ELCC Standard Elements:


​ELCC 2.1: Candidates understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.


ELCC 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program.


ELCC 2.3: Candidates understand and can develop and supervise the instructional and leadership capacity of school staff.


​ELCC 2.4: Candidates understand and can promote the most effective and appropriate technologies to support teaching and learning in a school environment.

Research Support for elcc standard 2.0


​Evidence presented in Appendix 2 in support of Standard 2 confirms that a building-level education leader must know principles for sustaining a school culture and instructional program conducive to student learning and staff professional growth. This includes knowing the elements of school culture and ways it can be influenced to ensure student success; human development theories; proven learning and motivational theories; how diversity influences the learning process; effective leadership practices, including those characterized as instructional leadership, transformational leadership, or leading learning; and models of change processes. The importance of the knowledge presented in evidence supporting Standard 2 was recognized in the empirical evidence, craft knowledge and theoretical writings that supported the development of ISLLC 2008 Standard 2 promoting the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

​Classic theories of motivation, social control, and goals are foundational sources of knowledge for education leaders seeking to nurture a culture of trust and to motivate faculty and students. Theories of human development and evidence found in case studies of how improvements in teaching and learning can be achieved confirm that both are essential to effective school leadership. A review of literature on learning-centered leadership concluded that instructionally focused leadership paired with leadership processes are required for high-performing schools.
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Earlier reviews found strong evidence that knowledge of leadership approaches to developing school culture and climate is critically important. Evidence of the importance of applied knowledge of how to create a culture of trust, learning and high expectations was found in scholarship on the effect that leaders have on building learning communities. Knowledge of the nature and practices of distributive leadership was identified as essential in a number of scholarly works consulted. Other reviews highlighted the importance of knowing curriculum planning and how to develop motivating student learning environments. Infusing technology into leadership practices has become a recognized domain of practical knowledge essential to effective instructional leadership.