Common Core of Leading - Connecticut School Leadership Standards

Common Core of Leading:
Connecticut School Leadership Standards
*Performance Expectations, Elements and Indicators
*For further information, visit: http://www.sde.ct.gov/sde/cwp/view.asp?a=2641&Q=333900

Overview of the Performance Expectations, Elements and Indicators
PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals

Education leaders ensure the success and achievement of all students by guiding the
development and implementation of a shared vision of learning, a strong organizational mission,
and high expectations for student performance.
Element A. High Expectations for All: Leaders ensure that the creation of the vision, mission and
goals establish high expectations for all students and staff.
Element B. Shared Commitments to Implement the Vision, Mission, and Goals:

Leaders ensure that the process of implementing and sustaining the vision, mission, and goals is
inclusive, building common understandings and commitment among all stakeholders.
Element C. Continuous Improvement toward the Vision, Mission, and Goals: Leaders ensure
the success and achievement of all students by consistently monitoring and refining the
implementation of the vision, mission and goals.
PERFORMANCE EXPECTATION 2: Teaching and Learning

Education leaders ensure the success and achievement of all students by monitoring and
continuously improving teaching and learning.
Element A. Strong Professional Culture: Leaders develop a strong professional culture which
leads to quality instruction focused on student learning and the strengthening of professional
competencies.
Element B. Curriculum and Instruction: Leaders understand and expect faculty to plan,
implement, and evaluate standards-based curriculum and challenging instruction aligned with
Connecticut and national standards.
Element C. Assessment and Accountability:
Leaders use assessments, data systems, and accountability strategies to improve achievement,
monitor and evaluate progress, and close achievement gaps.
PERFORMANCE EXPECTATION 3: Organizational Systems and Safety

Education leaders ensure the success and achievement of all students by managing
organizational systems and resources for a safe, high-performing learning environment.
Element A. Welfare and Safety of Students, Faculty and Staff: Leaders ensure a safe
environment by addressing real and potential challenges to the physical and emotional safety and
security of students, faculty and staff.
Element B. Operational Systems: Leaders distribute responsibilities and supervise management
structures and practices to improve teaching and learning.
Element C. Fiscal and Human Resources: Leaders establish an infrastructure for finance and
personnel that operates in support of teaching and learning.
CCL – CSLS June 27, 2012

Overview of the Performance Expectations, Elements and Indicators
PERFORMANCE EXPECTATION 4: Families and Stakeholders
Education leaders ensure the success and achievement of all students by collaborating with
families and other stakeholders to respond to diverse community interests and needs and to
mobilize community resources.
Element A. Collaboration with Families and Community Members: Leaders ensure the
success of all students by collaborating with families and other stakeholders.
Element B. Community Interests and Needs: Leaders respond and contribute to

community interests and needs to provide high quality education for students and their
families.
Element C. Community Resources: Leaders access resources shared among schools,

districts, and communities in conjunction with other organizations and agencies that provide
critical resources for children and families.
PERFORMANCE EXPECTATION 5: Ethics and Integrity
Education leaders ensure the success and achievement of all students and staff by modeling
ethical behavior and integrity.
Element A. Ethical and Legal Standards of the Profession: Leaders demonstrate ethical
and legal behavior.
Element B. Personal Values and Beliefs: Leaders demonstrate a commitment to values,

beliefs, and practices aligned with the vision, mission and goals for student learning.
Element C. High Standards for Self and Others: Leaders model and expect exemplary
practices for personal and organizational performance, ensuring accountability for high
standards of student learning.
PERFORMANCE EXPECTATION 6: The Education System
Education leaders ensure the success and achievement of all students and advocate for their
students, faculty and staff needs by influencing social, cultural, economic, legal, and political
contexts affecting education.
Element A. Professional Influence: Leaders improve the broader social, cultural

economic, legal, and political, contexts of education for all students and families.
Element B. The Educational Policy Environment: Leaders uphold and contribute to

policies and political support for excellence and equity in education.
Element C. Policy Engagement: Leaders engage policymakers to inform and improve

education policy.
CCL – CSLS June 27, 2012 Page 2


Education leaders ensure the success and achievement of all students by
guiding the development and implementation of a shared vision of
learning, a strong organizational mission, and high expectations for
student performance.
Dispositions exemplified in Expectation 1:

