Virginia Performance Standards for School Leaders
The revised Performance Standards for School Leaders (principals and assistant principals) articulate the expectations of principals in the Commonwealth’s schools. They describe the
functions of the position that can be used to judge the effectiveness of principals and focus assessment efforts on self-growth, instructional effectiveness, and improvement of overall
performance. The standards were aligned with the Educational Leadership Policy Standards, formerly known as the Interstate Leaders Licensure Consortium (ISLLC) standards, and cross
references are noted in brackets for each standard. A copy of the Educational Leadership Policy Standards can be accessed at the following Web site:
http://www.ccsso.org/publications/details.cfm?PublicationID=365

The 17 Performance Standards for School Leaders are categorized into the following five areas:

Planning and Assessment; Instructional Leadership; Safety and Organizational Management for Learning; Communication and Community Relations; and Professionalism.
Planning and Assessment

1. The school leader effectively employs various processes for gathering, analyzing and
using data for decision making. [1B, 4A]
2. The school leader collaboratively develops and implements a School Improvement Plan that focuses on improving student performance, communicates a clear vision of
excellence and results in increased student learning. [1A, 1C, 1D, 5E]
3. The school leader plans, implements, supports and assesses instructional programs that enhance teaching and improve student achievement in the Standards of Learning.
[1E, 2E, 2I]

Instructional Leadership


4. The school leader supervises the alignment, coordination and delivery of instructional programs to promote student learning and oversees an accountability system to monitor
student success. [2B, 2C, 2H, 5A]
5. The school leader selects, inducts, supervises, supports, evaluates and retains quality instructional and support personnel. [2A, 2D]
6. The school leader provides professional development programs designed to improve instruction and student performance that are consistent with division initiatives and the
School Improvement Plan. [2F]
7. The school leader identifies, analyzes and resolves instructional problems using effective problem-solving techniques. [3F, 5A]

Safety and Organizational Management for Learning

8. The school leader maintains effective discipline and fosters a safe, caring environment
that is supportive of teaching and learning. [2A, 3C]
9. The school leader effectively coordinates and monitors the daily operation of the school
to ensure efficiency, protect instructional time and maintain the focus on successful
student learning. [2G, 3A, 3E]
10. The school leader effectively manages material and financial resources to ensure
student learning and to comply with legal mandates. [3B]
11. The school leader demonstrates effective organizational skills to achieve school,
community and division goals. [3A]

Communication and Community Relations
12. The school leader communicates effectively and establishes positive interpersonal
relations with students, teachers and other staff. [2A]
13. The school leader effectively communicates with and works collaboratively with
families and community members to secure resources (e.g., cultural, social, intellectual)
and support the success of a diverse student population. [4B, 4C, 4D]

Professionalism
14. The school leader models professional, moral, and ethical standards as well as personal
integrity in all interactions. [5B, 5C, 5D]
15. The school leader works in a collegial and collaborative manner with other division
personnel. [6B]
16. The school leader takes responsibility for and participates in a meaningful and
continuous process of professional development that results in the enhancement of
student learning. [6C]
17. The school leader acts to influence decisions that affect student learning at the division,
state, and/or national level. [6A, 6B]