Current through Register Vol. 35, No. 18, September 24, 2024
Administrator licensure competencies and indicators
A. Ethical leadership - The ethical school
leader demonstrates the knowledge and ability to promote the success of
educational community by acting with integrity, fairness, and in an ethical
manner. The administrator:
(1) models a
respect for the rights of others with regard to confidentiality and
dignity;
(2) engages in honest
interactions with all groups and individuals;
(3) demonstrates the ability to combine
objectivity, sensitivity, fairness and ethical considerations in decisions as
well as interactions with others;
(4) makes and explains decisions based upon
ethical and legal principles;
(5)
understands the New Mexico code of ethics of the education
profession;
(6) demonstrates an
understanding of major historical, philosophical, social and economic
influences affecting education in a democratic society.
B. Visionary leadership - The visionary
leader promotes the success of all students including students with
disabilities and students who are culturally and linguistically diverse by
facilitating the development, articulation, implementation and stewardship of
learning that is shared and supported by the learning community. The
administrator:
(1) develops and demonstrates
the skills needed to work with a board of education to facilitate the
development of a vision of learning for a school district that promotes the
success of all students including students with disabilities and students who
are culturally and linguistically diverse;
(2) bases development of the vision on
relevant knowledge and theories applicable to school- level leaders applied to
a school district context;
(3) uses
data-based research strategies to create a vision that takes into account the
diversity of learners in a district;
(4) demonstrates knowledge of ways to use a
district's vision to mobilize additional resources to support the
vision;
(5) demonstrates the
ability to articulate the components of this vision for a district and the
leadership processes necessary to implement and support the vision;
(6) demonstrates the ability to use data-
based research strategies and strategic planning processes that focus on
student learning to develop a vision, drawing on relevant information sources
such as student assessment results, student and family demographic data, and an
analysis of community needs;
(7)
demonstrates the ability to communicate the vision to school boards, staff,
parents, students, and community members through the use of symbols,
ceremonies, stories, and other activities;
(8) demonstrates the ability to plan programs
to motivate staff, students, and families to achieve a school district's
vision;
(9) designs research- based
processes to effectively implement a district vision throughout an entire
school district and community;
(10)
demonstrates the ability to align and, as necessary, redesign administrative
policies and practices required for full implementation of a district
vision;
(11) understands the theory
and research related to organizational and educational leadership and engage in
the collection, organization, and analysis of a variety of information,
including student performance data, required to assess progress toward a
district's vision, mission, and goals;
(12) demonstrates the ability to bring
together and communicate effectively with stakeholders within the district and
the larger community concerning implementation and realization of the
vision.
C. Instructional
leadership - The instructional leader promotes the success of all students
including students with disabilities and students who are culturally and
linguistically diverse by maintaining a positive school culture, ensuring a
successful instructional program, applying best practice to student learning,
and designing comprehensive professional growth plans for staff. The
administrator:
(1) develops a sustained
approach to improve and maintain a positive district culture for learning that
capitalizes on multiple aspects of diversity to meet the learning needs of all
students including students with disabilities and students who are culturally
and linguistically diverse;
(2)
demonstrates an understanding of a variety of instructional research
methodologies and can analyze the comparable strengths and weaknesses of each
method;
(3) uses qualitative and
quantitative data, appropriate research methods, technology, and information
systems to develop a long-range plan for a district that assesses the
district's improvement and accountability systems;
(4) demonstrates the ability to use and
promote technology and information systems to enrich district curriculum and
instruction, monitor instructional practices, and provide assistance to
administrators who have needs for improvement;
(5) demonstrates the ability to allocate and
justify resources to sustain the instructional program;
(6) demonstrates the ability to facilitate
and engage in activities that use best practices and sound educational research
to improve instructional programs;
(7) demonstrates an ability to assist school
and district personnel in understanding and applying best practices for student
learning;
(8) understands and
applies human development theory, proven learning, and motivational theories,
and concern for diversity to the learning process;
(9) understands how to use appropriate
research strategies to profile student performance in a district and analyze
differences among subgroups;
(10)
demonstrates knowledge of adult learning strategies and the ability to apply
technology and research to professional development design focusing on
authentic problems and tasks, mentoring, coaching, conferencing, and other
techniques that promote new knowledge and skills in the workplace;
(11) demonstrates the ability to use
strategies such as observations and collaborative reflection to help form
comprehensive professional growth plans with district and school
personnel;
(12) develops personal
professional growth plans that reflect commitment to life- long learning and
best practices.
D.
