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Utah Educational Leadership Standards

Performance Expectations, and Indicators

Visionary Leadership Teaching Management for Learning Community Collaboration Ethical Systems Leadership

Standard 1: Visionary Leadership
An educational leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning. of learning that is shared and supported by all stakeholdersIndividuals or groups in the organization or wider community who have an interest in the might be affected by a particular action and/or activity. Stakeholders in a school community typically include students, families, school staff members, the faculty, and all community members, organizations, and agencies that serve that school community..


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Performance Expectation 1A: Educational LeadersA school or district leader holding an administrator area of concentration license who is involved in the process of enlisting and guiding the talents and energies of teachers, pupils, and parents toward achieving common educational aims that are associated with student learning...

Establish high and measurable expectations for all students and educators.

Indicators for 1A: A leader...

      1. Uses varied sources of evidence and analyzes dataFactual, evidentiary forms of information about individuals, groups of learners, or other school related information that are collected, documented, organized, and analyzed for the purpose of making decisions about teaching and learning about current practices and outcomes to shape visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning., missionDefines the fundamental purpose of the school, succinctly describing why it exists, and goalsDescriptions of what the school personnel plan to accomplish with high, measurable expectations for all students and educators.
      2. Aligns, revises, and adapts the visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning., missionDefines the fundamental purpose of the school, succinctly describing why it exists, and goalsDescriptions of what the school personnel plan to accomplish to school, district, state, and federal policies.
      3. Incorporates diverse perspectives and builds consensus to provide equitable, appropriate, and effective learning opportunities for every student to achieve.

Performance Expectation 1B: Educational Leaders...

Facilitate a process of creating a shared visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning., missionDefines the fundamental purpose of the school, succinctly describing why it exists, and goalsDescriptions of what the school personnel plan to accomplish.

Indicators for 1B: A leader...

      1. Establishes, conducts, and evaluates processes used to engage staff, community, and diverse stakeholdersIndividuals or groups in the organization or wider community who have an interest in the might be affected by a particular action and/or activity. Stakeholders in a school community typically include students, families, school staff members, the faculty, and all community members, organizations, and agencies that serve that school community. in a shared understanding and commitment to visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning., missionDefines the fundamental purpose of the school, succinctly describing why it exists, and goalsDescriptions of what the school personnel plan to accomplish.
      2. Develops shared commitments and responsibilities that are distributed among staff and the community for making decisions and evaluating actions and outcomes.
      3. Communicates and acts on commitments in the shared visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning., missionDefines the fundamental purpose of the school, succinctly describing why it exists, and goalsDescriptions of what the school personnel plan to accomplish so educators and the community understand, support, and act on them consistently.

Performance Expectation 1C: Educational Leaders...

Sustain strong organizational commitment to visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning., missionDefines the fundamental purpose of the school, succinctly describing why it exists and goalsDescriptions of what the school personnel plan to accomplish aimed at continuous improvement.

Indicators for 1C: A leader...

      1. Uses or develops data systems and other sources of information to identify unique strengths and needs of students, gaps between current outcomes and goalsDescriptions of what the school personnel plan to accomplish, and areas for improvement.
      2. Engages faculty, staff and school community by making decisions informed by visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning., missionDefines the fundamental purpose of the school, succinctly describing why it exists, dataFactual, evidentiary forms of information about individuals, groups of learners, or other school related information that are collected, documented, organized, and analyzed for the purpose of making decisions about teaching and learning, research, and best practices to identify and eliminate barriers, shape plans, programs, and activities, and regularly review their effects.
      3. Uses visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning., missionDefines the fundamental purpose of the school, succinctly describing why it exists, and goalsDescriptions of what the school personnel plan to accomplish to guide school improvement planning, change strategies, and implement instructional programs.
      4. Obtains, aligns, and allocates resources to achieve the visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning., missionDefines the fundamental purpose of the school, succinctly describing why it exists, and goalsDescriptions of what the school personnel plan to accomplish.
      5. Evaluates for continuous improvement toward visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning., missionDefines the fundamental purpose of the school, succinctly describing why it exists, and goalsDescriptions of what the school personnel plan to accomplish to advocate for and guide plans, programs, and activities to provide equitable, appropriate, and effective learning opportunities for every student.

