California Professional Standards for Education Leaders · 4C–4
Secure community support to sustain existing resources and add new resources that address emerging student needs.
Resource development begins with evidence of need and a plan for stewardship, not with the availability of a grant or donation.
What this looks like in practice
Leaders should distinguish a temporary spike, a persistent gap, and an emerging need that current systems cannot absorb. Student data, staff experience, family voice, service utilization, and community trends help make that judgment.
Every new resource has a lifecycle. Before accepting support, account for implementation time, training, accessibility, privacy, maintenance, evaluation, and what happens when outside funding ends. Community trust grows when leaders report both benefit and cost honestly.
Developing the practice
Define the unmet need
Describe who is affected, what evidence supports the need, which assets already exist, and why current resources are insufficient.
Match support to capacity
Seek partners, funds, people, space, or technology that the school can responsibly implement and sustain.
Steward transparently
Publish the intended use, progress measures, limitations, and continuation decision in terms the community can understand.
Useful connections
English learner glossary
SDLA’s glossary can help partners and new leaders develop a shared vocabulary before discussing services and program needs.
Questions for reflection and mentoring
- Is the proposed resource responding to a documented need or an attractive opportunity?
- What recurring obligation begins when the initial support ends?
- How will students and families experience the difference?