Education leaders believe in, value, and are committed to
 Every student learning
 Collaboration with all stakeholders
 Examining assumptions and beliefs
 High expectations for all students and staff
 Continuous improvement for all based on evidence
Narrative
Education leaders are accountable and have unique responsibilities for developing and
implementing a shared vision of learning to guide organizational decisions and actions.
The shared vision assists educators and students to continually develop the knowledge,
skills and dispositions to live and succeed as global citizens. Education leaders guide a
process for developing, monitoring, and refining a shared vision, strong mission, and
goals that are high and achievable for every student when provided with effective
learning opportunities.
The vision, mission, and goals include a global perspective and become the beliefs of the
school community in which all students achieve. The vision, mission, and goals become
the touchstone for decisions, strategic planning, and change processes. They are
regularly reviewed and refined, using varied sources of information and ongoing data
analysis.
To be effective, processes of establishing vision, mission, and goals incorporate diverse

perspectives in the broader school community and create consensus to which all can
commit. While leaders engage others in developing and implementing the vision,
mission, and goals, it is undeniably their responsibility to also advocate for and act to
increase equity and social justice.

Element A: High Expectations for All

Leaders ensure that the creation of the vision, mission, and goals establishes high expectations
for all students and staff.2
Indicators: A leader…
1. Uses varied sources of information and analyzes data about current practices and outcomes
to shape a vision, mission, and goals.
2. Aligns the vision, mission, and goals of the school to district, state, and federal policies.
3. Incorporates diverse perspectives and collaborates with all stakeholders3 to develop a shared
vision, mission, and goals so that all students have equitable and effective learning
opportunities.
1
Leader: Connecticut School Leaders who are employed under their intermediate administrator 092
certificate (e.g. curriculum coordinator, principal, assistant principal, department head, and other
educational supervisory positions).
2
Staff: all educators and non-certified staff.
3
Stakeholder: a person, group or organization with an interest in education.

Element B: Shared Commitments to Implement and Sustain the Vision, Mission, and
Goals
Leaders ensure that the process of implementing and sustaining the vision, mission, and goals is
inclusive, building common understandings and commitment among all stakeholders.
1. Develops shared understandings, commitments, and responsibilities with the school
community and other stakeholders for the vision, mission, and goals to guide decisions and
evaluate actions and outcomes.
2. Aligns actions and communicates the vision, mission, and goals so that the school
community and other stakeholders understand, support, and act on them consistently.
3. Advocates for and acts on commitments in the vision, mission, and goals to provide
equitable and effective learning opportunities for all students.

Element C: Continuous Improvement toward the Vision, Mission, and Goals

Leaders ensure the success and achievement of all students by consistently monitoring and
refining the implementation of the vision, mission, and goals.
1. Uses data systems and other sources of information to identify strengths and needs of
students, gaps between current outcomes and goals, and areas for improvement.
2. Uses data, research, and best practice to shape programs and activities and regularly assesses
their effects.
3. Analyzes data and collaborates with stakeholders in planning and carrying out changes in
programs and activities.
4. Identifies and addresses barriers to achieving the vision, mission, and goals.
5. Seeks and aligns resources to achieve the vision, mission, and goals.


monitoring and continuously improving teaching and learning.

 Learning as the fundamental purpose of school
 Inspiring a life-long love of learning
 High expectations for all
 Standards-based curriculum and challenging instruction
 Diversity as an asset
 Continuous professional growth and development to support and broaden
learning
Narrative
In a strong professional culture, leaders share responsibilities to provide quality,
effectiveness, and coherence across all components of the instructional system. Leaders
are responsible for a professional culture in which learning opportunities are targeted to
the vision, mission, and goals and include a global perspective. Instruction is
differentiated to provide opportunities to challenge all students to achieve.
A strong professional culture includes professional development and leadership

opportunities. As a supervisor and evaluator the school leader provides timely, accurate,
and specific feedback and time for reflective practice.
Educators collaboratively and strategically plan their professional learning to meet

student needs. Leaders engage in continuous inquiry about the effectiveness of curricular
and instructional practices and work collaboratively with staff and other educational
leaders to improve student learning.

