master of arts in educational leadership & administration with preliminary administrative...

School of Education

Master of Arts in Educational Leadership & Administration with Preliminary Administrative Services

Credential Program Handbook

2015-‐2016

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TABLE OF CONTENTS

Introduction ........................................................................................................................ 3 Purpose of the Handbook ................................................................................................... 3 School of Education Mission ................................................................................................................... 4 Conceptual Framework .......................................................................................... 4 Professional Dispositions ...................................................................................... 4 Master of Arts in Educational Leadership .......................................................................... 5 Mission/Vision ......................................................................................................... 5 Program Learning Outcomes ................................................................................... 5 Admission Requirements ......................................................................................... 6 Required Courses ..................................................................................................... 7 Program Design .................................................................................................... 10 Appendix A-‐School of Education Professional Dispositions ............................................. 12 Appendix B-‐California Administrator Performance Expectation ...................................... 16 Appendix C-‐ Master of Arts in Ed. Leadership & Admin. Program Checklist .................... 21 Appendix D-‐ Exit Interview………………………………………. ..................................................... 22

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Introduction

Welcome to our Brandman School of Education Master of Arts in Educational Leadership and Administration with Preliminary Administrative Services Credential! The School of Education is proud of its longstanding history of preparing educators to be strategic, innovative and caring leaders, scholars, and practitioners and we are committed to providing a quality educational program for all of our students. Our faculty and staff congratulate you on your decision to pursue a Master of Arts in Educational Leadership and Administration with Preliminary Administrative Services Credential. Our programs are distinctive in many ways. First and foremost, they reflect our guiding principles of inquiry, diversity, collaboration, continuous improvement and clinical practice. Clinical practice (field experience) is integrated throughout all of our programs and courses are taught by highly regarded practitioners. Every credential candidate receives a personalized experience while enjoying membership in a diverse learning community. Purpose of the Handbook

The Master of Arts in Educational Leadership and Administration with Preliminary Administrative Services Credential Program Handbook has been developed to introduce you to the requirements of your program of study at Brandman University. We hope it is a helpful guide as you progress through the program. It is your responsibility to read this handbook and familiarize yourself with its content prior to the beginning of the program. Whenever you have questions about program requirements please contact your academic advisor or faculty mentor. Please note that you should also use other sources of information, such as the Brandman University Catalog. All students in the Master of Arts in Educational Leadership and Administration with Preliminary Administrative Services Credential program are subject to program requirements noted in both of these publications. The program requirements listed in the Brandman University Catalog supersede any information that may be contained in any school handbook. The catalog that is in effect during the semester in which you are first enrolled as a student is your guide to program requirements. The Brandman University Catalog is available online at https://www.brandman.edu/current-‐students/resources/catalogs

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School of Education All programs within the School of Education are aligned with the School of Education mission and conceptual framework. Candidates in all programs are also expected to demonstrate specific professional dispositions. Mission The School of Education develops strategic, innovative and caring leaders, scholars, and practitioners who are empowered to fulfill the promise and purpose of education in a pluralistic and democratic society by promoting constructive change within local, state, national and global communities. Conceptual Framework The values and beliefs of the School of Education are captured in the following brief summary of our conceptual framework. The conceptual framework aligns with course and program learning outcomes.

Inquiry-‐ Engage in systematic, rigorous and disciplined ways of thinking using scientific inquiry as the core of one’s discipline to guide meaningful data driven decision making, critical thinking and reflection.

Diversity-‐Nurture respect and appreciation for individual differences cultivate the strengths of individuals and promote equity and access.

Collaboration-‐ Develop trusting relationships and effective communication skills that support critical and creative problem solving and decision making.

Continuous Improvement-‐ Engage in lifelong learning, reflection and professional growth.

Clinical Practice-‐ Apply practice-‐based learning in authentic contexts.

Professional Dispositions The School of Education has adopted a set of professional behaviors or dispositions and candidates are expected to demonstrate these dispositions throughout all education programs (Appendix A). Dispositions are evaluated by course instructors at different points in the program and candidates complete a self-‐assessment at the beginning and end of the program. The Professional Dispositions include:

• Professional Demeanor and Responsibility • Commitment to Learning for ALL students • Communication • Collaboration • Self-‐Reflection • Ethics

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Master of Arts in Educational Leadership and Administration with Preliminary Administrative Services Credential

Vision The vision of the Master of Arts in Educational Leadership and Administration with Preliminary Administrative Services Credential Program at Brandman University is to be a leader in the state of California in preparing “leaders of the future” who are prepared to transform schools in the 21st century.

Overview

In 2013, the Commission on Teacher Credentialing (CTC) revised the Preliminary Administrative Services credential program standards and introduced the California Administrator Performance Expectations (CAPE) that describe the set of knowledge, skills and abilities that beginning education administrators should have and be able to demonstrate (Appendix B). The 20 California Administrator Performance Expectations describe a foundation level of knowledge, skills and abilities targeted to a candidate preparing for their first administrative position (Appendix B). The program standards include six overarching curriculum areas. The California Administrator Performance Expectations (CAPE) are grouped according to the following six overarching Curriculum Standards:

• Visionary Leadership • School Improvement Leadership • Community Leadership • Instructional Leadership • Organizational & Systems Leadership • Professional Learning & Growth Leadership

The Master of Arts degree in Educational Leadership and Administration with Preliminary Administrative Services Credential at Brandman University is an innovative program designed to produce highly effective 21st century school leaders. The program is grounded in sound theory and research in organizational leadership, systems thinking and transformational change. An emphasis on best practices in school leadership will also play a key role in this innovative, practitioner based program. Specifically, this program is designed for individuals seeking a career in school administration and educational leadership. All students complete ten courses in Educational Leadership and Administration and three, one-‐unit seminar courses.

