Professionals for the Future Each program within the Center for Leadership and Learning (CLL) seeks to develop Professionals for the Future who hold the ensuing core beliefs and who express the following foundations and unifying factors of the Arkansas Tech University School of Education Conceptual Framework. These core beliefs are exhibited when students meet or exceed the following standards aligned across each respective CLL program. Core Values 1. All human beings grow, develop, and learn; 2. Educational processes have key components; 3. Educational practices are systematically coherent and developmentally appropriate; 4. Educators are moral and ethical professionals; and 5. Educators focus on maximizing growth, development, and learning opportunities for all students. Foundations 1. Increasing level of professional and pedagogical knowledge, skills, and dispositions; 2. Strong and developing knowledge of the school culture; 3. Growing expertise concerning systemic and developmentally appropriate practices; and 4. Strong and developing liberal arts background. Unifying Factors Diversity, Technology, Oral and Written Communication, Parents and Community, Leadership, and Purposeful Reflection.
ELCC Educational Leadership Constituent Council	NBPTS National Board Propositions for Professional Teaching Standards	Arkansas Curriculum/Program Administrator Licensure Standards	ISLLC Interstate School Leaders License Consortium Standards	Arkansas Building Administrator Licensure Standards	ISTE International Society for Technology in Education -NETS National Education Technology Standards
Facilitating a Vision of Learning in the Classroom and the Organization
Standard One Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.		Standard One The administrator demonstrates leadership which provides purpose and direction Standard Five The administrator understands the importance of a clear vision and an explicitly stated philosophy in shaping a coherent curriculum and in creating an effective school.	Standard One A school administrator is an educational leader who promotes the success of all students by facilitating the vision of learning that is shared and supported by the school community.	Standard One The administrator demonstrates leadership which provides purpose and direction Standard Five The administrator understands the importance of a clear vision and an explicitly stated philosophy in shaping a coherent curriculum and in creating an effective school.	Standard One Educational Leaders inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision.
Sustaining a School Culture and Instructional Program
Standard Two Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.	Proposition One Teachers are committed to students and their learning. a. Teachers recognize individual differences in their students and adjust their practice accordingly. b. Teachers have an understanding of how students develop and learn. c. Teachers treat students equitably. d. Teachers’ mission extends beyond understanding the cognitive capacity of their students.	Standard One The administrator demonstrates leadership that provides purpose and direction for greater student understanding and problem solving. Standard Three The administrator creates a secure environment that is conducive to greater student achievement.	Standard Two 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.	Standard One The administrator demonstrates leadership that provides purpose and direction for greater student understanding and problem solving. Standard Three The administrator creates a secure environment that is conducive to greater student achievement.	Standard Two Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching.
Ensuring Differentiation in Instruction to Maximize Student Achievement
	Proposition Two Teachers know the subjects they teach and how to teach those subjects to students. a. Teachers appreciate how knowledge in their subjects is created, organized, and linked to other disciplines. b. Teachers command specialized knowledge of how to convey a subject to students. c. Teachers generate multiple paths to knowledge.	Standard Two The administrator has the skills to implement plans of action efficiently and effectively for greater student achievement.	Standard Three 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.	Standard Two The administrator has the skills to implement plans of action efficiently and effectively for greater student achievement.	Standard Two Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching.

ELCC	NBPTS	Arkansas Curriculum/Program Administrator Licensure Standards	ISLLC	Arkansas Building Administrator Licensure Standards	ISTE
Ensuring Management of the Classroom/Organization
Standard Three Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.	Proposition Three Teachers are responsible for managing and monitoring student learning. a. Teachers call on multiple methods to meet their goals. b. Teachers orchestrate learning in group settings. c. Teachers place a premium on student engagement. d. Teachers regularly assess student progress. e. Teachers are mindful of their principle objectives.	Standard Two The administrator has the skills to implement plans of action efficiently and effectively for greater student achievement. Standard Three The administrator creates a secure environment that is conducive to great achievement.	Standard Two 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. Standard Three 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.	Standard Two The administrator has the skills to implement plans of action efficiently and effectively for greater student achievement. Standard Three The administrator creates a secure environment that is conducive to greater student achievement.	Standard Two Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching.
Data Driven Decision Making and Reflective Practice
	Proposition Four Teachers think systematically about their practice and learn from experiences. a. Teachers are continually making difficult choices that test their judgment. b. Teachers seek the advice of others and draw on education research and scholarship to improve their practice.	Standard Six The administrator makes systematic use of data to assess the needs and accomplishments of students and staff.	Standard Six A school administrator is an education leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.	Standard Six The administrator makes systematic use of data to assess the needs and accomplishments of students and staff.	Standard Five Educational leaders use technology to plan and implement comprehensive systems of effective assessment and evaluation.

ELCC	NBPTS	Arkansas Curriculum/Program Administrator Licensure Standards	ISLLC	Arkansas Building Administrator Licensure Standards	ISTE
Collaborative Member of a Learning Community
Standard Four Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.	Proposition Five Teachers are members of learning Communities. a. Teachers contribute to school effectiveness by collaborating with other professionals. b. Teachers work collaboratively with parents. c. Teachers take advantage of community resources.	Standard Four The administrator gathers information from and communicates it effectively to students, parents, staff, the community, and the media to facilitate greater student achievement.	Standard Four 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.	Standard Four The administrator gathers information from, and communicates it effectively to students, parents, staff, the community, and the media to facilitate greater student achievement.
Acting with Integrity and Fairness
Standard Five Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.			Standard Five A School Administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.		Standard Four Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision-making related to these issues. Standard Six Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision-making related to these issues.
ELCC	NBPTS	Arkansas Curriculum/Program Administrator Licensure Standards	ISLLC	Arkansas Building Administrator Licensure Standards	ISTE
Understanding and Operating Within the Larger Context of the Community and Beyond.
Standard Six Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
Enhancing Professional Practice
Standard Seven Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.					Standard Three Educational leaders apply technology to enhance their professional practice and to increase their own productivity.