[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-642164-105":59,"doc-detail-642164-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","cambridge-school-leader-standards","Cambridge School Leader Standards","","Cambridge School Leader Standards outlines the key characteristics, responsibilities, and practices expected of effective school leaders in Cambridge programmes. It emphasizes that classroom teaching most strongly influences learning outcomes, yet high-quality results for all students also require effective leadership. The Standards define the principal school leader role, stress distributed leadership, and distinguish leadership focused on improvement from management focused on stability. 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What teachers know and do makes the difference in improving student learning outcomes – their knowledge, pedagogical practicesand relationships with students.  \nWe also recognise that teachers cannot achieve and sustain high-quality outcomes for all students without effective leadership. In support of this, we have developed the Cambridge School Leader Standards to define key characteristics and practices of effective leaders.  \nContents  \nPurposes and audiences for the Cambridge School Leader Standards ....................... 3  \nThe Cambridge School Leader Standards in context ...................................................... 3  \nThe structure and organisation of the Cambridge School Leader Standards ............. 4  \n1. Leadership values and attributes.................................................................................. 5  \n2. School culture and environment ................................................................................... 5  \n3. Leadership skills and practices ...................................................................................... 6  \n4. Innovation and improvement through leadership ..................................................... 6  \n5. Community engagement ................................................................................................ 7  \n1  \n[www.cambridgeinternational.org/teacher-and-leader-standards](www.cambridgeinternational.org/teacher-and-leader-standards)  \nCambridge School Leader Standards continued  \nWhat we mean by school leaders  \nThese Standards presume that in each Cambridge school there is one individual who has overall responsibility for implementing the school’s vision. This person is ultimately accountable for the learning outcomes of all students. We see this as a unique and vital position and role within the school. Cambridge schools use a variety of titles for this leadership position. In many cases, this person is also the chief executive, accountable directly to the governing body of the school. In other cases, the school’s senior educational leader may be accountable to a chief executive or director who does not have an educational leadership role. In the context of the Cambridge School Leader Standards, we define the principal school leader as the individual who has the responsibility as well as the professional training, knowledge, skills and experience to be the senior educational leader.  \nOf course, leadership is not only a function of one particular senior and experienced individual in a school. It is also a collective process that includes a wider group of people. We are committed to the principle of distributed leadership. This is where both the responsibility and delegated authority for leading specific aspects of the school’s work are distributed among the staff. From individual teachers to the senior leadership team, it includes all those with leadership responsibilities. Pastoral heads, heads of subject departments, curriculum coordinators and others will find that both the Cambridge Teacher Standards and some of the Cambridge School Leader Standards are relevant to their work. Teachers who aspire to positions of leadership will also want to use the Standards to reflect on their professional characteristics and skills, and to shape their own professional development.  \n[2](2 www.cambridgeinternational.org/teacher-and-leader-standards)[ www.cambridgeinternational.org/teacher-and-leader-standards](2 www.cambridgeinternational.org/teacher-and-leader-standards)  \nIn contemporary educational research, leadership is typically seen as focussing on bringing about change and improvement to achieve the school’s v","cbCaihhE3Dx9Rx19","https://ap.wps.com/l/cbCaihhE3Dx9Rx19","pdf",312939,"English","# Purposes and audiences for the Cambridge School Leader Standards\n## The Cambridge School Leader Standards in context\n## The structure and organisation of the Cambridge School Leader Standards\n# Leadership values and attributes\n# School culture and environment\n# Leadership skills and practices\n# Innovation and improvement through leadership\n# Community engagement","[{\"question\":\"What is the main purpose of the Cambridge School Leader Standards?\",\"answer\":\"To define the range of characteristics and practices school leaders need to effectively provide Cambridge programmes, based on contemporary international research into effective leadership.\"},{\"question\":\"How does the document define the principal school leader?\",\"answer\":\"It defines the principal school leader as the senior educational leader with overall responsibility and professional training, knowledge, skills, and experience.\"},{\"question\":\"How does the document distinguish leadership from management?\",\"answer\":\"Leadership focuses on change and improvement to achieve the school’s vision and mission, while management focuses on keeping the school stable, coherent, and sustainable.\"}]","Cambridge School Leader Standards | PDF",1792721504,18]