Summer 2007
Certificate in International Leadership and/or
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 program policies and activities. Review it carefully
and discuss questions with Dr. Orozco. Use it to confirm program expectations
and your individual progress.
PROGRAM:
‘
CERTIFICATE IN INTERNATIONAL LEADERSHIP
(Emphasis: Thailand)
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 two-weeks
in the region. Working in Thai universities, 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 in
TIER II PROGRAM (UCI)
The
Thailand 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 by December 2007. Candidates
can provide verification of passage of CBEST.
REQUIRED TEXT, RESOURCES & TECHNOLOGY:
• Selected excerpts from the National Policy Board for Educational
Administration (NPBEA) document, Principals
For Our Changing Schools. click here
• Professor Orozco's Website: http://leadership-innovation.org
• 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.
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 hotel/room number of one or two colleagues for this purpose.
_______________________________________________________________________
_______________________________________________________________________
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 Thailand 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 Thailand Program. The Portfolio will include:
|
|
Internat’l
Leaders |
Tier II |
To-Do When? |
Check List |
|
1. |
X |
|
|
|
|
2. Candidate Photo with Candidate Biography
Paragraph |
X |
|
now |
|
|
3. Copy of Candidate's Preliminary
Administrative Credential |
|
X |
now |
|
|
4. Video/Photo View of Worksite and Job |
X |
|
NOW |
|
|
5. Statement of Professional & Career
Goals |
X |
X |
now |
|
|
6. Structure of Mentoring/Support Component |
|
X |
now |
|
|
7. Name/Title of Administrator in District
to Serve as Rep. |
|
X |
NOW |
|
|
8. Self Assessment +Keirsey
Test |
|
X |
|
|
|
9. Self Assessment +CAPSELs |
X |
|
|
|
|
10. Self Assessment + Leadership &
Technology |
X |
|
|
|
|
11. Self Assessment +Global Leadership Inventory |
X |
|
|
|
|
12. Assessment +By Other Administrators |
X |
|
NOW |
|
|
13. Thai Leader Interview (& job
shadowing/pic, if possible) |
X |
|
|
|
|
14. Analysis of Dist. ‘Principal’ Job w/
CAPSEL, CCTC & NPBEA |
|
X |
|
|
|
15. Copies of District Job
Description/Announcement & Evaluation Documents for the ‘principal’
position. |
|
X |
NOW |
|
|
16. Candidate Professional Strengths &
Areas of Needed Growth |
|
X |
now |
|
|
17. PowerPoint Presentation on Topic of
Expertise |
X |
|
NOW |
|
|
18. Report on Classroom Visitations &
Lesson Observations |
X |
|
|
|
|
19. Write professional leadership blog on location in Chiang Mai |
X |
|
|
|
|
20. Summary of Mentoring |
|
X |
|
|
|
21. Proposal/Plan for Professional
Development |
|
X |
|
|
|
22. Final Report +CAPSEL’s
|
|
X |
|
|
|
23. Evaluation by District Rep (and Orozco) |
|
X |
|
|
|
24. Reflection Essay – Leadership &
International Experience |
X |
|
|
|
|
For
NON-Tier II Candidates
+Special International Project |
|
|
|
|
|
UCI +Conference with Univ. & District
Rep |
|
As
needed |
|
|
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. It addition it serves at the signature form for a colleague
and program director.
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://hdcs.fullerton.edu/faculty/orozco/thaialumni06.htm
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 3
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
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
[To be approved/signed-off by your
district rep before or after the Thailand 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.
8. 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:
http://www.win.net/insightsys/question.htm
9. Self Assessment +CAPSEL’s
Candidates will conduct 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 conduct 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 conduct 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 these 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 or Administrator Peers)
The candidate may meet with a past administrator that has supervised the work
of the candidate- either while the candidate was an administrator and/or as a
teacher. OR the candidate may meet with TWO additional licensed
educational leaders with whom you have worked, or a combination of a past
supervisor and peer.
