EXCEL STANDARD #4
COMMUNITY LEADERSHIP
COLLABORATING WITH FAMILIES AND COMMUNITY TO FOSTER LEARNING
The candidate promotes the success of every student by collaborating with faculty and community members, responding to
diverse community interests and needs, and mobilizing community resources.
PERFORMANCE EXPECTATION #4:
COLLABORATING WITH FAMILIES AND STAKEHOLDERS
Educational leaders ensure the success of all students by collaborating with families and stakeholders who represent diverse community interests and needs
and mobilizing community resources that improve teaching and learning
ELEMENT A:
COMMUNITY INTERESTS AND NEEDS
Educational leaders respond and contribute to community interests and needs in providing the best possible education for their children.
ELEMENT B:
COLLABORATION WITH FAMILIES AND COMMUNITY MEMBERS
Educational leaders extend educational relationships to families and community members to add programs, services, and staff outreach and provide what
every student needs to succeed in school and life.
ELEMENT C:
BUILDING ON COMMUNITY RESOURCES
Educational leaders maximize shared resources among schools, districts, and communities that provide key social structures and gathering places, in
conjunction with other organizations and agencies that provide critical resources for children and families.
ELEMENT D:
USING TECHNOLOGY TO SUPPORT FAMILY AND COMMUNITY ENGAGEMENT
Educational leaders use current technologies to support communication and collaboration with families and community.
Reference Standards:
NJPSSL Standard #4
ELCC Standards #4.1-4.4
ISLLC: 2008/CCSSO Standard #4
TSSA Standard I
In order to educate students effectively for participation in a diverse, democratic society, leaders incorporate participation and views of families and stakeholders for important decisions
and activities of schools and districts. Key stakeholders include: educators, students, community members, and organizations that serve families and children. Leaders recognize that
diversity enriches and strengthens the education system and a participatory democracy. Leaders regard diverse communities as a resource and work to engage all members in
collaboration and partnerships that support teaching and learning. Leaders help teachers communicate positively with families and make sure families understand how to support their
children’s learning. In communicating with parents and the community, leaders invite feedback and questions so that communities can be partners in providing the best education for
every student.
FUNCTIONS
PERFORMANCE ASSESSMENT
CRITERIA
PERFORMANCE INDICATORS and ASSESSMENT CRITERIA
The candidate demonstrates the knowledge, skills, and ability to effectively:
The candidate demonstrates:
4A
Collect and Analyze
Data and Information
Pertinent to the
Educational
Environment
(Ref: Element A)
Knowledge and Understanding of:
 political, social, economic, legal and
cultural context of education
 the political, social, cultural, and
economic systems and processes that
impact schools
 global issues and forces affecting
schools, teaching and learning
 emerging issues and trends that
potentially impact the school
community and learning environment
 the conditions and dynamics of the
diverse school community
1. Use appropriate assessment strategies, data, and research methods to identify community dynamics, issues and trends to enhance
understanding of the educational environment and needs of students, families and community, and to plan for collaboration with
families and community stakeholders
2. Conduct an environmental scan to collect and analyze data to profile and understand the community and its needs
3. Conduct a stakeholder analysis and use data to identify stakeholders and their respective interests, and to develop strategies to
engage them in positive relations with the school/district
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
16
4B
Promote
Understanding,
Appreciation, and Use
of Community’s
Diverse Cultural,
Social, and Intellectual
Resources
(Ref: Elements A, B, C)
4C
Build and Sustain
Positive Relationships
with Families and
Caregivers
(Ref: Element B)
Knowledge and Understanding of:
 the range of community resources and
their potential for addressing diverse
student and family needs, and
supporting schools, teaching, and
learning for every student
 cultural competence
1. Identify diverse community resources and be actively involved within the community to meet the needs of all students, including
working with community members and groups that have competing or conflicting perspectives about education
2. Use appropriate assessment strategies, data, and research methods to understand and accommodate diverse student and
community conditions and dynamics
3. Capitalize on diversity (such as cultural, ethnic, racial, economic, and special interest groups) as an asset of the school community
to strengthen educational programs and meet the needs of all students
4. Demonstrate cultural competence in sharing responsibilities with diverse community organizations and groups to improve
teaching and learning for every student
Knowledge and Understanding of:
 the diverse values, needs, and cultures
of families and caregivers
 strategies for effective oral and written
communication and collaboration to
address the range of cultural and
linguistic needs of families and
caregivers
4D
Build and Sustain
Productive
Relationships with
Community Partners
(Ref: Element C)
Knowledge and Understanding of:
 community relations models and
marketing strategies
 successful models of school, family,
business, community, government, and
higher education partnerships
1. Collect and analyze data to address the needs of students, families, and caregivers
2. Bring together the resources of schools, family members, and community to positively affect student and adult learning, including
parents and others who provide care for children.
