Current through Register Vol. 63, No. 3, March 1, 2024
(1)
Scope: An Oregon school
administrator license or registration is required to perform any one of the
following duties in public schools, school district or education service
districts:
(a) Supervise TSPC-licensed school
personnel;
(b) Evaluate
TSPC-licensed school personnel;
(c) Discipline TSPC-licensed school
personnel;
(d) Authorize the
assignment of TSPC-licensed school personnel to teaching, administrator or
other licensed school personnel positions; or
(e) Authorize out-of-school suspension or
expulsion of preK-12 students.
(2)
Responsibilities: The
licensed or registered school administrator is recognized as an educational
leader and has responsibility to:
(a)
Supervise TSPC-licensed personnel under their authority;
(b) Approve evaluations of TSPC-licensed
personnel under their authority;
(c) Properly assign TSPC-licensed personnel
to teaching, administrator or other licensed school personnel positions;
(d) Supervise the conduct of all
school personnel, including school volunteers, who have direct contact with
students and who work in the school, education service district or school
district under their authority. Direct contact includes in-person, electronic
or virtual contact or communication;
(e) Properly authorize out-of-school
suspension and expulsions of the students under their authority;
(f) Properly authorize the expenditure of
public funds under their authority;
(g) Support the continuous improvement and
capacity of the school administrator profession;
(h) Authorize the initiation and closing of
investigations of complaints of abuse and misconduct in accordance with their
applicable state, district or school policies;
(i) Provide notification of an open
investigation related to a report of suspected sexual conduct or abuse
involving a TSPC-licensed school personnel to the principal of the school to
which the TSPC-licensed school personnel is transferred, if the TSPC-licensed
school personnel is transferred to another school in the school district, in
accordance with their applicable state, district or school policies;
(j) Provide notification of an open
investigation related to a report of suspected sexual conduct or abuse
involving the TSPC-licensed school personnel to the superintendent of the
employing school district, if the school administrator had direct supervision
of the TSPC-licensed school personnel and knowledge of their employment in
another school district, in accordance with their applicable state, district or
school policies; and
(k) Make best
efforts to meet the performance standards, as provided in subsections (3)
through (11).
NOTE: The performance standards are established as
the Oregon School Leadership Standards and are rooted in the state's commitment
to student success and equity, and have been further supplemented and informed
by the 2015 Professional Standards for Educational Leaders (Council of Chief
State School Officers).
(3)
Standard 1:Mission, Vision
and Core Values.Effective educational leaders develop, advocate, and enact a
shared mission, vision, and core values of high-quality education, equity and
inclusion, and academic success and well-being of each student. Oregon school
administrators demonstrate the ability to:
(a) Execute the standard for mission, vision
and core values in the context of equity and culturally responsive practices,
as provided in section (5) of this rule.
(b) Develop an educational mission for the
school to promote the academic success and well-being of each
student;
(c) In collaboration with
members of the school and the community and using relevant data, develop and
promote a vision for the school on the successful learning and development of
each child and on instructional and organizational practices that promote such
success;
(d) Articulate, advocate,
and cultivate core values that define the school's culture and stress the
imperative of child-centered education; high expectations and student support;
equity, inclusiveness, and social justice; openness, caring, and trust; and
continuous improvement;
(e)
Strategically develop, implement, and evaluate actions to achieve the vision
for the school;
(f) Review the
school's mission and vision and adjust them to changing expectations and
opportunities for the school, and changing needs and situations of
students;
(g) Develop shared
understanding of and commitment to mission, vision, and core values within the
school and the community; and
(h)
Model and pursue the school's mission, vision, and core values in all aspects
of leadership.
(4)
Standard 2: Ethics and Professional Norms. Effective educational
leaders act ethically and according to professional norms to promote each
student's academic success and well-being.Oregon school administrators
demonstrate the ability to:
(a) Execute the
standard for ethics and professional norms in the context of equity and
culturally responsive practices, as provided in section (5) of this rule.