Element A: Strong Professional Culture

Leaders develop a strong professional culture which leads to quality instruction focused on
student learning and the strengthening of professional competencies.
1. Develops shared understanding and commitment to close achievement gaps4 so that all
students achieve at their highest levels.
2. Supports and evaluates professional development to broaden faculty5 teaching skills to meet
the needs of all students.
3. Seeks opportunities for personal and professional growth through continuous inquiry.
4. Fosters respect for diverse ideas and inspires others to collaborate to improve teaching and
learning.
5. Provides support, time, and resources to engage faculty in reflective practice that leads to
evaluating and improving instruction, and in pursuing leadership opportunities.
6. Provides timely, accurate, specific, and ongoing feedback using data, assessments, and
evaluation methods that improve teaching and learning.
4
achievement gap (attainment gap): refers to the observed disparity on a number of educational measures
between performance groups of students, especially groups defined by gender, race/ethnicity, and socioeconomic
status. The gap can be observed on a variety of measures, including standardized test scores, grade point average,
dropout rates, and college-enrollment and completion rates.
5
faculty: certified school faculty.

Element B: Curriculum and Instruction

Leaders understand and expect faculty to plan, implement, and evaluate standards-based
curriculum and challenging instruction aligned with Connecticut and national standards.
1. Develops a shared understanding of curriculum, instruction, and alignment of standards-based
instructional programs.
2. Ensures the development, implementation, and evaluation of curriculum, instruction, and
assessment by aligning content standards, teaching, professional development, and
assessment methods.
3. Uses evidence-based strategies and instructional practices to improve learning for the diverse
needs of all student populations.6
4. Develops collaborative processes to analyze student work, monitor student progress, and
adjust curriculum and instruction to meet the diverse needs of all students.
5. Provides faculty and students with access to instructional resources, training, and technical
support to extend learning beyond the classroom walls.
6. Assists faculty and students to continually develop the knowledge, skills, and dispositions to
live and succeed as global citizens.
6
diverse student needs: students with disabilities, cultural and linguistic differences, characteristics of gifted and
talented, varied socio-economic backgrounds, varied school readiness, or other factors affecting learning.

Element C: Assessment and Accountability

Leaders use assessments, data systems, and accountability strategies to improve achievement,
monitor and evaluate progress, and close achievement gaps.
1. Uses district, state, national, and international assessments to analyze student performance,
advance instructional accountability, and guide school improvement.
2. Develops and uses multiple sources of information7 to evaluate and improve the quality of
teaching and learning.
3. Implements district and state processes to conduct staff evaluations to strengthen teaching,
learning and school improvement.
4. Interprets data and communicates progress toward the vision, mission, and goals for faculty
and all other stakeholders.
7
multiple sources of information: including but not limited to test scores, work samples, school climate data,
teacher/family conferences and observations.

PERFORMANCE EXPECTATION 3: Managing Organizational Systems and

Safety
managing organizational systems and resources for a safe, high-
performing learning environment.

 A physically and emotionally safe and supportive learning environment
 Equitable distribution of resources
 Shared management in service of staff and students
Narrative
In order to ensure the success of all students and provide a high-performing learning
environment, education leaders manage daily operations and environments through
effective and efficient alignment of resources with the vision, mission, and goals.
Leaders identify and allocate resources equitably to promote the academic, physical, and
emotional well-being of all students and staff. Leaders address any conditions that might
impede student and staff learning. They uphold laws and implement policies that protect
the safety of students and staff. Leaders promote and maintain a trustworthy,
professional work environment by fulfilling their legal responsibilities, implementing
policies, supporting due process, and protecting civil and human rights of all.

Element A: Welfare and Safety of Students, Faculty and Staff

Leaders ensure a safe environment by addressing real and potential challenges to the physical
and emotional safety and security of students, faculty and staff.
1. Develops, implements and evaluates a comprehensive safety and security plan in
collaboration with the district, public safety departments and the community.
2. Advocates for, creates and supports collaboration that fosters a positive school climate which
promotes the learning and well being of the school community.
3. Involves families and the community in developing, implementing, and monitoring
guidelines and community norms for accountable behavior to ensure student learning.

Element B: Operational Systems

Leaders distribute responsibilities and supervise management structures and practices to
improve teaching and learning.
1. Uses problem-solving skills and knowledge of operational planning to continuously improve
the operational system.
2. Ensures a safe physical plant according to local, state and federal guidelines and legal
requirements for safety.
3. Facilitates the development of communication and data systems that assures the accurate and
timely exchange of information to inform practice.
4. Evaluates and revises processes to continuously improve the operational system.
5. Oversees acquisition, maintenance and security of equipment and technologies that support
the teaching and learning environment.