Multicultural leadership - The multicultural leader promotes the success of all
students by addressing the needs of multicultural, multilingual diverse
populations. The administrator:
(1) ensures
that programs for linguistically and culturally diverse students are
implemented and fully integrated into all district curricula and
programs;
(2) disaggregates and
analyzes student achievement data by home languages, race/ethnicity, gender and
disability in order to ensure all students are learning;
(3) understands and facilitates that the
cultural and community needs and concerns are adequately identified and
integrated into the educational process;
(4) reviews the assessment process through
collaborative efforts between school and community to ensure sensitivity to
local cultural values and norms;
(5) facilitates the development of curriculum
that values and uses the experiences that students from diverse backgrounds
bring to the classroom;
(6)
understands the need for administrators, teachers and all support staff to
become familiar with the cultural and socio-linguistic background as well as
the learning and behavior needs of their students;
(7) continually researches assessment and
curricula that promotes a culturally diverse model for recognizing differences
as strengths that are valuable and enriching for schools and school
districts;
(8) facilitates staff
development for school personnel to recognize, appreciate and value diversity
in language, culture, and social class;
(9) understands the importance of addressing
in all aspects of the education system the unique cultural and linguistically
diverse (CLD) needs of students;
(10) ensures through policy development that
students with language/cultural differences who may have a disability be
identified early and as comprehensively as possible, within their appropriate
cultural/language context;
(11)
establishes or participates in a forum for parents, administrators and teachers
to discuss school policies that fail to value or address cultural, linguistic
and/or community needs;
(12)
understands the need for schools to work with families to alter structural
elements that maintain unjust practices within the schools.
E. Disability leadership - The
disability leader promotes the success of all students by addressing the needs
of students with disabilities. The administrator:
(1) ensures that programs for students with
disabilities are implemented and fully integrated into all district curricula
and programs;
(2) disaggregates and
analyzes student achievement data by home languages, race/ethnicity, gender and
disability in order to ensure all students are learning;
(3) understands and facilitates that the
needs and concerns of students with disabilities are adequately identified and
integrated into the educational process;
(4) reviews the assessment process through
collaborative efforts between school and community to ensure the appropriate
assessment of students with disabilities;
(5) facilitates the development of curriculum
that values and uses the experiences that students with disabilities bring to
the classroom;
(6) understands the
need for administrators, teachers and all support staff to become familiar with
the learning and behavior needs of their students with disabilities;
(7) continually researches assessment and
curricula that promotes a variety of models that recognize differences as
strengths that are valuable and enriching for schools and school
districts;
(8) facilitates staff
development for school personnel to recognize, appreciate and value students
with disabilities;
(9) understands
the importance of addressing in all aspects of the education system the unique
needs of students with disabilities;
(10) ensures through policy development that
students with language/cultural differences who may have a disability be
identified early and as comprehensively as possible, within their appropriate
cultural/language context.
F. Leadership in community relations - The
leader in community relations has the knowledge and ability to promote the
success of all students including students with disabilities and students who
are culturally and linguistically diverse by collaborating with families and
other community members, responding to diverse community interests and needs,
and mobilizing community resources. The administrator:
(1) demonstrates the ability to facilitate
the planning and implementation of programs and services that bring together
the resources of families and the community to positively affect student
learning;
(2) demonstrates an
ability to use public information and research-based knowledge of issues and
trends to collaborate with community members and community organizations to
have a positive affect on student learning;
(3) applies an understanding of community
relations models, marketing strategies and processes, data driven
decision-making, and communication theory to craft frameworks for school,
business, community, government, and higher education partnerships;
(4) demonstrates an ability to develop and
implement a plan for nurturing relationships with community leaders and
reaching out to different business, religious, political, and service
organizations to strengthen programs and support district goals;
(5) demonstrates the ability to involve
community members, groups, and other stakeholders in district decision-making,
reflecting an understanding of strategies to capitalize on the district's
integral role in the larger community;
(6) demonstrates the ability to collaborate
with community agencies to integrate health, social, and other services in the
schools to address student and family conditions that affect
learning;
(7) demonstrates the
ability to conduct community relations that reflects knowledge of effective
media relations and that models effective media relations practices;
(8) facilitates and engages in activities
that reflect an ability to inform district decision-making by collecting and
organizing formal and informal information from multiple
stakeholders;
(9) demonstrates the
ability to promote maximum involvement with, and visibility within the
community;
(10) demonstrates the
ability to interact effectively with individuals and groups that reflect
conflicting perspectives;
(11)
demonstrates the ability to effectively and appropriately assess, research, and
plan for diverse district and community conditions and dynamics and capitalize
on the diversity of the community to improve district performance and student
achievement;
(12) demonstrates the
ability to advocate for students with special and exceptional needs;
(13) demonstrates an understanding of and
ability to use community resources, including youth services that enhance
student achievement, to solve district problems and accomplish district
goals;
(14) demonstrates how to use
district resources to the community to solve issues of joint concern;
(15) demonstrates an understanding of ways to
use public resources and funds appropriately and effectively to encourage
communities to provide new resources to address emerging student
problems;
(16) understands the need
for schools to work with families to alter structural elements that maintain
unjust practices within the schools;
(17) facilitates for families to receive all
information regarding school, district and state educational initiatives and
decisions;
(18) ensures that
parents are provided an accurate account of the history of educational reform
so that they can become active participants in supporting or rejecting new
policies.
