ELCC Standard 6.0: A district-level education leader applies knowledge that promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context within the district through advocating for district students, families, and caregivers; acting to influence local, district, state, and national decisions affecting student learning; and anticipating and assessing emerging trends and initiatives in order to adapt district-level leadership strategies.

Creating systems of observation, feedback and assessment around the selection and development of leaders, instructional and otherwise, is a critical groove of school culture that must be worked thoughtfully and collaboratively. This is best done by a team of experienced leaders, who have extensive knowledge of the school, its mission and vision, as well as strengths and weaknesses. This leverage enables them to think strategically about what progress the school has made a s a whole, how it currently performs based on site goals, and what the trajectory of goals is for the near future.  With these data points in mind, leaders can compile criteria that amount to the type of leader necessary to move the school forward on whichever front they may lead. They can ensure that criteria will ultimately select leaders who reflect school values and will help develop this capacity in others. 
Potential measurable criteria used to assess leaders for any position might range from basics, on time work performance and deliverables as demonstrated in their current role, to effective management of students as demonstrated by relevant culture data points (i.e relationship building, whole group safety). Protocol to ensure an unyielding commitment to positive school culture will rely on regular feedback that is implemented and tracked. Likely, feedback protocols would already be built into other forms of professional development and can be folded into developing leader roles, with support in analyzing and responding to feedback. This process would naturally inform the development of team dynamics in this new space. A focus on building culture in which providing and receiving feedback is safe and normalized, will ensure that adapting based on feedback to uphold morale and strengthen culture becomes the expectation, not the exception.