Two national organizations:

• The Interstate School Leaders Licensure Consortium (ISLLC), a program of the Council of Chief State School Officers; and
• The National Association of Elementary School Principals (NAESP)

have studied effective instructional leadership. Both have published lists of standards, which are presented here. Scroll down to see the NAESP standards.

• Interstate School Leaders Licensure Consortium (ISLLC) Model Standards for School Leaders

  A school administrator is an educational leader who 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.

  A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

  A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

  A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

  A school administrator promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

  A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

• National Association of Elementary School Principals (NAESP) Standards for Principals

  Effective principals lead schools in a way that places student and adult learning at the center.

  Effective principals set high expectations and standards for the academic and social development of all students and the performance of adults.

  Effective principals demand content and instruction that ensure student achievement of agreed-upon academic standards.

  Effective principals create a culture of continuous learning for adults tied to student learning and other school goals.

  Effective principals use multiple sources of data as diagnostic tools to assess, identify and apply instructional improvement.

  Effective principals actively engage the community to create shared responsibility for student and school success.