Idaho Standards for Effective Principals

Idaho Definition of Effective Administrators

Idaho's effective administrators recognize their accountability for the collective success of their schools, including the learning, growth and achievement of both students and staff. As the school's primary instructional leader, effective administrators enable critical discourse and data driven reflection about curriculum, assessment, instruction and student progress, and create structures to facilitate improvement. Effective administrators are adept at creating systems that maximize the utilization of resources and human capital, foster collaboration, and facilitate constructive change. By creating a common vision and articulating shared values, effective administrators lead and manage their schools in a manner that supports the school's ability to promote equity and continually improve its positive impact on students and families (Adapted from the State of Colorado's definition of Effective Principals)

Idaho Standards for Effective Principals

Idaho has identified state minimum standards for principal evaluation based on the Interstate School Leaders Licensure Consortium (ISLLC) standards. In addition, administrators are required to obtain proof of proficiency in conducting teacher evaluations using the state's adopted model, the Charlotte Danielson Framework for Teaching Second Edition. Idaho Standards for Effective Principals are divided into 14 components clustered into three domains.

Domain 1 — School Climate

An educational leader promotes the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional development. An educational leader articulates and promotes high expectations for teaching and learning while responding to diverse community interest and needs.

  1. School Culture— Principal establishes a safe, collaborative, and supportive culture ensuring all students are successfully prepared to meet the requirements for tomorrow’s careers and life endeavors.
  2. Communication— Principal is proactive in communicating the vision and goals of the school or district, the plans for the future, and the successes and challenges to all stakeholders.
  3. Advocacy— Principal advocates for education, the district and school, teachers, parents, and students that engenders school support and involvement.

Domain 2 — Collaborative Leadership

An educational leader promotes the success of all students by ensuring management of the organization, operations and resources for a safe, efficient and effective learning environment. In collaboration with others, uses appropriate data to establish rigorous, concrete goals in the context of student achievement and instructional programs. He or she uses research and/or best practices in improving the education program.

  1. Shared Leadership— Principal fosters shared leadership that takes advantage of individual expertise, strengths, and talents, and cultivates professional growth.
  2. Priority Management— Principal organizes time and delegates responsibilities to balance administrative/managerial, educational, and community leadership priorities.
  3. Transparency— Principal seeks input from stakeholders and takes all perspectives into consideration when making decisions.
  4. Leadership Renewal— Principal strives to continuously improve leadership skills through, professional development, self-reflection, and utilization of input from others.
  5. Accountability— Principal establishes high standards for professional, legal, ethical, and fiscal accountability self and others.

Domain 3 — Instructional Leadership

An educational leader promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. He or she provides leadership for major initiatives and change efforts and uses research and/or best practices in improving the education program.

  1. Innovation – Principal seeks and implements innovative and effective solutions that comply with general and special education law.
  2. Instructional Vision – Principal insures that instruction is guided by a shared, research-based instructional vision that articulates what students do to effectively learn the subject.
  3. High Expectations – Principal sets high expectation for all students academically, behaviorally, and in all aspects of student well-being.
  4. Continuous Improvement of Instruction – Principal has proof of proficiency in assessing teacher performance based upon the Danielson Framework for Teaching.
  5. Aligns resources, policies, and procedures toward continuous improvement of instructional practice guided by the instructional vision.
  6. Evaluation – Principal uses teacher evaluation and other formative feedback mechanisms to continuously improve teacher effectiveness.
  7. Recruitment and Retention – Principal recruits and maintains a high quality staff.