Community stakeholders: Includes students, staff, families, and community members.

Continuous improvement: Transparent, systemic process for self-reflection, data collection on targets for improvement, cycle of analysis, and adjustment.

Cultural competence: Is the set of beliefs, practices, and behaviors that allows us to maintain and support appropriate, fair, and effective interactions with individuals from all ages, abilities, socio-economic backgrounds, race/ethnicities, languages, cultures, and life circumstances.  Includes knowledge of student cultural and linguistic histories and contexts, as well as family norms and values in different cultures; knowledge and skills in accessing community resources and community and parent outreach; and skills in adapting instruction to students' experiences and identifying cultural contexts for individual students.

Culturally responsive: Practice that incorporates cultural elements in a way which reflect the school as a social system and dynamic relationship between teachers, families, and students for the purpose of increasing student achievement.

Diversity: Includes race, socioeconomic class, gender, disability, sexual orientation, religion, and language.

Equity pedagogy: Teaching strategies and classroom environments that help students from diverse racial, ethnic, linguistic, and cultural groups attain the knowledge and skills needed to function within and help create and perpetuate a just, humane, and democratic society (Banks & Banks, 2005).

Family and community engagement: A partnership between educators, families, and communities focused on student achievement, shared responsibilities, and a shared vision.

Quality control: Transparent system of checks and balances, reflection, and accountability to maintain compliance and strive for excellence.

Staff: All employees including teachers, education staff associates, paraprofessional, administrators, office workers, cafeteria workers, custodial workers, bus drivers, and all other district-based support personnel.


Standard One

Visionary Leadership: A superintendent is the community’s educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by leading the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by district and community stakeholders.

          Strand 1 – Advancing a district-wide shared vision for learning.

Continually review and restructure the vision to address changing circumstances based on relevant data, including student cultural histories and contexts. Enhance the vision to include cultural competence of the district and region. Engage community stakeholders in furthering the vision, mission, and goals of the district.


Strand 2 – Putting the vision for learning into operation. 

Implement the vision across multiple stakeholder groups and settings. Use data to continually monitor and revise systems to reflect the vision. Solicit from and give feedback to other administrators to analyze the effectiveness of the district’s vision in shaping education programs, systems, and resources to positively impact student learning.


Strand 3 - Developing stewardship of the vision. 

Continually evaluate alignment between vision and progress toward promoting success of all students within the learning community. Expand base and empower community stakeholders to participate in shaping education programs, systems, and resources to move the learning community toward the shared vision of promoting success of all students. Design a system of shared responsibility for renewing the vision, as well as acknowledging and celebrating progress toward the vision.


Standard Two

Instructional Improvement: A superintendent is the community’s educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by leading through advocating, nurturing, and sustaining district cultures and coherent instructional programs that are conducive to student learning and staff professional growth.


Strand 1 – Advocating, nurturing, and sustaining an effective district culture. 

Empower the stakeholders to define, maintain, and monitor the ways in which the district’s specific culture is affecting student learning. Collaborate with other administrators to give and receive feedback on effectiveness of expectations, implementation, respect, and fairness in improving the overall systems and programs reflective of the district’s learning culture.


Strand 2 – Advocating, nurturing, and sustaining student learning.

Facilitate the understanding and implementation of research-based teaching and assessment along with equity pedagogy that empowers all educators and students to take ownership of and to monitor their learning processes in every classroom, every day. Build greater capacity for a district-wide system of continuous improvement by providing support for educator and student learning in collaboration with families, stakeholders, and community leaders.


Strand 3 – Advocating, nurturing, and sustaining coherent, intentional professional development.

Facilitate systems that focus district staff on reflection, collaboration, and peer mentorship to support successful professional development. Build staff leadership in creating and maintaining student-centered achievement goals. Learn from and with administrators to gather and interpret data to build greater capacity for professional development support using resources from community stakeholders as well as state-funded initiatives.


Standard Three

Effective Management: A superintendent is the community’s educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by ensuring management of the organization, operations and resources for a safe, efficient, and effective learning environment.

