Okla. Admin. Code § 210:20-9-183

Current through Vol. 42, No. 4, November 1, 2024

Section 210:20-9-183 - Competency III; abilities to put research knowledge/findings into practice

(a)Putting research knowledge/findings into practice. Administrator candidates shall be able to connect research and practice. This intersection between research and practice would include, but not be limited to:

(1) instruction and learning environment (instructional leadership);

(2) discipline practices;

(3) curriculum design;

(4) student guidance and development;

(5) professional/staff development;

(6) measurement and evaluation; and

(7) resource allocation.

(b)Rationale. The administrator as instructional leader must have an empirical knowledge base to guide his/her decision-making concerning effective teaching practices within the school. Administrators must understand the learning and motivational styles of their students (age appropriate) in order to help teachers tailor their own teaching styles to best meet the educational needs of students to maximize learning.

(c)What the principal candidate will know. The candidate for licensure and certification as principal has, and can demonstrate, knowledge of:

(1) The major findings of research on instruction and student learning and how those findings translate into school programs.

(2) The implications of learning style and instructional design for students and staff.

(3) How instructional objectives, school scheduling, teaching strategies, and organizational structure may affect student performance, in order to improve and enhance school programs.

(4) How to assess instructional needs and select individuals whose skills, personality and experience best meet needs.

(5) Appropriate methods for assessing the effectiveness of programs within the school setting in order to support effective programs or renew and improve those requiring change.

(6) The relationship between school plans and instructional programs and how they affect faculty collegiality.

(7) The use of technology in education, both in classroom training and the business management of organization.

(8) The value of professional development opportunities that update and support current national education practices and alternative management styles.

(9) The requirements of and how to implement the Oklahoma core curriculum.

(d)What the principal candidate will be able to do. The candidate for licensure and certification as principal has, and can demonstrate, the skills to:

(1) Identify those who have skills which would add to the effectiveness of the school and utilize the expertise of those individuals.

(2) Promote behavior management skills which provide for a safe environment in which learning can take place.

(3) Develop strategies for educating students which best meet their career and/or personal needs.

(4) Coordinate and integrate programs at area vocational/technical schools with regular site programs.

(5) Facilitate the core curriculum design and delivery systems for a school site.

(6) Facilitate non-core curriculum design and delivery systems for a school site.

(7) Organize teacher teams in the design and delivery of curriculum and instruction at the school site.

(8) Participate in a curriculum or program design project using available research as a guide for an actual product to be used at the school site.

(9) Provide training and assist teachers with the identification and use of resources associated with the cultural and linguistic needs of students.

(10) Implement alternative management models within school settings.

(11) Implement and maintain developmentally appropriate educational programs that create a climate conducive to implementing programs that meet and/or exceed professionally recognized standards.

(12) Facilitate staff inquiry into practice, refining of skills, and synthesis of knowledge in collaboration with peers to foster a change model or norm of continuous site improvement.

(13) Facilitate scheduling of time during the work day for staff members to learn and work together to accomplish the school's mission and goals.

(14) Participate in a curriculum evaluation process, formative and summative, that is ongoing; includes multiple sources of information; focuses on all levels of the organization; and provides the follow up necessary to ensure improvement.

(15) Participate in formative and summative evaluation of personnel processes that are on-going and might include but not be limited to peer coaching, collegial support groups, mentoring, study groups, and video-taping teachers.

(16) Provide leadership training in site-based decision making.

(17) Demonstrate the ability to work effectively with human diversity in a variety of settings, socioeconomic levels, exceptionalities, and cultural and ethnic backgrounds.

(e)What the superintendent candidate will know. The candidate for licensure and certification as superintendent has, and can demonstrate, knowledge of:

(1) Curriculum planning which anticipates occupational trends and how that curriculum may correspond to the students' lifelong learning needs.

(2) Strategies to ensure that the diversity of religion, ethnicity, culture and gender is respected.

(f)What the superintendent candidate will be able to do. The candidate for licensure and certification as superintendent has, and can demonstrate the skills to:

(1) Facilitate the design of a core curriculum and delivery system for school sites.

(2) Develop, implement, and monitor change processes to improve student learning, adult development, and climates for learning.

(3) Develop a process for administrator and faculty input into district curriculum, in order to ensure appropriateness, scope, and context.

(4) Evaluate the instructional program of a school site.

(5) Demonstrate the ability to work effectively with human diversity in a variety of settings, socioeconomic levels, exceptionalities, and cultural and ethnic backgrounds.

(g)Implications for administrator preparation programs. Administrator preparation programs shall emphasize the findings of research in preparing administrators to be instructional leaders, site-based managers, and facilitators in policy decision making at the site and district level.

Collaborative projects between the administrator preparation programs and individual school sites are encouraged.

Okla. Admin. Code § 210:20-9-183

Added at 14 Ok Reg 1555, eff 5-27-97