G. Political
leadership - The political leader has the knowledge and ability to promote the
success of all students including students with disabilities and students who
are culturally and linguistically diverse through their understanding of the
political, economic, legal, and social climate that exists in school settings.
The administrator:
(1) demonstrates the
ability to use appropriate research methods, theories, and
concepts to improve district operations;
(2) demonstrates an understanding of the
complex causes of poverty and other disadvantages and their effects on
families, communities, children, and learning;
(3) demonstrates an understanding of the
policies, laws, and regulations enacted by local, state, and federal
authorities affecting a specific district;
(4) explains the system for financing public
schools and its effects on the equitable distribution of educational
opportunities within a district;
(5) demonstrates the ability to work with
political leaders at the local, state, and national level;
(6) applies an understanding of how specific
laws at the local, state, and federal level affect school districts and
residents;
(7) espouses positions
in response to proposed policy changes that would benefit or harm districts and
explain how proposed policies and laws might improve educational and social
opportunities for specific communities;
(8) demonstrates the ability to engage
students, parents, members of the school board, and other community members in
advocating for adoption of improved policies and laws;
(9) applies understanding of the larger
political, social, economic, legal, and cultural context to develop activities
and policies that benefit their district and its students;
(10) demonstrates the ability to communicate
regularly with all segments of the district community concerning trends,
issues, and policies affecting the district;
(11) demonstrates the ability to advocate for
policies and programs that promote equitable learning opportunities and success
for all students including students with disabilities and students who are
culturally and linguistically diverse regardless of socioeconomic background,
ethnicity, gender, disability, or other individual characteristics.
H. Legal and fiscal leadership -
The legal and fiscal leader promotes the success of all students including
students with disabilities and students who are culturally and linguistically
diverse by managing the organization, operations, and resources within a
legally sound framework to promote a safe, efficient, and effective learning
environment. The administrator:
(1)
understands the state laws governing the relationship of school boards and
superintendents;
(2) applies
knowledge of the laws related to service providers;
(3) analyzes and applies knowledge of the
major U.S. legal landmark decisions and their effect on school
contexts;
(4) demonstrates the
ability to use research-based knowledge of learning, teaching, student
development, organizational development, and data management to optimize
learning for all students including students with disabilities and students who
are culturally and linguistically diverse;
(5) demonstrates effective organization of
fiscal, human, and material resources, giving priority to student learning and
safety, and demonstrating an understanding of district budgeting processes and
fiduciary responsibilities;
(6)
demonstrates an ability to manage time effectively and to deploy financial and
human resources in a way that promotes student achievement;
(7) demonstrates the ability to involve
stakeholders in aligning resources and priorities to maximize ownership and
accountability;
(8) uses
appropriate and effective needs assessment, research-based data, and group
process skills to build consensus, communicate, and resolve conflicts in order
to align resources with the district vision;
(9) develops staff communication plans for
integrating district's schools and divisions;
(10) develops a plan to promote and support
community collaboration among district personnel;
(11) uses problem-solving skills and
knowledge of strategic, long-range, and operational planning (including
applications of technology) in the effective, legal, and equitable use of
fiscal, human, and material resource allocation that focuses on teaching and
learning;
(12) seeks new resources
to facilitate learning;
(13)
applies an understanding of school district finance structures and models to
ensure that adequate financial resources are allocated equitably for the
district;
(14) applies and assess
current technologies for management, business procedures, and
scheduling.
I. Personal
and professional leadership - The personal and professional leader promotes the
success of all students including students with disabilities and students who
are culturally and linguistically diverse by maintaining a process of
continuous personal and professional development. The administrator:
(1) keeps current with school district
guidelines, policies, and professional literature that enhance the educational
opportunities for all learners;
(2)
nurtures and mentors the development of other educators;
(3) participates in local, state, and other
professional learning opportunities;
(4) promotes leadership through active
involvement in professional organizations;
(5) models life-long learning.