3. Use effective public information strategies to communicate with families and community members (such as email, night/weekend
meetings, and translators and written materials in multiple languages).
4. Apply communication and collaboration strategies to develop family and local community partnerships.
5. Involve families in the education of their children based on the belief that families have the best interests of their children in mind
6. Involve families and other stakeholders in school decision-making processes, reflecting an understanding that schools are an integral
part of the larger community
7. Develop programs for families and caregivers to support student well-being and learning
1. Conduct a community profile using data to identify community resources and assess their needs as potential community partners,
and to develop communication and collaborative strategies to establish positive and productive district/school/community
partnerships
2. Link to, and collaborate with, community agencies for health, social, and other services to families and children.
3. Develop mutually beneficial relationships with community leaders and business, religious, political, and service organizations to
share school and community resources (i.e. buildings, playing fields, parks, medical clinics)
4. Use public resources and funds appropriately and effectively in supporting community partners
5. Develop a comprehensive plan to secure community support to sustain existing resources and add new resources that address
emerging student needs
6. Seek out and collaborate with community programs serving students with special needs
7. Develop plans to use community resources (i.e. youth services) to support student development and academic achievement, address
school/program needs, and achieve school/program goals.
8. Use school resources and social services to serve the community as appropriate.
9. Develop comprehensive strategies for positive community and media relations
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
17
SCHOOL LEADERSHIP AREA III: COMMUNITY LEADERSHIP
NJ EXCEL STANDARD #5:
LEADING WITHIN THE CONTEXT OF PUBLIC EDUCATION
The candidate promotes the success of every student by understanding, responding to, and influencing the
political, social, economic, legal, and cultural context.
PERFORMANCE EXPECTATION #5:
THE EDUCATION SYSTEM
Educational leaders ensure the success of all students by influencing interrelated systems of political, social, economic, legal, and cultural contexts affecting
education to advocate for their teachers’ and students’ needs.
ELEMENT A:
EXERTING PROFESSIONAL INFLUENCE
Educational leaders improve the broader political, social, economic, legal, and cultural context of education for all students and families through active
participation and exerting professional influence in the local community and the larger educational policy environment
ELEMENT B:
CONTRIBUTING TO THE EDUCATIONAL POLICY ENVIRONMENT
Educational leaders contribute to policies and political support for excellence and equity in education.
ELEMENT C:
POLICY ENGAGEMENT
Educational leaders work with policymakers to inform and improve education policymaking and effectiveness of the public’s efforts to improve education.
ELEMENT D:
USING TECHNOLOGY AND DATA TO SUPPORT ADVOCACY FOR EDUCATIONAL IMPROVEMENT
Educational leaders use current technologies to support data collection and analysis of the context and factors influencing the educational system, and to
inform advocacy strategies for educational improvement.
Reference Standards:
NJPSSL Standard #6
ELCC Standards #6.1-6.3
ISSLC: 2008/CCSSO Standard#6
TSSA Standard I
Leaders understand that public schools belong to the public and contribute to the public good. They see schools and districts as part of larger local, state, and federal systems that support
success of every student, while increasing equity and social justice. Leaders see education as an open system in which policies, goals, resources, and ownership cross traditional ideas about
organizational boundaries of schools or districts. Education leaders advocate for education and students in professional, social, political, economic, and other arenas. They recognize how
principles and structures of governance affect federal, state, and local policies and work to influence and interpret changing norms and policies to benefit all students. Professional
relationships with a range of stakeholders and policymakers enable leaders to identify, respond to, and influence issues, public awareness, and policies. For example, local elections affect
education boards and bond results, in turn affecting approaches and resources for student success. Educators who participate in the broader system strive to provide information and engage
constituents with data to sustain progress and address needs. Education leaders in a variety of roles contribute special skills and insights to the legal, economic, political, and social well-being
of educational organizations and environments.
