CONCEPTUAL FRAMEWORK

THEME: The Transformational Leader

TO KNOW
I. To Know the foundations of the education profession, content bases for curricula, and characteristics.

A. Demonstrates knowledge of the philosophical, historical, sociological, legal and psychological foundations of education.
B. Demonstrates leadership and expertise in the content bases for curricula, the appropriate uses of technology, good communication skills and effective pedagogy.
C. Shows leadership and understanding of and respect for the characteristics, cognitive and social developmental stages, emotional and psychological needs and learning styles of diverse and special needs learners.

TO DO
II. To Do the work of a professional educational leader in encouraging teachers to plan and implement well-integrated curricula using developmentally appropriate and culturally responsive instructional strategies, materials and technology.

A. Plans, implements and assesses a well-integrated, developmentally appropriate, and culturally responsive school vision that is well grounded in pedagogical and psychological theory.
B. Leads teachers to individualize, differentiate and adapt instruction to meet the needs of diverse and special needs learners.
C. Leads teachers to use a wide variety of teaching methods, strategies, technology and materials.
D. Develops, articulates, and implements a school vision that promotes a positive school culture, provides an effective instructional program, applies best practices and helps to develop the professional growth of teachers and other school personnel.
E. Manages the organization, operations, and resources in a way that promotes a safe, efficient and effective learning environment.

TO BE
III. To Be a reflective, collaborative, and responsive decision-maker, facilitator, and role model within the school, community and global environment.

A. Uses feedback, reflection, research, and collaboration to enhance leadership performance, make decisions, develop and modify leadership skills and grow as a professional.
B. Models understanding, respect, and appreciation for diverse educational, cultural and socioeconomic groups; a willingness to consider diverse opinions and perspectives; and concern for community and global awareness.
C. Models positive and effective interpersonal skills by collaborating with families and other community members, responding to diverse community interests and needs and by mobilizing community resources.