Strand 1 – Uses a continuous cycle of analysis to ensure efficient and effective systems.

Create and sustain a culture of continuous analysis in every aspect of the learning community. Coach and mentor emerging staff, student, and community leaders. Collaborate with other administrators to use the continuous cycle of analysis to improve structures, procedures, and resources to positively impact student learning through professional development, the family community, and community at large.


Strand 2 – Ensuring efficient and effective management of the organization. 

Align organizational elements of the district with the improvement plans ensuring an effective and positive learning environment. Develop a district-wide student self-regulation program. Use data to adjust the effective implementation of the district safety plan. Seek feedback from and give to other administrators. Share organizational expertise with others and actively mentor other educational leaders.


Strand 3 – Ensuring efficient and effective management of the operations.

Establish a culture where everyone accepts shared responsibility for management operations. Collaborate with all stakeholders to seek and give feedback to improve the effectiveness of management procedures district-wide.


Strand 4 – Ensuring management of the resources for a safe, efficient, and effective learning environment. 

Maximize the use of human, fiscal, technological, and material resources based on data analysis and forecasting. Act creatively to support continuous district improvement in response to the changing environment. Collaborate with other administrators and stakeholders to increase and distribute available resources equitably throughout the district.


Standard Four

Inclusive Practice: A superintendent is the community’s educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

Strand 1 – Collaborating with families and community members. 

Regularly seek information and respond to families' and stakeholders’ concerns, expectations, and needs. Validate differences in values, opinions, and views, acknowledging that families, community stakeholders, and educators have the best interests of the children and community in mind, leading to common goals for providing learning opportunities for all students.


Strand 2 – Collaborating with and responding to diverse communities.

Lead district staff in examining the personal, social, and cognitive consequences of policies and practices on equity in the district. Develop programs that promote mutual respect and understanding among students, staff, families, and all community stakeholders. Work to assure that policies encourage the use of research-based assessments appropriate for individual linguistic and cultural groups. Advocate development and recruitment of a racially, culturally, and ethnically diverse staff. 


Strand 3 – Mobilizing community resources. 

Develop strategies to ensure that all schools/programs, regardless of their locations in the district, are funded equitably. Advocate state and district level officials to provide additional funding for schools/programs with low-income populations. Develop and maintain effective media relations. Establish mutually beneficial relations with businesses, higher education institutions, agencies, and community groups that support the implementation of the district’s improvement plans.


Standard Five

Ethical Leadership: A superintendent is the community’s educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by acting with integrity, fairness, and in an ethical manner.

Strand 1 – Using the continuous cycle of analysis for self-assessment of professional leadership.

Use the professional growth plan to collaborate with other administrators to identify and sustain needed professional growth. Coach and mentor emerging instructional leaders. Contribute to the advancement of the profession through sharing experience, advancing best practice, and extending learning beyond the ISLLC and Washington State standards.


Strand 2 – Acting with integrity, fairness, and courage in upholding high ethical standards.

Serve as a role model of fairness, equity, and respect to the educational community and the community at large. Respond to moral dilemmas in a manner that inspires others to demonstrate integrity and exercise ethical behavior.


Standard Six

Socio-Political Context: A superintendent is the community’s educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.

            Strand 1 – Understanding the role of schools in a democracy. 

Promote student civic involvement which prepares them for active participation in a democratic and global society. Actively participate in influencing the quality of a democratic education beyond the local levy (e.g., state and federal policy and legislation, professional associations, share knowledge and experience through workshops and written work, or mentor fellow educators through a continuing dialogue around educational issues). Empower others to create district-wide accountability models using the continuous cycle of analysis that goes beyond state standards for improvement of student learning.

Strand 2 – Works effectively with the school district’s Board of Directors. 

Communicate effectively with the Board, key decision makers in the community, and in broader political contexts to increase support of excellence and equity in education. Work with the Board and community leaders to collect and analyze data on economic, social, and other emerging issues that impact district planning, programs, and structures.