(b) Act ethically and
professionally in personal conduct, relationships with others, decision-making,
stewardship of the school's resources, and all aspects of school leadership;
(c) Act according to and promote
the professional norms of integrity, fairness, transparency, trust,
collaboration, perseverance, learning, and continuous improvement;
(d) Place children at the center of education
and accept responsibility for each student's academic success and well-being;
(e) Safeguard and promote the
values of democracy, individual freedom and responsibility, equity, social
justice, community, and diversity;
(f) Lead with interpersonal and communication
skill, social-emotional insight, and understanding of all students' and staff
members' backgrounds and cultures; and
(g) Provide moral direction for the school
and promote ethical and professional behavior among faculty and
staff.
(5)
Standard 3: Equity and Cultural Responsiveness. Effective
educational leaders strive for equity of educational opportunity and culturally
responsive practices to promote each student's academic success and well-being.
Oregon school administrators demonstrate the ability to:
(a) Ensure that each student is treated
fairly, respectfully, and with an understanding of each student's culture and
context;
(b) Recognize, respect,
and employ each student's strengths, diversity, and culture as assets for
teaching and learning;
(c) Ensure
that each student has equitable access to effective teachers, learning
opportunities, academic and social support, and other resources necessary for
success;
(d) Develop student
policies and address student misconduct in a positive, fair, and unbiased
manner;
(e) Confront and alter
institutional biases of student marginalization, deficit-based schooling, and
low expectations associated with race, class, culture and language, gender and
sexual orientation, and disability or special status;
(f) Promote the preparation of students to
live productively in and contribute to the diverse cultural contexts of a
global society;
(g) Act with
cultural competence and responsiveness in their interactions, decision making,
and practice; and
(h) Address
matters of equity and cultural responsiveness in all aspects of
leadership.
(6)
Standard 4: Curriculum, Instruction, and Assessment Effective
educational leaders develop and support intellectually rigorous, culturally
responsive, and coherent systems of curriculum, instruction, and assessment to
promote each student's academic success and well-being. Oregon school
administrators demonstrate the ability to:
(a) Execute the standard for curriculum,
instruction and assessment in the context of equity and culturally responsive
practices, as provided in section (5) of this rule;
(b) Implement coherent systems of curriculum,
instruction, and assessment that promote the mission, vision, and core values
of the school, embody high expectations for student learning, align with
academic standards, and are culturally responsive;
(c) Align and focus systems of curriculum,
instruction, and assessment within and across grade levels to promote student
academic success, love of learning, the identities and habits of learners, and
healthy sense of self;
(d) Promote
instructional practice that is consistent with knowledge of child learning and
development, effective pedagogy, and the needs of each student;
(e) Ensure instructional practice that is
intellectually challenging, authentic to student experiences, recognizes
student strengths, and is differentiated and personalized;
(f) Promote the effective use of technology
in the service of teaching and learning;
(g) Employ valid assessments that are
consistent with knowledge of child learning and development and technical
standards of measurement; and
(h)
Use assessment data appropriately and within technical limitations to monitor
student progress and improve instruction.
(7)
Standard 5: Community of
Care and Support for Students. Effective educational leaders cultivate an
inclusive, caring, and supportive school community that promotes the academic
success and well-being of each student. Oregon school administrators
demonstrate the ability to:
(a) Execute the
standard for community of care and support for students in the context of
equity and culturally responsive practices, as provided in section (5) of this
rule;
(b) Build and maintain a
safe, caring, and healthy school environment that meets that the academic,
social, emotional, and physical needs of each student;
(c) Create and sustain a school environment
in which each student is known, accepted and valued, trusted and respected,
cared for, and encouraged to be an active and responsible member of the school
community;
(d) Provide coherent
systems of academic and social supports, services, extracurricular activities,
and accommodations to meet the range of learning needs of each student;
(e) Promote adult-student,
student-peer, and school-community relationships that value and support
academic learning and positive social and emotional development;
(f) Cultivate and reinforce student
engagement in school and positive student conduct; and
(g) Infuse the school's learning environment
with the cultures and languages of the school's community.
