This document summarizes how a teacher's work aligns with the six standards for educational leadership from the Interstate School Leaders Licensure Consortium (ISLLC). The teacher facilitates a high ability program, collects and analyzes student data, advocates for gifted programs, and collaborates with administrators, teachers, and community partners to meet student needs. Through these efforts, the teacher works to develop and implement a shared vision, support a culture of learning, ensure effective management of classroom resources, build relationships, act with integrity, and respond to the political and social context.

1. ISLLC: Educational LeadershipPolicyStandards
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Standard 1
STANDARD CURRENT WORK CORRELATION
Standard 1:
An education leader promotes the success of
every student by facilitating the development,
articulation, implementation, and stewardship
of a vision of learning that is shared and
supported by all stakeholders.
Functions:
A. Collaboratively develop and implement a
shared vision and mission
B. Collect and use data to identify goals,
assess organizational effectiveness, and
promote organizational learning
C. Create and implement plans to achieve
goals
D. Promote continuous and sustainable
improvement
E. Monitor and evaluate progress and revise
plans
1A - As a Third grade team we have
developed individual mission statements,
class mission statements, and a team mission
statement. We have encouraged and
facilitated in our students creating personal
mission statements to place in their data
binders and revisit often.
1 B, C, D - We have created team norms and
a vision as we have developed our CSIP goals
for the year. We have created learning targets
and common formative assessments to ensure
continuous and sustainable improvement.
Learning targets are adjusted as needed.
1E – We revisit the CSIP weekly to monitor,
evaluate progress, and revise learning targets,
GVC goals and interventions as necessary.
Standard 2:
An education leader promotes the success of
every student by advocating, nurturing, and
sustaining a school culture and instructional
program conducive to student learning and
staff
professional growth.
Functions:
A. Nurture and sustain a culture of
collaboration, trust, learning, and high
expectations
B. Create a comprehensive, rigorous, and
coherent curricular program
C. Create a personalized and motivating
learning environment for students
D. Supervise instruction
E. Develop assessment and accountability
systems to monitor student progress
F. Develop the instructional and leadership
capacity of staff
G. Maximize time spent on quality instruction
H. Promote the use of the most effective and
appropriate technologies to support teaching
and learning
2A - Our team PLC is meeting on a weekly
basis to make sure the students are reaching
high levels of learning by meeting the GVC
and CSIP goals. Riverside has a wonderful
support team from the administration and RTI
teams.
2B - My planning and teaching is aligned
with the Utah core standards. I am being
evaluated by my administrator to ensure I am
meeting the Utah Effective Teaching
Standards.
2B, C, D, G, H, I – I have assisted in the
creation and implementation of the GT
Observation Tool. I am observed monthly by
the District GT Coordinator to ensure I am
implementing a comprehensive, rigorous, and
coherent curriculum for the high ability
students.
2E - We have created team norms and a
vision as we have developed our CSIP goals
for the year. We have created learning targets
and common formative assessments to ensure
continuous and sustainable improvement.

2. ISLLC: Educational LeadershipPolicyStandards
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I. Monitor and evaluate the impact of the
instructional program
Learning targets are adjusted as needed.
Student data is entered into a common GVC
data sheet to monitor progress of individual
students and the grade-level as a whole.
Standard 3:
An education leader promotes the success of
every student by ensuring management of the
organization, operation, and resources for a
safe, efficient, and effective learning
environment.
Functions:
A. Monitor and evaluate the management and
operational systems
B. Obtain, allocate, align, and efficiently
utilize human, fiscal, and technological
resources
C. Promote and protect the welfare and safety
of students and staff
D. Develop the capacity for distributed
leadership
E. Ensure teacher and organizational time is
focused to support quality instruction and
student learning
3A - I do this in my classroom on a constant
basis. Most the day is successful by
implementing the proper management and
operational systems to have the room run in
an efficient and safe manner.
3B, D – I am asking outside sources to come
into the classroom to present to students their
careers. We have wrote about future careers
and beginning with the end in mind. Students
are given leadership roles in the classroom
and throughout the school to perform. Our
school participates in the Leader in Me
Program; which values and teaches the habits
of a leader.
3C – Our class has practiced various safety
drills within the classroom and outside the
classroom. Students know and understand the
desired safety protocols and how to respond.
The school does monthly drills including fire
drills, earthquake drills, lockdowns, and
shelter in place.
3E - I am constantly reflecting on the success
or failure of every lesson taught. The
student’s need are constantly changing;
therefore so are my lessons and the
management needs of the classroom.
Standard 4:
An education leader promotes the success of
every student by collaborating with faculty
and community members, responding to
diverse community interests and needs, and
mobilizing community resources.
Functions:
A. Collect and analyze data and information
pertinent to the educational environment
B. Promote understanding, appreciation, and
use of the community’s diverse cultural,
3A – Riverside Elementary is a feeder school
for the high ability students in Washington
County. I have worked as the schools high
ability facilitator for the last 8 years. It is part
of my role as the facilitator to collect and
analyze data and information pertaining to the
testing and acceptance of potential high
ability students into the program at Riverside.
3B, C, D – As the school’s facilitator and a
high ability teacher, it is my responsibility to

