0.1 Babo, g.(february 2009) principal evaluation and leadership  (Page 6/9)

The footprint for ISLLC Standard 2 is: 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 (CCSSO, 2007). Function 2D, the capacity to supervise instruction (CCSSO, 2007, p.2) is considered by 73% of suburban CSAs to be an essential part of the principalship. Inherent to this task are those aspects of function 2A which addresses the principals’ abilities to nurture and sustain a culture of trust (CCSSO, 2007, p.2), which 77% of the participants rated as essential and to nurture and sustain a culture of learning and high expectations (CCSSO, 2007, p.2), which 73% of the respondents believed essential. Additionally, the response rate for function 2H, which speaks directly to the use of technology in the classroom, was somewhat surprising. Only 31% of the respondents thought it essential that principals promote the use of the most effective and appropriate technologies to support teaching (CCSSO, 2007, p.2).

The footprint for ISLLC Standard 3 is: 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 (CCSSO, 2007). As might be expected, function 3C, which directly responds to the safety and welfare of both students and staff, was by far what suburban CSAs considered to be the most essential task a principal needs to be able to accomplish and sustain. Ninety-six percent of the respondents believe that the principals’ ability to promote and protect the welfare and safety of students (CCSSO, 2007, p.3) is essential and 90% felt similarly about the safety of the staff. Conversely, evaluating the management and operational systems (CCSSO, 2007, p.3) an aspect of function 3A, is considered to be the least essential skill, as only 19 % rated this skill as essential. This is a curious juxtaposition of values that might be better explained through a qualitative approach.

The footprint for ISLLC Standard 4 is: 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 (CCSSO, 2007). Beginning with this standard the variability in participants’ responses concerning specific functions starts to increase. The ability to clearly delineate essential functions becomes more difficult. This quite possibly suggests the influence of the political climate and community environment of the respondents.

The aspect of function 4C which asks principals to build positive relationships with families and caregivers (CCSSO, 2007, p.4) garnered 61% of the essential response rating, indicating that the principals’ capability to build positive family relationships is an essential skill that needs to be addressed. The facility to sustain positive relationships with families and caregivers (CCSSO, 2007, p.4) is considered essential by 56% of the respondents. The ability to promote understanding, appreciation, and use of the community’s diverse intellectual resources (CCSSO, 2007, p.4), a facet of function 4B, is only considered essential by 19% of the participants.