Leadership
Innovation
April 2009
Certificate in International Leadership &
Tier II Professional Administrative Services Credential
Linda C. Orozco, Ph. D.
Founder & Director, Leadership Innovation
Email: orozco@leadership-innovation.org
Skypename: lindachristineorozco
Website: http://leadership-innovation.org
This PROGRAM DESCRIPTION is the
central document for coordinating the international program policies and
activities. Review it carefully and discuss questions with Dr. Orozco. Use it
to confirm program expectations and your individual progress.
1.
PROGRAM OVERVIEW:
‘
CERTIFICATE IN INTERNATIONAL LEADERSHIP
(Emphasis: Brazil)
Candidates will participate in a series of authentic assessment
activities including conducting presentations, consultations, coaching, and
observations of educational organizations in Rio de Janiero
during their nine days in the region. Working in
TIER II PROGRAM (UCI)
The Brazil Program has been designed to endorse and support the
The Tier II Program is a comprehensive six-unit program of two courses (ED398A & ED398B) for practicing school administrators holding the Preliminary Administrative Services Credential. It is designed for individuals who have assumed their first administrative role under a Preliminary Administrative Credential (Tier I), and who now need to complete a Professional Administrative Services Credential (Tier II) program.
Description: ED398A-Induction
focuses on the development and structure of a “Professional Leadership Plan”
(PLP) and a self-assessment by the candidate of her/his characteristics,
competencies, and skills as they relate to professional performance. The PLP will be developed by the candidate
and approved by the university instructor of the course and an authorized
district/school administrator of the candidate’s school district (note- this
authorized administrator of the candidate’s district should be a school or
district-level administrator involved in the evaluation and/or professional
development of the district’s administrative personnel.)
Description: ED398B-Final
Evaluation focuses on a ‘capstone’ assessment/evaluation of the candidate’s
administrative skills and competencies.
This evaluation of the candidate will be based on competencies and
standards as contained in the California Professional Standards for Educational
Leaders and will be jointly done by the candidate, the university program
coordinator, and the authorized representative of the candidate’s district.
Prerequisites: Candidates
have completed at least one year as an administrator under their California
Preliminary Administrative Services Credential following the program. Candidates can provide verification of
passage of CBEST.
2. REGISTRATION, FEES, & VISA:
The ‘
___
REGISTRATION & FEES FOR INTERNATIONAL PROGRAM = $1,100 DUE by JANUARY 2009.
Follow these directions fully register for
the International Program.
·
For
candidates that already paid the $300 deposit fee – there is still a balance
due of $800. New candidates are required
to pay the full $1,100 fee upon acceptance into the program.
·
To
pay, candidates are to make payment directly at any Washington Mutual
Bank. Write check for amount, and
deposit into account for: Leadership Innovations – Account # 342839-4550. Be sure to get a receipt & receipt
number.
·
Email
Dr. Orozco to alert her that your payment has been made, and give her date of
payment and receipt #.
·
Congratulations! You are now done with international program
registration.
___
REGISTRATION & FEES FOR TIER II with UCI = $600 DUE BY APRIL 2009
Follow these directions to register with UCI for the Tier II
courses.
·
Call
UCI Extension Program at 949-824-5414. Register LIVE via telephone with a
representative (not online).
·
Request
TWO courses (for winter or spring session):
EDUC XI 398A - Induction --
fee $300 [note, fees may be slightly
higher, if Regents approve an increase]
EDUC XI 398B - Final Eval-- fee $300
·
Pay
total fees with a credit card. (note- I
called twice, & staff sometimes get confused. Be patient, YOU may
need to direct them. Two different courses, total of $600.)
