DRAKE UNIVERSITY

MASTERS OF SCIENCE IN EDUCATION

Administrator Standards Interpretation Paper

Scott Belger
Student ID: 000191087
Cohort: #13
10/05/2014

Standard #1: An educational leader promotes the success of all students by facilitating the
development, articulation, implementation, and stewardship of a vision of learning that is shared
and supported by the school community. (Shared Vision)
Interpretation
A school administrator will communicate and deliver a clear, data driven vision that
addresses student achievement. The vision must be communicated to all stakeholders so they
have a clear understanding as to the direction the school. Most people want to feel they are
working towards something, not just doing tasks. Starting with the end in mind and having a
good reason why are two steps a leader can take to ensure a sense of purpose. A good building
leader will implement and develop a process by which to achieve the desired goals. A school
administrator will develop a thorough process to evaluate the progress to ensure success for the
students. Examples of evidence might include: Creating a school improvement plan,
establishing student achievement goals based on best practice and recent research, facilitating a
professional development plan, creating professional development agendas, and identifying
building wide academic goals.
Standard #2: An educational leader promotes the success of all students by advocating,
nurturing and sustaining a school culture and instructional program conducive to student learning
and staff professional development. (Culture of Learning)

Interpretation
A school administrator will foster and establish a school climate and culture that is
tailored to student achievement in a motivating environment. A great school leader must have
the ability to contagiously spread positive energy. This is a skill that separates good leaders from
great leaders. A good building leader will facilitate a structure for developing teachers to ensure
that students are engaged in a rigorous curriculum. A school administrator will develop an
accountability system to measure student progress to ensure student goals are met. Examples of
evidence might include: Developing a warm climate, develop an intellectually inviting climate,
use feedback from culture surveys, signs of success in the building, professional growth plans,
recruiting and hiring quality educators, develop an assessment and accountability process for
student development, and visit with individual families, students, and teachers.
Standard #3: An educational leader promotes the success of all students by ensuring
management of the organization, operations and resources for a safe, efficient and effective
learning environment. (Management)
Interpretation
A school administrator will demonstrate the ability to effectively communicate, monitor,
evaluate, and manage procedures and policies that help support a student centered learning
environment. An effective building leader will allocate resources and establish procedures to
ensure compliance of mandates and policies. A school administrator will demonstrate the ability
to be fair, be a leader of people, and develop the capacity for distributed leadership. Examples of
evidence might include: Communication of building expectations, faculty handbooks, crisis
plans, safety committees, school security and supervision schedules, staff leadership
opportunities, and budget management procedures.
Standard #4: An educational leader promotes the success of all students by collaborating with
families and community members, responding to diverse community interests and needs and
mobilizing community resources. (Family and Community)
Interpretation
A school administrator will develop and facilitate a stimulating and productive
relationship with the community to support student centered goals. An effective leader will
involve students, families, and community members to help make decisions on how to achieve
goals related to student achievement. A school administrator will establish a system of
communicating student related information with the community in a pro-active and positive
manner. Examples of evidence might include: Creating a family-friendly school, being aware of
barriers that inhibit student and parent participation in school, developing a parent advisory

committee, teaming with community agencies, effectively planning parent-teacher conferences,

creating family activity nights, and seeking help from parent volunteer groups.

Standard #5: An educational leader promotes the success of all students by acting with integrity,
fairness and in an ethical manner. (Ethics)
Interpretation
A school administrator will adhere to federal, district, and professional standards of
behavior. A building leader will model equity, integrity, and transparency in a manner in which
the students needs are met in an ethical and professional way. Leaders promote social justice
and act on individual student needs. Administrators have a responsibility for establishing and
maintaining a culture of professionalism within their buildings. Examples of evidence might
include: Establishing a character education program, creating a school-wide ethics curriculum,
recognizing and rewarding positive behavior and character, addressing specific concerns of
families and students, developing intervention plans to meet individual needs, addressing social
issues such as bullying and harassment concerns.
Standard #6: An educational leader promotes the success of all students by understanding the
profile of the community and, responding to, and influencing the larger political, social,
economic, legal and cultural context. (Societal Context)
A school administrator will advocate for and provide students with the tools and skills
necessary to be successful. An effective building leader always keeps in mind what is best for
the individual student and is committed to helping each student be his or her best. A studentcentered school administrator provides opportunities and enhances skills the students will need to
be a successful member of the broader community. Examples of evidence might include:
Regular meetings with the curriculum director, reporting student progress to the public,
designing and implementing strategies to reach student-centered goals, using demographic data
collected from the community to drive student learning needs, having a productive relationship
with the AEA and the Department of Education