Element C: Fiscal and Human Resources

Leaders establish an infrastructure for finance and personnel that operates in support of teaching
and learning.
1. Develops and operates a budget within fiscal guidelines that aligns resources of school,
district, state and federal regulations.
2. Seeks, secures and aligns resources to achieve organizational vision, mission, and goals to
strengthen professional practice and improve student learning.
3. Implements practices to recruit, support, and retain highly qualified staff.
4. Conducts staff evaluation processes to improve and support teaching and learning, in keeping
with district and state policies.

PERFORMANCE EXPECTATION 4: Collaborating with Families and

Stakeholders
collaborating with families and other stakeholders to respond to diverse
community interests and needs and to mobilize community resources.

 High standards for all students and staff
 Including families, community resources and organizations as partners
 Respecting the diversity of family composition and culture
 Continuous learning and improvement for all
Narrative
In order to ensure the success and achievement of all students, educational leaders
mobilize all stakeholders by fostering their participation and collaboration and seeking
diverse perspectives in decision making and activities.
Leaders recognize that diversity enriches and strengthens the education system and a
participatory democracy.
Leaders ensure that teachers effectively communicate and collaborate with families in
support of their children’s learning.
In communicating with families and the community, leaders invite feedback and
questions so that communities can be partners in providing the best education for every
student.

Element A: Collaboration with Families and Community Members

Leaders ensure the success of all students by collaborating with families and other stakeholders.
1. Coordinates the resources of schools, family members, and the community to improve
student achievement.
2. Welcomes and engages families in decision making to support their children’s education.
3. Uses a variety of strategies to engage in open communication with staff, families and
community members.

Element B: Community Interests and Needs

Leaders respond and contribute to community interests and needs to provide high quality
education for students and their families.
1. Demonstrates the ability to understand, communicate with, and interact effectively with
people.
2. Uses assessment strategies and research methods to understand and address the diverse needs
of student and community conditions and dynamics.
3. Capitalizes on the diversity8 of the community as an asset to strengthen education.
4. Collaborates with community programs serving students with diverse needs.
5. Involves all stakeholders, including those with competing or conflicting educational
perspectives.
8
diversity: including, but not limited to cultural, ethnic, racial, economic, linguistic, and generational.

Element C: Community Resources

Leaders access resources shared among schools, districts, and communities in conjunction with
other organizations and agencies that provide critical resources for children and families.
1. Collaborates with community agencies for health, social, and other services that provide
essential resources and services to children and families.
2. Develops mutually beneficial relationships with community organizations and agencies to
share school and community resources.
3. Applies resources and funds to support the educational needs of all children and families.


Education leaders ensure the success and achievement of all students and
staff by modeling ethical behavior and integrity.

 Modeling ethical principles and professional conduct
in all relationships and decisions
 Upholding the common good over personal interests
 Taking responsibility for actions
 Promoting social justice and educational equity for all learners
Narrative
Connecticut school leaders exhibit professional conduct in accordance with
Connecticut's Code of Professional Responsibility for Educators (Appendix A).
Leaders hold high expectations of themselves, students, and staff to ensure that all
students have what they need to learn. They remove barriers to high-quality education
that derive from economic, social, cultural, linguistic, physical, gender, or other sources
of educational disadvantage or discrimination. By promoting social justice across highly
diverse populations, leaders ensure that all students have equitable access to educational
resources and opportunities.
Leaders create and sustain an educational culture of trust and openness. They promote
reflection and dialogue about values, beliefs, and best practices. Leaders are receptive to
new ideas about how to improve learning for every student by engaging others in
decision making and monitoring the resulting consequences on students, staff, and the
school community.

Element A: Ethical and Legal Standards of the Profession

Leaders demonstrate ethical and legal behavior.
1. Exhibits professional conduct in accordance with Connecticut’s Code of Professional
Responsibility for Educators (see Appendix A).
2. Models personal and professional ethics, integrity, justice, and fairness and holds
others to the same standards.
3. Uses professional influence and authority to foster and sustain educational equity and
social justice9 for all students and staff.
4. Protects the rights of students, families and staff and maintains confidentiality.
9
Social Justice: recognizing the potential of all students and providing them with the opportunity to reach that
potential regardless of ethnic origin, economic level, gender, sexual orientation, race, religion, etc. to ensure
fairness and equity for all students.