(8)
Standard 6: Professional
Capacity of School Personnel. Effective educational leaders develop the
professional capacity and practice of school personnel to promote each
student's academic success and well-being. Oregon school administrators are
responsible to:
(a) Execute the standard for
professional capacity of school personnel in the context of equity and
culturally responsive practices, as provided in section (5) of this rule;
(b) Recruit, hire, support,
develop, and retain effective, culturally responsive, and caring teachers and
other professional staff and form them into an educationally effective
faculty;
(c) Plan for and manage
staff turnover and succession, providing opportunities for effective induction
and mentoring of new personnel;
(d)
Develop teachers' and staff members' professional knowledge, skills, and
practice through differentiated opportunities for learning and growth, guided
by understanding of professional and adult learning and development and
culturally responsive methods;
(e)
Foster continuous improvement of individual and collective instructional
capacity to achieve outcomes envisioned for each student;
(f) Deliver actionable feedback about
instruction and other professional practice through valid, research-anchored
systems of supervision and evaluation to support the development of teachers'
and staff members' knowledge, skills, and practice;
(g) Empower and motivate teachers and staff
to the highest levels of professional practice and to continuous learning and
improvement;
(h) Develop the
capacity, opportunities, and support for teacher leadership and leadership from
other members of the school community;
(i) Promote the personal and professional
health, well-being, and work-life balance of faculty and staff; and
(j) Tend to their own learning and
effectiveness through reflection, study, and improvement, maintaining a healthy
work-life balance.
(9)
Standard 7: Professional Community for Teachers and Staff.
Effective educational leaders foster a professional community of teachers and
other professional staff to promote each student's academic success and
well-being. Oregon school administrators demonstrate the ability to:
(a) Execute the standard for professional
community for teachers and staff in the context of equity and culturally
responsive practices, as provided in section (5) of this rule;
(b) Develop workplace conditions for teachers
and other professional staff that promote effective professional development,
practice, and student learning;
(c) Empower and entrust teachers and staff
with collective responsibility for meeting the academic, social, emotional, and
physical needs of each student, pursuant to the mission, vision, and core
values of the school;
(d)
Establish and sustain a professional culture of engagement and commitment to
shared vision, goals, and objectives pertaining to the education of the whole
child; high expectations for professional work; ethical and equitable practice;
trust and open communication; collaboration, collective efficacy, and
continuous individual and organizational learning and improvement;
(e) Promote mutual accountability among
teachers and other professional staff for each student's success and the
effectiveness of the school as a whole;
(f) Develop and support open, productive,
caring, and trusting working relationships among leaders, faculty, and staff to
promote professional capacity and the improvement of practice;
(g) Design and implement job-embedded and
other opportunities for professional learning collaboratively with faculty and
staff;
(h) Provide opportunities
for collaborative examination of practice, collegial feedback, and collective
learning; and
(i) Encourage
faculty-initiated improvement of programs and practices.
(10)
Standard 8: Meaningful
Engagement of Families and Community. Effective educational leaders engage
families and the community in meaningful, reciprocal, and mutually beneficial
ways to promote each student's academic success and well-being. Oregon school
administrators demonstrate the ability to:
(a)
Execute the standard for professional community for teachers and staff in the
context of equity and culturally responsive practices, as provided in section
(5) of this rule;
(b) Be
approachable, accessible, and welcoming to families and members of the
community;
(c) Create and sustain
positive, collaborative, and productive relationships with families and the
community for the benefit of students;
(d) Engage in regular and open two-way
communication with families and the community about the school, students,
needs, problems, and accomplishments;
(e) Maintain a presence in the community to
understand its strengths and needs, develop productive relationships, and
engage its resources for the school;
(f) Create means for the school community to
partner with families to support student learning in and out of school;
(g) Understand, value, and employ
the state of Oregon's and the local community's culturally, social,
intellectual, and political resources to promote student learning and school
improvement;
(h) Develop and
provide the school as a resource for families and the community;
(i) Advocate for the school and district, and
for the importance of education and student needs and priorities to families
and the community;
(j) Advocate
publicly for the needs and priorities of students, families, and the community;
(k) Build and sustain productive
partnerships with public and private sectors to promote school improvement and
student learning;
(l) Partners with
early learning community providers and families as children's first teachers in
order to support a seamless early learning to kindergarten transition,
including alignment of instruction, and meet elementary learning benchmarks;
and
(m) Understands, responds to,
and influences the larger political, social, economic, legal, and cultural
context by
(A) Advocating for children,
families and caregivers;
(B) Acting
to influence local, district, state and national decisions affecting student
learning; and
(C) Assessing,
analyzing and anticipating emerging trends and initiatives in order to adapt
leadership strategies.
