Texas Register, Volume 38, Number 47, Pages 8313-8478, November 22, 2013 Page: 8,351
8313-8478 p. ; 28 cm.View a full description of this periodical.
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(ii) Tailored development, feedback, and coaching.
The principal coaches and develops teachers by giving individualized
feedback and aligned professional development opportunities.
(iii) Staff collaboration and leadership. The princi-
pal implements collaborative structures and provides leadership oppor-
tunities for effective teachers and staff.
(iv) Systematic evaluation and supervision. The
principal conducts rigorous evaluations of all staff using multiple data
sources.
(3) Standard 3--Executive Leadership. The principal is re-
sponsible for modeling a consistent focus and personal responsibility
for improving student outcomes.
(A) Knowledge and skills.
(i) Effective executive leaders:
(I) take personal responsibility for the success of
the school;
(II) motivate the school community by modeling
a relentless pursuit of excellence;
(III) are reflective in their practice and strive to
continually improve, learn, and grow;
(IV) acknowledge mistakes while remaining
focused on solutions and are not stymied by challenges or setbacks.
When a strategy fails, these principals analyze data, assess implemen-
tation, and talk with stakeholders to understand what went wrong and
how to adapt strategies moving forward;
(V) keep staff inspired and focused on the end
goal even as they support effective change management;
(VI) have strong communication skills and un-
derstand how to communicate a message in different ways to meet the
needs of various audiences;
(VII) are willing to listen to others and create op-
portunities for staff and stakeholders to provide feedback; and
(VIII) treat all members of the community with
respect and develop strong, positive relationships with them.
(ii) In schools with effective executive leaders,
teachers and staff are motivated and committed to excellence. They
are vested in the school's improvement and participate in candid dis-
cussions of progress and challenges. They are comfortable providing
feedback to the principal and other school leaders in pursuit of ongoing
improvement, and they welcome feedback from students' families in
support of improved student outcomes.
(B) Indicators.
(i) Resiliency and change management. The princi-
pal remains solutions-oriented, treats challenges as opportunities, and
supports staff through changes.
(ii) Commitment to ongoing learning. The principal
proactively seeks and acts on feedback, reflects on personal growth
areas and seeks development opportunities, and accepts responsibility
for mistakes.
(iii) Communication and interpersonal skills. The
principal tailors communication strategies to the audience and develops
meaningful and positive relationships.
(iv) Ethical behavior. The principal adheres to the
educators' code of ethics in 247.2 of this title (relating to Code ofEthics and Standard Practices for Texas Educators), including follow-
ing policies and procedures at his or her respective district.
(4) Standard 4--School Culture. The principal is responsi-
ble for establishing and implementing a shared vision and culture of
high expectations for all staff and students.
(A) Knowledge and skills.
(i) Effective culture leaders:
(I) leverage school culture to drive improved
outcomes and create high expectations;
(II) establish and implement a shared vision of
high achievement for all students and use that vision as the foundation
for key decisions and priorities for the school;
(III) establish and communicate consistent
expectations for staff and students, providing supportive feedback to
ensure a positive campus environment;
(IV) focus on students' social and emotional
development and help students develop resiliency and self-advocacy
skills; and
(V) treat families as key partners to support stu-
dent learning, creating structures for two-way communication and reg-
ular updates on student progress. Regular opportunities exist for both
families and the community to engage with the school and participate
in school functions.
(ii) In schools with effective culture leaders, staff
believe in and are inspired by the school vision and have high expecta-
tions for all students. Staff take responsibility for communicating the
vision in their classrooms and for implementing behavioral expecta-
tions throughout the building, not only in their own classrooms. Teach-
ers regularly communicate with the families of their students to provide
updates on progress and actively work with families to support learning
at home. Members of the broader community regularly engage with the
school community.
(B) Indicators.
(i) Shared vision of high achievement. The princi-
pal develops and implements a shared vision of high expectations for
students and staff.
(ii) Culture of high expectations. The principal es-
tablishes and monitors clear expectations for adult and student conduct
and implements social and emotional supports for students.
(iii) Intentional family and community engagement.
The principal engages families and community members in student
learning.
(iv) Safe school environment. The principal creates
an atmosphere of safety that encourages the social, emotional, and
physical well-being of staff and students.
(v) Discipline. The principal uses a variety of stu-
dent discipline techniques to meet the behavioral and academic needs
of individual students.
(5) Standard 5--Strategic Operations. The principal is re-
sponsible for implementing systems that align with the school's vision
and improve the quality of instruction.
(A) Knowledge and skills.
(i) Effective leaders of strategic operations:
(I) assess the current needs of their schools, re-
viewing a wide set of evidence to determine the schools' priorities andPROPOSED RULES November 22, 2013 38 TexReg 8351
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Texas. Secretary of State. Texas Register, Volume 38, Number 47, Pages 8313-8478, November 22, 2013, periodical, November 22, 2013; Austin, Texas. (https://texashistory.unt.edu/ark:/67531/metapth379965/m1/39/: accessed July 17, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu.; crediting UNT Libraries Government Documents Department.