Element B: Personal Values and Beliefs

Leaders demonstrate a commitment to values, beliefs and practices aligned with the vision,
mission, and goals for student learning.
1. Demonstrates respect for the inherent dignity and worth of each individual.
2. Models respect for diversity and equitable practices for all stakeholders.
3. Advocates for and acts on commitments stated in the vision, mission, and goals to provide
equitable, appropriate, and effective learning opportunities.
4. Overcomes challenges and leads others to ensure that values and beliefs promote the school
vision, mission, and goals needed to ensure a positive learning environment.

Element C: High Standards for Self and Others

Leaders model and expect exemplary practices for personal and organizational performance,
ensuring accountability for high standards of student learning.
1. Models, reflects on, and builds capacity for lifelong learning through an increased
understanding of research and best practices.
2. Supports on-going professional learning and collaborative opportunities designed to
strengthen curriculum, instruction and assessment.
3. Allocates resources equitably to sustain a high level of organizational performance.
4. Promotes understanding of the legal, social and ethical use of technology among all members
of the school community.
5. Inspires and instills trust, mutual respect and honest communication to achieve optimal
levels of performance and student success.
6. Leaders model and expect exemplary practices for personal and organizational performance,
ensuring accountability for high standards of student learning.


Education leaders ensure the success and achievement of all students and
advocate for their student, faculty and staff needs by influencing social,
cultural, economic, legal, and political contexts affecting education.

 Advocating for children and public education
 Influencing policies
 Upholding and improving laws and regulations
 Eliminating barriers to achievement
 Building on diverse social and cultural assets
Narrative
In a variety of roles, leaders contribute special skills and insights to the cultural,
economic, legal, political, and social well-being of educational organizations and
environments.
Leaders understand that public schools belong to the public and contribute to the public
good. They see schools and districts as part of larger local, state, and federal systems
that support the success of every student, while increasing equity and social justice.
Leaders see education as an open system in which policies, goals, and resources extend
beyond traditional ideas about organizational boundaries of schools or districts. Leaders
advocate for education and students in professional, social, economic, cultural, political
and other arenas. They recognize how principles and structures of governance affect
federal, state, and local policies and work to influence and interpret changing norms and
policies to benefit all students.
Building strong relationships with stakeholders and policymakers enables leaders to

identify, respond to, and influence issues, public awareness, and policies.
Leaders who participate in the broader system strive to provide information and engage
constituents with data to sustain progress and address needs.

Element A: Professional Influence

Leaders improve the broader, social, cultural, economic, legal, and political contexts of
education for all students and families.
1. Promotes public discussion within the school community about federal, state, and local laws,
policies, and regulations affecting education.
2. Develops and maintains relationships with a range of stakeholders and policymakers to
identify, respond to, and influence issues that affect education.
3. Advocates for equity, access, and adequacy in providing for student and family needs to
enable all students to meet educational expectations.

Element B: The Educational Policy Environment

Leaders uphold and contribute to policies and political support for excellence and equity in
education.
1. Collects and accurately communicates data about educational performance in a clear and
timely way.
2. Communicates with decision makers and the community to improve public understanding of
federal, state, and local laws, policies, and regulations.
3. Upholds federal, state, and local laws, and influences policies and regulations in support of
education.

Element C: Policy Engagement

Leaders engage policymakers to inform and improve education policy.
1. Advocates for public policies and administrative procedures that provide for present and
future needs of children and families to improve equity and excellence in education.
2. Promotes public policies that ensure appropriate, adequate, and equitable human and fiscal
resources to improve student learning.
3. Collaborates with community leaders to collect and analyze data on economic, social, and
other emerging issues to inform district and school planning, policies, and programs.

