Entry Level Criteria for Selection into Preliminary Administrative Services Credential/Masterís programs include:


 
Expectations
Assessment tools
Skills
Leadership

Demonstrates s/he has been recognized as a school leader 

Has taken on progressively complex leadership roles. (MS 1-5)*

Written application

Statement of purpose for entering the program

Letters of reference

Oral interview

Initial self assessment/Leadership Profile

Feedback from supervisors, peers, etc.

Competence

Demonstrates competence in completing responsibilities and tasks in the classroom and leadership role (MS 1-5)

Letters of references

Review of artifacts related to leadership activities

Initial self assessment/Leadership Profile

Assessment Center-type experiences

Communication

Shows evidence of strong communication skills orally and in writing (MS 2,3,4,5)

Oral interview

Written application

Knowledge

Craft Knowledge

Shows an understanding of current educational issues and trends (MS 1-5)
Oral interview

Statement of purpose for entering the program

Initial self assessment/Leadership Profile

Powerful Teaching, Learning and Assessment

Demonstrates knowledge of the links between teaching and student achievement (MS1)

Oral interview

Statement of purpose for entering the program

Initial self assessment/Leadership Profile

Reform and School Change

Shows an understanding about the complexity of bringing about change in schools (MS 1,2,3,5)

Oral interview

Statement of purpose for entering the program

Initial self assessment/Leadership Profile

Feedback from supervisors, peers, etc.

Dispositions
Sense of Purpose

Presents evidence that s/he possesses a sense of purpose related to education and leadership (MS 1-5)

Written application

Letters of references

Written reflections

Sensitivity to Cultural Diversity

Shows evidence of active involvement in promoting respect for diversity in relation to race, ethnicity, gender, language, age and sexual orientation (MS 1)

Oral interview

Statement of purpose for entering the program

Feedback from supervisors, peers, etc. 

Democratic Decision Making

Demonstrates a propensity toward collaborative and inclusive decision making (MS 2,3,5)
Review of artifacts related to leadership activities

Initial self assessment/Leadership Profile

Feedback from supervisors, peers, etc.

Capacity for Reflection

Shows evidence of a capacity to reflect on her/his own practice as a classroom teacher and leader (MS 4)
Written reflections


Preliminary Administrative Services Credential-- mid-term and on-going assessment

Expectations
Assessment tools
Skills
Leadership

Demonstrates an increasingly complex understanding of leadership. (MS 1-5)*

Archival portfolio

Presentation/Learning Portfolio

Feedback from supervisors, peers, etc.

Competence

Demonstrates competence in completing responsibilities and tasks in the classroom and leadership role (MS 1-5)

Archival portfolio

Presentation/Learning Portfolio

Feedback from supervisors, peers, etc.

Fieldwork Progress Report

Communication

Shows evidence of strong communication skills orally and in writing (MS 2,3,4,5)

Oral and written responses to assignments

Feedback from supervisors, peers, etc.

Knowledge

Craft Knowledge

Shows an understanding of current educational issues and trends (MS 1-5)
Archival portfolio

Presentation/Learning Portfolio

Feedback from supervisors, peers, etc.

Powerful Teaching, Learning and Assessment

Demonstrates knowledge of the links between teaching and student achievement (MS1)

Oral and written responses to assignments 

Archival portfolio

Presentation/Learning Portfolio

Feedback from supervisors, peers, etc.

Reform and School Change

Shows an understanding about the complexity of bringing about change in schools (MS 1,2,3,5)

Oral and written responses to assignments 

Archival portfolio

Presentation/Learning Portfolio

Feedback from supervisors, peers, etc.

Dispositions
Sense of Purpose

Demonstrates a clearer sense of purpose related to education and leadership (MS 1-5)

Oral and written responses to assignments 

Archival portfolio

Personal reflections

Sensitivity to Cultural Diversity

Shows evidence of active involvement in promoting respect for diversity in relation to race, ethnicity, gender, language, age and sexual orientation (MS 1)

Oral and written responses to assignments 

Presentation/Learning Portfolio

Archival portfolio

Personal reflections

Democratic Decision Making

Demonstrates a propensity toward collaborative and inclusive decision making (MS 2,3,5)
Archival portfolio

Presentation/Learning Portfolio

Feedback from supervisors, peers, etc.

