1. (a) Knowledge and skills. Administrative candidates shall possess leadership knowledge and skills including, but not limited to:

   1. (1) group dynamics and group processes;
   2. (2) information collection;
   3. (3) problem analysis;
   4. (4) judgment/ethics;
   5. (5) organizational oversight;
   6. (6) implementation;
   7. (7) delegation;
   8. (8) district culture; and
   9. (9) collaboration among colleagues and institutions in developing a professional learning community.
2. (b) Rationale. As a result of the expanding duties within the school, today's administrator must possess an array of skills in organization and management, in addition to a knowledge of learning theory and best teaching practices.

3. (c) What the principal/superintendent candidate will know. The candidate for licensure and certification as principal/superintendent has, and can demonstrate, knowledge of:

   1. (1) Socioeconomic and educational trends, innovations, and new paradigms to meet the needs of schools.
   2. (2) Various information sources relevant to school needs.
   3. (3) School finance, budgeting, planning, and managing school resources.
   4. (4) The various roles and responsibilities of all staff members in the school setting.

4. (d) What the principal/superintendent candidate will be able to do. The candidate for licensure and certification as principal/superintendent has, and can demonstrate, the skills to:

   1. (1) Facilitate the development of a written vision for the school/district and a well-developed educational philosophy and be able to market that vision and philosophy.
   2. (2) Facilitate and foster innovation which leads to school improvement including integrating that innovation into the mission of the organization.
   3. (3) Facilitate the preparation of a comprehensive assessment of the school's climate and instructional programs with input from teachers, students, and parents.
   4. (4) Demonstrate creative problem-solving techniques.
   5. (5) Use effective decision-making strategies and recognize how bias affects the decision making process.
   6. (6) Initiate appropriate management strategies to implement long and short term plans, work with faculty, parents, students and other school constituencies to translate a shared vision into a strategic plan.
   7. (7) Demonstrate the ability to prepare a grant proposal and facilitate that process with the staff.
   8. (8) Delegate authority and empower teachers to work as peers.
   9. (9) Work with other schools and districts in areas of in-service curriculum development and school organization when appropriate.
   10. (10) Build self-respect in staff and students.
   11. (11) Promote the value of understanding and celebrating school/community cultures.
   12. (12) Respect and encourage diversity among people and programs.
   13. (13) Manage time effectively.
   14. (14) Facilitate cooperation among groups.
5. (e) Implications for administrator preparation programs. Administrator preparation programs will provide course work relevant to the duties and responsibilities of an administrator.

Added at 14 Ok Reg 1555, eff 5-27-97

Amended at 22 Ok Reg 1681, eff 5-4-05 (emergency)

Added at 23 Ok Reg 1271, eff 5-25-06