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Standard 2: Teaching and Learning
An educational leader promotes the success of every student by advocating, nurturing and sustaining a school focused on teaching and learning conducive to student, faculty, and staff growth.


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Performance Expectation 2A: Educational Leaders...

Ensure strong professional cultures that support teaching and learning.

Indicators for 2A: A leader...

      1. Develops shared understanding of and commitment to ongoing professional learningProviding comprehensive, sustained, and intensive learning opportunities to expand the professional knowledge and skills available to educators; addresses both individual educators' goals for professional growth and the larger organizational learning priorities for school improvement. to achieve high expectations for all students.
      2. Builds organizational capacity that collectively improves instructional practices and student outcomes.
      3. Builds a professional culture of trust, openness and collaborationA style of interaction between individuals engaged in shared decision making as they work toward a common goal, engaging teachers in sharing information, analyzing outcomes, and planning improvement.
      4. Uses dataFactual, evidentiary forms of information about individuals, groups of learners, or other school related information that are collected, documented, organized, and analyzed for the purpose of making decisions about teaching and learning about teacher practice to identify and support individual and team professional learningProviding comprehensive, sustained, and intensive learning opportunities to expand the professional knowledge and skills available to educators; addresses both individual educators' goals for professional growth and the larger organizational learning priorities for school improvement. needs across a continuum of professional growth.
      5. Guides and supports quality professional developmentProviding comprehensive, sustained, and intensive learning opportunities to expand the professional knowledge and skills available to educators; addresses both individual educators' goals for professional growth and the larger organizational learning priorities for school improvement. that results in improved teaching and learning and meets diverse learning needs for all students.

Performance Expectation 2B: Educational Leaders...

Require all educators to know and use Utah Core Standards, and current Utah Effective Teaching Standards.

Indicators for 2B: A leader...

      1. Works with individual teachers and teams to analyze student work, monitor student progress, adapt curriculum, and adjust instructional practice to meet student learning needs.
      2. Facilitates shared understanding of Utah Core Standards and standards-basedDriven by the setting of academic standards (sometimes referred to as benchmarks, aims, essentials, targets) for what students should know and be able to do instructional practices and programs by providing support and guidance to teachers in implementing and aligning rigorous curriculum, effective instruction, content standardsThe knowledge and skills that should be mastered in order to achieve a level of proficiency in a particular area, and appropriate assessmentsThe productive process of monitoring, measuring, evaluating, documenting to ensure that students learn at high levels of achievement; formative assessment is a process for determining progress and is associated with continual growth and improvement; summative assessment is used at the culmination of a given period of time to evaluate the extent instructional objectives have been met. to meet student learning needs.
      3. Provides and monitors effects of differentiated instructional strategies, curricular materials, educational technologies, and other resources appropriate 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.
      4. Identifies and uses high-quality research and data-based strategies and practices that are appropriate in the local context to inform curriculum and instructional practices to increase learning for every student.
      5. Provides instructional leadershipThose actions that a principal takes, or delegates to others, to promote growth in student learning by supervising, evaluating, coaching, and mentoring educators to improve instructional practice.

Performance Expectation 2C: Educational Leaders...

Implement appropriate systems of assessmentThe productive process of monitoring, measuring, evaluating, documenting to ensure that students learn at high levels of achievement; formative assessment is a process for determining progress and is associated with continual growth and improvement; summative assessment is used at the culmination of a given period of time to evaluate the extent instructional objectives have been met and accountability.

Indicators for 2C: A leader...

