My feedback on the draft ISLLC standards
The Council of Chief State School Officers (CCSSO) is working on its latest draft of standards for school leaders. The ISLLC standards are intended to detail the knowledge and skills that effective district and school leaders need in order to build teams of teachers and leaders who improve student learning. CCSSO is seeking feedback on the draft standards. My feedback and comments are below. I hope that you will read the standards yourself and also share some thoughts with CCSSO about whether you feel that they adequately describe an effective school leader for today and tomorrow…
Please list any additional dispositions that you believe educational leaders need that are not listed on page 9 of the ISLLC 2015 standards.
Learner. Just because you’re reflective and/or analytical does NOT mean you’re a learner yourself. We have lots of clueless administrators who don’t understand / have not kept up with external societal transformations because they are not active, engaged, externally-focused learners themselves. So they don’t understand how our new information landscapes operate and what the implications are for educational practice. (neither do most Educational Leadership profs, sadly)
Does the section, “Using the Standards” provide you with sufficient direction about how the standards might be used to improve leadership at the state and local level?
Standards are necessarily vague. So providing TWO pages on ‘using’ them isn’t really going to do much for anyone. There are a few broad generalities here but they’re nowhere near specific enough to really be that helpful for practice.
Please list any competencies for transformational leaders that you believe would NOT fall into one of the categories represented by the seven ISLLC 2015 standards.
Where’s the future-oriented, innovation disposition in these standards, actions, and competencies. I’m struggling to see it…
To what extent do you agree that the ISLLC 2015: Model Policy Standards for Educational Leaders represent a clear, coherent vision for transformational school and district leadership that reflects current expectations for educational leaders and prepares them to effectively adapt their leadership to future changes and challenges? Please share any additional reactions or comments that you have about the standards as a whole.
The standards and the actions listed below them don’t really reflect in any way the ‘innovative’ disposition that is cited earlier in the ISLLC draft document. If ISLLC truly was interested in fostering innovative leadership practice, there would be greater recognition of and emphasis on the seismic transformations that are occurring in our information, economic, and learning landscapes. Instead, there’s nary a mention anywhere of the fact that schools need to look a LOT different than they currently do and the current factory model of schooling appears to be generally accepted as a given across the standards. When it comes to learning, then, what we’re left with in these new draft ISLLC standards appears to be a very technocratic model of school leadership that’s focused on increasing student ‘achievement’ on low-level factual recall items and procedural skills rather than fostering innovative, creative, collaborative critical thinkers and problem solvers [NOTE: if this is not what you intend, then you need to reframe and reword huge chunks of this document because right now it reads like an educational leadership standards document for 1995, not 2015]. Everything that’s listed here in the new ISLLC standards is arguably important. But the standards and actions are neither innovative nor forward-thinking enough so they fail to live up to the ideal of preparing school leaders to ‘effectively adapt their leadership to future changes and challenges’ because there’s nothing really future-oriented in them.
It’s also worth noting for page 10 that simply displaying the 7 standards horizontally across the 8 vertical dispositions in Figure 3 does absolutely nothing to ‘demonstrate how the dispositions are essential to the work of educational leadership.’ There’s no meaning made there. There is no explanation of the diagram or the intersections or what progression/extension might look like. You simply overlay them across each other and then say ‘quod erat demonstrandum!’ That whole section either needs to be explicated quite a bit or discarded.