Personal reflections

Capacity for Reflection

Shows evidence of a capacity to reflect on her/his own practice as a classroom teacher and leader (MS 4)
Presentation/Learning Portfolio

Oral and written reflections 


Preliminary Administrative Services Credential-- Exit Assessment

Expectations
Assessment tools
Skills
Leadership

Demonstrates an increasingly complex understanding of leadership. (MS 1-5)*

Presentation of Presentation/Learning Portfolio 

Interview responses to candidate-selected focus questions/issues

Competence

Demonstrates competence in completing responsibilities and tasks in the classroom and leadership role (MS 1-5)

Presentation of Presentation/Learning Portfolio 

Interview responses to candidate-selected focus questions/issues

Professional Development Plan 

Exit In-basket Assessment (beginning in 2002)

Communication

Shows evidence of strong communication skills orally and in writing (MS 2,3,4,5)

Presentation of Presentation/Learning Portfolio

Interview responses to candidate-selected focus questions/issues

Exit In-basket Assessment (beginning in 2002)

Knowledge

Craft Knowledge

Shows an understanding of current educational issues and trends (MS 1-5)
Presentation of Presentation/Learning Portfolio 

Interview responses to candidate-selected focus questions/issues

Exit In-basket Assessment (beginning in 2002)

Powerful Teaching, Learning and Assessment

Demonstrates knowledge of the links between teaching and student achievement (MS1)

Presentation of Presentation/Learning Portfolio 

Interview responses to candidate-selected focus questions/issues

Reform and School Change

Shows an understanding about the complexity of bringing about change in schools (MS 1,2,3,5)

Presentation of Presentation/Learning Portfolio 

Interview responses to candidate-selected focus questions/issues

Dispositions
Sense of Purpose

Demonstrates a clearer sense of purpose related to education and leadership (MS 1-5)

Presentation of Presentation/Learning Portfolio 

Interview responses to candidate-selected focus questions/issues

Sensitivity to Cultural Diversity

Shows evidence of active involvement in promoting respect for diversity in relation to race, ethnicity, gender, language, age and sexual orientation (MS 1)

Presentation of Presentation/Learning Portfolio 

Interview responses to candidate-selected focus questions/issues

Democratic Decision Making

Demonstrates a propensity toward collaborative and inclusive decision making (MS 2,3,5)
Presentation of Presentation/Learning Portfolio 

Interview responses to candidate-selected focus questions/issues

Exit In-basket Assessment (beginning in 2002)

Capacity for Reflection

Shows evidence of a capacity to reflect on her/his own practice as a classroom teacher and leader (MS 4)
Presentation of Presentation/Learning Portfolio 

Interview responses to candidate-selected focus questions/issues


Masterís Degree mid-term and on-going assessments

Expectations
Assessment tools
Skills
Facility with basic qualitative research methodologies of interview and observation (MS 2)
Review of interview and observation notes
Ability to frame inquiry questions to guide inquiry work (MS 2)
Written feedback on drafts of questions
Collection and organization of relevant evidence related to inquiry (MS 2, 3)
Written feedback on School site context assignment

Periodic inquiry notebook reviews

Appropriate use of analysis strategies depending ontypes of data to be analyzed (MS 2)
Review of various drafts of data analyses
Expertise in locating and analyzing research related to a particular topic (MS 2)
Written commentaries on professional literature

Synthesis of findings from multiple sources

Skill in synthesizing findings (MS 2)
Periodic presentations to peers

Periodic written updates on inquiry and findings to date

Knowledge
General knowledge of major research paradigms and how the purpose of research relates to its methodology and evidence (MS 2)
Class discussions and individual reflections on readings 

In depth knowledge of collaborative inquiry processes (MS 2)
Written reflections on inquiry attempts
In depth knowledge about a particular inquiry topic (MS2)
Periodic oral presentations about inquiry topic to peers

Written reflections

Individual conferences

Dispositions
Understanding that inquiry is about asking questions to continue discussions rather than finding one ideal solutionĒ valuing continuous improvement efforts (MS 2, 3)
Individual conferences

Written reflections

Understanding that inquiry-based school reform efforts are intended to address issues about equitable learning results (MS 1)
Class and small group discussions

Written reflections

Framing of inquiry topic and questions

Uses the process of inquiry as occasions for reflecting on practice and leadership capacity (MS 4)
Use of BSRL rubric in class and small group discussions

Written reflection on leadership 

Value of collaborative work both on site and in class (MS 2,4)
Individual reflections

Running records of collaborative efforts in class



Masterís Degree culminating evaluations

Expectations
Assessment tools
Skills
Expertise in engaging others in democratic processes and decision-making (MS 2, 5)

Mastery of research tools for gathering differing perspectives as input in decision making (MS 2)

Experience with identifying infrastructures needed to align vision, goals, resources and actions (MS 3)

Demonstrates ability to synthesize findings and present those findings in a meaningful form for a real audience.(MS 2)

Final inquiry product (e.g. written report, journal article, presentation, web pages, etc.)