      1. Collects and appropriately uses standards-basedDriven by the setting of academic standards (sometimes referred to as benchmarks, aims, essentials, targets) for what students should know and be able to do accountability dataFactual, evidentiary forms of information about individuals, groups of learners, or other school related information that are collected, documented, organized, and analyzed for the purpose of making decisions about teaching and learning to improve the quality and effectiveness of teaching and learning.
      2. Uses varied sources and kinds of information and data to evaluate student learning, effective teaching, and program quality.
      3. Uses effective data-based technologies and performance management systems to support regular analysis and interpretation of dataFactual, evidentiary forms of information about individuals, groups of learners, or other school related information that are collected, documented, organized, and analyzed for the purpose of making decisions about teaching and learning for accountability reporting and to guide continuous improvement of teaching and learning.  
      4. Synthesizes dataFactual, evidentiary forms of information about individuals, groups of learners, or other school related information that are collected, documented, organized, and analyzed for the purpose of making decisions about teaching and learning and evaluates progress toward visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning., missionDefines the fundamental purpose of the school, succinctly describing why it exists, and goalsDescriptions of what the school personnel plan to accomplish for all stakeholdersIndividuals or groups in the organization or wider community who have an interest in the might be affected by a particular action and/or activity. Stakeholders in a school community typically include students, families, school staff members, the faculty, and all community members, organizations, and agencies that serve that school community..

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Standard 3: Management for Learning
An educational leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.


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Performance Expectation 3A: Educational Leaders...

Distribute responsibilities and supervise ongoing management structures and practices to enhance teaching and learning.

Indicators for 3A: A leader...

      1. Distributes and oversees responsibilities of management structures and procedures to support teaching and learning while developing capacity for shared leadership of operational systems. 
      2. Maintains the physical plant for safety, ADAAmericans with Disabilities Act of 1990.  ADA is a wide-ranging civil rights law that prohibits, under certain circumstances, discrimination based on disability requirements, and other access issues to support the learning of every student.
      3. Develops and facilitates communication and data systems that assure the timely flow of information to support teaching and learning.
      4. Oversees acquisition and maintenance of equipment and effective technologies to support teaching and learning.
      5. Evaluates and uses effective tools to revise processes and continually improve the operational system in order to ensure teacher and organizational resources are focused to support quality instruction and student learning.

Performance Expectation 3B: Educational Leaders...

Strategically allocate and align human, fiscal, technological, and physical resources.

Indicators for 3B: A leader...

      1. Operates within budget and fiscal guidelines directed effectively toward teaching and learning.
      2. Allocates funds based on student needs within the framework of federal, state, and district rules.
      3. Leverages resources to achieve visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning., missionDefines the fundamental purpose of the school, succinctly describing why it exists, and goalsDescriptions of what the school personnel plan to accomplish.
      4. Implements practices to recruit, develop, and retain highly qualified and effective personnel.
      5. Assigns personnel to address diverse student needs, legal requirements, and equityUsually associated with a system of fairness goals.
      6. Conducts personnel evaluation processes that develop and improve professional practice, providing timely feedback, and remediate and/or terminate employment in keeping with district and state policies.
      7. Seeks and secures additional resources needed to accomplish visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning., missionDefines the fundamental purpose of the school, succinctly describing why it exists, and goalsDescriptions of what the school personnel plan to accomplish.

Performance Expectation 3C: Educational Leaders...

Protect the well-being and safety of students and staff.

Indicators for 3C: A leader...

    1. Advocates for and creates collaborative systems and shared leadership responsibilities that support student and staff safety and well-being.
    2. Involves parents, teachers, and students in developing, implementing, and monitoring expectations and norms for accountable behavior.
    3. Develops and monitors a comprehensive safety and security plan and implements effective instructional program and practices to address current safety and well-being topics.

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Standard 4: Community Collaboration
An educational leader promotes the success of every student by collaborating with faculty, staff, parents, and community members, responding to diverse community interests and needs and mobilizing community resources.


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Performance Expectation 4A: Educational Leaders...

Collaborate with families and diverse community stakeholdersIndividuals or groups in the organization or wider community who have an interest in the might be affected by a particular action and/or activity. Stakeholders in a school community typically include students, families, school staff members, the faculty, and all community members, organizations, and agencies that serve that school community. to extend programs, services, and outreach.

Indicators for 4A: A leader...

