Entry Level Criteria for Selection into Preliminary Administrative Services Credential/Master’s 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

Master’s 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 solution” 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

Master’s 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 “outside panel” 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 “outside panel” 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 Department’s 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 Department’s 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 Department’s 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 Department’s 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 Department’s BSRL Rubric Feedback from supervisors, peers/ colleagues, etc. Personal Reflections Feedback from protocol Responses to written and oral assignments

.

Professional Administrative Services Credential – 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 Department’s 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:

• Surveys sent out every three or four years, both online and mailed. (Returns online have been too small to draw significant conclusions (although we might get a better response next year, as people become more familiar with online survey formats). Most recent mailed surveys netted approx. 38% response rate.

• Advisory Board - ongoing feedback from the field All of our Advisory Board members are employers. Quarterly meetings provide opportunity for in-depth questions about the performance of our graduates and the ways our program could more effectively address the challenges they face in a rapidly changing fiscal, social and policy environment. These conversations are augmented, informally, with individual and group meetings with district and county administrators, whom we regularly and directly ask for straight feedback. We need their information. They need to know we are responsive.

• "Tier III" - ongoing feedback from site visits Because of our cohort structure we remain close to students after they become administrators. We may see them in ongoing study groups or - most often - when they are the administrators in a school where we are supervising a new Tier I or Tier II student. This personal connection provides firsthand information about both our former graduates and the performance of our current students.

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

• Surveys sent to graduates, both online and mailed. This includes individual surveys sent by instructors to their students one year after they complete Tier 1.

• "Tier II" - Our cohort structure for Tier II gives us excellent opportunity for feedback from students two or more years after completion of Tier I and/or the Masters research program. Supervising Tier I fieldwork also provides direct observation of student effectiveness on the job two or more years later.

• Extensive case study research on performance of graduates. (See bin example and AERA paper by Storms et.al.

• "Tier III" -see above.

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.