FUNCTIONS
PERFORMANCE ASSESSMENT
CRITERIA
PERFORMANCE INDICATORS and ASSESSMENT CRITERIA
The candidate demonstrates the knowledge, skills, and ability to effectively:
The candidate demonstrates:
5A
Advocate for Children,
Families, and
Caregivers
(Ref: Element A)
Knowledge and Understanding of:
 the importance of diversity and equity in a
democratic society
 the values and needs of a diverse school
community
1. Apply research-based methods to understanding and addressing the school context and its role in addressing the needs of all
students
2. Analyze complex social issues, economic factors, and cultural diversity, and their effects on families, the community, children,
and student learning
3. Facilitate constructive discussions with the public about federal, state, and local laws, policies, regulations, and statutory
requirements affecting continuous improvement of educational programs and outcomes.
4. Actively develop relationships with a range of stakeholders and policymakers to identify, respond to, and influence issues,
trends, and potential changes that affect the context and conduct of education
5. Advocate for equity and adequacy to meet students' and families' educational, physical, emotional, social, cultural, legal, and
economic needs, so every student can meet educational expectations and policy goals
6. Analyze and apply the policies, laws, and regulations enacted by local, state, and federal authorities that affect schools,
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
18
especially those that might improve educational and social opportunities for all students
5B
Act to Influence Local,
District, State, and
National Decisions
Affecting Student
Learning
(Ref: Element B)
5C
Assess, Analyze and
Anticipate Emerging
Trends and Initiatives
in Order to Adapt
Leadership Strategies
(Ref: Elements B, C)
Knowledge and Understanding of:
 political, social, economic, legal and cultural
context of education
 principles of governance that undergird the
system of public schools
 models & strategies of change and conflict
resolution as applied to the larger political,
social, cultural, and economic contexts of
schooling
 the dynamics of policy development and
advocacy under our democratic political
system
Knowledge and Understanding of:
 data sources to identify trends in political,
social, economic, legal and cultural context
of education
1. Operate consistently to uphold, and advocate for, federal, state, and local laws, policies, regulations, and statutory
requirements that provide support for improving excellence and equity in education
2. Collect and accurately communicate data about educational results in a clear and timely way, relating specifics about the local
context to inform political debates and educational policy development
3. Apply data and understanding of the larger political, social, economic, legal, and cultural context to develop activities and
support policies that benefit all students and their families
4. Communicate effectively with key decision makers in the community and in broader political contexts to improve public
understanding of federal, state, and local laws, policies, regulations, and statutory requirements that support or impede
educational improvement and learning for every student
5. Build strong relationships with the school board, district and state educational leaders, and policymakers to inform and
influence policies in the service of children and families.
6. Advocate for public policies that ensure appropriate and equitable human and fiscal resources to improve schools and learning
for every student
7. Engage students, families, and other members of the community in advocating for adoption of improved policies and laws that
will improve conditions for schools/programs and learning for all students.
8. Advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of
socioeconomic background, ethnicity, gender, disability, sexual orientation, or other individual characteristics.
1. Work with community leaders to collect and analyze data on economic, social, and other emerging issues that impact district
and school planning, programs, structures, and resources
2. Use data to effectively communicate with members of a school community to address trends, issues, and potential changes in
the environment in which the district/school operates
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
19
SCHOOL LEADERSHIP AREA IV:
NJ EXCEL STANDARD #6:
STRATEGIC MANAGEMENT
STRATEGIC MANAGEMENT FOR THE LEARNING COMMUNITY
The candidate promotes the success of every student by ensuring management of the
organization, operations, and resources for a safe, efficient, and effective learning environment.
PERFORMANCE EXPECTATION #6:
MANAGING ORGANIZATIONAL SYSTEMS AND SAFETY
Education leaders ensure the success of all students by managing organizational systems and resources for a safe, high-performing learning environment.
ELEMENT A:
EFFECTIVE OPERATIONAL SYSTEMS
Educational leaders distribute leadership responsibilities and supervise daily, ongoing management structures and practices to enhance teaching and
learning
ELEMENT B:
ALIGNED FISCAL AND HUMAN RESOURCES
Educational leaders establish an infrastructure for finance and personnel that operates in support of teaching and learning.
ELEMENT C:
PROTECTING THE WELFARE AND SAFETY OF STUDENTS AND STAFF
Educational leaders ensure a safe environment by addressing real and potential challenges to the physical and emotional safety and security of students and
staff that interfere with teaching and learning.
ELEMENT D:
USING TECHNOLOGY TO SUPPORT SCHOOL OPERATIONS AND MANAGEMENT
Educational leaders effectively integrate current technologies to enhance personal and staff productivity and efficient school management and operations.