In addition to the California Commission on Teacher Credentialing (CTC) Program Standards, which include the Content Knowledge Expectations and California Administrator Performance Expectations (CAPE), the program has been aligned to the Educational Leadership Constituent Council (ELCC) Standards and the International Society for Technology in Education (ISTE) Standards. This MA program includes the California requirements for an Administrative Services Certificate of Eligibility or the Preliminary Administrative Services Credential. Candidates who complete all program requirements and courses for this degree may be eligible to be recommended for a certificate of eligibility or preliminary administrative services credential needed to serve as a school site/district administrator. While enrolled, students who are offered an opportunity for employment as a site or district administrator may qualify for an Internship credential.

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Program Learning Outcomes

The program faculty have established Program Learning Outcomes (PLOs) to describe the intended learning outcomes for graduates. The PLOs are linked to Signature Assignments in selected courses, and provide evidence of competency in these areas.

1. Visionary Leadership-‐ Collaboratively develop, implement and evaluate an actionable and sustainable vision of teaching and learning that is responsive to the changing context of a given school and local education agency.

2. School Improvement Leadership-‐Strategically design continuous improvement plans based on analysis of program assessment data.

3. Community Leadership-‐Advocate for the school and communicate its successes, needs, and challenges with a broad range of audiences through a variety of media to achieve the school’s vision and goals.

4. Instructional Leadership-‐ Evaluate classroom instruction using research-‐based instructional and assessment practices to provide focused, constructive coaching and feedback.

5. Organizational and Systems Leadership-‐ Integrate organizational values, structures, processes, and policies in solving problems and making decisions that productively impact the school’s ability to achieve its vision and goals.

6. Professional Learning and Growth Leadership-‐Create, implement, and evaluate a professional growth plan to build individual and collective capacity for leadership.

In addition to the PLOs, each course in the Master of Arts degree in Educational Leadership and Administration with Preliminary Administrative Services Credential program have specific Course Learning Outcomes (CLOs) which are directly linked to course assignments and serve as evidence of professional competency. Each course instructor evaluates these assignments and activities and provides feedback to the candidate.

Admission Requirements 1. Satisfactorily fulfill graduate admission requirements for Brandman University as stated in the catalog (see the Graduate Admissions section) and possess a valid California clear prerequisite credential. 1. Proof of a passing score on the California Basic Education Skills Test (CBEST) or any CTC

approved basic skills tests is required for admission to all credential programs or a valid California Credential that required passage of basic skills to receive the credential.

2. Candidates must submit a resume and a letter of intent. 3. Two letters of recommendation from individuals who are familiar with the applicant’s

academic/professional ability to undertake graduate studies. 4. If the candidate is not currently employed in a position requiring a “basic” CTC credential,

he/she must submit a letter identifying the school and principal under whom field work assignments will be completed.

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Credential and Program Requirements

1. A minimum of five years of verified full time employment under a prerequisite CTC credential at the time of University recommendation for the credential.

2. Exit Interview. 3. Demonstration of Mastery Leadership Portfolio completed in EDAD 620.

Internship Eligibility Students who wish to pursue an Internship must meet all of the admission requirements of the Masters of Arts in Education Leadership and Administration Program and:

1. provide verification that they have five years of full time experience under a valid prerequisite credential

2. provide written evidence that they have been offered an administrative position by submitting the Brandman University Verification of Employment for Internship Credential Form to the Campus Clinical Coordinator at their campus. These forms can be obtained on MyBrandman, School of Education Services page. These forms must be completed by the candidate

3. submit the online internship recommendation credential application form found on MyBrandman, School of Education Services page. These forms must be completed by the candidate

4. enroll in EDAD 698 Educational Leadership Internship Seminar within one term of assuming administrative employment. EDAD 698 will assist the candidate in making the successful transition in their role as an educational leader and administrator with support from their Leadership Coach

*Note: Internship candidates should not enroll in EDAD 698 Educational Leadership Seminar if enrolled in EDAD 695, 696, or 697.

Required Courses

EDAD 601 Introduction to Vision, Leadership and Change 3

EDAD 602 Applied Educational Research & Data Analysis 3

EDAD 604 Community Perspectives, Collaboration & School Culture 3

EDAD 606 Change & Continuous Improvement 3

EDAD 608 School Law, School wide Discipline & Safety 3

EDAD 610 Innovations in Instructional Leadership 3

EDAD 612 Working with Diverse Populations 3

EDAD 614 Aligning Resources & Systems for School Improvement 3

EDAD 616 Professional Growth and Learning 3

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EDAD 695 Educational Leadership Seminar I 1

EDAD 696 Educational Leadership Seminar II 1

EDAD 697 Educational Leadership Seminar III 1

EDAD 698 Educational Leadership Internship Seminar* 1

EDAD 620 Educational Leadership & Administration Capstone 3

Total Credits Required: 33-‐34 credits

*EDAD 698 Educational Leadership Seminar is only required for those candidates serving under an Internship Credential.

