Leadership Innovation
In collaboration with University of California, Irvine (UCI)

Spring 2010

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.

Brazil for School Leaders’ is an independent international leadership development program.  The professional program was designed in collaboration with University of California, Irvine’s FastTrack Tier II Program, and will support candidates completing California's Tier II requirements.  In addition, the program will fulfill requirements for a Certificate in International Leadership from Leadership Innovation.  The ‘Brazil Program for School Leaders' is the exclusive offering of Leadership Innovation.  Dr. Orozco will serve as senior director of the International Leadership Certificate Program in Brazil, and as an independent consultant and advisor to participants completing the Tier II program requirements.

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 Brazil schools, organizations, and with the U.S. Consul General's office, candidates will complete activities leading to a Certificate in International Leadership.  Administrators will also establish professional networks with Brazil leaders to encourage future partnership activities to California (and other U.S.) schools.


The Brazil Program has been designed to endorse and support the University of California, Irvine's Tier II program. UCI is a fully-accredited, 'fast track,' independent study program under the direction of Dr. Dennis Evans.  Dr. Evans and Dr. Orozco have collaborated to bring candidates this unique international leadership experience combined with UCI's independent-study Tier II program.   Tier II enrollment is through UCI's University Extension. For the 'Tier II in Brazil', Dr. Orozco 'internationalizes'  the Tier II experience/process, and serves as advisor and consultant to each candidate regarding the completion of independent-study course assignments. Candidates fulfill course/licensure requirements through leadership activities in Brazil, aligned to UCI's independent study program.

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.

The ‘Brazil for School Leaders’ Program consists of two components: The International Leadership Program operated by Leadership Innovation, & UCI’s Independent Study Tier II program.  Registration & fee payments are separate for each component. 

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 # 492-478579-8.  Be sure to get a receipt.

·         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 MARCH 2010.
          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
Brazil program, you will be working directly with me.  (Dr. Evans and I are collaborating- and he has been notified of your participation in the program.)  I will be providing you with all syllabi, readings, directions, assignments, and all activities for Tier II.

·         Congratulations!  You are done with UCI Tier II course registration!   :)

___ VISA REQUIREMENT       APPLY EARLY but after Jan. 1, 2010

All American citizens are required to secure a Brazilian tourist visa prior to travel into Brazil Visas can be secured from the Brazilian Consulate nearest your home.  The Brazilian Consulate of Los Angeles serves southern Calif. , while the Brazilian Consulate in San Francisco serves northern Calif.   Price is $130, and is in reciprocity for the US requiring a visa of Brazilian citizens.  Brazilian visas are good for five years.  Candidates are encouraged to secure their visas early- however watch the timing requirement.  You must enter Brazil within a fixed amount of time after the visa is issued, so timing is important.  Note: Airlines will not let you board an airplane bound for Brazil without a Brazilian visa.

Consulate General of Brazil in Los Angeles     http://www.brazilian-consulate.org/

Consulate General of Brazil in San Francisco     http://www.brazilsf.org/


Apply for your Brazilian Tourist visa AFTER January 1, 2010...   But don’t delay after that date.

Visa holders must enter Brazil within 90 (ninety) days of the date the visa was issued. It is the applicant’s responsibility to make travel arrangements accordingly.  Once expired, the 90-day period may not be renewed and if the foreigner has not yet entered Brazil , a new visa and payment of all fees are required.  Apply for a visa as a TOURIST.. pure and simple.. Not business, education, etc.  'if' you put anything else it can slow the process, require a personal interview, or/and require that you submit other documents.. since the program is NOT run from an agency or school IN BRAZIL , it is not considered 'education nor business' by the brazilians.. if it were, they would require the Brazilian agency to provide letters of support before they would issue you a visa...   For simplicity, 'tourist visa'-- they are issued for 5 years, and you will then be able to return to Brazil in the future.     :) 



Candidates will complete an Activities Waiver form containing medical, health, and emergency information and contacts.  Candidates assume full responsibility for participating in the international program.



Candidates are required to purchase travel and health insurance for the program.  Refer to Activities Waiver form.



IPANEMA:  Our main meeting place will be in Ipanema, near the Praca (park) General Osorio. Ipanema is a suburb of Rio- about 40 minutes from the international airport. Candidates are free to make their own hotel or apartment reservations.  However, please make every effort to stay IN Ipanema.  The US Consulate requires their American staff to LIVE in Ipanema (or Leblon)- these areas are considered the safest areas in Rio.  And there is good reason to heed their example- so please find hotel or apartment space IN IPANEMA.  See the map at this link to help you:     http://www.ipanema.com/citytour/map.htm     PLEASE feel free to call me to assist.   I will be happy to advise you on options, locations, etc.  And please consider sharing an apartment with someone else on the team.  Last year several candidates shared apartments, saved money, socialized together, and made some terrific new friends.