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. Note- summaries should be 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. Thai Leader Interview (& job shadow & picture, if possible)
Each candidate is to seek out, identify and interview a Thai leader based
on interview questions developed by the team. When possible, candidates
are encouraged to job-shadow the Thai 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 Thai 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
are listed below)
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 in 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://hdcs.fullerton.edu/faculty/orozco/thaiabstracts06.htm
Items to Remember:
The audience is THAI. 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 by the Thai's. Our audiences
will 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, your audience speaks 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.
Report on Classroom Visitations & Lesson Observations
Candidates will complete
brief written summaries of classroom visitations and lesson observations as a
demonstration of competence in both educational and international leadership.
19. Write professional leadership blog on location
in Chiang Mai
In teams of two, candidates will author a blog
regarding the international program in
20. 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.
21. 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.
22. 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.
23. Evaluation by District Rep (and Orozco)
Using the CAPSELs and the standards of the
candidate’s school/district, the candidate’s representative will provide a
written assessment of the candidate’s growth as an educational leader. 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. In addition, Dr.
Orozco will provide each candidates with an additional evaluative document
related to their leadership performance in the program.
24. Reflection Essay – Leadership & International Experience
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
COURSE SCHEDULE:
Candidates must be officially registered for the program & meet all
prerequisites by the first class in order to participate. See website for
current schedule.
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, 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.
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.
UNESCO - United Nations
Educational, Scientific and Cultural Organization. http://www.unesco.org
Highlights of the 2007
‘Education for All’ Report (2007) http://www.unesco.org/education/GMR/2007/highlights.pdf
Other reports online at
UNESCO: Literacy for Life (2006), Education for All: The Quality Imperative
(2005), Gender & Education for All (2003/4), Education for All: Is the
World on Track? (2002)
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)
STANDARD 1:
FACILITATE A SHARED VISION OF LEARNING IN THE SCHOOL COMMUNITY
A school administrator is an
educational leader who promotes the success of all students by facilitating the
development, articulation, implementation, and stewardship of a vision of
learning that is shared and supported by the school community. A successful
school leader will:
a. Facilitate the development of a shared vision for the achievement of all
students based upon data from multiple measures of student learning &
relevant qualitative indicators.
b. Communicate & implement the shared vision so the entire school community
understands & acts on the school mission as a standards-based educational
system.
c. Leverage and marshal sufficient resources to implement and attain the vision
for all students and subgroups of students.
d. Identify and address any barriers to accomplishing the vision.
e. Shape school programs, plans, and activities to ensure integration,
articulation, and consistency with the vision.
f. Use the influence of diversity to improve teaching and learning.
STANDARD 2:
NURTURING A SCHOOL CULTURE AND INSTRUCTIONAL PROGRAM CONDUCIVE TO
LEARNING
A school administrator is an educational leader who promotes the success of all
students by advocating, nurturing, and sustaining a school culture and
instructional program conducive to student learning and staff professional
growth. A successful school leader will:
a. Create an accountability system of
teaching and learning based on student learning standards.
b. Utilize multiple assessment measures to evaluate student learning to drive
an ongoing process of inquiry focused on improving the learning of all students
and all subgroups of students.
c. Shape a culture where high expectations for all students and for all
subgroups of students is the core purpose.
d. Guide and support the long-term professional development of all staff
consistent with the ongoing effort to improve the learning of all students
relative to the content standards.
e. Promote equity, fairness, and respect among all members of the school
community.
f. Provide opportunities for all members of the school community to develop and
use skills in collaboration, leadership, and shared responsibility.
g. Facilitate the use of appropriate learning materials and learning strategies
which include the following; students as active learners, a variety of
appropriate materials and strategies, the use of reflection and inquiry, an
emphasis on quality versus quantity, and appropriate and effective technology.
h. Coordinate the design, implementation and evaluation of instructional
programs that serve the improvement of those programs.
i. Utilize technological tools to manage and evaluate
instructional programs and promote and support the use of technology in
instruction and learning.
