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


Certificate in International Leadership &
Tier II Professional Administrative Services Credential

Linda C. Orozco, Ph. D.
Founder & President, Leadership Innovation
Email: Lorozco14@yahoo.com
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.

Thailand 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 ‘Thailand 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-country, 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 Chiang Mai during their nine days in the region.  Working in 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 Thai leaders to encourage future partnership activities to California (and other U.S.) schools.

Chiang Mai is the 2nd largest city in Thailand.  Considered the country's northern capitol, Chiang Mai is commonly referred to as the 'rose of the north'.  The local geography contains some of the most picturesque scenery in all of Thailand, and includes fascinating 'hilltribes’- indigenous lifestyles which have been preserved for centuries. Chiang Mai traces its history over 700 years, and includes a crumbling fortress wall and delightful moat surrounding the old city.  Chiang Mai's population is over 160,000.  Chiang Mai University enrolls over 22,000 students in 85 undergraduate and 122 graduate programs.
      Thailand Key Information:
       Map of Chiang Mai: Chiang Mai Map


The International 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-countryl', 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-country, 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 International 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 JULY 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
international 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       None for Thailand


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.



For our program, we reserve an entire floor of a wonderful ‘moat-front’ hotel in Chiang Mai.  Price is less than $45 per night (depending on the exchange rate of the dollar upon arrival in Thailand).  The hotel includes a full all-you can-eat breakfast (American or Thai), swimming pool, exercise room, and in-room refrigerator.  It is an excellent hotel, and has been extremely popular with all alumni over the years.  Email Amporn to reserve your room, and no payment needed until after you arrive! 

Amporn Suwanpratet:  amporn.dawn@gmail.com



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 Thailand or Brazil- most contain terrific maps.  Consider purchasing one before your trip- you’ll be glad you did.  [Note- guides in-country are expensive once you arrive- so buy in the US.]

• 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 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-country.  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 International Program.  The Portfolio will include:


Internat’l Leaders

Tier II

Suggested Timeline

Check List

1.        Program Summary & Signature Form (this form)



In Thailand


2.        Candidate Photo with Candidate Biography Paragraph





3.        Copy of Candidate's Preliminary Administrative Credential





4.        Video/Photo View of Worksite and Job





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





6.        Self Assessment +Keirsey Test





7.        Self Assessment +CAPSELs





8.        Self Assessment + Leadership & Technology





9.        Self Assessment  +Global Leadership Inventory





10.     Self Assessment  +Leadership Attributes





11.     Life Balance Assessment





12.     Assessment +By Other Administrators





13.     Statement of Professional & Career Goals





14.     Structure of Mentoring/Support Component





15.     In-Country Leader Interview (& job shadowing/pic,)



In Thailand


16.     Analysis of ‘Principal’ Job w/ CAPSEL, CCTC & NPBEA





17.     Copies of District Job Description for the ‘principal’ position.





18.     Candidate Professional Strengths & Areas of Needed Growth





19.     PowerPoint Presentation  [6 slides per page]





20.     Write/Submit Article for Publication on Intern’l Experience



In Thailand


21.     Summary of Mentoring





22.     Proposal/Plan for Professional Development





23.     Final Report +CAPSEL’s





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



In Thailand


25.     Reflection Essay - Leadership & International Experience



In Thailand


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. Program Summary & Signature Form
This one page form is a checklist for candidates 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.  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 & President, 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 Credentialing (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.  Be sure to include worksite statistics (# students, # employees, demographics, size, description of worksite/school/district, etc.).  Length - 2 minutes.

5. 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.

6. Self Assessment +Keirsey Test
Each candidate will take the Keirsey 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   

7. Self Assessment +CAPSELs
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.

8. 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.

9. 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.


10. Self Assessment +Leadership Attributes
Candidates will complete a self-assessment based on Leadership Attributes adapted by Dr. Orozco for educational leaders from Roberts Leadership Attributes.  Candidates are to use the form provided by Dr. Orozco.