APPENDIX
Sec. 10-145d-400a. Code of Professional Responsibility for Educators

(a) Preamble
The Code of Professional Responsibility for Educators is a set of principles which the education
profession expects its members to honor and follow. These principles set forth, on behalf of the
education profession and the public it serves, standards to guide conduct and the judicious appraisal
of conduct in situations that have professional and ethical implications. The Code adheres to the
fundamental belief that the student is the foremost reason for the existence of the profession.
The education profession is vested by the public with a trust and responsibility requiring the highest
ideals of professionalism. Therefore, the educator accepts both the public trust and the
responsibilities to practice the profession according to the highest possible degree of ethical conduct
and standards. Such responsibilities include the commitment to the students, the profession, the
community and the family.
Consistent with applicable law, the Code of Professional Responsibility for Educators shall serve as a
basis for decisions on issues pertaining to certification and employment. The code shall apply to all
educators holding, applying or completing preparation for a certificate, authorization, or permit or
other credential from the State Board of Education. For the purposes of this section, “educator”
includes superintendents, administrators, teachers, special services professionals, coaches, substitute
teachers, and paraprofessionals.
PROFESSIONAL CONDUCT
(b) Responsibility to the student
(1) The professional educator, in full recognition of his or her obligation to the student shall:
(A) Recognize, respect and uphold the dignity and worth of students as individual human beings
and, therefore, deal justly and considerately with students;
(B) Engage students in pursuit of truth, knowledge, and wisdom and provide access to all points
of view without deliberate distortion of subject matter;
(C) Nurture in students lifelong respect and compassion for themselves and other human beings
regardless of race, ethnic origin, gender, social class, disability, religion, or sexual
orientation;
(D) Foster in students the full understanding, application, and preservation of democratic
principles and processes;
(E) Guide students to acquire the requisite skills and understanding for participatory citizenship
and to realize their obligation to be worthy and contributing members of society;
(F) Assist students in the formulation of worthy, positive goals;
(G) Promote the right and freedom of students to learn, explore ideas, develop critical thinking,
problem-solving, and necessary learning skills to acquire the knowledge needed to achieve
their full potential;
(H) Remain steadfast in guaranteeing equal opportunity for quality education for all students;
(I) Maintain the confidentiality of information concerning students obtained in the proper course
of educational process, and dispense such information only when prescribed or directed by
federal or state law or professional practice;
(J) Create an emotionally and physically safe and healthy learning environment for all students;
and
(K) Apply discipline promptly, impartially, appropriately and with compassion.

APPENDIX
(c) Responsibility to the profession
(1) The professional educator, in full recognition of his or her obligation to the profession, shall:
(A) Conduct himself or herself as a professional realizing that his or her action reflects directly
upon the status and substance of the profession;
(B) Uphold the professional educator’s right to serve effectively;
(C) Uphold the principle of academic freedom;
(D) Strive to exercise the highest level of professional judgment;
(E) Engage in professional learning to promote and implement research-based best educational
practices;
(F) Assume responsibility for his or her professional development;
(G) Encourage the participation of educators in the process of educational decision making;
(H) Promote the employment of only qualified and fully certified, authorized, or permitted
educators;
(I) Encourage promising, qualified, and competent individuals to enter the profession;
(J) Maintain the confidentiality of information concerning colleagues and dispense such
information only when prescribed or directed by federal or state law or professional practice;
(K) Honor professional contracts until fulfillment, release, or dissolution mutually agreed upon by
all parties to contract;
(L) Create a culture that encourages purposeful collaboration and dialogue among all
stakeholders;
(M) Promote and maintain ongoing communication among all stakeholders; and
(N) Provide effective leadership to ensure continuous focus on student achievement.
(d) Responsibility to the community
(1) The professional educator, in full recognition of the public trust vested in the profession, shall:
(A) Be cognizant of the influence of educators upon the community-at-large, and obey local,
state, and national laws;
(B) Encourage the community to exercise its responsibility to be involved in the formulation of
educational policy;
(C) Promote the principles and ideals of democratic citizenship; and
(D) Endeavor to secure equal educational opportunities for all students.
(e) Responsibility to the Student’s Family

(1) The professional educator in recognition of the public trust vested in the profession, shall:
(A) Respect the dignity of each family, its culture, customs, and beliefs;
(B) Promote, respond, and maintain appropriate communications with the family, staff, and
administration;
(C) Consider the family’s concerns and perspectives on issues involving its children;
and
(D) Encourage participation of the family in the educational process.

