The document summarizes the conceptual framework for Washington State University's Superintendent Certification Program. The program is based on developing a personal theory of action for instructional leadership. A theory of action states how a leader's practices will increase student learning. For example, meeting regularly with principals to discuss instructional issues will foster a shared understanding of learning goals. By modeling good pedagogy in meetings, a leader communicates organizational values around quality instruction. The certification program focuses on developing instructional leadership to recognize how leadership behaviors impact staff and student outcomes.

1. Washington State University Superintendent Certification Program Program theme is based on the work of Richard Elmore (April 2007)* “ The school leadership literature stresses the importance of instructional leadership, but academics and practitioners never have satisfactorily developed a model of practice that says explicitly what the leadership of instruction is.” “ School leaders must develop a personal theory of action.” “ A theory of action is a brief statement of how the practice of the individual – at the system or school level – leads to increases in learning and performance for students.” “ Part of the discipline of this work is to try to put the theory into the form of a series of “if, then” statements.

2. Leadership Outcomes : To identify and apply my instructional leadership theory of action. To recognize that my theory of action has consequences for staff and student learning. Leadership Behavior Examples : “ If I meet regularly with principals and focus on common instructional issues, then we will develop a common understanding of what we are trying to achieve.” “ If I model good pedagogy in the way I organize principals’ meetings, then I will communicate the core values of the organization and its focus on good instructional practice.” *Elmore, R. F., (207), Professional networks and school improvement. The school administrator. 4(64), 21-24.

3. Focus on All Students Learning Dynamic & Distributed Leadership 3 rd Semester Support for Systemwide Improvement Effective Use of Data Strategic Resource Management Policy and Program Coherence 4 th Semester Clear and Collaborative Relationships Professional Culture & Collaborative Relationships Clear Understanding of School & District Roles & Responsibilities Interpreting and Managing the External Environment 1 st Semester Effective Leadership (Role & Behavior of Superintendents) Sustained Improvement Efforts Over Time 2 nd Semester Quality Teaching and Learning High Expectations and Accountability for Adults (Personnel) Coordinated and Aligned Curriculum and Assessment Coordinated & Embedded Professional Development Quality Classroom Instruction Time Improvement WSU SUPERINTENDENT CERTIFICATION PROGRAM – CONCEPTUAL FRAMEWORK* Governance “ The school leadership literature stresses the importance of instructional leadership, but academics and practitioners never have satisfactorily developed a model of practice that says explicitly what the leadership of instruction is.” Elmore 2007 Socially Just and Democratic School Partnerships *Work adapted from Shannon & Bylsma 2004