11. Life Balance Assessment
Candidates will complete a assessment based Personal-Professional Life Balance.  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. Statement of Professional & Career Goals 
After personal reflection on your work, leadership experience, and academic preparation, candidates are to write a Statement of Professional & Career Goals.  Use and make reference to information/insights you gained from ALL of the assessments assignments above (#6-12).  Use sub-headings to organize your writing.  This document should be at least one FULL single-spaced page.  This may be one or two pages long.  Single spaced to conserve paper.  ADD a signature line at bottom of document for your District Rep’s signature. [To be signed by your district rep AFTER the international trip] 

14. Structure of Mentoring/Support Component  [7-mentor minimum]
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.


NOW LIST SIX MORE, please put ‘Orozco’ last.

ADD a signature line at bottom of document for your District Rep’s signature. [To be signed by your district rep AFTER the international trip] 

15. In-Country Leader Interview (& job shadow & picture, if possible)
Each candidate is to seek out, identify and interview a leader based on interview questions developed by the team.  When possible, candidates are encouraged to job-shadow the 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 leader, when possible, in their one-page report (single-spaced).

16. Analyze, Compare & Contrast YOUR District Expectations for 'Principal' with CCTC, NPBEA & CAPSELs    [candidates are strongly encouraged to use the template provided by Dr. Orozco]
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?


17. Copies of District Job Description/Announcement & Evaluation Documents for the ‘principal’ position.
Each candidate is to obtain and bring copies of their district's most recent job description (flyer/announcement) for the principalship [AND, if your district has a FORMAL FORM, include a copy of the evaluation form used to evaluate principals].  Obtain both of these documents from your district personnel office or another source.

18. 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. Also, use and make reference to information/insights you gained from ALL of the assessments assignments above (#6-12).  Use sub-headings to organize your writing.  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 majority of the audience is not American.  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/Thais telling you about their 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' them 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 by an audience that will have a choice of different ‘breakout sessions’.  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 International Experience to Newspaper or Journal
Candidates will write an article for publication featuring an aspect of the International Leadership Experience.  Areas may include their participation in the program for local city newspaper, a comparison of schools in Brazil/Thailand and US; human interest article (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’.  Once in-country, candidates will provide an outline of their article, draft version, and final version for publication.  For example, use the following format for your document.


Your Name:

Title of Article:

Name of Journal for Publication:

Summary of Publication requirements:

Outline of Article by sub-headings:

Draft of Actual Article:


19. Summary of Mentoring  [10-mentor minimum]
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.  Use and make reference to information/insights you gained from ALL of the assessments assignments above (#6-12) AND Principal Job Analysis (#16), as well as your International program experience, if applicable.  Use sub-headings to organize your writing.  At least one FULL single-spaced page.

21. Final Report +Based on CAPSELs  [candidates are strongly encouraged to use the template provided by Dr. Orozco]
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 (#5) 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 International 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 international 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: Chiang Mai, Thailand
  • Classes will begin promptly on MONDAY, JULY 19th at 8am.  [Most flights leave the US TWO days before- as you lose a day traveling.] 
  • Class will end on THURSDAY, JULY 29TH at 2pm.
  • Detailed schedule of activities in-country will be provided to candidates by Dr. Orozco prior to arrival.
  • Candidates must be officially registered for the program & meet all prerequisites by the first class.



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.





At Conclusion of the Program, candidates for the Tier II credential are to submit the following documents to Dr. Evans at UCI.  Use this format to create a ‘Table of Contents’ for your Portfolio.  [note- don’t use the # on each document or in the Table of Contents, as this was just for clarity during our international program]




2. Candidate Photo with Candidate Biography (not required by UCI but enhances your file)

3. Copy of Tier I Credential

4. VideoView (not required by UCI but enhances your file)

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


6. Self Assessment +Kiersey Test

7. Self Assessment +CAPSELs  (not required by UCI but enhances your file)

8. Self Assessment + Leadership & Technology (not required by UCI but enhances your file)

9. Self Assessment + Global Leadership (not required by UCI but enhances your file)

10. Self Assessment + Leadership Attributes (not required by UCI but enhances your file)

12. Assessment +By Other Administrators (not required by UCI but enhances your file)


13. Statement of Professional & Career Goals

14. Structure of Mentoring/Support Component


16. Analysis of Dist. ‘Principal’ Job w/ CAPSEL, CCTC & NPBEA

17. Copies of District Job Description/Announcement & Evaluation Documents for the ‘principal’ position.

18. Candidate Professional Strengths & Areas of Needed Growth




21. Summary of Mentoring

22. Proposal/Plan for Professional Development


23. Final Report +CAPSEL’s

24. 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 05/04/10