There are two terrific web resources to convert U.S. dollars.  One will do straight conversions, but the other is a 'cheatsheet' you can carry in your wallet/purse.    :)

Exchange Rate:   http://www.xe.com/ucc/
                Cheatsheet for your wallet/purse:  http://www.oanda.com/convert/cheatsheet



There are several travel books focused on Rio de Janeiro- most contain terrific maps.  Consider purchasing one before your trip- you’ll be glad you did.  [Note- guides to Rio are expensive once you arrive IN Rio- so buy before traveling.]  Some titles include:

                [My Favorite]  Top 10 Rio de Janeiro - published by Eyewitness Travel  (excellent maps)

Rio de Janeiro- published by Moon

Rio de Janeior City Guide - published by Lonely Planet

Rio for Partiers - published by SolCat  (actually a pretty good little guide, if you can disregard the title)


• 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.


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. 



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 Rio hotel/apt. address of one or two colleagues for this purpose.


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 Brazil.  There will be a collaborative review of the candidate's performance by colleagues in the international program, and the program director.

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. Brazil Program Summary & Signature Form



In Brazil


2. Candidate Photo with Candidate Biography Paragraph





3. Copy of Candidate's Preliminary Administrative Credential





4. Video/Photo View of Worksite and Job





5. Statement of Professional & Career Goals





6. Structure of Mentoring/Support Component





7. Name/Bio/Pic of Administrator in District Serving as Rep.





8. Self Assessment +Kiersey Test





9. Self Assessment +CAPSELs





10. Self Assessment + Leadership & Technology





11. Self Assessment  +Global Leadership Inventory





12. Assessment +By Other Administrators





13. Brazil Leader Interview (& job shadowing/pic, if possible)



In Brazil


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





17. PowerPoint Presentation on Topic of Expertise





18. Write/Submit Article for Publication on Brazil Experience



In Brazil


19. Summary of Mentoring



In Brazil


20. Proposal/Plan for Professional Development



In Brazil


21. Final Report +CAPSEL’s





22. Evaluation by District Rep. on letterhead based on CAPSELs





23. Reflection Essay – Leadership & International Experience



In Brazil


For NON-Tier II Candidates  +Special International Project
        [manuscript, research paper, program evaluation, etc.]





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. Brazil Program Summary & Signature Form
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:


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
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 California State University, Fullerton. Her experience includes 23 years in educational leadership including both public and private educational settings, district and county offices of education, and higher education administration.  Major research and publication endeavors include technology in education and administration, educating diverse populations, as well as effective interagency collaboration.  She continues to conduct research internationally including Brazil, Thailand and Vietnam.  She is an avid surfer and runner.

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.

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 Brazil trip]

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:


Name of Mentor: Dr. Linda Orozco

Title:  Professor in Educational Leadership at California State University, Fullerton, & Director of Leadership Innovation

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 Brazil trip]

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.


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. Brazil Leader Interview (& job shadow & picture, if possible)
Each candidate is to seek out, identify and interview a Brazil leader based on interview questions developed by the team.  When possible, candidates are encouraged to job-shadow the Brazil leader for a minimum of 30 minutes. Candidates will summarize their interview and include the name, title, organization, and time/date of the interview. Candidates are strongly encouraged to include a picture of the Brazil leader, when possible, in their 1-2 page report (single-spaced).

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 Brazil) copies of their district's most recent job description (flyer/announcement) for the principalship AND a copy of the form or document the district uses for the evaluation of principals.  Obtain both of these documents from your district personnel office or another source.

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 Thailand:  


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 Calif. or U.S. program you are following ISN'T of particular interest to them... It would be like Brazilians telling you about Brazil laws and how they enforce it. YOU wouldn't care much about that-- unless you can see how it applies to you.   So-- write your abstract to 'attract' Brazilian’s to your presentation.  Make it something that they might really, really like to know more about-- and has potential for them.   

