| (2) implement processes for gathering, analyzing, and using data for informed decision making; (3) frame, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills; (4) develop, implement, and evaluate change processes for organizational effectiveness; (5) implement strategies that enable the physical plant, equipment, and support systems to operate safely, efficiently, and effectively to maintain a conducive learning environment throughout the school district; (6) apply legal concepts, regulations, and codes for school district operations; (7) perform effective budget planning, management, account auditing, and monitoring and establish school district procedures for accurate and effective fiscal reporting; (8) acquire, allocate, and manage resources according to school district vision and priorities; (9) manage one's own time and the time of others to maximize attainment of school district goals; and (10) use technology to enhance school district operations. (h) Learner-Centered Curriculum Planning and Development. A superintendent is an educational leader who promotes the success of all students by facilitating the design and implementation of curricula and strategic plans that enhance teaching and learning; alignment of curriculum, curriculum resources, and assessment; and the use of various forms of assessment to measure student performance. A superintendent understands, values, and is able to: (1) apply understanding of pedagogy, cognitive development, and child and adolescent growth and development to facilitate effective school district curricular decisions; (2) implement curriculum planning methods to anticipate and respond to occupational and economic trends and to achieve optimal student learning; (3) implement core curriculum design and delivery systems to ensure instructional continuity and instructional integrity across the school district; (4) develop and implement collaborative processes for the systematic assessment and renewal of the curriculum to ensure appropriate scope, sequence, content, and alignment; (5) evaluate and provide direction for improving school district curriculum in ways that are based upon sound, research-based practices; (6) facilitate the use of technology, telecommunications, and information systems to enrich the school district curriculum and enhance learning for all students; (7) facilitate the use of creative, critical-thinking, and problem-solving tools by staff and other school district stakeholders; and (8) facilitate the effective coordination of school district and campus curricular and extracurricular programs. (i) Learner-Centered Instructional Leadership and Management. A superintendent is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school district culture and instructional program conducive to student learning and staff professional growth. A superintendent understands, values, and is able to: (1) apply knowledge and understanding of motivational theories to create conditions that empower staff, students, families, and the community to strive to achieve the school district's vision; (2) facilitate the implementation of sound, research-based theories and techniques of classroom management, student discipline, and school safety to ensure a school district environment conducive to learning; (3) facilitate the development of a learning organization that supports instructional improvement, builds and implements an appropriate curriculum, and incorporates best practice; (4) facilitate the ongoing study of current best practice and relevant research and encourage the application of this knowledge to school district/campus improvement initiatives; (5) plan and manage student activity programs to fulfill developmental, social, cultural, athletic, leadership, and scholastic needs (i.e., guidance and counseling programs and services); (6) institute a comprehensive school district program of student assessment, interpretation of data, and reporting of state and national data results; (7) apply knowledge and understanding of special programs to ensure that students with special needs are provided quality, flexible instructional programs and services; (8) analyze and deploy available instructional resources in the most effective and equitable manner to enhance student learning; (9) develop, implement, and evaluate change processes to improve student and adult learning and the climate for learning; and (10) create an environment in which all students can learn. |