STANDARD 3:
MANAGE RESOURCES AND ORGANIZATION FOR AN EFFECTIVE LEARNING ENVIRONMENT
A school administrator is an
educational leader who promotes the success of all students by ensuring
management of the organization, operations, and resources for a safe,
efficient, and effective learning environment. A successful school leader will:
a. Monitor and evaluate the programs and
staff at the site, and manage and evaluate the instructional program.
b. Establish school structures, patterns, and processes that support student
learning.
c. Understand and manage legal and contractual policies, agreements and records
in ways that foster a professional work environment and secure privacy and
confidentiality for all students and staff.
d. Coordinate and align fiscal, faculty, staff, volunteer, community,, and
material resources to support the learning of all students and all groups of
students.
e. Sustain a safe, efficient, clean, well-maintained, and productive school
environment that nurtures student learning and supports the professional growth
of teachers and support staff.
f. Utilize the principles of systems management, organizational development,
problem-solving, and collaborative decision-making techniques fairly and
effectively.
g. Utilize effective and positive nurturing practices in establishing student bahavior management systems.
h. Utilize successful staff recruitment, selection and induction approaches,
and understand the collective bargaining process, including the administrator's
role and the unions' role in that process.
STANDARD 4:
COLLABORATING WITH FAMILIES & COMMUNITIES TO MEET DIVERSE INTERESTS
AND NEEDS
A school administrator is an
educational leader who promotes the success of all students by collaborating
with families and community members, responding to diverse community interests
and needs, and mobilizing community resources. A successful school leader will:
a. Incorporate information about family and
community expectations into school decision making and activities.
b. Recognize the goals and aspirations of diverse family and community groups.
c. Value diverse community stakeholder groups and treat them with fairness and
with respect.
d. Support the equitable success of all students and all subgroups of students
through the mobilization and leveraging of community support services.
e. Strengthen the school through the establishment of community, business,
institutional, and civic partnerships.
f. Communicate information about the school on a regular and predictable basis
through a variety of media and modes.
g. Facilitate parent involvement and parent education activities that support
students' success.
STANDARD 5:
DEVELOPING PROFESSIONAL LEADERSHIP CAPACITY AND ETHICAL DECISION-MAKING
A school administrator is an educational leader who promotes the success of all
students by modeling a personal code of ethics and developing professional
leadership capacity. A successful school leader will:
a. Demonstrate skills in decision making,
problem solving, change management, planning, conflict management, and
evaluation, and foster and develop those skills in others.
b. Model personal and professional ethics, integrity, justice, and fairness and
expect the same behaviors from others.
c. Make and communicate decisions based upon relevant data and research about
effective teaching and learning, leadership, management practices, and equity.
d. Utilize technology to foster effective and timely communication to all
members of the school community.
e. Reflect on personal leadership practices and recognize their impact and
influence on the performance of others.
f. Encourage and inspire others to higher levels of performance, commitment,
and motivation.
g. Sustain personal motivation, commitment, energy, and health by balancing
professional and personal responsibilities.
h. Engage in professional and personal development.
i. Demonstrate knowledge of the curriculum and the
ability to integrate and articulate programs throughout the grades.
j. Use the influence of the office to enhance the educational program rather
than for personal gain.
k. Protect the rights and confidentiality of students and staff.
STANDARD 6:
UNDERSTANDING AND INFLUENCING THE LARGER POLITICAL, SOCIAL, ECONOMIC,
LEGAL, CULTURAL CONTEXT
A school administrator is an educational
leader who promotes the success of all students by understanding, responding
to, and influencing the larger political, social, economic, legal, and cultural
context. A successful school leader will:
a. View oneself as a leader of a team by
clarifying the roles and relationships of individuals within the school, but
also view oneself as a member of a larger team.
b. Ensure that the school operates consistently within the parameters of
federal, state, and local laws, policies, regulations, and statutory
requirements.
c. Demonstrate responsiveness to diverse community and constituent views and
groups and generate support for the school by two-way communication with key
decision makers in the school community.
d. Work with the governing board and district and local leaders to influence
policies that benefit students and support the improvement of teaching and
learning.
e. Influence and support public policies that ensure the equitable distribution
of resources and support for all the subgroups of students.
f. Open the school to the public and welcome and facilitate constructive
conversations about how to improve student learning and achievement.
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/Title of Administrator in District to Serve 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:
20.
Summary of Mentoring
21.
Proposal/Plan for Professional Development
Final
Evaluations:
22.
Final Report +CAPSEL’s
23.
Evaluation by District Rep (and Orozco)
++
Conference with Univ. & District Rep – if necessary (ask 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
7/21/07