SDE: Connecticut School Leadership Standards

Connecticut School Leadership Standards

Welcome to the Connecticut School Leadership Standards page.
We are pleased to announce the adoption of the new school leadership standards by the Connecticut State Board of Education on June 27, 2012.  This page will provide an overview, timeline and ongoing updates regarding the new standards.
The Common Core of Leading - Connecticut School Leadership Standards (CCL-CSLS) serves as the foundation for a variety of state functions, including leadership preparation program accreditation, licensure assessment, school administrator evaluation and professional development from induction through the professional certificate.  Connecticut’s first leadership standards were formally adopted in 1999.  After 12 years of use, the Connecticut State Department of Education (CSDE)—in partnership with the Connecticut Association of Schools (CAS) Critical Issues Committee (CIC)—embarked on updating the leadership standards by adapting the national Interstate School Leadership Licensure Consortium (ISLLC) Standards for use in Connecticut.  The ISLLC Standards were selected for the following reasons:
  • The original (1996) and the (2008) ISLLC Standards were largely influenced by Connecticut’s School Leadership Standards (CSLS), so they are similar in content and structure.  Educational Testing Service (ETS) analyzed the CSLS and ISLLC Standards and found them to be closely aligned.
  • Because of the close alignment between Connecticut and the ISLLC Standards, the Connecticut Administrator Test (CAT) required minor revision.
  • Since all university accreditation in Connecticut uses the National Council for Accreditation of Teacher Education (NCATE) Standards—which are largely based on the ISLLC standards—to evaluate its school leadership programs, the new standards would offer a consolidation of multiple standards.
  • The 2008 ISLLC Standards have been validated nationally based on leadership research and best practices that were unavailable at the time of the original state and national standards.
  • The ISLLC standards are hosted by the Council of Chief State School Officers (CCSSO), an organization of which Connecticut is a member.  CCSSO provides standards-based resources such as the Performance Expectations and Indicators for Education Leaders and leadership evaluation tools across the career continuum.
  • The new Standards are currently being used as a resource as Connecticut implements a new state model for school leadership evaluation and professional development, as well as related leadership initiatives.

Connecticut School Leadership Standards Background and Development

  • The CSDE began working on its first set of school leadership standards in the late 1980s.
  • In 1994, once the CSLS was nearly complete, it founded ISLLC, along with 21 other states, in partnership with the National Policy Board for Education Administration and the CCSSO, to develop the first national leadership standards.
  • The ISLLC standards, which were completed by 1996, were influenced by the work that had been done in Connecticut (e.g., same structure of knowledge, skills, dispositions and performances).
  • In 2001, Connecticut commissioned ETS to examine the relationship between the CSLS and the ISLLC Standards and, in conjunction with Connecticut's Code of Professional Responsibility for Administrators, they were found to be highly aligned.
  • In 2006, CCSSO, along with 43 other states and Connecticut, reviewed and elaborated upon the original ISLLC Standards by creating the Performance Expectations and Indicators for Education Leaders.  The original six standards-along with the critical dispositions-remained, and a series of elements and indicators were added to identify observable or measurable actions that might be used for a variety of purposes.
  • Currently, 47 states base their own standards directly or partially on the ISLLC Standards.
  • In March 2010, Lol Fearon and Larry Jacobson were asked to work in partnership with the Critical Issues Committee of CAS to develop, review and validate new Connecticut school leadership standards.  The Critical Issues Committee endorsed that Connecticut adopt the ISLLC Performance Expectations revised to best reflect the context of Connecticut education.
  • The CAS Critical Issues Committee selected revision of the ISLLC Expectations (standards) as their major goal for 2010- 2012.  They endorsed the six Performance Expectations and 18 Elements, and agreed that the indicators, which describe the elements, should better reflect the work of educational leaders in Connecticut.
  • CAS, in partnership with CSDE, contracted with Debbie Siegel of EASTCONN to facilitate the process.
  • In the spring and fall of 2010, a series of meetings were facilitated with CAS and CSDE to design a process for editing the indicators from the national ISLLC Standards.
  • On November 30, 2010, a full day meeting at CAS was facilitated with a diverse group of practitioners from across the state to begin rating, reviewing and editing the indicators according to agreed upon criteria.
  • A new draft of the CSLS was prepared and distributed to the November 30, 2010, committee for further input.
  • A CAS/CSDE standards subcommittee of the November 30, 2010, team was formed and they continued to edit the document.
  • A presentation to Connecticut’s P-20 Council was made on February 9, 2011.  P-20 reviewed the draft of the standards and sent suggested edits to the CAS/CSDE sub-committee.
  • P-20 Council suggestions were incorporated into the standards document and a member of the P-20 Council joined the subcommittee.
  • A presentation to Connecticut’s Performance Evaluation Advisory Committee (PEAC) was made on April 13, 2011.  PEAC reviewed the latest draft of the leadership standards and are aligning their work with the work of the CAS/CSDE Critical Issues subcommittee.
  • Sixteen focus groups were conducted with stakeholder groups throughout the state from October 2011 through January 2012.
  • The CAS/CSDE Critical Issues subcommittee reviewed the focus group feedback and produced the February 13, 2012, draft of the Connecticut School Leadership Standards.