Transfer of Coursework No transfer credits or waivers will be accepted.

Time Limitations All coursework must be completed within a consecutive SEVEN year period immediately prior to the awarding of the degree.

Demonstration of Mastery Candidates for the Master of Arts degree in Educational Leadership and Administration with Preliminary Administrative Services Credential must successfully complete a Demonstration of Mastery Leadership Portfolio in EDAD 620 Educational Leadership & Administration Capstone course that includes documented evidence they have obtained satisfactory knowledge and understanding of the California Administrator Content Expectations and satisfactory performance on the full range of California Administrator Performance Expectations. Exit Interview

An exit interview is conducted by the EDAD 620 instructor at the end of the program to determine that the CTC’s Content Knowledge Expectations and CAPEs have been mastered (Appendix E). All coursework, non-‐coursework requirements, and program portfolio must be completed and/or passed prior to the exit interview. To apply for the exit interview, candidates complete the on-‐line Exit Interview form on the SOE Services MyBrandman site. Exit Survey All candidates complete an exit survey at the end of their program. Exit survey results are used to evaluate program effectiveness and for program improvement. The exit survey can be accessed through the SOE Services page on MyBrandman.

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Recommendation for Credential Upon successfully completing all program requirements and coursework, the candidate may apply to be recommended to the CTC for the Administrative Services Certificate of Eligibility or the Preliminary Administrative Services Credential. To apply for the certificate of eligibility or credential, candidates complete the on-‐line Recommendation Form on the SOE Services MyBrandman site. Once the recommendation is made by the Teacher Accreditation Department candidates can submit the credential fee to the CTC for the credential.

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PROGRAM DESIGN The core of the program is based on a continuous cycle of Content Knowledge, Clinical Practice and ongoing Reflection. All courses are designed reflecting this model.

• Courses start by providing a strong theoretical foundation and content meant to support candidates’ learning throughout the course. Candidates will demonstrate their ability to analyze, synthesize and communicate in writing through a comprehensive written paper.

• Candidates will engage in high quality, authentic clinical practice. Most course assignments directly demonstrate candidates’ competency in the California Performance Expectations (CAPEs).

• Ongoing reflection will be required as candidates engage in clinical practice so they may demonstrate their ability to be a reflective practitioner.

Scholarly Practitioner Learning to be a scholarly practitioner is a key program component and is emphasized in each course. McClintock (2003) states scholarly practice is grounded in theory and research, includes experimental knowledge, and is driven by personal values, commitment, and ethical conduct. Scholar practitioners also reflect on and assess the impact of their work. To provide you with a strong theoretical base before engaging in clinical practice, each course includes an Applied Theory paper. This paper provides you an opportunity to explore major theories and concepts related to course content and demonstrate your understanding through scholarly writing. Each paper should demonstrate your ability to synthesize multiple sources and provide a critical analysis of what you have read in support of the Program Learning Outcomes. Clinical Practice and Leadership Portfolio

Candidates are expected to utilize best practices in applying relevant theory (leadership, change theory, team development, systems, instructional supervision, coaching, etc.) introduced in content courses through authentic, structured, high quality field experiences in an administrative or quasi-‐administrative role. Courses within the program provide candidates with multiple opportunities to become familiar with and demonstrate competence in each of the CAPE. The portfolio candidates prepare after completing coursework provide an additional opportunity to demonstrate competence in each CAPE and reflect on growth as an Educational Leader. All evidence of a candidate’s performance will be documented

Content Knlowledge

Clinical Pracice Reflecion

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throughout the program, in the program portfolio. All assignments linked to specific Content Knowledge Expectations and/or CAPEs will be included in the portfolio and will be submitted in EDAD 620 Educational Leadership & Administration Capstone, the last class in the program. School Growth Plan

The School Growth Plan will serve as signature program assignment that all candidates will engage in throughout the program. The School Growth Plan not only describes a comprehensive plan for school improvement based on goals developed by the candidate, but will include specific action steps that will be required for implementation. These action steps will form the basis for embedded fieldwork in each class and provide a systematic link between coursework (theory) and clinical practice experiences and will be developed and approved in coordination with course instructors and the candidate’s Leadership Coach. Candidates will draft a School Growth Plan in their second course, EDAD 602 Applied Educational Research & Data Analysis and will be based on actual quantitative/qualitative data and needs assessments collected from a K-‐12 school. The School Growth Plan will set forth the vision, identify need for change and serve as the basis of many of the candidate’s clinical practice as they implement the plan throughout their program. The School Growth Plan will be revisited and revised during each subsequent course. This will lead to EDAD 604, Community Perspectives, Collaboration & School Culture, where candidates will be required to engage and collaborate with stakeholders at all levels (community, district, credentialed staff, classified staff and students) to further refine their School Growth Plan and garner stakeholder support. 60 ͦ Leadership Assessment