      1. Collects, analyzes, and shares dataFactual, evidentiary forms of information about individuals, groups of learners, or other school related information that are collected, documented, organized, and analyzed for the purpose of making decisions about teaching and learning and information with the community pertinent to the educational environment.
      2. Develops comprehensive strategies by collaborating with the community in support of outreach programs and services. 
      3. Uses effective communication strategies with families and community members to provide stakeholdersIndividuals or groups in the organization or wider community that have an interest in the might be affected by a particular action and/or activity. Stakeholders in a school community typically include students, families, school staff, faculty, and all community members, organizations, and agencies that serve that school community with timely and accurate information.
      4. Applies communication and collaborationA style of interaction between individuals engaged in shared decision making as they work toward a common goal strategies to involve families in decision-making about their student’s education and develop positive family partnerships.

Performance Expectation 4B: Educational Leaders...

Respond and contribute to community interests and needs.

Indicators for 4B: A leader...

      1. Identifies, builds and sustains productive relationships with community partners.
      2. Uses appropriate dataFactual, evidentiary forms of information about individuals, groups of learners, or other school related information that are collected, documented, organized, and analyzed for the purpose of making decisions about teaching and learning, assessment strategies, and research methods to understand and accommodate diverse student and community conditions and dynamics.
      3. Utilizes diversityThe inclusion of a variety of people in a group or organization (often associated with race, ethnicity, culture, ability, language, religion, socio-economic background, and gender) and inclusive of individual differences (e.g., personality, interests, learning modalities, and life experiences) as an asset of the school community to strengthen educational programs.
      4. Shares responsibilities with communities to improve teaching and learning.

Performance Expectation 4C: Educational Leaders...

Maximize shared school and community resources to provide essential services for students and families.

Indicators for 4C: A leader...

      1. Links to and collaborates with community agencies for health, social, and other essential services to families and students.
      2. Develops mutually beneficial relationships with business, religious, political, and service organizations to share school and community resources.
      3. Mobilizes and aligns the resources of schools, family, and community to positively affect student and adult learning, including parents and others who provide care for students.

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Standard 5: Ethical Leadership
An educational leader promotes the success of every student by acting with, and ensuring a system of, integrity, fairness,
equityUsually associated with a system of fairness, and ethical behavior.


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Performance Expectation 5A: Educational Leaders...

Demonstrate appropriate, ethical, and legal behavior expected by the profession.

Indicators for 5A: A leader...

      1. Models personal and professional ethics, integrity, justice, and fairness and expects the same of others.
      2. Protects the rights, including appropriate confidentiality, of students and staff.
      3. Behaves in a trustworthy manner, using professional influence and authority to enhance education and the common good.
      4. Demonstrates respect for the inherent dignity and worth of each individual. 
      5. Models respect for diverse community stakeholdersIndividuals or groups in the organization or wider community who have an interest in the might be affected by a particular action and/or activity. Stakeholders in a school community typically include students, families, school staff members, the faculty, and all community members, organizations, and agencies that serve that school community. and treats them equitably.
      6. Demonstrates respect for diversityThe inclusion of a variety of people in a group or organization (often associated with race, ethnicity, culture, ability, language, religion, socio-economic background, and gender) and inclusive of individual differences (e.g., personality, interests, learning modalities, and life experiences) by developing cultural sensitivity and equitable practices.

Performance Expectation 5B: Educational Leaders...

Examine personal assumptions, values, beliefs, cultural competencies, and practices in service of a shared visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning., missionDefines the fundamental purpose of the school, succinctly describing why it exists, and goalsDescriptions of what the school personnel plan to accomplish for student learning.

Indicators for 5B: A leader...

      1. Self-assesses personal assumptions, values, beliefs, and practices that guide improvement of student learning.
      2. Uses a variety of strategies to lead others in safely examining deeply held assumptions and beliefs that may conflict with visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning., missionDefines the fundamental purpose of the school, succinctly describing why it exists, and goalsDescriptions of what the school personnel plan to accomplish.
      3. Respectfully challenges and works to change assumptions, beliefs, and biases that negatively affect students, educational environments, and every student's learning.

Performance Expectation 5C: Educational Leaders...

Perform the work required for high levels of personal effective leadership performance, including acquiring new capacities needed to fulfill responsibilities.

