Missouri Department of Elementary and Secondary Education

Standard 2

• Administrators Mentoring Program (AMP)
• Cert. Issues for School Admin
• ISLLC
• Educator Development Staff
• (NBC)National Board
• RPDC Staff Directory
• Leadership Academy
• Instructional Management for Administrators

Knowledge | Dispositions | Performances | Back to Standards Page | Back to Home Page

A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Knowledge

The administrator has knowledge and understanding of:

• student growth and development

• applied learning theories

• applied motivational theories

• curriculum design, implementation, evaluation, and refinement

• principles of effective instruction

• measurement, evaluation, and assessment strategies

• diversity and its meaning for educational programs

• adult learning and professional development models

• the change process for systems, organizations, and individuals

• the role of technology in promoting student learning and professional growth

• school cultures

Dispositions

The administrator believes in, values, and is committed to:

• student learning as the fundamental purpose of schooling

• the proposition that all students can learn

• the variety of ways in which students can learn

• life long learning for self and others

• professional development as an integral part of school improvement

• the benefits that diversity brings to the school community

• a safe and supportive learning environment

• preparing students to be contributing members of society

Performances

The administrator facilitates processes and engages in activities ensuring that:

• all individuals are treated with fairness, dignity, and respect

• professional development promotes a focus on student learning consistent with the school vision and goals

• students and staff feel valued and important

• the responsibilities and contributions of each individual are acknowledged

• barriers to student learning are identified, clarified, and addressed

• diversity is considered in developing learning experiences

• life long learning is encouraged and modeled

• there is a culture of high expectations for self, student, and staff performance

• technologies are used in teaching and learning

• student and staff accomplishments are recognized and celebrated

• multiple opportunities to learn are available to all students

• the school is organized and aligned for success

• curricular, co-curricular, and extra-curricular programs are designed, implemented, evaluated, and refined

• curriculum decisions are based on research, expertise of teachers, and the recommendations of learned societies

• the school culture and climate are assessed on a regular basis

• a variety of sources of information is used to make decisions

• student learning is assessed using a variety of techniques

• multiple sources of information regarding performances are used by staff and students

• a variety of supervisory and evaluation models is employed

• pupil personnel programs are developed to meet the needs of students and their families