Administrative Rules of Montana
Department 10 - EDUCATION
Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS
Subchapter 10.58.7 - Specializations: Supervisory and Administrative Programs
Rule 10.58.706 - SUPERINTENDENTS
Universal Citation: MT Admin Rules 10.58.706
Current through Register Vol. 18, September 20, 2024
(1) The program requires that a candidate who completes a superintendent educational leadership preparation program understands and demonstrates the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to:
(a) collaboratively design, communicate, and evaluate a district
mission and vision that reflects a core set of values and priorities that
include data use, technology, support for each student's learning needs,
diversity, digital citizenship, and community. Successful candidates understand
and demonstrate the capacity to:
(i)
collaboratively evaluate, develop, and communicate a district mission and
vision designed to reflect the core set of values and priorities, and have
knowledge of:
(A) research on the role and
importance of district mission and vision;
(B) processes for collaboratively developing a mission and
vision;
(C) processes for
developing an actionable mission and vision attentive to the core set of
values; and
(D) the
characteristics of well-written mission and vision
statements;
(ii) lead
district strategic planning and continuous improvement processes that engage
diverse stakeholders in data collection, diagnosis, design, implementation, and
evaluation, and have knowledge of:
(A)
research on district improvement;
(B) formal processes of system-wide, iterative, evidence-informed
improvement;
(C) research-based
strategic planning processes;
(D)
data collection, diagnosis, and use; and
(E) implementation theory and
research;
(b)
advocate for ethical decisions and cultivate professional norms and culture.
Successful candidates understand and demonstrate the capacity to:
(i) reflect on, communicate about, and
cultivate professional dispositions and norms, including support for each
student's learning needs, fairness, integrity, transparency, trust,
collaboration, perseverance, reflection, lifelong learning, and digital
citizenship, and professional district and school cultures, and have knowledge
of:
(A) professional norms, including
integrity, fairness, transparency, trust, support for each student's learning
needs, democracy, digital citizenship, diversity, inclusiveness, and the belief
that each child can learn, that promote a productive, equitable, and effective
district;
(B) approaches to
cultivating professional norms in others;
(C) approaches to building organizational culture; and
(D) reflective practice;
(ii) evaluate, and advocate for ethical and
legal decisions, and have knowledge of:
(A)
research on and practices for decision making;
(B) knowledge of law and ethics, including special education law,
Montana school law, and Montana collective bargaining and employment law;
and
(C) guidelines for ethical and
legal decision making;
(iii) model ethical behavior in their personal conduct and
relationships and to cultivate ethical behavior in others and have knowledge of
ethical practice and approaches to cultivating ethical behavior in
others;
(c) develop and
maintain a supportive, equitable, culturally responsive, and inclusive district
culture. Successful candidates understand and demonstrate the capacity to:
(i) evaluate, cultivate, and advocate for a
supportive and inclusive district culture, and have knowledge of:
(A) research on inclusive district
cultures;
(B) dimensions of
positive and inclusive district culture (e.g., fair, safe, healthy, caring,
responsive, inclusive, and respectful);
(C) processes for evaluating district culture;
(D) processes for fostering cultural change;
and
(E) strategies for advocacy for
all students, including American Indians and tribes of
Montana.
