Leadership Innovation

THAILAND FOR SCHOOL
LEADERS
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:
Thailand for School Leaders’ is an independent international leadership development program.  The Summer 2007 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 Thailand, and as an independent consultant and advisor to participants completing the Tier II program requirements.


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 California (and other U.S.) schools.


TIER II PROGRAM (UCI)

The Thailand 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.   Course enrollment is through UCI's University Extension.  For the 'Tier II in Thailand', Dr. Orozco will 'internationalize'  the Tier II experience/process, and serve as advisor and consultant to each candidate regarding the completion of independent-study course assignments.  Candidates fulfill course/licensure requirements through leadership activities in Thailand, 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 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 Thailand.  There will be a collaborative review of the candidate's performance by colleagues in the Thai program, and the program director.

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:


PORTFOLIO ELEMENTS:

Internat’l Leaders
Program

Tier II
Program

To-Do When?

Check List

1. Thailand Program Summary & Signature Form

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
        [manuscript, research paper, program evaluation, etc.]

 

 

 

 

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. Thailand Program Summary & Signature Form
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 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 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 Thailand 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
       [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 Thailand) 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:  

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 Calif. or U.S. program you are following ISN'T of particular interest to them... It would be like THEY telling you about Thai laws and how they enforce it.. YOU wouldn't care much about that-- unless you can see how it applys to you.   So-- write your abstract to 'attract' Thai’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 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 Thailand and their leadership experiences and observations.  These blogs will be posted on the leadership website, Dangerously Irrelevant at: http://www.dangerouslyirrelevant.org/

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 Thailand program will all be evaluated.  Upon completion of the Thai 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.


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 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. 

 

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)

 

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.

 


CALIFORNIA PROFESSIONAL STANDARDS FOR EDUCATIONAL LEADERS
(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 Thailand Program, candidates for the Tier II credential are to submit the following documents to Dr. Evans at UCI:

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:

  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

949-824-5414


Updated 7/21/07