·
Staff
may tell you to contact the instructor, Dr. Evans, at UCI for further
directions. Since you are part of our
·
Congratulations! You are done with UCI Tier II course
registration! :)
___ VISA REQUIREMENT
All American citizens are required to hold a Brazilian tourist visa prior
to travel into
Consulate General of
Consulate General
of
3. REQUIRED TEXT, RESOURCES & TECHNOLOGY:
• Professor Orozco's Website: http://leadership-innovation.org
• California Professional Standards for Educational Leaders http://www.wested.org/online_pubs/cpsel_standards.pdf
• Selected excerpts from the National Policy Board for Educational
Administration (NPBEA) document, Principals
For Our Changing Schools. click here
• Operational email address for class communications and activities. Always send yourself a copy of any emails
you send, and save copies until the end of the program.
• Access to the World Wide Web for active participation in forums,
web-conferencing, web-based lectures, online resources, and instructional
activities.
• Skype - All candidates will utilize Skype during the course.
Candidates will download free Skype
software. Skype
provides free audio communication via the internet to anywhere in the
world. In order to use, candidates will
need Skype, a microphone on their computer (built-in
or plug in) and internet access. Skype provides for audio access to instructor and peers in
the class.
• Other print and online readings as assigned.
4. PROGRAM REQUIREMENTS:
PROGRAM
PARTICIPATION
Every candidate in the program has the responsibility for its overall quality
and enhances the breadth of perspectives developed by every other candidate. To
fulfill your part, you must be present and participate fully. There will
be seminar activities, field activities, email assignments, in-class
collaborative assignments, and discussions of the topics, readings &
program elements.
PARTICIPATION RUBRIC
Outstanding Contributor: Contributions
reflect thorough preparation. Ideas
offered are usually substantive; provide one or more major insights, as well
as, direction for the class. Arguments,
when offered, are well substantiated and persuasively presented. If this person were not a member of the
class, the quality of the discussions would be diminished significantly.
Good Contributor: Contributions
reflect thorough preparation.
Ideas offered are usually substantive; provide good insights and
sometimes direction for the class discussion.
Arguments, when presented, are, generally, well substantiated and are
often persuasive. If this person were
not a member of the class, the quality of the discussion would be diminished
considerably.
Adequate Contributor: Contributions
reflect satisfactory preparation. Ideas
offered are sometimes substantive, provide generally useful insights, but
seldom offer a major new direction for the discussion. Arguments are sometimes presented, and are
fairly well substantiated and sometimes persuasive. If this person were not a member of the
class, the quality of the discussions would be diminished somewhat.
Non-participant: This person
has said little or nothing. Hence, there
is no adequate basis for evaluation. If
this person were not a member of the class, the quality of the discussions
would not be changed.
Unsatisfactory Contributor: Contribution
reflects inadequate or non-existent preparation. Ideas offered are seldom substantive; provide
few, if any, insights; and rarely provide a constructive direction for the
class discussion. Integrative comments
and effective arguments are completely absent.
Contributions are, at best, “time fillers” efforts to make isolated,
obvious, or confusing points. If this
person were not a member of the class, valuable class time would be saved.
Missed Live Classes or Late Arrival/Early Departure: Missing one or more live classes and/or arriving
late & leaving early will affect your participation. Excessive absences (two or more) will yield a
grade of ‘Fail’ for the International Program.
In case of prolonged illness or unforeseen obligations, candidates are
to consult with Dr. Orozco. If you miss
any part of a session, it is YOUR responsibility to make arrangements with a
colleague for missed instruction, assignments, handouts and future
expectations. Please note the name,
email address and
_______________________________________________________________________
_______________________________________________________________________
ASSESSMENT PORTFOLIO
Each candidate will demonstrate mastery of educational leadership performance
standards and international leadership activities by preparing a professional
portfolio featuring evidence and documentation.
In addition, candidates will demonstrate a consistent, professional
collaborative ability to discuss their own professional performance with peers
in the course and the program director.