(ii) evaluate,
cultivate, and advocate for equitable access to safe and nurturing schools and
the opportunities and resources, including instructional materials,
technologies, classrooms, teachers, interventions, and adult relationships,
necessary to support the success and well-being of each student, and
demonstrate knowledge of:
(A) research on the
importance to student success of equitable use of educational resources and
opportunities;
(B) equitable
allocation of educational opportunities and resources, including instructional
materials, technologies, classrooms, teachers, interventions, and adult
relationships; and
(C) broader
social, cultural, and political context for equitable access to and use of
educational resources and opportunities;
(iii) evaluate, advocate, and cultivate
equitable, inclusive, and culturally responsive instructional and behavior
support practices among teachers and staff, and have knowledge of:
(A) leadership strategies related to Montana
Indian Education for All including the Essential Understandings Regarding
Montana Indians;
(B) culturally
responsive instructional and behavior support practices, with special
consideration for American Indians and tribes of Montana;
(C) characteristics and foundations of
equitable educational practice;
(D)
research on implications for students of equitable, culturally responsive, and
inclusive practice; and
(E) broader
social, cultural, and political concerns with strategies to support students'
learning needs in district schools, including those unique to American Indians
and tribes of Montana;
(d) evaluate, design, cultivate, and implement coherent systems of
curriculum, instruction, data systems, supports, assessment, and instructional
leadership. Successful candidates understand and demonstrate the capacity to:
(i) evaluate, design and implement
high-quality curricula, the use of technology, and other services and supports
for academic and non-academic student programs, and have knowledge of:
(A) research on the leadership of academic
and non-academic programs;
(B)
research-based curricula, technologies, and other supports for academic and
non-academic programs;
(C)
approaches to coordinating among curricula, the use of technology, and academic
and non-academic systems of support; and
(D) infrastructures for the ongoing support of academic and
non-academic programs;
(ii) collaboratively evaluate, design, and cultivate systems of
support, coaching, and professional development for educators, educational
professionals, and school and district leaders, including themselves, that
promote reflection, digital literacy, distributed leadership, data literacy,
improvement, and student success, and have knowledge of:
(A) research on instructional leadership at the school and
district level;
(B) research-based
approaches on using data to design, implement, and evaluate professional
development for teachers and other educational professionals that promotes
reflection, digital literacy, distributed leadership, data literacy, school
improvement, and student success;
(C) research-based approaches to leadership development focused on
improving instructional practice (e.g., leadership evaluation, coaching,
development of professional learning communities); and
(D) approaches and strategies for supporting
district and school collaboration;
(iii) design, implement, and evaluate a developmentally
appropriate, accessible, and culturally responsive system of assessments and
data collection, management, and analysis that support instructional
improvement, student learning and well-being, and instructional leadership, and
have knowledge of:
(A) research, theory, and
best practice regarding effective and ineffective assessments of academic and
non-academic factors;
(B) research
on assessment practices that are culturally responsive and accessible;
and
(C) research and best practices
regarding systems for collecting, analyzing, managing, and utilizing assessment
results and other sources of data;
(iv) design, implement, and evaluate district-wide use of coherent
systems of curriculum, instruction, assessment, student services, technology,
and instructional resources that support the needs of each student in the
district, and have knowledge of:
(A)
research on the coordination within and among academic and non-academic
services and its impact on student learning and well-being;
(B) appropriate and ethical use of data to
monitor and continuously improve the district's curriculum, instruction, and
assessment practices; and
(C)
approaches and strategies for developing and implementing coherent and
equitable systems of curriculum, instruction, assessment, student services,
technology, and instructional resources;
(e) understand and engage families,
communities, and other constituents in the work of schools and the district and
to advocate for district, student, and community needs. Successful candidates:
(i) understand and demonstrate the capacity
to represent and support district schools in engaging diverse families in
strengthening student learning in and out of school, and have knowledge of:
(A) research on the role of families in
supporting student learning in and out of school; and
(B) strategies for supporting schools in
cultivating relationships with and engaging families in strengthening student
learning in and out of school, with special consideration of American Indians
and tribes of Montana;
(ii) engage, and effectively collaborate and communicate with,
through oral, written, and digital means, diverse families, community members,
partners, and other constituencies to benefit learners, schools, and the
district as a whole, and have knowledge of:
(A) research on student, family, and community
diversity;
(B) research on how
community members, partners, and other constituencies effectively engage in and
support district and school improvement and student success;
(C) effective practice for communicating
through oral, written, and digital means;
(D) strategies for understanding and engaging district
constituents, including American Indians and tribes of Montana; and
(E) governance and decision-making processes
that support family-school communications and engagement;
(iii) communicate through oral, written, and
digital means within the larger organizational, community, and political
contexts and cultivate relationships with members of the business, civic, and
policy community in support of their advocacy for district, school, student,
and community needs, and have knowledge of:
(A) research on the importance and implications of social,
cultural, economic, legal, and political contexts;
(B) strategies for effective oral, written,
and digital communication with members of the business, civic, and policy
community;
(C) strategies for
cultivating relationships with members of the business, civic, and policy
community;
(D) public relations;
and
(E) educational advocacy for
all students, including American Indians and tribes of
Montana;
(f)
develop, monitor, evaluate, and manage data-informed and equitable district
systems for operations, resources, technology, and human capital management.