Reference Standards:
NJPSSL Standard #3
ELCC Standards #3.1-3.5
ISLLC: 2008/CCSSO Standard #3
TSSA Standard IV
Traditionally, school leaders focused on the management of a school or school district. A well-run school where buses run on time, the facility is clean, and the halls are orderly and quiet used
to be the mark of an effective school leader. With the shift to leadership for learning, maintaining an orderly environment is necessary but not sufficient to meet the expectations and
accountability requirements facing educators today. Education leaders need a systems approach in complex organizations of schools and districts. In order to ensure the success of all
students and provide a high-performing learning environment, education leaders manage daily operations and environments through efficiently and effectively aligning resources with vision
and goals. Valuable resources include financial, human, time, materials, technology, physical plant, and other system components. Leaders identify and allocate resources equitably to
address the unique academic, physical, and mental health needs of all students. Leaders address any conditions that might impede student and staff learning, and they implement laws and
policies that protect safety of students and staff. They promote and maintain a trustworthy, professional work environment by fulfilling their legal responsibilities, enacting appropriate
policies, supporting due process, and protecting civil and human rights of all.
FUNCTIONS
PERFORMANCE ASSESSMENT
CRITERIA
PERFORMANCE INDICATORS and ASSESSMENT CRITERIA
The candidate demonstrates the knowledge, skills, and ability to effectively:
The candidate demonstrates:
6A
Monitor and Evaluate
Management and
Operational Systems
(Ref: Element A)
Knowledge and Understanding of:
 research-based practices for effective
organizational management
 use of various media, technologies, and
formats to enhance communication and
management
 uses of current technologies to improve
organizational, personal, and staff efficiency
and productivity
 current technology-based systems that
facilitate school management and
operations
1. Use knowledge of learning, teaching and student development to inform school/program management decisions and planning
2. Use data to identify potential problems and opportunities related to school/program management and organization, and
their impact on the learning environment and student learning
3. Design and manage operational systems and procedures to maximize opportunities for learning for all students
4. Create an operational plan with staff involvement to set priorities and conduct school management and operations to achieve
the vision and goals
5. Use problem-solving skills and knowledge of strategic, long-range, and operational planning to continuously monitor and
improve management and operational systems to support the well-being and learning of every student
6. Maintain facilities to ensure a safe, secure environment that is consistent with state and federal regulations and supports
learning of every student
7. Develop and facilitate communication and data systems to support effective planning and monitoring of management and
operations, and ensure the timely flow of information to all relevant parties
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
20








6B
Obtain, Allocate,
Align, and Efficiently
Utilize Human, Fiscal,
and Technological
Resources
(Ref: Element B, D)
6C
Promote and Protect
the Welfare and
Safety of Students
and Staff
(Ref: Element C)
use of data and technology for systems
monitoring and evaluation
laws, principles, policies, and issues related
to fiscal operations & management
laws, principles, policies, and issues related
to school facilities & use of space
laws, principles, policies, and issues related
to human resources management and
development
laws, policies, principles, and issues related
to school safety and security
laws, policies, principles, and issues
impacting school operations
standard operational procedures at the
school and district levels
policies and bargaining agreements related
to staff & school management and
operations
8. Oversee acquisition, maintenance and replacement of equipment and effective technologies, particularly to support teaching
and learning
9. Distribute and oversee responsibilities for effective leadership and management of operational systems
10. Evaluate and revise processes to continuously improve efficiency of management and operational systems to support the
well-being and learning for every student
Knowledge and Understanding of:
 state and local policies and statutes related
to budget development and fiscal
management and accountability
 effective practices for budget development,
resource acquisition and allocation, and
fiscal management
 use of technologies and management
systems to facilitate fiscal management
 grants development and management
1. Develop multi-year fiscal plans and annual budgets for the school/district that align resources (i.e. time, people, space, and
money) to support learning for every student and achieve the vision and goals
2. Allocate funds based on data related to student needs within the framework of federal and state regulations
3. Audit school/district budget and financial status, operate within budget and fiscal guidelines, and prioritize and direct
resources toward teaching and learning
4. Project short-term, mid-term and long-term resource needs of the school/district and secure additional resources needed to
support student learning and accomplish the vision and goals
5. Develop plans that focus on effective organization and management of fiscal, human, and material resources and facilities,
giving priority to student learning, safety, curriculum, instruction, and professional development
6. Implement policies and practices to recruit and retain highly qualified personnel, and develop human resources
7. Assign personnel to address diverse student needs, legal requirements, and equity goals
8. Apply technologies to improve efficiency and productivity, school management, business procedures, scheduling, and other
practices that support learning for every student
9. Manage fiscal resources in a responsible, ethical and legal manner
Knowledge and Understanding of:
 state and local policies and statutes related
to the welfare and safety of students and
staff
1. Involve parents, staff, and students in developing, implementing, and monitoring guidelines, norms, and accountabilities for
student and staff behavior
2. Optimize the learning environment for all students by applying research-based principles of organizational development (i.e.