Candidates will also participate in a 360 ͦ leadership assessment that will be taken at the beginning and end of their program. Candidates will create a Leadership Growth Plan based on initial results and focus on areas of growth throughout the program. Candidates will engage in an ongoing reflective process focused on their challenges and growth as a leader while being supported by a Leadership Coach. Leadership Coaching

Each candidate will be assigned a Leadership Coach at the beginning of the program. The Leadership Coach will coach and mentor, as well as supervise clinical practice throughout the program. A Leadership Growth Plan and School Growth Plan will serve as signature program assignments that candidates will engage in throughout the program. Both are directly linked to the course content and clinical practice. The Leadership Growth Plan will be formally evaluated by the Leadership Coach three times throughout the program. Coaching sessions will occur during seminar courses as candidates attempt to apply their knowledge and skills in an authentic school leadership setting. Coaching sessions will also focus on growth areas that candidates have identified in their leadership skills.

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Appendix A Professional Dispositions

The professional conduct of every educator affects attitudes toward the profession. In accordance with the Commission on Teacher Credentialing (CTC) accreditation standards, the School of Education at Brandman University assumes responsibility for ensuring that individuals who complete any of our programs are not only academically competent but aware of and capable of functioning with the established ethical and professional standards of the profession.

The mission of the Brandman University School of Education is to develop strategic, innovative and caring leaders, scholars, and practitioners who are empowered to fulfill the promise and purpose of education in a pluralistic and democratic society by promoting constructive change within local, state, national and global communities. The School of Education is committed to ensuring that all candidates successfully complete their programs with not only the knowledge and skills necessary to work in educational settings, but also with the appropriate dispositions.

The National Council for the Accreditation of Teacher Education (NCATE) defines dispositions as “professional attitudes, values and beliefs demonstrated through both verbal and non-‐verbal behaviors as educators interact with students, families, colleagues and communities. These positive behaviors support student learning and development.” The School of Education at Brandman University has adopted a set of professional dispositions that we feel are essential for prospective educators to possess and demonstrate throughout their program. The dispositions adopted by Brandman University’s School of Education are listed below. The behaviors listed are examples of the kind of conduct expected of students in the School of Education, but are not intended to be inclusive.

1. Professional Demeanor & Responsibility -‐ punctual and prepared for classes and field experiences, dresses appropriately in professional settings, responsible for meeting deadlines and following instructions, accepts responsibility for own actions, capable of dealing with disappointment, flexible, adapts to change, reacts appropriately under stress, exhibits a positive attitude toward schools, teaching, students and parents

2. Commitment to Learning for ALL Students -‐ shows sensitivity to all students, respects individual differences, responds to the needs of students and their families and communities, embraces diversity to improve student learning, demonstrates compassion, patience and fairness

3. Communication -‐ demonstrates responsive listening skills, able to communicate with a variety of

audiences, demonstrates willingness and commitment to continually improve communication skills

4. Collaboration -‐ is skilled in expressing self in groups, works effectively with professional colleagues and other adults, able to accept and respect different points of view

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5. Self-‐ Reflection -‐ engages in problem solving and self-‐evaluation, accepts and acts upon constructive criticism and is receptive to new ideas, uses feedback to make improvements, strives for personal and professional growth

6. Ethics -‐ demonstrates truthfulness and honesty, maintains ethical and legal behaviors in interactions with others, maintains confidentiality, respects the intellectual property of others by giving credit and avoiding plagiarism/cheating

When there are concerns about a candidate’s dispositions, action plans for remediation will be enacted and, if necessary, candidates that do not demonstrate these dispositions may be dismissed from their program as described in the Professional Dispositions Procedures.

Professional Dispositions Procedures Introduction to the Dispositions Candidates enrolled in School of Education programs are introduced to the professional dispositions during their initial session with their academic advisor. The dispositions are described in the program handbooks and are posted in My Brandman. There is also a link to the dispositions in the Dean’s admission letter and in emails sent to candidates each term. A link to the dispositions can also be found in the university catalog, course syllabi and Blackboard course shells. Assessment of Dispositions Candidates complete a self-‐assessment of professional dispositions at the beginning and end of their program. Instructors and university supervisors complete the inventory in specific courses during a candidate’s program through LiveText. If candidates receive a “Cause for Concern” on any disposition the following procedures will be followed: Warning-‐ Instructors must discuss the concern with the candidate in advance 1st “Cause for Concern” The faculty mentor will meet with the candidate. The behavior will be discussed and an action plan developed. A copy of the plan will be placed in the candidate’s file. The remediation plan will be monitored by the candidate’s faculty mentor. If the candidate’s behavior is corrected no further action will be necessary.* 2nd “Cause for Concern” A Code of Conduct Professional Review Committee will meet to discuss the situation. During this meeting all disposition inventories will be reviewed and the committee will make a recommendation about whether or not the candidate should remain in the program. The decision will be forwarded to the Dean of the School of Education who will make the final decision regarding dismissal.* 3rd “Cause for Concern” The candidate will be recommended for dismissal to the Dean of the School of Education who will make the final decision regarding dismissal.