Oral presentation of inquiry process, findings and product to ďoutside panelĒ of local administrators, university faculty, and former graduates of the program

Oral presentations to classmates

Running records of oral presentations

Knowledge
Collaborative inquiry is a process of working with others to define issues, develop questions, collect and analyze multiple forms of evidence representing multiple perspectives, develop and try out ways to address the issues and evaluate the efforts in terms of outcomes for students. (MS 1, 2,3)

Understands planning/inquiry/action cycles. (MS 2,3)

Understands that meaningful school reform revolves around equitable learning results and efforts to eliminate the achievement gap between students of color and white students. (MS 1)

Written reflection on leadership using the BSRL rubric

Written self-evaluation of inquiry process, engagement and role.

Written comments of ďoutside panelĒ members to oral responses by candidates to panel questions

Dispositions
Values a culture of inquiry and continuous improvement (MS 2)

Values democratic processes and collaboration (MS 2)

Demonstrates ethical caring behaviors: has engaged in reflection to clarify beliefs and values and seeks to aligns these with actions (MS 4)

Written self evaluation

Written reflections

Individual conferences

Peer comments related to collaboration in class



Entry Level Criteria for Selection into Professional Administrative Services Credential includes:


 
Expectations
Assessment tools
Skills

Administrative experience

Demonstrates s/he is a school administrator 

Written application

Verification of administrative assignment

Verification of Preliminary Administrative Services Credential

Professional Administrative Services Credential -- mid-term and on-going assessment

Expectations
Assessment tools
Skills

Knowledge

Disposition

Teaching and learning for equity & high achievementt

(MS 1)

Identifies essential behaviors, values and areas of understanding needed to effectively lead for equity and high achievement

Demonstrates involvement in promoting respect for diversity 

Demonstrates an understanding of and active leadership to improve the achievement of all segments of school and district populations. 

Professional Induction Plan

Self-assessment and mentor feedback using the Departmentís BSRL Rubric

Feedback from supervisors, peers/ colleagues, etc.

Personal Reflections

Feedback from protocol

Responses to written and oral assignments

Skills

Knowledge

Disposition

Systems thinking & strategic approaches to developing a learning communityy (MS 2)

Demonstrates skill in collaborative and inclusive decision making.

Demonstrates an understanding of how issues fit within larger systems and the inter-relatedness of dispositions, decisions, actions and outcomes.

Shows an understanding that the norms, beliefs, structures and skills for inquiry, innovation, and continuous improvement effect the culture of the school.

Professional Induction Plan

Self-assessment and mentor feedback using the Departmentís BSRL Rubric

Feedback from supervisors, peers/ colleagues, etc.

Personal Reflections

Feedback from protocol

Responses to written and oral assignments


Professional Administrative Services Credential -- mid-term and on-going assessment (continued)


 
Expectations
Assessment tools
Skills

Knowledge

Disposition

Building organizational capacity through resource coherence (MS 3)

Identifies essential behaviors, values and areas of understanding connected with effective leadership 

Demonstrates a sense of purpose related to education and leadership with an understanding of how actions relate to larger issues and processes. 

Demonstrates an understanding about the inter-relatedness among decision-making, school programs, the school community, improvement efforts, and outcomes for students.

Works to align resources with values. 

Professional Induction Plan

Self-assessment and mentor feedback using the Departmentís BSRL Rubric

Feedback from supervisors, peers/ colleagues, etc.

Personal Reflections

Feedback from protocol

Responses to written and oral assignments

Skills

Knowledge

Disposition

Ethical, caring & reflective practice (MS 4)

Practices clear, honest, open communication 

Demonstrates the ability to address significant--and sometimes difficult--issues and 

Shows the capacity to reflect on his/her own practice

Demonstrates ethical, caring behaviors and processes

Understands change processes 

Professional Induction Plan

Self-assessment and mentor feedback using the Departmentís BSRL Rubric

Feedback from supervisors, peers/ colleagues, etc.

Personal Reflections

Feedback from protocol

Responses to written and oral assignments

Skills

Knowledge

Disposition

Engaging & influencing forces within the larger community (MS 5)

Understands that the school is one part of a larger community 

Demonstrates an understanding of change processes and the influences of the larger community on these processes.

Shows evidence working to develop partnerships.

