Current through Register Vol. 50, No. 9, September 20, 2024
A. Education leaders ensure the success of
all students by influencing interrelated systems of political, social,
economic, legal, and cultural contexts affecting education to advocate for
their teachers' and students' needs.
1.
Dispositions Exemplified in Expectation 6. The education leader believes in,
values, and is committed to:
a. advocate for
children and education;
b.
influence policies;
c. uphold and
improve laws and regulations;
d.
eliminate barriers to achievement;
e. build on diverse social and cultural
assets.
B.
Narrative
1. Leaders understand that public
schools belong to the public and contribute to the public good. They see
schools and districts as part of larger local, state, and federal systems that
support success of every student, while increasing equity and social justice.
Leaders see education as an open system in which policies, goals, resources,
and ownership cross traditional ideas about organizational boundaries of
schools or districts. Education leaders advocate for education and students in
professional, social, political, economic, and other arenas. They recognize how
principles and structures of governance affect federal, state, and local
policies and work to influence and interpret changing norms and policies to
benefit all students.
2.
Professional relationships with a range of stakeholders and policymakers enable
leaders to identify, respond to, and influence issues, public awareness, and
policies. For example, local elections affect education boards and bond
results, in turn affecting approaches and resources for student success.
Educators who participate in the broader system strive to provide information
and engage constituents with data to sustain progress and address needs.
Education leaders in a variety of roles contribute special skills and insights
to the legal, economic, political, and social well-being of educational
organizations and environments.
C. Element A-Exerting Professional Influence.
Leaders improve the broader political, social, economic, legal, and cultural
context of education for all students and families through active participation
and exerting professional influence in the local community and the larger
educational policy environment.
1. Indicators.
A leader:
a. 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;
b. actively develops relationships with a
range of stakeholders and policymakers to identify, respond to, and influence
issues, trends, and potential changes that affect the context and conduct of
education;
c. advocates for equity
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.
D. Element B-Contributing to the Educational
Policy Environment. Leaders contribute to policies and political support for
excellence and equity in education.
1.
Indicators. A leader:
a. operates
consistently to uphold and influence federal, state, and local laws, policies,
regulations, and statutory requirements in support of every student
learning;
b. collects and
accurately communicates data about educational performance in a clear and
timely way, relating specifics about the local context to improve policies and
inform progressive political debates;
c. 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;
d advocates for increased support of excellence and equity
in education.
E. Element C-Policy Engagement. Working with
policymakers informs and improves education policymaking and effectiveness of
the public's efforts to improve education.
1.
Indicators. A leader:
a. 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 children and families;
b.
supports public policies that provide for present and future needs of children
and families and improve equity and excellence in education;
c. advocates for public policies that ensure
appropriate and equitable human and fiscal resources and improve student
learning;
d. works with community
leaders to collect and analyze data on economic, social, and other emerging
issues that impact district and school planning, programs, and
structures.
AUTHORITY NOTE:
Promulgated in accordance with R.S. 17 and
R.S.17:6(A)(10).