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*Subsequence violations of the same disposition or any additional disposition will be referred to the dean for consideration of next steps. Candidates who do not respond to meeting requests about dispositions will also be referred to the dean. Unprofessional Conduct Clause: In the event a candidate is alleged to have committed an egregious violation of professional dispositions while enrolled in the School of Education at Brandman University the student may be suspended from the course or from a fieldwork placement immediately by the Dean of the School of Education. The Dean of the School of Education will determine whether an investigation leading to a referral to the Professional Review Committee is warranted, or whether the candidate shall be immediately dismissed from the University.

Appeals Process If a candidate is recommended for dismissal from an education program he/she has the right to appeal the decision. The candidate may submit a written request for the appeal to the Vice Chancellor of Academic Affairs. The appeal will be made before a panel. The decision of the panel is final and cannot be appealed.

Professional Dispositions Inventory

The School of Education at Brandman University has adopted a set of professional dispositions that are essential for prospective educators to possess and demonstrate throughout their program.

Professional dispositions will be assessed at several different points in a candidate’s program by specific instructors and university supervisors. Candidates will also complete a self-‐assessment of professional dispositions at the beginning and end of their program. When there are concerns about a candidate’s dispositions, action plans for remediation will be enacted and, if necessary, candidates who do not demonstrate these dispositions may be dismissed from the credential, master’s or doctoral program as described in the Professional Dispositions Procedures.

The dispositions adopted by Brandman University’s School of Education are listed below. The behaviors listed are examples of the kind of conduct expected of students in the School of Education, but are not intended to be inclusive. Check the appropriate box to describe student development with regard to each disposition. If you mark “cause for concern” the concern must have been discussed with the candidate in advance and you must explain the concern in the comment box. A meeting will be held with the faculty or cohort mentor, instructor (when appropriate) and candidate when a cause for concern is noted so that an action plan can be developed.

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Professional Behaviors or Dispositions Achieving Developing Cause for Concern

1. Professional Demeanor & Responsibility-‐ punctual and prepared for classes and field experiences, dresses appropriately in professional settings, responsible for meeting deadlines and following instructions, accepts responsibility for own actions, capable of dealing with disappointment, flexible, adapts to change, reacts appropriately under stress, exhibits a positive attitude toward schools, teaching, students and parents

2. Commitment to Learning for ALL Students-‐ shows sensitivity to all students, respects individual differences, responds to the needs of students and their families and communities, embraces diversity to improve student learning, demonstrates compassion, patience and fairness

3. Communication -‐ demonstrates responsive listening skills, able to communicate with a variety of audiences, demonstrates a willingness and commitment to continually improve communication skills

4. Collaboration -‐ is skilled in expressing self in groups, works effectively with professional colleagues and other adults, able to accept and respect different points of view

5. Self-‐Reflection -‐ engages in problem solving and self-‐evaluation, accepts and acts upon constructive criticism and is receptive to new ideas, uses feedback to make improvements, strives for personal and professional growth

6. Ethics -‐ demonstrates truthfulness and honesty, maintains ethical and legal behaviors in interactions with others, maintains confidentiality, respects the intellectual property of others by giving credit and avoiding plagiarism/cheating*

* Violations of academic integrity including, but not limited to, plagiarism or cheating are addressed through the process described in the University’s Academic Integrity Policy

Appendix B

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California Administrator Performance Expectations (CAPE) Category A: Visionary Leadership

CAPE 1: Developing and Articulating a Vision of Teaching and Learning for the School Consistent with the Local Education Agency’s Overall Vision and Goals The principal is able to facilitate the development of a vision of teaching and learning specific to the school and its political, social, economic, and cultural context that is consistent with the local education agency’s vision and goals. The vision is student-‐centered and based in data from multiple sources. The principal facilitates the development of a mission statement to help guide the school community towards implementation of the vision. School program, plans and activities are integrated, articulated through the grades, and consistent with the vision.

CAPE 2: Developing a Shared Commitment to the Vision Among All Members of the School Community The principal works collaboratively with all members of the school community to develop a shared commitment to the achievement of the school’s vision. The principal understands the nature of school governance in California, including the roles, responsibilities and relationships of the individual and organizational entities within the California educational system. The principal communicates effectively with various audiences and for various educational purposes, including consensus building and decision making, to help promote a shared sense of responsibility for the school mission and vision.

CAPE 3: Leading by Example to Promote Implementation of the Vision The principal examines and responds to equity issues related to race, diversity, and access in order to help the school achieve the mission and vision. The principal identifies potential barriers to accomplishing the vision and effective ways to work with others to address and overcome barriers. The principal holds him/herself and others accountable for exhibiting personal and professional ethics, integrity, justice, and fairness.

CAPE 4: Sharing Leadership with Others in the School Community The principal build trust and provides opportunities for shared and distributed leadership among all members of the school community, and promotes opportunities for all members of the school community to engage in shared decision making and problem solving in support of the school’s vision and student learning.