(11)
Standard 9: Operations and
Management. Effective educational leaders manage school operations and
equitably distribute resources to promote each student's academic success and
well-being. Oregon school administrators demonstrate the ability to:
(a) Equitably distribute resources to
students who have been historically marginalized due to their race, class,
culture and language, gender and sexual orientation, and disability or special
status.
(b) Institute, manage, and
monitor operations and administrative systems that promote the mission and
vision of the school;
(c)
Strategically manage staff resources, assigning and scheduling teachers and
staff to roles and responsibilities that optimize their professional capacity
to address each student's learning needs;
(d) Seek, acquire, and manage fiscal,
physical, and other resources to support curriculum, instruction, and
assessment; student learning community; professional capacity and community;
and family and community engagement;
(e) Be responsible, ethical, and accountable
stewards of the school's monetary and non-monetary resources, engaging in
effective budgeting and accounting practices;
(f) Protect teachers' and other staff
members' work and learning from disruption;
(g) Employ technology to improve the quality
and efficiency of operations and management;
(h) Develop and maintain data and
communication systems to deliver actionable information for classroom and
school improvement;
(i) Know,
comply with, and help the school community understand local, state, and federal
laws, rights, policies, and regulations so as to promote student success;
(j) Develop and manage
relationships with feeder and connecting schools for enrollment management and
curricular and instructional articulation;
(k) Develop and manage productive
relationships with the central office and school board;
(l) Develop and administer systems for fair
and equitable management of conflict among students, faculty and staff,
leaders, families, and community; and
(m) Manage governance processes and internal
and external politics toward achieving the school's mission and
vision.
(12)
Standard 10: School Improvement. Effective educational leaders act
as agents of continuous improvement to promote each student's academic success
and well-being. Oregon school administrators demonstrate the ability to:
(a) Execute the standard for school
improvement in the context of equity and culturally responsive practices, as
provided in section (5) of this rule;
(b) Seek to make school more effective for
each student, teachers and staff, families, and the community;
(c) Use methods of continuous improvement to
achieve the vision, fulfill the mission, and promote the core values of the
school;
(d) Prepare the school and
the community for improvement, promoting readiness, an imperative for
improvement, instilling mutual commitment and accountability, and developing
the knowledge, skills, and motivation to succeed in improvement;
(e) Engage others in an ongoing process of
evidence-based inquiry, learning, strategic goal setting, planning,
implementation, and evaluation for continuous school and classroom improvement;
(f) Employ
situationally-appropriate strategies for improvement, including
transformational and incremental, adaptive approaches and attention to
different phases of implementation;
(g) Assess and develop the capacity of staff
to assess the value and applicability of emerging educational trends and the
findings of research for the school and its improvement;
(h) Develop technically appropriate systems
of data collection, management, analysis, and use, connecting as needed to the
district office and external partners for support in planning, implementation,
monitoring, feedback, and evaluation;
(i) Adopt a systems perspective and promote
coherence among improvement efforts and all aspects of school organization,
programs, and services;
(j) Manage
uncertainty, risk, competing initiatives, and politics of change with courage
and perseverance, providing support and encouragement, and openly communicating
the need for, process for, and outcomes of improvement efforts; and
(k) Develop and promote leadership among
teachers and staff for inquiry, experimentation and innovation, and initiating
and implementing improvement.
Statutory/Other Authority: ORS 342
Statutes/Other Implemented: ORS
342.120 - 342.430
& 342.455 - 342.495; 342.553