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Positive Behavior Changes-PSEL

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Positive Behavior Changes-PSEL Model

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The Professional Standards for Educational Leaders (PSEL) is a model for professional standards which communicate expectations to policy makers, practitioners, the public and professional associations as regards the values, qualities, and work of effective educational leaders. There are 10 PSEL standards organized around the qualities, values, and domains of leadership work. Research and practice have indicated that these qualities contribute a great deal to students’ well-being and academic success. Each standard has a title and a statement concisely describing the work of an effective in that specific realm.

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The first standard is centred on mission, vision, and core values. The standard emphasizes the need of having a shared vision as it breeds high quality learning and academic success. In the current school setting, there has been notable behavior change that has helped students increase their academic success. Initially, the institution did not have theorganization mission, vision and values at the centre of its leadership. However after employing the Professional Standards for Educational Leaders (PSEL) standards, the leadership has taken active measures to ensure the school’s values reflect in all aspects. Notably, the governing board of directors has taken actions to develop and evaluate actions that can contribute to the school’s vision. The second standard pertains to ethics and professional norms. Effective educational leaders are expected to behave ethically in line with the norms that promote the learners success and well being. Initially, most professionals including course instructors engaged in actions that did not reflect integrity and fairness, however over time, the members of staff have started displaying collaboration, transparency and trust and are continuously learning. Equity and cultural responsiveness is the third standard. Educational leaders are should promote culturally responsive practices and push for equal opportunities for all (Bengtson, Kara, and Waheeb, 57). Worth noting, initially, most aspects of the learning process and even the professionals themselves were not culturally and ethically responsive. Now, they act with complete responsiveness and competence in their decision making, interactions and practice. The fourth standard is all about curriculum, instruction, and assessment. This standard is all about emphasizing the need to develop and support the coherent systems of instruction and assessment that contribute to the learners well being. Worth noting, initially, the system did not support rigorous systems of curriculum and missions did not embody the high academic standards. However, currently, the institution promotes instructional practice consistent with effective pedagogy, student development and needs of student. The fifth standard is all about care and support for students. It emphasizes the need to cultivate a caring, supportive, and inclusive community that aids students’ success. There has been tremendous behavior change as initially the institution was not concerned with maintaining an inclusive and supporting environment. But now, the institution is moving towards creating an environment where all students are accepted, valued, respected, cared for and encouraged to be responsible members of society.

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The sixth standard centers on the professional capacity of the school personnel, while the seventh standard is all about the professional community for staff and teachers. Initially, the institution was not concerned with building the school personnel professionally, but now they have moved towards promoting personal and professional well being. They encourage their employees to observe work-life balance and offer personal development workshops. As regards the seventh standard, initially, the school was not concerned about professional communities for teachers and members of staff. However, they are moving towards empowering the instructors with collective responsibility. The eighth standards insist on the meaningful engagement of communities and families. The ninth standard centers on operations and management strategies for effective leaders (Murphy, Karen and Mark, 21). Initially, the institution did not allow meaningful engagement with the community, but now they ensure that their families remain accessible and approachable. They have realized that productive relationships are key for student success. Notably, there were no proper channels for resource management but now they have put in place administrative strategies in furtherance of the school mission. The tenth standard is all about school improvement and methods that can be used to make school more effective for learners, teachers, parents and the community. The institution initially did not observe school improvement strategies but now they have taken up situationally-appropriate strategies for continuous improvement.

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Works Cited

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Bengtson, Ed, Kara Lasater, and Waheeb Albiladi. “The Need for a Broader Understanding of Data Under the Professional Standards for Educational Leaders.” Education Leadership (2020): 57.

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Murphy, Joseph, Karen Seashore Louis, and Mark Smylie. “Positive school leadership: How the professional standards for educational leaders can be brought to life.” Phi Delta Kappan 99.1 (2017): 21-24.

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