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National Educational Leadership Preparation (NELP) Program Recognition Standards—Building Level
Research Support for Standard 1: Mission, Vision, and Improvement
Standard 1 includes two components focused on the knowledge, skills, and commitments a
leader needs to collaboratively lead, design, and implement a school mission, vision, and process
for continuous improvement that reflects a core set of values and priorities that include data,
technology, equity, diversity, digital citizenship, and community. Many studies have explored the
influence of transformative leadership on school effectiveness (Drago-Severson, 2012; Finnigan,
2012; Kose, 2009; Price, 2012; Supovitz, Sirinides, & May, 2009; Louis et al., 2010). An essential
feature of transformational leadership is the capacity to lead, advocate for, and implement a
mission, vision, and strategic plan that supports school effectiveness and continuous school
improvement (Dexter, Richardson & Nash, 2017; Geijsel, Sleegers, Leithwood, & Jantzi, 2003; Kose,
2011; Kurland, Peretz, & Hertz-Lazarowitz, 2010; Mitchell & Sackney, 2006; Murphy & Torre, 2014;
Penuel, Riel, Joshi, Pearlman, Kim, & Frank, 2010; Printy, & Marks, 2006; Robinson, Lloyd, & Rowe,
2008; Thoonen, Sleegers, Oort, Peetsma, & Geijsel, 2011; Valentine & Prater, 2011).
Component 1.1 states, “Program completers understand and demonstrate the capacity to
collaboratively evaluate, develop, and communicate a school mission and vision designed to
reflect a core set of values and priorities that include data use, technology, equity, diversity,
digital citizenship and community.” This vision should be developed collaboratively with key
stakeholders (Penuel et al., 2010; Finnigan & Daly, 2012) and should be informed by data (Eilers
& Camancho, 2007; Halverson, 2010; Halverson, Pritchett, & Watson, 2007). It is important that
the school leader ensures the school’s mission, vision, and goals are aligned with a set of core
values, which emphasize important aspects of the school’s culture, such as equity, democracy,
diversity, inclusiveness, community, commitment, and trust (Gurr, Drysdale, & Mulford, 2006;
Hallinger, 2005; Kirby & DiPaola, 2011; Mitchell & Sackney, 2006; Printy & Marks, 2006;
Scanlan & Lopez, 2012; Thoonen et al., 2011; Tschannen-Moran, 2009; Youngs & King, 2002).
In pursuance of the mission and vision and aligned with core values, the school leader must
collaborate with staff, families, and other members of the school community to design and
monitor coherent and complementary systems of academic and social supports and services
(Bruggencate, Luyten, Scheerens, & Sleegers, 2012; Dexter, et al., 2017; Penuel et al., 2010;
Printy & Marks, 2006; Tschannen-Moran, 2009).
Component 1.2 states, “Program completers understand and demonstrate the capacity to lead
improvement processes that include data use, design, implementation, and evaluation.” School
leaders must be able to lead change by working with staff and the school community to implement
and evaluate a continuous, responsive, sustainable school improvement process focused on
improving learning opportunities (Duke & Salmonowicz, 2010; Datnow & Castellano, 2001; Geijsel
et al., 2003; Gerard, Bowyer, & Linn, 2008; Hallinger, 2005; Hallinger & Heck, 2011; Klar & Brewer,
2013; Silins & Mulford, 2002, 2004; Tschannen-Moran, 2009). This improvement process should
be done collaboratively (Goddard, Goddard, & Tschannen-Moran, 2007; Murphy & Meyers, 2009;
Timar & Chyu, 2010) and should be constantly monitored (Halverson, 2010; Levin & Datnow, 2012;
Marsh, 2012; Wayman & Stringfield, 2006; Wohlsetter, Datnow, & Park, 2008).