1. Washington State University Superintendent Certification Program Program theme is based on the work of Richard Elmore (April 2007)* The school leadership literature stresses the importance of instructional leadership, but academics and practitioners never have satisfactorily developed a model of practice that says explicitly what the leadership of instruction is. School leaders must develop a personal theory of action. A theory of action is a brief statement of how the practice of the individual at the system or school level leads to increases in learning and performance for students. Part of the discipline of this work is to try to put the theory into the form of a series of if, then statements.

2.

Leadership Outcomes :

To identify and apply my instructional leadership theory of action.

To recognize that my theory of action has consequences for staff and student learning.

Leadership Behavior Examples :

If I meet regularly with principals and focus on common instructional issues, then we will develop a common understanding of what we are trying to achieve.

If I model good pedagogy in the way I organize principals meetings, then I will communicate the core values of the organization and its focus on good instructional practice.

*Elmore, R. F., (207), Professional networks and school improvement.The school administrator. 4(64), 21-24. 3.

Focus on All Students Learning

Dynamic & Distributed Leadership

3 rdSemester Support for Systemwide Improvement

Effective Use of Data

Strategic Resource Management

Policy and Program Coherence

4 thSemester Clear andCollaborative Relationships

Professional Culture & Collaborative Relationships

Clear Understanding of School & District Roles & Responsibilities

Interpreting and Managing the External Environment

1 stSemester Effective Leadership (Role & Behavior of Superintendents) Sustained Improvement Efforts Over Time 2 ndSemester Quality Teaching and Learning High Expectations and Accountability for Adults (Personnel) Coordinated and Aligned Curriculum and Assessment Coordinated & Embedded Professional Development Quality Classroom Instruction Time Improvement WSU SUPERINTENDENT CERTIFICATION PROGRAM CONCEPTUAL FRAMEWORK*

Governance

The school leadership literature stresses the importance of instructional leadership, but academics and practitioners never have satisfactorily developed a model of practice that says explicitly what the leadership of instruction is. Elmore 2007

Socially Just and Democratic School

Partnerships

*Work adapted from Shannon & Bylsma 2004