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| Element in the standard | Action on how to demonstrate the standard |
| Standard 1.0: A district-level education leader applies knowledge that promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a shared district vision of learning through the collection and use of data to identify district goals, assess organizational effectiveness and implement district plans to achieve district goals; promotion of continual and sustainable district improvement; and evaluation of district progress and revision of district plans supported by district stakeholders. | Researching the visions and goals of learning as perceived by colleagues could help form a better idea of what inclinations and ideas are the most common in the organization. Another research can be conducted aiming at the assessment of the community education needs. It would help to envision and revise the current district plans. |
| 1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared district vision of learning for a school district. | The participation in active discussions of the current district vision and plans, promoting an opinion based on recent research data and statistics. Ensuring that the current plans and vision for the district area are outlined following the actual community needs and are relevant to the district with its unique requirements and features. |
| 1.2 Candidates understand and can collect and use data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals. | The research directed at the exploration of the district population and communities, their needs, and persistent issues is carried out using all available resources such as the data published online, presented in the local mass media, and collected from the representatives of the communities including diverse members – local educators, administrative leaders, policymakers, students, and their parents. |
| 1.3 Candidates understand and can promote continual and sustainable district improvement. | A clear and concise final vision and mission for the improvement on a district level need to be formulated based on reliable, valid, and relevant data. The aforementioned vision and mission need to be compared to the current goals taking into account their sustainability and importance. Recommendations for improvement are to be formulated based on the currently known needs and discussed with the local authorities. |
| 1.4 Candidates understand and can evaluate district progress and revise district plans supported by district stakeholders. | District progress should be assessed based on actual qualitative and quantitative research data and statistics showing the changes that were introduced according to a district plan and the effects they have produced. Moreover, it is important to note how long the effects lasted. Revisions are to be made based on the change outcomes and research findings. |
| Standard 2.0: A district-level education leader applies knowledge that promotes the success of every student by sustaining a district culture conducive to collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous, and coherent curricular and instructional district program; developing and supervising the instructional and leadership capacity across the district, and promoting the most effective and appropriate technologies to support teaching and learning within the district. | Educational projects carried out on a district-level are to be focused on the creation of a comprehensive and personalized learning program engaging the community. The curricular activities and programs are to be connected to the unique features and capacities of the district thus making the learning experiences relevant to the students’ everyday life. |
| 2.1 Candidates understand and can advocate, nurture, and sustain a district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. | Salient elements of the district culture are to be explored and emphasized in collaborative learning projects engaging several institutions and providing diversified experiences for the learners. High expectations are to be set for the students encouraging them to use technologies while learning and get involved in independent work and research. |
| 2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional district program. | The current curricular and instructional district program needs to be properly evaluated in terms of its adherence to the latest teaching standards. The appropriate additions are to be made including new themes and activities emphasizing the district culture and communities and strengthening the connection between the local context and the curricular and instructional district program. |
| 2.3 Candidates understand and can develop and supervise the instructional and leadership capacity across the district. | The instructional capacity is to be based on the proactive evaluation and assessment that continues throughout the teaching process and serves as a data collection instrument for further instruction and its adjustments. Leadership capacity across the district is to correspond with the objectives of institutions and be aligned with the latest educational requirements. |
| 2.4 Candidates understand and can promote the most effective and appropriate district technologies to support teaching and learning within the district. | Becoming familiar with the technologies is necessary for the further promotion of these technologies as an essential part of the teaching process. The recommendations as to the use of technologies are to be based on practical benefits for the academic process and advantages strengthening the performance of students, as well as their teachers. |
| Standard 3.0: A district-level education leader applies knowledge that promotes the success of every student by ensuring the management of the district’s organization, operation, and resources through monitoring and evaluating district management and operational systems; efficiently using human, fiscal, and technological resources within the district; promoting district-level policies and procedures that protect the welfare and safety of students and staff across the district; developing district capacity for distributed leadership; and ensuring that district time focuses on high-quality instruction and student learning. | Every change introduced to the programs needs to be carefully weighed and evaluated before the implementation stages. The resources used for the implementation are to be carefully saved and the most cost-effective and sustainable approaches should be chosen. It is critical to take into consideration various aspects of educational processes and organizations and consider the needs of all the stakeholder groups involved. |