organizational culture and climate) and management (i.e. data-driven decision-making, use of technologies) to support
equity, efficiency, instructional effectiveness, and learning for every student
3. Develop and implement policies, programs and strategies to create a safe environment that supports learning, socialemotional development, safety and security for every student (i.e. character education, anti-bullying programs)
4. Provide clear policies, procedures, rules and routines for staff and students related to a safe and orderly environment
5. Develop, implement, and monitor a comprehensive safety and security plan and communicate it to all relevant parties
6. Apply legal principles to provide effective and efficient use of facilities to promote educational equity, health and safety
7. Operate school plant, equipment, and support systems safely, efficiently and effectively
8. Proactively establish a crisis team and crisis management plans, and communicate them to staff, students, families and
community
9. Keep staff, families and communities informed of safety issues, and how incidents are addressed
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
21
6D
Develop the Capacity
for Distributed
Leadership
(Ref: Element A)
Knowledge and Understanding of:
 organizational development
 research related to shared leadership and
distributed leadership models
 models and best practices for teacher
leadership to improve teaching and learning
for every student
 shared decision-making processes
6E
Ensure Teacher and
Organizational Time
is Focused to Support
Quality Instruction
and Student Learning
(Ref: Element B)
Knowledge and Understanding of:
 research related to impact of instructional
time on opportunity to learn, active student
engagement, and student learning
 research-based instructional strategies to
improve scheduling and increase
instructional time
 time management
 effective scheduling practices
6F
Using Technology to
Support Effective
School Operations
and Management
(Ref: Element D)
Knowledge and Understanding of:
 uses of technology to improve
organizational, personal, and staff
productivity
 current technology-based management and
operations systems
 use of various media, technologies, and
formats to enhance communication
1. Model lifelong learning by reflecting on personal performance and productivity, analyzing strengths and weaknesses, and
establishing goals for professional growth and plans for continuing professional and leadership development
2. Collect and analyze multiple sources of data related to the leadership capacity of the organization and staff using researchbased school leadership standards and practices as measured against organizational effectiveness goals, the vision, and
educational goals
3. Formulate a data-driven leadership capacity development plan that emphasizes individualized leadership development
planning for all staff that focuses on enhancing the specific knowledge and skills needed to build leadership capacity aligned
with the vision and educational goals
4. Build leadership capacity using distributed leadership strategies that identify, provide opportunities for, train, and support
instructional staff who have the desire and potential to assume appropriate leadership roles and responsibilities
5. Advocate for, and create, collaborative systems and distributed leadership responsibilities that support student and staff
learning and well-being
1. Conduct an instructional time audit and analyze data to determine the amount of class time where students are actively
engaged in learning, and areas where instructional time is marginalized
2. Develop strategies to overcome obstacles to maximizing instructional time (i.e. policies, procedures, bargaining agreements,
innovative scheduling practices, extended day/year)
3. Manage time effectively and allocate financial, human, and material resources in ways that directly promote and maximize
learning for every student
4. Organize and align school structures, schedules, staff, and instructional time in innovative ways to meet the goals of school
improvement and maximize learning for every student
5. Develop instructional schedules for staff and students that prioritizes, allocates, and organizes time and staff to maximize
time for quality teaching and student learning
6. Support effective classroom management practices to maximize use of instructional time and minimize wasted time (i.e.
setting priorities for use of time, addressing behavior/other disruptions)
7. Use innovative strategies to provide additional time for instructional support to maximize student learning (i.e. after school
programs, Saturdays, summer programs)
1. Develop and implement a technology plan that is aligned and integrated with the vision and goals, district strategic plans,
school/program improvement plans, management/operations plans, and state and local policies
2. Acquire and allocate financial and human resources for full implementation of the technology plan
3. Allocate resources for implementation of the technology plan and technology replacement cycles
4. Implement integrated technology-based management operations systems to enhance efficiency, productivity, and data
collection and analysis (i.e. personnel & student records, business procedures, and scheduling)
(Revised February, 2010) Developed by Eloise Forster, Ed.D. Copyright 2006. Foundation for Educational Administration (FEA)
Duplication of this document in any form requires FEA approval.
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