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social,
and intellectual resources
C. Build and sustain positive relationships
with families and caregivers
D. Build and sustain productive relationships
with community partners
build positive relationships with caregivers,
families, and community leaders within the
school and community. Some relationships
include: The Utah Association for Gifted
Children; Southern Utah Chapter -
Washington County, secondary schools where
the students will be attending once they
transition from elementary to secondary, the
Washington County School District Gifted
and Talented Coordinator, and various other
teachers who facilitate high ability procedures
within their schools.
Standard 5:
An education leader promotes the success of
every student by acting with integrity,
fairness, and in an ethical manner.
Functions:
A. Ensure a system of accountability for
every student’s academic and social success
B. Model principles of self-awareness,
reflective practice, transparency, and ethical
behavior
C. Safeguard the values of democracy, equity,
and diversity
D. Consider and evaluate the potential moral
and legal consequences of decision-making
E. Promote social justice and ensure that
individual student needs inform all aspects of
schooling
5A - My classroom is a high ability
classroom. Students are assessed to see if they
qualify for the class. This must be done in a
very fair and ethical manner. We must be
careful to follow the law.
5B - Students and I keep data binders tracking
their success academically and socially. I am
constantly meeting with my PLC team to
ensure high levels of learning and progress of
the GVC and CSIP goals are being met.
5C, D, E – I have recognized and practice the
importance of confidentiality within the
school settings. I follow current laws and
regulations regarding IEPs, 504s, and
requirements of the Gifted and Talented
protocols. My focus is on the interests of my
students and those within my current grade-
level. We have the goal and vision of sharing
our students and working as a PLC to meet
the needs of individual students.
Standard 6:
An education leader promotes the success of
every student by understanding, responding
to, and influencing the political, social,
economic, legal, and cultural context.
Functions:
A. Advocate for children, families, and
caregivers
B. Act to influence local, district, state, and
national decisions affecting student learning
6A, B – There are many who believe the High
Ability programs to be “elitist”. I have
advocated for children and families to have a
high ability program at Riverside and in the
Washington County School District. It has
been a long and hard battle at times. It has
been imperative to build positive relationships
with the district and the community.

4. ISLLC: Educational LeadershipPolicyStandards
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C. Assess, analyze, and anticipate emerging
trends and initiatives in order to adapt
leadership strategies
As a GT team we are constantly gathering,
analyzing data to determine student growth
and progress. The results are shared often
with members of the district and school
board.
I am one of six teachers who help teach the
GT endorsement classes through Utah Valley
State College for teachers within the school
district. The more training we can give
teaches; the better the results in identifying
and meeting the needs of the high ability
students.
5C – I meet as a PLC with both my regular
third grade team, and my school GT team,
and the district GT team. We assess, collect,
and analyze data and initiatives given. We try
to meet and exceed the expected trends
through the local school board, state school
board, and the district.
Meeting with the district GT team is
important to keep up to date on the trends to
help meet the requirements for the GT to
continue. It has been very important to meet
with the local chapter of the UAGC; to
address any and all concerns of members,
parents, educators, and students.