Managed by the candidate, and supervised by the program director, this
assessment will be richly informed by data collected from worksite,
administrator- peers in the district, peers in the program, and on-the-ground
in
Required Portfolio Elements
There are a series of documents which
comprise the Program Assessment Portfolio. The required activities and related
documents are listed below. All materials must be typed. Candidates must
submit a complete Assessment Portfolio, including peer signatures, by the last
day of the Brazil Program. The Portfolio
will include:
|
Internat’l
Leaders |
Tier II |
Suggested Timeline |
Check List |
1. |
X |
|
In |
|
2. Candidate Photo with Candidate Biography
Paragraph |
X |
* |
Dec-Mar |
|
3. Copy of Candidate's Preliminary
Administrative Credential |
|
X |
Dec-Mar |
|
4. Video/Photo View of Worksite and Job |
X |
* |
Dec-Mar |
|
5. Statement of Professional & Career
Goals |
|
X |
Dec-Mar |
|
6. Structure of Mentoring/Support Component |
|
X |
Dec-Mar |
|
7. Name/Bio/Pic
of Administrator in District Serving as Rep. |
|
X |
Dec-Mar |
|
8. Self Assessment +Kiersey
Test |
|
X |
Dec-Mar |
|
9. Self Assessment +CAPSELs |
X |
* |
Dec-Mar |
|
10. Self Assessment + Leadership &
Technology |
X |
* |
Dec-Mar |
|
11. Self Assessment +Global Leadership Inventory |
X |
* |
Dec-Mar |
|
12. Assessment +By Other Administrators |
X |
* |
Dec-Mar |
|
13. Brazil Leader Interview (& job
shadowing/pic, if possible) |
X |
|
In |
|
14. Analysis of Dist. ‘Principal’ Job w/
CAPSEL, CCTC & NPBEA |
|
X |
Dec-Apr |
|
15. Copies of District Job
Description/Announcement & Evaluation Documents for the ‘principal’
position. |
|
X |
Dec-Mar |
|
16. Candidate Professional Strengths &
Areas of Needed Growth |
|
X |
Dec-Mar |
|
17. PowerPoint Presentation on Topic of
Expertise |
X |
|
Dec-Mar |
|
18. Write/Submit Article for Publication on
|
X |
|
In |
|
19. Summary of Mentoring |
|
X |
In |
|
20. Proposal/Plan for Professional
Development |
|
X |
In |
|
21. Final Report +CAPSEL’s
|
|
X |
Feb-April |
|
22. Evaluation by District Rep. on
letterhead based on CAPSELs |
|
X |
April |
|
23. Reflection Essay – Leadership &
International Experience |
X |
|
In |
|
For
NON-Tier II Candidates +Special
International Project |
|
|
|
|
UCI +Conference with Univ. & District
Rep |
|
As
needed |
|
|
* Not required by UCI, however inclusion
compliments/strengthens your Tier II materials
Portfolio Elements- In Detail
Use these details to inform your work
on each of the elements of the professional portfolio.
1.
This one page form is a
checklist for the candidate to use to determine if all requirements have been
completed. In addition it serves at the signature form for the candidate,
a colleague, and program director.
Candidates are to use the form provided by Dr. Orozco.
2. Candidate Photo with Candidate Biography Paragraph
Candidates will create one page featuring their picture and biography
paragraph (single-spaced).
Candidate Biography Paragraph - Write a biography paragraph about
yourself. These will be posted as part of our website exactly as YOU
write it. Also include a picture with your bio. It should be typed
and perfect (free of errors). Follow the example below- and more
examples are online at:
http://leadership-innovation.org/alumni2009BR.html
Format to Follow:
[line 1] Name, email address
[line 2] Job Title, Organization/District
[paragraph] (125 words maximum- USE word count for this paragraph only):
Brief highlights of formal education, professional experience &
interest, and something fun &/or personal
---
[example]
Linda Orozco, Ph.D. Orozco@leadership-innovation.org
Founder & Director, Leadership Innovation
Dr. Orozco received her Ph.D. in educational administration from the University
of Minnesota; her M.A. from Calif. State University, Long Beach; and her B.A.