Indicators for 5C: A leader...

      1. Self-reflects on professional work, analyzes strengths and weaknesses, and establishes goalsDescriptions of what the school personnel plan to accomplish for professional growth.
      2. Models lifelong learning by continually deepening understanding and practice related to content, standardsThe knowledge and skills that should be mastered in order to achieve a level of proficiency in a particular area, assessmentThe productive process of monitoring, measuring, evaluating, documenting to ensure that students learn at high levels of achievement; formative assessment is a process for determining progress and is associated with continual growth and improvement; summative assessment is used at the culmination of a given period of time to evaluate the extent instructional objectives have been met, dataFactual, evidentiary forms of information about individuals, groups of learners, or other school related information that are collected, documented, organized, and analyzed for the purpose of making decisions about teaching and learning, teacher support, evaluation, and professional developmentProviding comprehensive, sustained, and intensive learning opportunities to expand the professional knowledge and skills available to educators; addresses both individual educators' goals for professional growth and the larger organizational learning priorities for school improvement. strategies.
      3. Develops and uses understanding of educational policies to implement equitable or proven approaches to meet short-term goals.
      4. Helps educators and the community understand and focus on visionIn an organization such as a school or district, what a leader and the participants hope to become as they work collaboratively to improve teaching and learning., missionDefines the fundamental purpose of the school, succinctly describing why it exists, goalsDescriptions of what the school personnel plan to accomplish, and consequences for students within legal and political constructs surrounding educational purposes and methods.
      5. Sustains personal motivation, optimism, commitment, energy, and health by balancing professional and personal responsibilities and encouraging similar actions for others.

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Standard 6: Systems Leadership
An educational leader promotes the success of every student by understanding, responding to, and influencing the interrelated systems of political, social, economic, legal, policy, and cultural contexts affecting education.


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Performance Expectation 6A: Educational Leaders...

Demonstrate active participation in the school's local community.

Indicators for 6A: A leader...

      1. Facilitates constructive discussions with the public about federal, state, and local laws, policies, regulations, and statutory requirements affecting continuous improvement of educational programs and outcomes.
      2. Actively develops relationships with a range of stakeholdersIndividuals or groups in the organization or wider community who have an interest in the might be affected by a particular action and/or activity. Stakeholders in a school community typically include students, families, school staff members, the faculty, and all community members, organizations, and agencies that serve that school community. and policymakers to identify, respond to, and influence issues, trends, and potential changes that affect the context and conduct of education.
      3. Advocates for equityUsually associated with a system of fairness and adequacy in providing for students' and families' educational, physical, emotional, social, cultural, legal, and economic needs, so every student can meet educational expectations and policy goals.

Performance Expectation 6B: Educational Leaders...

Contribute to the larger arena of educational policy making.

Indicators for 6B: A leader...

      1. Operates consistently to uphold and influence federal, state, and local laws, policies, regulations, and statutory requirements in support of learning for all students.
      2. Collects and accurately communicates dataFactual, evidentiary forms of information about individuals, groups of learners, or other school related information that are collected, documented, organized, and analyzed for the purpose of making decisions about teaching and learning about educational performance in a clear and timely way, relating specifics about the local context to improve policies and inform political discussions and decision-making.
      3. Communicates 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.
      4. Advocates within the educational policy environment for increased support of excellence and equityUsually associated with a system of fairness in education.

Performance Expectation 6C: Educational Leaders...

Increase the effectiveness of the school community's efforts to improve education.

Indicators for 6C: A leader...

      1. Builds strong relationships with the school board, district and state education leaders, and policy actors to inform and influence policies and policymakers in the service of students and families.
      2. Advocates for public policies that ensure appropriate and equitable human and fiscal resources and improves student learning.
      3. Works with community leaders to collect and analyze dataFactual, evidentiary forms of information about individuals, groups of learners, or other school related information that are collected, documented, organized, and analyzed for the purpose of making decisions about teaching and learning on economic, social, and other emerging issues that impact district and school planning, programs, and structures.
      4. Supports public policies that provide for present and future needs of students and families and improve education.
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