Professional Induction Plan

Self-assessment and mentor feedback using the Departmentís BSRL Rubric

Feedback from supervisors, peers/ colleagues, etc.

Personal Reflections

Feedback from protocol

Responses to written and oral assignments

.

Professional Administrative Services Credential Ė culminating assessment 


 
Expectations
Assessment tools
Skills

Knowledge

Disposition

Teaching and learning for equity & high achievement (MS1)

Systems thinking & strategic approaches to developing a learning community (MS2)

Building organizational capacity through resource coherence(MS3)

Ethical, caring & reflective practice (MS 4)

Engaging & influencing forces within the larger community (MS 5)

Colloquium using the protocol and including:

·a written reflection and self-assessment of growth in leadership knowledge and skills across the five CTC theme areas;

·a case story of action research and self-assessment of its results and impact on school improvement; 

·a self-assessment of development using the Departmentís Rubric.

Assessment plan narrative summary, continued: (accompanying matrix summarizes first items on the graphic depiction of department assessment plan.)

FOLLOW UP ASSESSMENT

6. The department seeks evaluative information from employers in three ways:

7. The department seeks evaluative information from former students in four ways:


8.The department uses follow-up assessment feedback in a systematic way through our monthly professional development sessions focused on improving teaching and supervisory practice. Each focus topic (teaching, course content, fieldwork, assessments) includes a review of current input from the field, and/or an assessment of perceived strengths and needs of our graduates now in administrative positions. Direct observation and feedback from administrators carries more impact than survey results, which are primarily used to confirm conclusions and to flag areas of concern we need to verify on the ground.

9.The department involves employers in interpreting exit and follow-up assessment data, and determining appropriate program revisions in two primary ways:

1) Our Advisory Board reviews all survey data and makes program recommendations on topics raised throughout the year. 2) Employers, graduates, and advisory board members are invited to participate in the final colloquium for Tier II graduates and the final symposium and product presentation for Masters' Degree graduates. On these occasions their assessment of candidates is part of the process, and we seek specific comments on overall program effectiveness.

Future Assessment Plan:

The department needs to extend, systematize, and add rigor to each of the strategies cited above. While we have a rich stream of information coming in - and we use it - we plan to make that stream broader and specifically document what we learn for later reference. Specifically:

1.We need more written feedback from Advisory Board members, to supplement the informal record of the minutes.

2.We need targeted focus groups to address specific areas of program content or administrative responsibility on a regular basis.

3.We need to document the "Tier III" observations and personal feedback solicited from district and site level administrators and former students in a way that creates an efficient reference source for ongoing prograrm decisions (and is not unduly burdensome to maintain). We envision, for example a Blackboard (web-based) resource to which we continuously contribute evaluative information and relevant feedback.


4.Extend case study research to document current and former student experience and the influence of the CSUH program on their success.

PROGRAM ASSESSMENT

See summary in program assessment box in graphic. See program document.

Program assessment is a continuing, purposeful function of all-day department work sessions each month. Data collected from frequent faculty presence in schools, student work, supervisors' assessments and administrators' (e.g. Advisory Board) feedback are scrutinized for ways to improve our practice and respond to identified student needs.

Annual updating of our long-range plan combines a review of assessment results with consideration of the strategic challenges we face and the implications of those challenges for program change and/or restructuring. Examples of department responses to program assessment within the past year are:

·the adding of three new cohorts last year (and an additional research cohort in the masters program the year before).

·the initiation of two university-district partnerships for credential programs,

·a new Tier I cohort focused on small school leadership and design, developed in partner ship with districts and a regional reform coalition (BayCES).

·redesign of the research cohort component of the masters program.

·the improvement of the Tier II exit colloquium process,

·the development of online seminars to support student inquiry and fieldwork research,

·design of a new masters program in teacher leadership, and

·continued work to launch a joint doctoral program with CSUs and UC Berkeley.

·Altering of Tier II duration and format to better fit time constraints of busy administrators.

·Offering course in intensive weekend formats as alternatives to regular classes.

·Off-site seminars at participants' schools. Cohort retreats.

·District-based Tier I cohorts offered (twice) with WCCUSD - with learning from the experience that will shape our current leadership development partnership with the district.

·Increased focus and sustained emphasis on equity and racial issues in all courses.

·Course content changes to accommodate more emphasis on standards based instructional leadership, implication of the API, uses of data. (Did not alter emphasis on leadership values and perspectives, the "mindscapes" of our rubric, shared leadership. etc)

·More effort to communicate with district and site-level administrators, to increase awareness and support for students.