from Whittier College. She is Director of the Professional Administration
Credential Program and Professor of Educational Leadership at
3. Copy of Candidate's Preliminary Administrative Credential
Copy
your Tier I Credential (Tier II candidates only). You may use a copy of
the credential you received from the California Commission on Teacher Credentialling (CCTC) or printed from the CCTC website: http://www.ctc.ca.gov
4. Video/Photo View of Worksite and Job
Using
video or digital photography, each candidate is to feature a tour of
school/district worksite and summarize the candidate's specific
position/responsibilities. Must include worksite statistics (# students,
# employees, demographics, size, description of worksite/school/district,
etc.). Length - 2 minutes. A
sample video is online for your review at: http://leadership-innovation.org/videoview.html (be patient for video to load, it is a large
file)
5. Statement of Professional & Career Goals
After personal reflection on their work, leadership
experience, and academic preparation, candidates are to write a Statement of
Professional & Career Goals. This may be one or two pages long.
Single spaced to conserve paper. [To be approved/signed-off by your
district rep before or after the
6. Structure of Mentoring/Support Component
Candidates are to
identify and list individuals that have or are serving in a mentoring capacity
to the candidate. The mentoring may be formal or informal, directed by
the district/school, or initiated by the candidate for their professional
growth. This requirement will include identification of mentors/support
providers at the university and the candidate's district/school. Dr.
Orozco and Leadership Innovation may also be used as part of this requirement,
as well as others outside of the candidate's district/school worksite. A
proposed schedule of mentoring activities will also be included. To meet
this requirement candidates will:
a. list names and job titles of individuals that have served, are serving or
will serve as mentors to the candidate
b. the nature or general content of the mentoring the candidates has, is or
will receive from each mentor
c. dates/times the mentoring activities have, are or will take place
For example, use the following format for your document:
SAMPLE FORMAT:
Name of
Title: Professor in Educational Leadership at
Nature or General Content of the
Mentoring: Leadership, international
education and leadership, team building, diversity, professional capacity
building, technology in leadership.
Dates/Times of Mentoring: Select dates for conference calls October
2008-March 2008; and full time April 4-12, 2009.
[UCI requires that this document
be approved/signed-off by your district rep before or after the
7. Name/Title of Administrator in District/School to Serve as Representative
Candidates are to identify a school/district administrator who will
represent the candidate's district in approval/evaluative processes related to
the candidate's program for Tier II. This representative should be
familiar with the candidate's work, be an experienced administrator, and be
selected for their positive support of the candidate. The candidate may
select a school or district administrator to serve in this capacity. Candidates
are to write a single page or paragraph to include: the name of the
representative, title, contact information (telephone number & email
address), and then briefly state the reason why the candidate selected this
administrator as their district representative.
A photo of representative is encouraged.
8. Self Assessment +Kiersey Test
Each candidate will take the Kiersey Temperament
Test (or similar personality test), self score the test, and then write a brief
paper (1-2 pages single spaced) summarizing the results of the test especially
with reference to how the candidate's attributes might impact his/her current
leadership role. Candidates may use the exercise available at the
following website to satisfy this requirement.
Use the simple, FREE version: http://www.keirsey.com
9. Self Assessment +CAPSEL’s
Candidates will complete
a self-assessment based on the California Professional Standards for
Educational Leaders. Candidates are to use the form provided by Dr.
Orozco.
10. Self Assessment +Leadership & Technology
Candidates will complete a self-assessment based on the National Education
Technology Standards for School Administrators: NETS-A. Candidates are to
use the form provided by Dr. Orozco.
11. Self Assessment +Global Leadership Inventory
Candidates will complete a self-assessment based on a Global Leadership
Inventory adapted by Dr. Orozco for educational leaders from the book, Global
Leadership: The Next Generation.
Candidates are to use the form provided by Dr. Orozco.
12. Assessment +By other administrators
Data will be collected from candidate-initiated discussions with TWO
administrators familiar with the work of the candidate. Conduct these
discussions with only one administrator at a time- not in a group setting.
Candidates are to take notes on the comments made by each administrator
based on the four areas below. ASK about each area in the form of a
question during each of your meetings. A summary of these conversations
is to be provided by the candidate as part of the Assessment Portfolio.
Candidates are encouraged to conduct these meetings in-person, however
telephone conversations with individuals will also be permitted, when
necessary.
Two Administrators
(Past Supervisor and/or Administrator Peers)
The candidate may select a past administrator that has supervised the work of
the candidate while an administrator OR the candidate may select other licensed
educational leaders with whom you have worked.
Select two administrators familiar with your leadership abilities.
Directions:
Explain to each administrator that you are conducting these conversations as
part of a required assessment of your abilities as an administrator. The
candidate is to summarize the results of ALL of these conversations within four
broad categories. Use these categories as 'questions' during your
meetings. Note- candidates do not need to indicate which individuals said
what. Only a summary of the input collected in each of the four areas is
necessary.
Area One: Current strengths of the Candidate
Area Two: Areas the Candidate Needs further Development/Refinement/Experience
Area Three: Barriers/Hurtles the Candidate Faces
Area Four: Opportunities Available to the Candidate
This is YOUR opportunity to hear about 'yourself' through the eyes
of other administrators. Ask these questions as broadly as possible, and
then LISTEN carefully and take detailed notes about what is said. Encourage
these administrators to share with you honestly and openly. Yes, you may
need a bit of a 'thick skin', however this is your chance to ask some very
insightful questions about you. GO FOR IT!
Form to Use in Reporting: Use the following form to report this information in 1-2
pages, single spaced.
Assessment Data From Other Administrators - Summary
Name of Candidate: ______________________________________________
Discussions Conducted:
1. Administrator [name, title, date]: ________________________________________
2. Administrator [name, title, date]: ________________________________________
+Summary- Area One: Current Strengths of the Candidate:
[summarize what you heard during your discussions- do not identify specific
statements to individual administrators. This is your opportunity to
review what administrators said about you in this category, and summarize it.
What were some common themes? Any surprises? Were some
comments more valuable to you than others. Be specific about what was
said, and HOW you are interpreting it.]
+Summary- Area Two: Areas the Candidate Needs further
Development/Refinement/Experience:
+Summary- Area Three: Barriers/Hurdles the Candidate Faces:
+Summary- Area Four: Opportunities Available to the Candidate:
+Candidate’s Overall Reflections on Data & Future Steps/Actions:
13.
Each candidate is to seek out, identify and interview a
14. Analyze, Compare & Contrast YOUR District Expectations for
'Principal' with CCTC, NPBEA & CAPSELs
Each candidate will review the standards and competencies required of
school administrators and leaders as contained in various statements related to
this topic.
For example, the California Commission for Teacher Credentialing
(CCTC) has established that the curriculum for the Professional Tier of the
Administrative Services Credential program should be built about five (5) basic
themes of administrative practice:
+ Organizational and Cultural Environment
+ Dynamics of Strategic Issues Management
+ Ethical and Reflective Learning
+ Analysis and Development of Public Policy
+ Management of Information Systems and Human and Fiscal Resources
The National Policy Board for
Educational Administration in its document, Principals for Changing Schools,
presented 21 domains of knowledge and skills needed by administrators.
Some of these domains are quite broad, e.g. 'judgement',
while others are more specific, e.g. 'public relations' (to see NPBEA
document- click here)
The California Professional Standards for Educational Leaders (CAPSELs) focus on the various responsibilities of school
administrative leadership and the skills, attitudes, and behaviors needed to
successfully fulfill those responsibilities. (CAPSELs
online at http://www.wested.org/online_pubs/cpsel_standards.pdf
)
The themes of the CCTC, the domains of the NPBEA, and the content of the CAPSELs contain broad conceptual areas, which obviously
subsume discrete administrative/leadership skills and knowledge.
Individual school districts generally have their own conceptions
regarding what specific skills, knowledge, and attitudes they consider to be
important for their administrators. A source for determining what those
might be in a given district would be the criteria used for the selection
and/or the evaluation of the administrators of that district.
After reviewing the information contained in the CCTC themes, the domains of
the NPBEA, and the standards contained in the CAPSELs,
as well as, the administrator selection or evaluation criteria from the
candidate's district, the candidate will complete the following written
assignments:
Briefly compare your district's stated priorities in the
selection/evaluation of school administrators with the curricular themes,
domains, and standards of the CCTC, NPBEA and CAPSEL. For the purpose
of this assignment, the 'principal position' will be used as the reference
point. Copies of a recent school principal job announcement and a copy of
the district's evaluation document for principals will be attached as item #15
below. The purpose of this assignment is three-fold:
You should be
knowledgeable about various constructs of administrative skills and knowledge.
You should perceive the relationship among and between these various
constructs.
You should have a very thorough understanding of what your own district deems
to be important with respect to administrative skills and knowledge.
You may approach this part of the assignment by addressing the
following questions:
? Where does each element in your district's stated selection and
evaluation criteria for administrators fall within the CCTC/NPBEA/CAPSEL
themes/domains/standards?
? Is there any major skill, knowledge or standard area not touched upon by your
district's criteria?
? What are the four or five skills, competencies, and the attributes that your
district states are the most important for administrators?
? Do you agree or disagree with the district's priorities? Why?
? In your judgement, are there other 'unstated'
qualities that are important for administrators in your district to possess?
15. Copies of District Job Description/Announcement & Evaluation
Documents for the ‘principal’ position.
Each candidate is to obtain (and bring to
16. Candidate Professional Strengths & Areas of Needed Growth
Briefly evaluate your strengths and areas of needed growth vis a vis the
administrative/leadership skills and knowledge that your district deems to be
important. For the purpose of this assignment, use the information
you gained from the copies of a recent school principal job announcement and a
copy of the district's evaluation document for principals from item #15. This
evaluation should take the form of a description of two or three areas of
specific administrative responsibility or skills contained in your district's
selection/evaluation documents wherein you feel the greatest sense of
confidence/knowledge/ability and the two or three areas in which you feel the
greatest need to learn or gain more experience. Evidence or examples of
why you listed a particular strength or weakness should be provided.
17. PowerPoint Presentation on Topic of Expertise
Candidates will demonstrate an area of expertise by preparing and
delivering a professional Powerpoint presentation.
The presentation must include 10-25 slides, contain an audience
participation component, and last exactly 30 minutes. Candidates will
provide a presentation title, 50 word abstract by due date. For ideas in
preparing for your Powerpoint presentation, here's
last year's abstracts delivered in
http://leadership-innovation.org/powerpts2007.html
Items to Remember:
The audience is Brazilian. So please take yourself out of your
job/district/location and think as someone 'foreign' might think. What do
they want to learn from you? What can you share with them that will make
THEIR job better, easier, more efficient, etc? Simply highlighting a
program at your school, or some
Make your topic of 'BROAD INTEREST'. The more narrow your topic, the less
likely it will be selected to be featured. Our audiences may be a
cross-section of teachers & administrators. So a narrow focus on high
schools, for example, would be lost if there are elem. principals in the
audience. So, instead you can feature a high school concept/program, but speak
about it from its value across school levels (elem,
middle, high)- And how the concepts of it might be replicated in an elem. or
middle school. Another example, if you were to feature 'autism' (spec.
ed.), the abstract and the presentation should be written for a broad audience
(admin., teachers, parents, even teacher aides), not just autism teachers.
Try to be fun, informal, entertaining and friendly in your presentation.
And remember, many in your audience may speak English as a second
language. So you will need to speak slowly, using common or simple
vocabulary. Your presentation can last
only 30 minutes, no more-- so you won't need as much 'content' as you think-
since you will be needing to speak more slowly.
18. Write/Submit Article for Publication on
Candidates will
write an article for publication featuring an aspect of the Brazil Leadership
Experience. Areas may include their
participation in the program for local city newspaper, a comparison of schools
in
19.
Summary of Mentoring
Candidates will complete
a description/summary of the mentoring/support the candidate received during
the program including the names and positions of the involved mentor(s), the
issues discussed, the insights/ideas gained from the mentoring, a log of the
mentoring activities, and copies of all communications with the mentors.
For example, use the following format for your document:
SAMPLE FORMAT:
Name of
Issues Discussed:
Insights/Ideas Gained:
Log of Mentoring (Dates/Times)
Copies of Communications: [available upon request]
20.
Proposal/Plan for Continuing Professional Development
Candidates
will write a proposal/plan for continuing professional development. This should include a brief review of 1)
areas of needed growth, 2) candidate interest, and 3) future professional
aspirations; and their relationship to future plans for professional
development.
21. Final Report +Based on CAPSELs
Using the CAPSELs (California Professional
Standards for Educational Leaders), the candidate will prepare a written report
detailing the candidate’s experiences, challenges, and successes within each of
the six (6) designated standard areas. A
significant focus of this report should be on a reflective analysis of what the
candidate has learned about his/her leadership competencies and his/her growth
as a leader as well as what role continuing professional development will play vis a vis continued growth. Dr. Orozco will provide template form for
this document.
22. Evaluation by District Representative (#7) on Letterhead Based on CAPSELs
Using the CAPSELs and the standards of the
candidate’s school/district, the candidate’s district representative (#7) will
provide a written assessment of the candidate’s growth as an educational
leader. This evaluation is to be
completed on formal district/school letterhead or stationary. This evaluation will not represent the
district’s summative evaluation of the candidate, but rather will have a more
formative focus in recognition of the developmental nature of administrative
leadership. Given time constraints
confronting school administrators, it is not expected that this will be a
lengthy assessment.
23. Reflection Essay – Leadership & International Experience
Candidate’s reflection of the
GRADING:
Dr. Orozco will review all candidate work for both the Tier II Credential and
the Certificate in International Leadership.
Program requirements (above) AND candidate
communications/actions/dispositions during the
5. COURSE SCHEDULE:
·
Class Location: Ipanema, Rio
· Class Start: Begins promptly at 10am on Saturday, April 4th in Ipanema.
·
Class
End: Ends at 4pm on Sunday, April 12th [Easter Sunday].
Please do not plan to leave
·
Detailed schedule
of activities in
· Candidates must be officially registered for the program & meet all prerequisites by the first class.
6. RESOURCES &
OPTIONAL
Simple Summary:
An
overview of education in
http://www.un.int/brazil/brasil/brazil-education.htm
Comprehensive Review of Education in
Written
by the WorldBank.
Click
here for article
Educational System of
Fonseca,
M. A. & Sianou, M. (ed.) (1990). Education
system of
Education News & Reviews, Fall, 1990, 8-12.
http://www.wes.org/ewenr/wenrarchive/BR_ProfFall90.pdf
The Challenges of Education in
Schwartzman,
S. (2003).
CBS 38
http://www.schwartzman.org.br/simon/pdf/challenges.pdf
Globalization, Poverty, and Social Inequity in
Schwartzman,
S. (2003). Text prepared for the project “Globalization and Inequality,”
Woodrow Wilson Center,
Washington.
http://www.schwartzman.org.br/simon/pdf/globalization.pdf
Racial Classification & Income Inequality
in
Telles, E. E. & Lim, N. (2008).
Does it matter the race question? Racial classification and income
inequality in
Demography, (35)4, 465-74.
Click
here for article
Challenges of Education in
Brock,
C. & Schwartzman, S. (eds). (2004), The
Challenges of Education in
Comparative Education), Symposium Books:
http://amazon.co.uk [note, the cost is twice as much at US-based
online stores???]
OTHER RESOURCES/REFERENCES
Engler, J. M., & Hunt, Jr., J. B. (2004). Preparing our students for work and
citizenship in the global age. Phi Delta
Kappan, 86(3), 197-199.
Fincher,
C. (1992). Cooperative strategies in administration
leadership. Georgia University, Athens
Institute of Higher Education, presented to the Annual European Association for
Institutional Research Forum on Institutional Research, 14th
Flanary,
R. A., & Terehoff,
Friedman,
T. L (2006). The World is Flat.
Friere,
P. (2000). Pedegogy
of Freedom: Ethics, Democracy and Civic Courage.
Goldsmith,
M., Bennis, W., O’Neil, J., & Greenberg, C.
(2003). Global Leadership: The Next Generation.
Ma,
Y. (2004). Identifying characteristics
of some faculty-centered international activities in universities with a
particular focus on organization and infrastructure. Masters Thesis:
National
Geographic http://www.nationalgeographic.com/roper2006/
National Geographic launched a campaign to increase global
learning in school, at home, and in the community. Includes global quiz.
Robertson,
J. M., & Webber, C. F. (2000). Cross-cultural leadership development. International Journal of Leadership in
Education, 3(4), 315-330.
Symonds,
W.C. (2003). Cash cow universities. Business
Week, 17 November, 71-74.
Walker,
A., & Walker, J. (1998). Challenging the boundaries of sameness:
Leadership through valuing difference.
Journal of Educational Administration, 36(1), 8.
World
Savvy
http://worldsavvy.org/
World Savvy's vision for the future is one in which
all members of society are well informed about contemporary international
affairs and act as responsible global citizens.
(CAPSEL’s)
Online at: http://www.wested.org/online_pubs/cpsel_standards.pdf
POST PROGRAM INFORMATION
APPLYING FOR THE CLEAR TIER II CREDENTIAL
At
Conclusion of the
FOR
ED398A- INDUCTION
Introduction:
2.
Candidate Photo with Candidate Biography Paragraph
Professional
Development Plan:
5.
Statement of Professional & Career Goals
6.
Structure of Mentoring/Support Component
7. Name/Bio/Pic of
Administrator in District Serving as Rep.
Candidate
Self-Assessment:
8.
Self Assessment +Kiersey Test
9.
Self Assessment +CAPSELs (not required by UCI but enhances your file)
10.
Self Assessment + Leadership & Technology
(not required by UCI but enhances your file)
12.
Assessment +By Other Administrators (not required by UCI but enhances your
file)
Expectations
of Administrator & Candidate Strengths/Growth:
14.
Analysis of Dist. ‘Principal’ Job w/ CAPSEL, CCTC & NPBEA
15.
Copies of District Job Description/Announcement & Evaluation Documents for
the ‘principal’ position.
16.
Candidate Professional Strengths & Areas of Needed Growth
For
ED398B – FINAL EVALUATION
Final
Report:
19.
Summary of Mentoring
20.
Proposal/Plan for Professional Development
Final
Evaluations:
21.
Final Report +CAPSEL’s
22.
Evaluation by District Rep. on letterhead based on CAPSELs)
++
Conference with Univ. & District Rep – (only if requested by Dr. Evans)
After Dr. Evans has approved your documents and issued grades, you may follow these steps to obtain your Tier II Credential:
o
2
official transcripts reflecting grades for both sections of EDUC XI398
o
Completed
credential application (obtain from credential counselor)
o
Official
verification of employment for 2 years as an administrator
o
Copy
of your CBEST card
o
Copy
of your Preliminary Administrative Services Credential
o
Money
order made out to the "Commission on Teacher Credentialing" for the
current credential fee
Once all required documents are
submitted and the counselor has processed your credential recommendation for
the State, you will receive a letter of verification indicating that you have
been recommended for the Professional Clear Administrative Services Credential.
Important
contact information:
Dennis Evans,
Program Director |
949-824-7608 or
devans@uci.edu |
Sarah Singh,
Credential Counselor (last names A-L) |
949-824-6673 or
sksingh@uci.edu |
Lisa Punelli, Credential Counselor (last names M-Z) |
949-824-4022 or
lpunelli@uci.edu |
UCI Extension
Student Services |
949-824-5414 |
Updated
04/20/09