ISTE Standards: For Education Leaders
The education leaders section of the ISTE Standards supports the implementation of both the student and educator sections of ISTE Standards by targeting the knowledge and behaviors required for leaders to empower teachers and boost student learning. This section is focused on equity, digital citizenship, visioneering, team and systems building, continuous improvement and professional growth.
For example, hiring for or building the quality and skill level of educators to effectively use technology through professional development and support; closing digital usage and access gaps.
Learning made possible or improved by the use of technology, digital tools and digital resources; for example, by increasing personalization and differentiation, participating in real-time and asynchronous virtual collaboration, and accessing experts and real-world data.
Lead and advocate for equitable and sufficient access; for example, to make devices, bandwidth and online resources available to all students at school, home or public areas through policies, funding, partnerships and collaborations
Individuals who intentionally and transparently adopt and demonstrate best practices.
Finances, human capital
For example, use collaborative tools to engage in virtual social action and leverage online strategies, such as crowdsourcing, crowdfunding and social entrepreneurship
For example, digital camera or video, audio software, graphic design software, writing software.
Interactions online or with technology that are mindful of the law, such as abiding by copyright and fair use laws, respecting network protections by not hacking them and refraining from using another’s identify
Model best practices and behaviors; lead, mentor and support others
Analyzing and reflecting on the value of a new tool or resource for learning and possible improvements for the next time it is used.
An interdisciplinary field bringing together findings from research into cognitive, social and cultural psychology, neuroscience and learning environments, among others, with the goal of implementing learning innovations and improving instructional practice.
Work together with common purpose and foresight to visualize the full potential of technology to transform learning and teaching
Includes a wide range of roles, including educators, staff, parents and students, and also may include community leaders, education experts, business leaders and others whose voices contribute to a successful outcome.
For example, move successful experiments or instances of innovation from pilot to rollout across a system to accelerate change
A process that involves collecting data at regular intervals to inform changes and make strategic plan implementation more efficient or effective
Recognize progress made on the implementation of the strategic plan and the impact it is having on student learning
Leverage technology to keep stakeholders informed or to get their feedback; for example, by using online surveys, online communities or collaborative digital work spaces
Use digital tools and outlets, such as social media, news media, school system websites, digital newsletters or presentations, to communicate with a broader community.
Opportunities for educators and other staff to identify what and how to learn to meet their professional goals
Educators who advocate for students, collaborate and share with colleagues, are willing to experiment and take measured risk, and who work with administration to establish strategic directions for the school, especially with regard to curriculum and instruction.
Take responsibility for and ownership of goals and learning and work strategies
Create a working environment based on shared learning, teaching goals and distributed leadership that involves transparent decision making, willingness to accept feedback from peers and subordinates, collaboration on establishing policies, and trusting and mobilizing teaching staff to make appropriate decisions
Create a work environment that values calculated risk-taking, experimentation and constructive examination of the results
Incorporating selected new resources and strategies into regular practice.
For example, tools and applications embedded with real-time learning analytics that provide timely and precise feedback and inform instruction
Evaluation of student learning that uses technology, including evaluations that reflect student choice and provide evidence of meeting certain competencies, such as e-portfolios or tools and applications that make reflection transparent, allow for peer review, embed questions or surveys and allow for voice or video recording
Sufficient bandwidth, network and enterprise software and applications that are able to consistently meet peak usage demands across the organization
An approach that supports student mastery of content knowledge while also gaining vital competencies, including problem-solving, critical thinking, effective communication, collaboration and self-direction.
Able to meet current needs and anticipate and plan for future needs
A set of data privacy laws and best practices to maintain vigilance in the face of innovations in cybercrime
Protect information and data through precautionary planning and actions, such as training to establish and maintain best practices among staff and students, complying with state and federal regulations for protecting student data and privacy, and choosing technology products and vendors that have robust privacy policies and security capabilities.
Cultivate useful connections with other school systems; local businesses and leaders; political leaders and staff; and/or companies, nonprofits, and other service providers
Shifts in teaching and learning, such as increased personalization and differentiation; real-time or asynchronous collaboration; authentic projects with experts and real-world data; providing immediate feedback using digital tools; competency-based assessments and data analysis tools.
For example, new software, applications, tools and devices that can be used for educational purposes
Virtual, blended learning or in-person communities, like professional learning communities.
Coaching or ongoing guidance that includes modeling of your own practice; sharing with and teaching others; providing ongoing, productive feedback and advice.
Think about your actions, your motivations and the outcomes, and then plan for future endeavors in an effort to learn and improve
For example, resilience, persistence, tolerance for uncertainty, willingness to learn, openness to feedback
Decisions about how to prioritize and sequence change based on opportunities and dependencies within the system
For example, building buy-in, listening, mentoring, providing opportunities for everyone to contribute, keeping vision and priorities at the forefront of stakeholders’ thinking, breaking down silos