Design Principle 6/6

Preliminary Criteria

  1. ECHS leaders attend professional learning opportunities for district and school leadership which includes:
    1. an overview of the planning and design efforts needed to receive approval;
    2. how to establish postsecondary partners;
    3. adhering to designation criteria framed by the ECHC guiding principles;
    4. fully understanding the value of sector analyses of ECHSs’ geographic areas to ensure career and college pathways are reflective of the realities of the marketplace;
    5. sustainability and scale-up; and
    6. building a community of best practice and leadership around ECHSs.
  2. ECHS Leadership fosters a continuous culture of learning in high school, student homes, the community and colleges.
  3. School leaders and teachers create and spread a sense of excitement for the ECHS program. They can do this through their enthusiasm and by: 
    1. sharing their knowledge of postsecondary education opportunities with the students;
    2. reinforcing the postsecondary attainment expectations of the program; and
    3. helping students to develop the academic, personal, and social skills needed for postsecondary educational success.
  4. School leaders:
    1. shape a vision of success for all;
    2. create a welcoming and safe learning environment;
    3. cultivate leadership in others;
    4. support highly effective teachers; and
    5. manage people, data, and processes effectively.
  5. School leaders serve as ambassadors for their school and partner with businesses across the community.





Final Designation Criteria

  1. ECHS Leadership establishes and reinforces an immersive college culture through:
    1. focused academics;
    2. acknowledgment of student successes;
    3. opportunities to complete credit-bearing college courses; and
    4. college pride activities including college field trips, college acceptance celebrations, and interactions with a broader learning community.
  2. Successful ECHS programs include mandatory parent/guardian attendance at informational workshops on college enrollment processes and funding, homework support systems, and student progress reviews.
    1. To avoid creating a barrier to success, parents and ECHS faculty should meet a minimum of twice each academic year.
    2. Parents should be encouraged to contact teachers any time they have a question or concern.
    3. Where parents are not fully involved, your school leaders and/or teachers should reach out to the family.
  3. Leadership establishes strong, positive partnerships with business and industry as well as area community organizations and builds the level of support received from the local community. These partners and supporters should be highlighted in students’ pathways through:
    1. mentoring;
    2. in-school visits;
    3. onsite tours of worksites; and
    4. community-sponsored activity days.
  4. There is a commitment to professional development in order to build leadership skills that will:
    1. promote partnerships between educational institutions and the workplace;
    2. sustain peer-supported professional learning communities;
    3. build capacity for data-informed decision making; and
    4. foster best practices.
  5. School leadership participates in local, regional and statewide professional development with leaders of other ECHS programs to develop and further leadership skills.