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. Submit for Publication on article on the Brazil Experience to Newspaper or Journal
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 Brazil and US; human interest article about Brazil or Rio (it people, customs, or ?), reflections on leadership in a foreign country, insights in global education, etc.  Candidates are invited to be creative in their articles, write about something that interests you…..   Publication should be to newspapers or journals (professional or personal) that you use/read regularly, and with which you are familiar.  Candidates are to bring name of journal/newspaper and ‘publication submission guidelines’ to Brazil.  Once IN Brazil, candidates will provide an outline of their article, draft version, and final version for publication.

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:


Name of Mentor:

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.

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 Brazil program, one page single spaced.


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 Brazil program will all be evaluated.  Upon completion of the program, all documents for the Tier II credential are to be submitted to Dr. Evans, UCI Tier II Director.  Dr. Evans will review candidate work and issue grades for EDUC XI398A-Induction and EDUC XI398B-Final Evaluation.  UCI requires a grade of B or better to pass the Tier II program.


·        Class Location: Ipanema, Rio de Janiero , Brazil

  • Classes will begin promptly on Friday, March 26th at 3pm.  [Most flights leave the US the day before & arrive before noon the next day.  This means you will need to leave California on Thursday, March 25 in order to arrive on time.  Our first class will be held from 3-9pm on Friday evening.]

·        Class will end on Easter Sunday, April 4th at 2pm.   [Again, most US-bound flights leave Rio from 5-11pm.  Sufficient time for you to leave same day, if necessary.  Flights back to US are overnight & arrive the next morning.  This means you could be back ‘on-the-job’ by Monday afternoon.  Better yet, stay an extra day-- then packing, hotel check-out, etc. won't be a problem for you to enjoy your last day.]

·        Detailed schedule of activities in Brazil will be provided to candidates by Dr. Orozco prior to arrival in Brazil.

·        Candidates must be officially registered for the program & meet all prerequisites by the first class.



Simple Summary: Brazil- Education
An overview of education in Brazil.  Written by the United Nations.

Comprehensive Review of Education in Brazil  (2002)

Written by the WorldBank.
Click here for article

Educational System of Brazil (1990)

Fonseca, M. A. & Sianou, M. (ed.) (1990).  Education system of Brazil: An update of current reforms. World
Education News & Reviews,
Fall, 1990, 8-12.

The Challenges of Education in Brazil (2003)

Schwartzman, S. (2003).  University of Oxford Centre for Brazilian Studies, Working Paper Series, Working Paper
CBS 38

Globalization, Poverty, and Social Inequity in Brazil  (2003)

Schwartzman, S. (2003).  Text prepared for the project “Globalization and Inequality,” Woodrow Wilson Center,

Racial Classification & Income Inequality in Brazil  (2008)

Telles, E. E. & Lim, N.  (2008).  Does it matter the race question? Racial classification and income inequality in Brazil.  
Demography, (35)4, 465-74.
Click here for article

Challenges of Education in Brazil   [2004, book]

Brock, C. & Schwartzman, S. (eds).  (2004), The Challenges of Education in Brazil (Oxford Studies in
Comparative Education),
Symposium Books: United Kingdom (UK).  Available for about $24 from
http://amazon.co.uk   [note, the cost is twice as much at US-based online stores???]

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 Brussels, Belgium, September 6-9, 1992.


Flanary, R. A., & Terehoff, I. I.  (2000).  The power of leadership in a global environment, National Association of Secondary School Principals Bulletin, 84(617), 44-50.  


Friedman, T. L  (2006).  The World is Flat.  New York: Farrar, Straus and Giroux.


Friere, P. (2000).  Pedegogy of Freedom: Ethics, Democracy and Civic Courage.  Lanham, Maryland: Rowman & Littlefield Publishers.


Goldsmith, M., Bennis, W., O’Neil, J., & Greenberg, C. (2003).  Global Leadership: The Next Generation. Upper Saddle River, NJ: Pearson Education.


Ma, Y.  (2004). Identifying characteristics of some faculty-centered international activities in universities with a particular focus on organization and infrastructure.  Masters Thesis: California State University, Los Angeles.


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. 


U.S. Department of Education (USDOE) (2007).  International education programs service. Washington D.C. Retrieved April 30, 2007 at http://www.ed.gov/about/offices/list/ope/iegps/fulbright-hays.html


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.




Online at: http://www.wested.org/online_pubs/cpsel_standards.pdf    




At Conclusion of the Brazil Program, candidates for the Tier II credential are to submit the following documents to Dr. Evans at UCI:



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



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:

  1. Call for an appointment with a credential counselor at UCI. The counselor will need the following documents in order to prepare the credential recommendation:

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


Updated 01/12/10