Category B: Instructional Leadership

CAPE 5: Promoting Implementation of K-‐12 Standards, Pedagogical Skills, Effective Instructional Practices and Student Assessments for Content Instruction The principal is knowledgeable about all of the K-‐12 student academic content standards and the appropriate pedagogical skills for teaching the content of the standards to K-‐12 students. As the instructional leader of the school, the principal promotes the use of the state-‐adopted K-‐12 standards as the primary basis for classroom instruction and for student assessments. The principal helps teachers, students, parents, and community members understand the K-‐12 standards and their relationship to accomplishing the school’s vision and goals. The principal understands and can articulate principles of effective instruction and appropriate student assessment processes. The principal is also knowledgeable about the state’s student assessment program and can explain the assessment program and its intended

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outcomes to staff, students, parents and the community. The principal identifies and takes action to mitigate potential and actual barriers to student learning.

CAPE 6: Evaluating, Analyzing, and Providing Feedback on the Effectiveness of Classroom Instruction to Promote Student Learning and Teacher Professional Growth The principal uses his/her knowledge of the K-‐12 student academic content standards and appropriate instructional practices to observe and evaluate classroom planning and instruction in accordance with LEA policy and practices. As part of the evaluation process, the principal analyzes evidence of teacher effectiveness based on student work and student learning outcomes. The principal communicates evaluative feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices. The principal models self-‐reflection and use of evidence to help teachers develop these skills and practices as part of their daily planning, instruction, and assessment activities with students. The principal uses his/her knowledge of available instructional resources and technologies to help provide support for improvements in teaching and learning based on teacher and student needs. The principal is knowledgeable about valid student assessment processes and the development and use of appropriate classroom assessment measures within a multiple measures, data-‐driven decision making process.

CAPE 7: Demonstrating Understanding of the School and Community Context, Including the Instructional Implications of Cultural/Linguistic, Socioeconomic, and Political Factors The principal understands the demographics of the school community, including socioeconomic context, students and family characteristics, cultural and linguistic diversity, and political issues and uses this knowledge to help improve teaching and learning. The principal is knowledgeable about both culturally-‐relevant instructional practices and instructional practices grounded in first and second language acquisition theories to support effective instruction for English learners, economically, culturally, and/or linguistically diverse students, and students with special needs, and others. The principal helps teachers and staff access community resources, including parents and other community members, to promote learning about students and families, and to promote culturally and linguistically inclusive instructional practices. The principal helps teachers, staff, and others understand the political factors within the community that may affect the school’s instructional program, and is proactive in providing information about the schools, its needs and accomplishments, within the larger political environment. The principal understands how classroom structures, school and class scheduling, and grouping practices affect student learning.

CAPE 8: Communicating With the School Community about Schoolwide Outcomes Data and Improvement Goals The principal communicates the school’s improvement goals to students, teachers, parents, and the community and engages in ongoing dialogue with all members of the school community about progress towards meeting the goals. The principal identifies, collects, analyzes, and uses multiple sources of data to provide information for decision making in a variety of contexts, including but not limited to student achievement, teacher professional learning, the school climate, and the school’s progress in achieving its goals. The principal organizes data relating to achieving schoolwide goals and outcomes in a manner understandable to students, teachers, parents and the community, and analyzes the data to indicate the degree of progress being made towards the school’s goals. The principal presents and discusses these data, including but not limited to standardized achievement data, classroom and other local assessments,

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with all members of the school community. The principal helps all members of the school community articulate revised school improvement goals based on continuous data analysis and reporting.

Category C: School Improvement Leadership

CAPE 9: Working with Others to Identify Student and School Needs and Developing a Data-‐Based School Growth Plan The principal understands and implements strategies to institute, manage, and evaluate a school change process, including facilitating the development of a data-‐based school growth plan. The principal involves, encourages and supports multiple constituencies in sharing and using data to assess and diagnose instructional needs, define student, staff and community goals for continuous improvement, and collaboratively design the school growth plan consistent with the school’s vision and goals. The principal uses technology effectively to help support and manage the school growth and improvement processes.

CAPE 10: Implementing Change Strategies Based on Current, Relevant Theories and Best Practices in School Improvement The principal is knowledgeable about theories and strategies as well as best practices related to school improvement and the management of change to accomplish the school growth plan. The principal determines an appropriate evaluation process to document progress towards achieving the school growth plan and is able to work collaboratively with others to identify and make needed changes based on multiple sources of data, including student outcomes.

CAPE 11: Identifying and Using Available Human, Fiscal, and Material Resources to Implement the School Growth Plan The principal is knowledgeable about a wide range of resources to help implement the school growth plan, including but not limited to human, fiscal, and material resources. The principal identifies and seeks additional resources as needed from a variety of sources both within and outside of the local community to support the implementation of the school growth plan.

CAPE 12: Instituting a Collaborative, Ongoing Process of Monitoring and Revising the Growth Plan Based on Student Outcomes The principal uses strategies for continuous progress monitoring of the school’s growth plan and outcomes, and collaboratively engages others in the school community in using those data for updating the school growth plan as needed. The principal engages all members of the school community on an ongoing basis in reflecting about student outcomes.

Category D: Professional Learning and Growth Leadership

CAPE 13: Modeling Life-‐Long Learning and Job-‐Related Professional Growth The principal models his/her own self-‐improvement and professional learning and growth activities, and demonstrates monitoring of improvement in his/her own performance over time. The principal uses multiple sources of data to help inform his/her own job-‐related professional growth plan. The principal understands how to support, motivate, and provide recognition to staff at various stages in their professional careers.