APPENDIX
UNPROFESSIONAL CONDUCT*
(f) The professional educator, in full recognition of his or her obligation to the student, shall not:
(A) Abuse his or her position as a professional with students for private advantage;
(B) Discriminate against students;
(C) Sexually or physically harass or abuse students;
(D) Emotionally abuse students; or
(E) Engage in any misconduct which would put students at risk.
(g) The professional educator, in full recognition of his or her obligation to the profession, shall not:
(A) Obtain a certificate, authorization, permit or other credential issued by the state board of
education or obtain employment by misrepresentation, forgery or fraud;
(B) Accept any gratuity, gift or favor that would impair or influence professional decisions or
actions;
(C) Misrepresent his, her or another’s professional qualifications or competencies;
(D) Sexually, physically or emotionally harass or abuse district employees;
(E) Misuse district funds and/or district property; or
(F) Engage in any misconduct which would impair his or her ability to serve effectively in the
profession.
(h) The professional educator, in full recognition of the public trust vested in the profession, shall not:
(A) Exploit the educational institution for personal gain;

(B) Be convicted in a court of law of a crime involving moral turpitude or of any crime of such
nature that violates such public trust; or
(C) Shall not knowingly misrepresent facts or make false statements.
*Unprofessional conduct is not limited to the above. When in doubt regarding professional conduct
(choice of actions) please seek advice from your school district.
(i) This code shall be reviewed for potential revision concurrently with the revision of the Regulations
Concerning State Educator Certificates, Permits and Authorizations, and by the Connecticut Advisory
Councils for Administrator and Teacher Professional Standards. As a part of such reviews, a process
shall be established to receive input and comment from all interested parties.

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Common Core of Leading:

Connecticut School Leadership Standards

*Performance Expectations, Elements and Indicators

*For further information, visit: http://www.sde.ct.gov/sde/cwp/view.asp?a=2641&Q=333900

PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals

Element B. Shared Commitments to Implement the Vision, Mission, and Goals:

PERFORMANCE EXPECTATION 2: Teaching and Learning

PERFORMANCE EXPECTATION 3: Organizational Systems and Safety

CCL – CSLS June 27, 2012

PERFORMANCE EXPECTATION 4: Families and Stakeholders

Element B. Community Interests and Needs: Leaders respond and contribute to

Element C. Community Resources: Leaders access resources shared among schools,

PERFORMANCE EXPECTATION 5: Ethics and Integrity

Element B. Personal Values and Beliefs: Leaders demonstrate a commitment to values,

PERFORMANCE EXPECTATION 6: The Education System

Element A. Professional Influence: Leaders improve the broader social, cultural

Element B. The Educational Policy Environment: Leaders uphold and contribute to

Element C. Policy Engagement: Leaders engage policymakers to inform and improve

CCL – CSLS June 27, 2012 Page 2

PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals

Dispositions exemplified in Expectation 1:

To be effective, processes of establishing vision, mission, and goals incorporate diverse

CCL – CSLS June 27, 2012 Page 3

Element A: High Expectations for All

CCL – CSLS June 27, 2012 Page 4

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Element C: Continuous Improvement toward the Vision, Mission, and Goals

CCL – CSLS June 27, 2012 Page 6

PERFORMANCE EXPECTATION 2: Teaching and Learning

Dispositions exemplified in Expectation 2:

A strong professional culture includes professional development and leadership

Educators collaboratively and strategically plan their professional learning to meet

CCL – CSLS June 27, 2012 Page 7

Element A: Strong Professional Culture

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Element B: Curriculum and Instruction

CCL – CSLS June 27, 2012 Page 9

Element C: Assessment and Accountability

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PERFORMANCE EXPECTATION 3: Managing Organizational Systems and

Dispositions exemplified in Expectation 3:

CCL – CSLS June 27, 2012 Page 11

Element A: Welfare and Safety of Students, Faculty and Staff

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Element B: Operational Systems

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Element C: Fiscal and Human Resources

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PERFORMANCE EXPECTATION 4: Collaborating with Families and

Dispositions exemplified in Expectation 4:

CCL – CSLS June 27, 2012 Page 15

Element A: Collaboration with Families and Community Members

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Element B: Community Interests and Needs

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Element C: Community Resources

CCL – CSLS June 27, 2012 Page 18

PERFORMANCE EXPECTATION 5: Ethics and Integrity

Dispositions exemplified in Expectation 5: