Teaching and Educational Leadership Standards
The New York State (NYS) Teaching Standards, Elements and Performance Indicators provide a common foundation for important initiatives that aim to improve teaching and learning in New York State. Developed by the State Education Department with input from educators and adopted by the Board of Regents in 2011, the NYS Teaching Standards represent a broad area of knowledge and skills that research and best practices in the classroom have shown to be essential to effective teaching and to positively contribute to student learning and achievement.
Educational Leadership Policy Standards: Interstate School Leaders Licensure Consortium (ISLLC) 2008 standards organizes the functions that help define strong school leadership under six standards. These standards represent the broad, high-priority themes that education leaders must address in order to promote the success of every student.
At its December 2017 meeting, the Board of Regents approved requiring school building leader (SBL) programs, that are registered or seek registration on or after December 1, 2020, to be aligned with the Professional Standards for Educational Leaders (PSELs), with some modifications. The Department amended the Commissioner’s regulations to extend the date by which SBL programs must be aligned with the new PSELs until September 1, 2023, to provide SBL programs additional time to conform with the new standards due to the COVID-19 crisis. For APPRs conducted commencing with the 2025-2026 school year, all rubrics must be aligned to the 2015 PSELs.
The PSELs communicate expectations to practitioners, supporting institutions, professional associations, policy makers and the public about the work, qualities and values of effective educational leaders. These standards are organized around the domains, qualities, and values of leadership work that research and practice indicate contribute to students’ academic success and well-being.
The Center on Great Teachers and Leaders (GTL) produced a crosswalk between ISLLC standards and PSELs, which enables educational leaders to review how leadership standards have evolved since 2008 and to discuss key differences that will need to be addressed in existing state standards. Conversations about the comparison can serve as the foundation to: (1) inform revisions to state leadership standards; (2) foster common understanding of what educational leaders must know and be able to do to improve teaching, learning, and student achievement; and (3) help improve aspects of the principal pipeline, including preparation, licensure, recruitment and hiring, mentoring and induction, evaluation, and professional development.