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CAPE 14: Helping Teachers Improve Their Individual Professional Practice Through Professional Growth Activities The principal is knowledgeable about adult learning principles and their use in designing, facilitating, and implementing effective, motivating, and data-‐driven professional growth activities for teachers. Professional growth activities are focused on authentic situations and problems and on improving student learning outcomes consistent with the school growth plan. The principal is knowledgeable about induction programs and support systems for beginning teachers, and about individualized teacher support processes such as mentoring and coaching. The principal uses data effectively to collaboratively design differentiated professional development to meet the needs of individual teachers as well as overall school improvement goals.

CAPE 15: Identifying and Facilitating a Variety of Professional and Personal Growth Opportunities for Faculty, Staff, Parents, and Other Members of the School Community in Support of the Educational Program The principal involves all members of the school community in identifying and providing targeted professional and personal growth activities to support student achievement as well as increase adults’ knowledge and skills. The principal is knowledgeable about and actively seeks resources for accessing and providing a variety of professional and personal growth opportunities for all members of the school community.

Category E: Organizational and Systems Leadership

CAPE 16: Understanding and Managing the Complex Interaction of All of the School’s Systems to Promote Teaching and Learning The principal understands how to apply systems thinking to set priorities and manage organizational complexity. The principal applies research-‐based strategies and best practices for establishing, monitoring, and evaluating organizational structures, processes and systems that promote a culture of collaboration and respect, and that maintain a focus on continuous improvement and enhanced achievement for all student groups. The principal understands how to use technology effectively to facilitate communication, manage information, enhance collaboration, and support effective management of the organization. The principal has the skills and strategies to coordinate and align human resources within the school context, including making appropriate staffing and teacher placement decisions to support organizational goals and promote equitable learning opportunities for all student groups. The principal understands strategies for allocating and using space to meet instructional needs and accommodate a variety of learning programs as well as co-‐curricular programs. The principal recognizes and addresses potential personal biases as well as potential and actual inequities within the educational system and the school site that can negatively impact student achievement, such as, the effect of class scheduling on student achievement and on equitable access to learning opportunities for all students, including English Learners and students with special needs.

CAPE 17: Developing, Implementing, and Monitoring the School’s Budget The principal understands school finance in California, including relevant laws and regulations. The principal works collaboratively with others in the school community to develop, implement and monitor the school’s budget and expenditures, and reports accurate and timely fiscal information to the LEA and

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the school community. The principal prioritizes the use of school resources, including the budget, to support the school’s vision, goals, and growth plan. The principal understands financial recordkeeping and accounting processes, and the use of current technologies for financial management and business procedures.

CAPE 18: Implementing California School Laws, Guidelines, and Other Relevant Federal, State, and Local Requirements and Regulations The principal understands and implements federal, state, and local laws, regulations and guidelines relating to public schools and the educational process. The principal understands constitutional and related legal rights and protections for students and staff and the administrator’s role in monitoring and ensuring compliance with these rights and protections. The principal understands legal issues and responsibilities related to evolving technologies and the use of technology within the instructional system. The principal implements legal, equitable, and ethical procedures for evaluating, supervising, disciplining, and dismissing staff. Where applicable, the principal establishes legal, equitable, and ethical procedures for recruiting, selecting, hiring, inducting, developing, and retaining staff. The principal understands processes of labor relations and collective bargaining in California, and contract implementation and management in the local setting. The principal ensures that school practices and procedures meet legal maintenance, health and safety requirements, including ensuring student and staff safety, building security, crisis planning, and emergency management. Where applicable, the principal understands and implements legal requirements relating to procedures and practices for managing auxiliary services such as food service and student transportation. The principal understands strategies for responding effectively to unpredictable circumstances or unintended consequences of decisions and/or school events.

Category F: Community Leadership

CAPE 19: Representing and Promoting the School’s Accomplishments and Needs to the LEA and the Public The principal serves as the spokesperson for the school, its accomplishments and its needs, and advocates for the school within the school community as well as to the external community and the public. The principal demonstrates public speaking, presentation, diplomacy, writing and advocacy skills necessary to represent and promote the school, its accomplishments and its needs to a wide variety of audiences and contexts

CAPE 20: Involving the Community in Helping Achieve the School’s Vision and Goals The principal understands the multiple connections between the school, families and the community. The principal encourages the involvement of the entire school community in working towards achieving the school’s mission, vision and goals. The principal understands and addresses the diverse expectations, needs, aspirations, and goals of family and community groups and uses this knowledge as a basis for planning and decision making. The principal understands and uses communication strategies effectively to reach out to the broader community, including families, agencies, and community organizations, to promote educational and organizational improvement. The principal demonstrates skills and strategies for trust building, team building, consensus building, and conflict resolution and for promoting a sense of shared responsibility among all members of the educational community.

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Appendix C

Master of Arts in Educational Leadership & Administration with Preliminary Administrative Services Credential

Admission Requirements � Application and supporting documentation � Bachelor’s degree from a regionally accredited institution � GPA that meets program requirements � Proof of a passing score on the California Basic Education Skills Test (CBEST) or any CTC

approved basic skills tests is required for admission to all credential programs or a valid California Credential that required passage of basic skills to receive the credential.

� Candidates must submit a resume and a letter of intent � Two letters of recommendation from individuals who are familiar with the applicant’s

academic/professional ability to undertake graduate studies. � If the candidate is not currently employed in a position requiring a “basic” CTC credential,

he/she must submit a letter identifying the school and principal under whom field work assignments will be completed.

Content Courses (30 Credits) Credits

� EDAD 601 Introduction to Vision, Leadership and Change � EDAD 602 Applied Educational Research & Data Analysis

3 credits 3 credits

� EDAD 604 Community Perspectives, Collaboration & School Culture � EDAD 606 Change & Continuous Improvement � EDAD 608 School Law, School wide Discipline & Safety � EDAD 610 Innovations in Instructional Leadership � EDAD 612 Working with Diverse Populations � EDAD 614 Aligning Resources & Systems for School Improvement � EDAD 616 Professional Growth and Learning � EDAD 620 Educational Leadership & Administration Capstone

3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits

Leadership Seminars (3 Credits) Credits

� EDAD 695 Educational Leadership Seminar I � EDAD 696 Educational Leadership Seminar II

1 credit 1 credit

� EDAD 697 Educational Leadership Seminar III 1 credit INTERNS ONLY-‐ Internship Seminar Credits

� EDAD 698 Educational Leadership Internship Seminar* 1 credit

Program Completion

� A minimum of five years of verified full time employment under a prerequisite CTC credential at the time of University recommendation for the credential

� Exit Interview � Demonstration of Mastery Leadership Portfolio completed in EDAD 620

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After Completing all Program Requirements: Complete the Credential Recommendation Form on the SOE Services MyBrandman site and once approved submit the credential fee to the CTC for the credential.

Appendix D Exit Interview/Portfolio Presentation

Master of Arts in Educational Leadership & Administration

with Preliminary Administrative Services Credential Candidates

Student’s Name ____________________________________________________ Date ________

Interview Questions:

1. Tell us briefly about yourself and why you feel are ready for a leadership position in education. What are your plans as you move forward in the next 5 years?

2. How has your experience in the program changed you both personally and professionally?

3. Ask at least one question for each of the Program Learning Outcomes (PLOs) (see attached list of possible questions).

A. Program Learning Outcome: Visionary Leadership

Circle Question(s) Asked (1, 2)

B. Program Learning Outcome: School Improvement Leadership

Circle Question(s) Asked (3, 4 )

. C. Program Learning Outcome: Community Leadership

Circle Question(s) Asked (5, 6 )

D. Program Learning Outcome: Instructional Leadership


E. Program Learning Outcome: Organizational & Systems Leadership


F. Program Learning Outcome: Professional Learning & Growth Leadership

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Exit Interview Questions Related to the PLOs

Ask one question for each PLO:

Visionary Leadership-‐ Collaboratively develop, implement and evaluate an actionable and sustainable vision of teaching and learning that is responsive to the changing context of a given school and local education agency.

1. Discuss how you have grown as a leader through participation in the program. How

would you describe your leadership style? What are your strengths and areas for growth?

2. How would you bring your staff and school community together in order to develop and implement a shared vision with support from all stakeholders? What are three major challenges in accomplishing this?

School Improvement Leadership-‐Strategically design continuous improvement plans based on analysis of program assessment data.

3. What strategies do you believe are most effective in helping to develop a culture of

learning in which high expectations are the norm for all students, staff, and the school community?

4. Describe how you approach developing a School Growth Plan through collaboration, distributed leadership and shared responsibility among stakeholders. What are three barriers leaders may encounter when implementing the plan?

Community Leadership-‐Advocate for the school and communicate its successes, needs, and challenges with a broad range of audiences through a variety of media to achieve the school’s vision and goals.

5. How you would gain meaningful community involvement from typically

underrepresented stakeholders in your school? Describe one specific strategy/activity you have implemented to achieve this?

6. How would you create collaboration between the school and community agencies to secure more services and support for your students?

Instructional Leadership-‐ Evaluate classroom instruction using research-‐based instructional and assessment practices to provide focused, constructive coaching and feedback.

7. What do you see as the role of coaching and feedback to improve classroom

instruction? What qualities/skills are most crucial in serving as an effective coach? 8. Describe the elements of an effective classroom evaluation system? How will you

communicate expectations?

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Organizational and Systems Leadership-‐ Integrate organizational values, structures, processes, and policies in solving problems and making decisions that productively impact the school’s ability to achieve its vision and goals.

9. What structures, processes and policies would you put in place to support the

achievement of the schools’ vision and goals? Describe a “system” that is often missing you would put in place?

10. Describe how you approach problem solving and decision making. Give two examples that clearly illustrate how you approach both.

Professional Learning and Growth Leadership-‐Create, implement, and evaluate a professional growth plan to build individual and collective capacity for leadership.

11. How do you plan to model reflective practice and continuous professional growth?

What are your plans in this area for the next 5 years? 12. Give an example of a decision you have made or action you have taken that

demonstrates professional ethics, integrity, justice and/or fairness.

master of arts in educational leadership & administration with preliminary administrative...

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