| 3.1 Candidates understand and can monitor and evaluate district management and operational systems. | The management and operational systems of the district are to be approached taking into account their complexity and the interconnection between their multiple elements and layers. The evaluation needs to include multiple factors and engage the perspectives of stakeholder groups interested in the operations and management systems. Monitoring and supervision are to be carried out in an impartial manner and with the application of critical and innovative thinking. |
| 3.2 Candidates understand and can efficiently use human, fiscal, and technological resources within the district. | The value of human, fiscal, and technological resources within the district is very high. As a result, it is critical to treat the aforementioned resources with respect and spend their capacity following the most cost-efficient and sustainable initiatives. Research and evaluation of the previous ways of treating the resources need to be assessed for potential revisions to increase the effectiveness of operations. |
| 3.3 Candidates understand and can promote district-level policies and procedures that protect the welfare and safety of students and staff across the district. | The welfare and safety of students and staff across the district are to be some of the top priorities in the working process. It is important to advocate for the students and staff of educators on a district level and promote the activities that aim at the fulfillment of the needs of these two stakeholder groups. |
| 3.4 Candidates understand and can develop district capacity for distributed leadership. | The changes in the district capacity for leadership can be rather challenging because this activity includes work with people who may resist change and prefer more old-fashioned leadership models and styles. As a result, communication and the establishment of trust and contact is one of the core elements for the success of this activity. |
| 3.5 Candidates understand and can ensure that district time focuses on supporting high-quality school instruction and student learning. | A careful assessment of the current approaches toward the quality of school instruction and student learning is to be carried out to find out the potential flaws of the system and the identification of the possible changes applicable to the system. Quality teaching standards and the latest requirements need to be followed in the current instruction and student learning attitudes. |
| Standard 4.0: A district-level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources for the district by collecting and analyzing information pertinent to the improvement of the district’s educational environment; promoting an understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources throughout the district; building and sustaining positive district relationships with families and caregivers; and cultivating productive district relationships with community partners. | Contemporary education is more personalized and learner-centered in comparison with the approaches practiced several decades ago. To make the knowledge relevant to the learners, the educational leaders are to connect the curricular program and activities to the daily experiences of the students. Also, it is necessary to challenge the students with different levels of academic performance by their skills to keep everyone challenged equally. |
| 4.1 Candidates understand and can collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the district’s educational environment. | The active participation in local research directed at the exploration of educational systems and standards is the key to success. Also, such research has to cover multiple levels and be carried out in collaboration with representatives of multiple specialties. In that way, many different professional perspectives could be introduced to the assessment process. |
| 4.2 Candidates understand and can mobilize community resources by promoting understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources throughout the district. | The resources that can be mobilized across the community need to be identified. Further, a strong connection has to be established with the aforementioned organizations so that they could participate in educational projects and contribute to the development on a district level. Meetings, talks, lectures, and guidance can be the ways to engage with the resources for the promotion of learning projects. |
| 4.3 Candidates understand and can respond to community interests and needs by building and sustaining positive district relationships with families and caregivers. | The interests of the local families and caregivers need to be carefully assessed and processed via qualitative research based on the communication with the representatives of these stakeholder groups. Trust can be established using interviews and through active listening to the opinions of the stakeholders and their propositions as the future change. |
| 4.4 Candidates understand and can respond to community interests and needs by building and sustaining productive district relationships with community partners. | Community partners are valuable participants who can significantly strengthen the change on a district level. The connection with the communities can be established via various reach out programs and partnerships engaging the communities in projects and promoting their activities and services. |
| Standard 5.0: A district-level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and ethically to ensure a district system of accountability for every student’s academic and social success by modeling district principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the district; safeguarding the values of democracy, equity, and diversity within the district; evaluating the potential moral and legal consequences of decision making in the district, and promoting social justice within the district to ensure individual student needs inform all aspects of schooling. | Leaders and educators are the agents responsible for the quality of education and teaching on multiple levels including the performance of the entire district. Such practices as transparency, adherence to democratic values, thoughtfulness, inclusion, and respect for diversity are the indicators of the leadership attitudes that form social relations on the personal, family, and community levels. |
| 5.1 Candidates understand and can act with integrity and fairness to ensure a district system of accountability for every student’s academic and social success. | The district system of accountability is the basis that holds the trust of stakeholders and the integrity of institutions and people involved. Fair attitudes are to be practiced on the school level and a frequent assessment needs to be in place to ensure the compliance of school authorities and administrations. |