    Summary of the changes made to the 2008 ISLLC Performance Expectations for use in Connecticut:
  • Overarching Purpose
    Each ISLLC Performance Expectations was reviewed and indicators (behaviors and actions) were revised to ensure they reflected what Connecticut educational leaders are expected to know and be able to do.
  • Consistency in all Performance Expectations
    Based on feedback from the P-20 Council all six performance expectations now begin with consistent language:  "Education leaders ensure the success and achievement of all students..."   
  • Clarification and Definitions
    In general, all indicators were reviewed for clarity and revised, as appropriate.  In some cases there were terms or ideas that required definition or explanation.  In such cases footnotes were used.  For example, terms or phrases such as Leader, Staff, Faculty, Achievement Gap, Diversity, Multiple Sources of Information and Social Justice were defined and clarified.
  • Appropriate "grain size"
    The Standard’s Subcommittee carefully reviewed and revised Indicators so they would be at the right “grain size.”  That is, Indicators were written to not be overly specific so they could be applicable to a variety of education contexts.  By contrast, the indicators had to be sufficiently specific to be understood.
  • Dispositions and Narratives
    Each Performance Expectation is introduced by a page which describes dispositions (i.e., what education leaders believe in, value and are committed to) and narratives which summarize and contextualize each Performance Expectation.  Each narrative and disposition was reviewed and revised to ensure that they were aligned with the indicators.
  • Reduce Educational Jargon
    Where practical, jargon was replaced with more generally understood terms.  For example, "rigor" was replaced with "challenging."
  • The CSDE conducted a statewide job analysis survey of all administrators employed under the intermediate 092 certificate.
The Job Analysis asked respondents to rate the importance of standards to:
- the overall effectiveness of school leaders within their first three years’ experience;
- the overall effectiveness of school leaders with over three years’ experience;
- promoting/supporting staff effectiveness; and
- promoting student achievement.
Participants were asked to review each of the 72 indicators which define the Standards using:
1 = Minimally Important;
2 = Moderately Important;
3 = Important; and
4 = Very Important.
Summary of Ratings:
Between “Minimally Important” and “Moderately Important” 0 Indicators
Between “Moderately Important” and “Important” 9 Indicators
Between “Important” and “Very Important” 63 Indicators
  • The standards were adopted by the State Board of Education on June 27, 2012.
Next Steps:
The new CCL-CSLS is being used to inform a variety of state initiatives, including the State Model School Leadership Rubrics and updating of the CAT scoring process.
Please revisit this page for updates.
If you have any questions or comments about the new Connecticut School Leadership Standards, please contact Larry Jacobson at:
The CAS/CSDE Standards Sub-Committee
Dennis Carrithers  – CAS
Linette Branham – CEA
Jeffrey Villar  – Windsor
Sheila Brown – Old Saybrook
Rosie O'Brien Vojtek – Bristol
Karen Scopino – Bozrah
Jeffrey Cryan – Mansfield
Donna Schilke – Glastonbury
Lorrie Rodrigue – Region #15
Don Macrino – Waterford
Shuana Tucker – UCONN
Gladys Labas – SCSU   
Malia Sieve – P-20 Council Project Manager, CT – State Colleges and Universities (ConnSCU)

Connecticut State Department of Education
Lol Fearon
Larry Jacobson
Nancy Pugliese
Salvatore Randazzo
Facilitated by: Debbie Siegel, EASTCONN

The following team met at Connecticut Association of Schools (CAS) on November 30, 2010, for an initial review of the ISLLC Standards
Debi Boccanfuso – Darien
Sheila Brown – Old Saybrook
Dennis Carrithers – Connecticut Association of Schools
Diane Cloud – Farmington
Paula Colen – EASTCONN
Jeffrey Cryan – Mansfield
Suzi D'Annolfo – University of Hartford
Bruce Douglas – CREC
Diane Dugas – Granby
Lol Fearon – Connecticut State Department of Education
Maureen Fitzpatrick – Sacred Heart University
Zandralyn Gordon – Hartford Classical Magnet
Greg Hatzis – Fairfield
Eileen Howley – West Hartford
Larry Jacobson – Connecticut State Department of Education
Renata Lantos – Middletown
Damon Lewis – Stratford
Gemma Joseph Lumpkin – New Haven
Don Macrino – Waterford
Jeff Mathieu – Colchester
Dyrene Meekins – Bridgeport
Chris Ozmun – Vernon
Nancy Pugliese – Connecticut State Department of Education
Anne Rash – CAT Development Team
Damaris Rau – New Haven
James Ritchie – University of Bridgeport
Hayley Zinn Rowthorn – South Windsor
Karen Scopino – Bozrah
Debbie Siegel – EASTCONN, Facilitator
Shuana Tucker – University of Connecticut
Jeffrey Villar – Windsor
Rosie O'Brien Vojtek – Bristol
Sheila Wycinowski – Amity, Region #5

Content Last Modified on 8/2/2012 10:50:15 AM