Abstract and Keywords
Standards are used in a variety of professional fields to identify core elements of practice within the field as well as to describe a desired level of performance. The first set of standards for the field of educational leadership in the United States was introduced in 1996 by the Interstate School Leaders Licensure Consortium (ISLLC). Since then, they have become the de facto national standards for educational leaders.
The ISLLC standards have been updated three times and were recently renamed Professional Standards for School Leaders (PSEL) under the authority of the National Policy Board for Educational Administration (NPBEA). Over this same period of time, multiple sets of sister standards (e.g., standards for leadership preparation) have emerged as have evaluation tools and practice resources.
Soon after their release, a variety of concerns were raised about the standards and their potential impact on the practice of education leadership, particularly school level leadership. Some argued that the standards were too broad, while others argued that they were too specific. Similarly, concerns were raised about the focus of the standards and what was left out or only weakly included. These and other concerns continued to plague newer versions of the standards.
Concerns notwithstanding, today, educational leadership standards are fully embedded in the lifeworld of the educational leadership profession. They have been adopted and adapted by states, districts, professional organizations, and accrediting bodies and used in a variety of ways, including: setting expectations for educational leadership preparation and practice, state certification, leadership recruitment, professional development and support, and evaluating leadership practice.
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