Successful candidates:
(i) understand and
demonstrate the capacity to develop, communicate, implement, and evaluate
data-informed and equitable management, communication, technology, governance,
and operation systems at the district level to support schools in realizing the
district's mission and vision, and have knowledge of:
(A) research, theories, and best practices concerning continuous
improvement and the use of data to achieve equitable outcomes for diverse
student populations;
(B) research,
theories, and best practices concerning the management of operations,
technology, communications, and governance systems;
(C) methods for analyzing the design and
effectiveness of management, communication, technology, district-level
governance, and operation systems in supporting learning for all students;
and
(D) use of technology to
enhance learning and the management of systems;
(ii) develop, communicate, implement, and
evaluate a data-based district resourcing plan and support schools in
developing their school-level resourcing plans, and have knowledge of:
(A) school and district-based
budgeting;
(B) processes for
gathering, synthesizing, and evaluating data to develop resourcing
plans;
(C) research and best
practices for allocating district- and school-level resources to support
student learning and excellence;
(D) methods for accessing and integrating external resources into
the district and schools; and
(E)
Montana school finance;
(iii) develop, implement, and evaluate coordinated, data-informed
systems for hiring, retaining, supervising, and developing school and district
staff to support the district's collective instructional and leadership
capacity, and have knowledge of:
(A)
research-based practices for recruiting, hiring, supporting, supervising,
developing, and retaining school and district staff;
(B) strategies for engaging school and
district staff in the recruitment and selection process;
(C) strategic data-informed staffing based
on student, school, and district needs;
(D) research on and strategies for developing a collaborative
professional culture designed to support improvement, retention, learning, and
well-being; and
(E) strategies for
cultivating leadership among school and district
staff;
(g)
cultivate relationships, lead collaborative decision making and governance, and
represent and advocate for district needs in broader policy conversations.
Successful candidates understand and demonstrate the capacity to:
(i) represent the district, advocate for
district needs, and cultivate a respectful and responsive relationship with the
district's board of trustees focused on achieving the district's shared mission
and vision, and have knowledge of:
(A)
research and best practice focused on school board governance and
relations;
(B) management
theory;
(C) communication
strategies;
(D) negotiation
strategies; and
(E) Montana
collective bargaining and employment law;
(ii) design, implement, cultivate, and
evaluate effective and collaborative systems for district governance that
engage multiple and diverse stakeholder groups, including school and district
personnel, families, community stakeholders, and board members, and have
knowledge of:
(A) research and best practice
concerning effective systems for district governance;
(B) processes for engaging multiple and
diverse community stakeholders; and
(C) developing and sustaining effective board
relations;
(iii)
evaluate and engage in decision making around the implementation and
communication of district, state, tribal, and national policy, laws, rules, and
regulations, and have knowledge of:
(A)
educational policy, laws, rules, and regulations, including tribal governance
of education, Montana school law, Individuals with Disabilities Education Act
(IDEA), and Americans with Disabilities Act (ADA);
(B) educational policy systems, formulation,
adoption, and actors;
(C)
strategies for accessing information about policy; local, state, tribal, and
federal contexts; and the policy implications for various contexts;
(D) strategies for collaborating with and/or
influencing local, state, and federal policy and policy leaders; and
(E) the role of the collective bargaining
agreement;
(iv)
understand the implications of larger cultural, social, economic, legal, and
political interests, changes, and expectations and demonstrate the capacity to
evaluate and represent district needs and priorities within larger policy
conversations and advocate for district needs and priorities at the local,
state, and national level, and have knowledge of:
(A) the use of evidence to evaluate district
needs and priorities vis-à-vis education policy conversations and
emerging challenges;
(B) how to
best represent district priorities and needs at the local, state, and national
level; and
(C) how to best advocate
for district priorities and needs at the local, state, and national
level.
(2) The program requires successful candidates to participate in clinical/field experiences, which may be completed for graduate credit, that provide at least 216 hours of significant opportunities to synthesize and apply the knowledge and practice and develop the skills identified in this rule through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and properly endorsed school administrators.
AUTH: 20-2-114, MCA; IMP: 20-2-121, MCA
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