| 5.2 Candidates understand and can model principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the district. | Leaders serve as the role-models for their followers and observers. As a result, leadership communication and behavior have to be based on strong work ethics, emotional maturity, self-reflection, and the awareness of the responsibility of being a leader and a role model. These values can be communicational through words, as well as through actions and change. |
| 5.3 Candidates understand and can safeguard the values of democracy, equity, and diversity within the district. | Every decision that needs to be made is to be carefully thought through and evaluated using the principles of moral attitude, critical thinking, democratic values, and respect for diversity. Regardless of the level on which the decision is made and implemented, the core underlying principles need to match those promoted for the entire district. |
| 5.4 Candidates understand and can evaluate the potential moral and legal consequences of decision making in the district. | The decision making in the district is a very serious matter that can impact the dynamics of power and social attitudes of multiple communities and groups of people. Any decision made for the district has to be evaluated in terms of the chain reaction it can trigger and the potential outcomes of positive, as well as negative nature. |
| 5.5 Candidates understand and can promote social justice within the district to ensure individual student needs inform all aspects of schooling. | An assessment of the current correspondence between the student needs and the school policies can be made using the modern copies of rules used by the school authorities and the reports of incidence of student and parental dissatisfaction with the actions of school administration. Further, the problem can be assessed with the engagement of representatives of the involved stakeholder groups. |
| Standard 6.0: A district-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context within the district through advocating for district students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning; and anticipating and assessing emerging trends and initiatives to adapt district-level leadership strategies. | The most recent initiatives and best practices are to be collected and explored to find new ways of improving the district systems and operations. Some of the sources of such practices and initiatives can be online reports, scholarly research journals, literature reviews, and news articles. The policies and practices and could benefit the district should be transformed into potential change plans. |
| 6.1 Candidates understand and can advocate for district students, families, and caregivers. | The needs of district students, families, and caregivers are to be put first in the creation of educational policies and the administration of change. In that way, the administrative decisions are to be evaluated as to their relevance to the stakeholder needs; further, the potential adjustments in the policies and decisions are to be proposed. |
| 6.2 Candidates understand and can act to influence local, district, state, and national decisions affecting student learning in a district environment. | To produce an action influencing local, district, state, and national decisions affecting student learning in a district environment, it is important to achieve the engagement and support of multiple stakeholder groups through informing them about the existing issue and the potentially successful and sustainable solution. |
| 6.3 Candidates understand and can anticipate and assess emerging trends and initiatives to adapt district-level leadership strategies. | The incidence of trends and initiatives has to be researched and evaluated based on statistical quantitative data. Predictions can be made following the previous dynamics, as well as based on the current change and tendencies. A call to action needs to be made via consultation with respective authorities as to the ways of addressing the potential situation. |
| Standard 7.0: A district-level education leader applies knowledge that promotes the success of every student in a substantial and sustained educational leadership internship experience that has district-based field experiences and clinical practice within a district setting and is monitored by a qualified, on-site mentor. | A district-level leader is to learn through hands-on experiences that include field practice. Throughout the internship, the leader’s focus is to remain fixed on the needs of learners, teaching staff, the promotion of district culture, and the improvement of the local education standards. |
| 7.1 Substantial Experience: The program provides significant field experiences and clinical internship practice for candidates within a district environment to synthesize and apply the content knowledge and develop professional skills identified in the other Educational Leadership District-Level Program Standards through authentic, district-based leadership experiences. | Receiving district-based leadership experiences is the main objective of this practice and it should be achieved through the application of content knowledge and leadership skills in practical settings. Staying focused on the goals of the program is highly important for the submergence into the educational leadership environment and generating benefits as a professional practitioner. |
| 7.2 Sustained Experience: Candidates are provided a six-month concentrated (9–12 hours per week) internship that includes field experiences within a district environment. | The time granted for the internship practices needs to be used as a valuable resource and spent on research and acquisition of relevant and practical information about various programs and activities in the district to find potential gaps that can be fulfilled or strengths that can be emphasized. |
| 7.3 Qualified On-site Mentor: An on-site district mentor who has demonstrated successful experience as an educational leader at the district level and is selected collaboratively by the intern and program faculty with training by the supervising institution. | To help the leader throughout the practice and also to assess the performance, a qualified and experienced on-site mentor will be working in collaboration thus forming a team of two professionals focused on the improvement of the current educational dynamics on a personal, school, and district levels. |
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