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Professional Standards for Educational Leaders (PSEL)
The concept of instructional leadership posits that strong leadership in education focuses on curriculum and instruction (Mitchell, Kensler & Tschannen-Moran, 2015). As an instructional leader, therefore, it is important to have a deep understanding and personal sense of the Professional Standards for Educational Leaders (PSEL). This paper will examine PSEL’s Standards 1-10, summarize each standard and describe my role in relation to each standard.
Standard 1: Mission, Vision, and Core Values
This standard holds that effective educational leaders create, promote and embody and mission, vision and core set of values that can be shared by all stakeholders within the educational system (Professional Standards for Educational Leaders, 2015). As I do not have a great deal of experience in creating such a vision, this is one standard that I need improvement in. For most of my educational career, I have followed others in the sense of accepting and adhering to their vision or to the common values and ideals presented in my workplace and academic environment. To go out and prepare this vision for others, as a leader, is a skill that I need to develop.
Standard 2: Ethics and Professional Norms
This standard...
This is an area that I feel especially proficient in, as I have always adhered to the ethical principles and values of the community and profession in which I am situated. As an instructional leader, I believe that it is my duty to lead others by way of example and, therefore, it is incumbent upon me to demonstrate the ethical values expected of a leader within my profession.
Standard 3: Equity and Cultural Responsiveness
Equal opportunity for all students and educational practices that respect all cultures serve as the bases for this standard. The object of this standard is to advance all students’ academic careers, and I am confidently proficient in this area (Professional Standards for Educational Leaders, 2015). My experience in multi-cultural schools and my global perspective frees me to be supportive of all cultures and to promote equity among all students. Cultural responsiveness is a critical aspect of promoting inclusiveness and fostering a spirit of community within the school.
Standard 4: Curriculum, Instruction and…
Women and men vary not only in their choice of language but also in their conversational behavior. Differences have been found in turn-taking (who speaks when), expressivity, the selection of topics, and the use of humor. Men have been found to take more turns and to talk more in mixed groups, in part because they interrupt women more often and answer questions not addressed to them. Turn-taking violations may take
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