West Virginia Code of State Rules
Agency 126 - Education
Title 126 - PROCEDURAL RULE BOARD OF EDUCATION
Series 126-165 - Standards of Professional Practice for West Virginia Superintendents, Principals and Teacher Leaders (5800)
Section 126-165-3 - Operating Premises

3.1.a. Focus on Learning. The underlying focus of each leadership standard described in this policy is a pervasive commitment to the advancement of student learning; learning that is broad enough, deep enough and individualized enough to develop the conceptual understandings, skills and dispositions necessary for transition to post-secondary education and careers. The fundamental job description of the leader is to create the appropriate organizational conditions and develop the personnel expertise necessary to ensure that learning occurs for each and every student. Central to this outcome is a new role for students and teachers. Leaders must be able to implement school and classroom processes that intentionally foster student self-directed learning and personal accountability. This means teachers will act as learning facilitators; facilitators who design instructional processes to foster student ownership, use personalized strategies that promote engagement, and plan evaluation processes that provide opportunities for student self-assessment, reflection and goal setting.

3.1.b. Continuum of Professional Skills. The leadership standards and functions set a high bar for the level of quality expected of West Virginia superintendents, principals and teacher leaders. Reaching this high bar will demand changes in all aspects of the development of leaders including quality succession planning, more rigorous and job-embedded preparation programs and a continuum of professional development that ensures on-going professional growth. No leader will realistically begin his or her career with all the knowledge, skills and dispositions outlined in these standards. However, future policy derived from these standards must guide leaders (1) to increasingly gain proficiency in every standard and (2) to assemble leadership teams that can collectively over time manifest all the functions outlined in this document.

3.1.c. Leadership Occurs in Context. An important part of leadership preparation is gaining perspective on how and when to exert particular skills in order to advance individual and organizational effectiveness. All leadership efforts occur in a context. Although all nine leadership standards are interconnected and necessary for creating and sustaining effective schools and school systems, some may be more important depending on existing circumstances and conditions. Leadership is a complex act, but effective leaders are able to use contextual understanding and a broad set of skills and knowledge to do the right things at the right time and in the right way to move the organization forward.

3.1.d. Distributed and Collaborative Leadership. In order to bring about the significant organizational changes necessary to teach all students to high levels, there must be distributive and collaborative models of leadership throughout the school system. This view of leadership recognizes that there is boundless expertise and creativity within the organization that can be harnessed on behalf of students. Policy 5800 inculcates these collaborative principles throughout the language and actions described in specific functions. Certainly, implementation of these standards will require new role definitions and expectations of principals, teachers and superintendents. It will also require the creation of new organizational structures that allow collaboration and disbursed leadership to occur. With viable structures of collaborative teams and a more inclusive view of leadership, from the classroom to the board room, it will be possible to generate the collective accountability and collective action necessary to advance student learning.

3.1.e. Expected Evidence of Outcomes. As part of the public investment in educational quality comes leadership accountability for results. This goes beyond the accountability for those behaviors outlined in these standards such as fiscal responsibility, moral and ethical responsibility and duty to implement and follow policies and code. The standards and functions outlined in this policy establish broader accountability for creating conditions and developing personnel in ways that positively affect student outcomes. These valued outcomes for students include evidence of growth in (1) student academic achievement, (2) graduation rates and (3) effective preparation for post-secondary education and careers.

3.1.f. Coherent Leadership Focus. Although Policy 5800 differentiates the specific role functions for superintendents, principals and teacher leaders, the functions relate to the same nine leadership standards. This format is intentional. High quality leadership at any level of the organization shares certain common research-based characteristics. By organizing the three sets of standards around these learning-centered elements, the standards send a strong message regarding the importance of leadership coherence within a school district. Clearly the specific roles of teacher leaders, principals and superintendents are unique and must be developed accordingly. However, organizational effectiveness will be significantly improved when all leaders work within their respective level of influence to develop the characteristics common to high performing schools and systems.

3.1.g. Importance of Technology to Leadership Efficacy. Using the digital tools of the 21st century is an integral and necessary element of educational leadership. The relevance of these tools to effective leadership practice is appropriately addressed throughout the standards document. However, Policy 5800 does not define the specific technology proficiencies for leaders. These proficiencies are outlined in W. Va. 126 CSR 114, WVBE Policy 5100, Approval of Educational Personnel Preparation Programs (hereinafter Policy 5100). Thus, Policy 5800 provides the leadership context for technology use while Policy 5100 guides the more specific skill development and application.