Analyzing Academic Data for School Improvement

National Educational Leadership Preparation (NELP) Standards
Standard 1: Mission, Vision, and Improvement
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
Component 1.1: Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
Educational Leadership Skills
• Collaboratively design a school mission and vision attentive to values and priorities that include data, technology, values, equity, diversity, digital citizenship, and community
• Develop a comprehensive plan for communicating the mission and vision
Component 1.2: Program completers understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation.
Educational Leadership Skills
• Evaluate existing improvement processes
• Use research and data to develop an improvement process that includes the following components: diagnosis, design, implementation, and evaluation
• Develop an implementation plan to support the improvement process
State Board of Educator Preparation (SBEC) Competencies
Principal Domain and Competency
Domain II: Leading Learning
Competency 3
• Descriptive Statement B: Facilitates the use of sound, research-based practice in the development, implementation, coordination, and evaluation of campus curricular, co-curricular, and extracurricular programs to fulfill academic, development, social, and cultural needs.
Competency 4
• Descriptive Statement D: Implements a rigorous curriculum that is aligned with state standards, including college and career-readiness standards.
Domain VI: Ethics, Equity, and Diversity
Competency 11
• Descriptive Statement C: Advocates for all children by promoting the continuous and appropriate development of all learners in the campus community.
• Descriptive Statement D: Implements strategies to ensure that all students have access to effective educators and continuous opportunities to learn.
• Descriptive Statement E: Promotes awareness and appreciation of diversity throughout the campus community.