Embed Size (px)
Citation preview
School of Education
Master of Arts in Educational Leadership & Administration with Preliminary Administrative Services
Credential Program Handbook
2015-2016
2
TABLE OF CONTENTS
Introduction ......................................................................................................................... 3 Purpose of the Handbook ................................................................................................... 3 School of Education Mission .................................................................................................................... 4 Conceptual Framework........................................................................................... 4 Professional Dispositions ....................................................................................... 4 Master of Arts in Educational Leadership .......................................................................... 5 Mission/Vision .......................................................................................................... 5 Program Learning Outcomes .................................................................................... 5 Admission Requirements .......................................................................................... 6 Required Courses ...................................................................................................... 7 Program Design ..................................................................................................... 10 Appendix A-School of Education Professional Dispositions .............................................. 12 Appendix B-California Administrator Performance Expectation ...................................... 16 Appendix C- Master of Arts in Ed. Leadership & Admin. Program Checklist .................... 21 Appendix D- Exit Interview………………………………………. ..................................................... 22
3
Introduction
Welcome to our Brandman School of Education Master of Arts in Educational Leadership and Administration with Preliminary Administrative Services Credential! The School of Education is proud of its longstanding history of preparing educators to be strategic, innovative and caring leaders, scholars, and practitioners and we are committed to providing a quality educational program for all of our students. Our faculty and staff congratulate you on your decision to pursue a Master of Arts in Educational Leadership and Administration with Preliminary Administrative Services Credential. Our programs are distinctive in many ways. First and foremost, they reflect our guiding principles of inquiry, diversity, collaboration, continuous improvement and clinical practice. Clinical practice (field experience) is integrated throughout all of our programs and courses are taught by highly regarded practitioners. Every credential candidate receives a personalized experience while enjoying membership in a diverse learning community. Purpose of the Handbook
The Master of Arts in Educational Leadership and Administration with Preliminary Administrative Services Credential Program Handbook has been developed to introduce you to the requirements of your program of study at Brandman University. We hope it is a helpful guide as you progress through the program. It is your responsibility to read this handbook and familiarize yourself with its content prior to the beginning of the program. Whenever you have questions about program requirements please contact your academic advisor or faculty mentor. Please note that you should also use other sources of information, such as the Brandman University Catalog. All students in the Master of Arts in Educational Leadership and Administration with Preliminary Administrative Services Credential program are subject to program requirements noted in both of these publications. The program requirements listed in the Brandman University Catalog supersede any information that may be contained in any school handbook. The catalog that is in effect during the semester in which you are first enrolled as a student is your guide to program requirements. The Brandman University Catalog is available online at https://www.brandman.edu/current-students/resources/catalogs
4
School of Education
All programs within the School of Education are aligned with the School of Education mission and
conceptual framework. Candidates in all programs are also expected to demonstrate specific professional
dispositions.
Mission
The School of Education develops strategic, innovative and caring leaders, scholars, and practitioners
who are empowered to fulfill the promise and purpose of education in a pluralistic and democratic
society by promoting constructive change within local, state, national and global communities.
Conceptual Framework
The values and beliefs of the School of Education are captured in the following brief summary of our
conceptual framework. The conceptual framework aligns with course and program learning outcomes.
Inquiry- Engage in systematic, rigorous and disciplined ways of thinking using
scientific inquiry as the core of one’s discipline to guide meaningful data
driven decision making, critical thinking and reflection.
Diversity-Nurture respect and appreciation for individual differences cultivate
the strengths of individuals and promote equity and access.
Collaboration- Develop trusting relationships and effective communication
skills that support critical and creative problem solving and decision making.
Continuous Improvement- Engage in lifelong learning, reflection and
professional growth.
Clinical Practice- Apply practice-based learning in authentic contexts.
Professional Dispositions
The School of Education has adopted a set of professional behaviors or dispositions and candidates are
expected to demonstrate these dispositions throughout all education programs (Appendix A). Dispositions
are evaluated by course instructors at different points in the program and candidates complete a self-
assessment at the beginning and end of the program. The Professional Dispositions include:
Professional Demeanor and Responsibility
Commitment to Learning for ALL students
Communication
Collaboration
Self-Reflection
Ethics
5
Master of Arts in Educational Leadership and Administration
with Preliminary Administrative Services Credential
Vision
The vision of the Master of Arts in Educational Leadership and Administration with Preliminary
Administrative Services Credential Program at Brandman University is to be a leader in the state of
California in preparing “leaders of the future” who are prepared to transform schools in the 21st century.
Overview
In 2013, the Commission on Teacher Credentialing (CTC) revised the Preliminary Administrative Services credential program standards and introduced the California Administrator Performance Expectations (CAPE) that describe the set of knowledge, skills and abilities that beginning education administrators should have and be able to demonstrate (Appendix B). The 20 California Administrator Performance Expectations describe a foundation level of knowledge, skills and abilities targeted to a candidate preparing for their first administrative position (Appendix B). The program standards include six overarching curriculum areas. The California Administrator Performance Expectations (CAPE) are grouped according to the following six overarching Curriculum Standards:
Visionary Leadership
School Improvement Leadership
Community Leadership
Instructional Leadership
Organizational & Systems Leadership
Professional Learning & Growth Leadership
The Master of Arts degree in Educational Leadership and Administration with Preliminary Administrative Services Credential at Brandman University is an innovative program designed to produce highly effective 21st century school leaders. The program is grounded in sound theory and research in organizational leadership, systems thinking and transformational change. An emphasis on best practices in school leadership will also play a key role in this innovative, practitioner based program. Specifically, this program is designed for individuals seeking a career in school administration and educational leadership. All students complete ten courses in Educational Leadership and Administration and three, one-unit seminar courses.
In addition to the California Commission on Teacher Credentialing (CTC) Program Standards, which
include the Content Knowledge Expectations and California Administrator Performance Expectations
(CAPE), the program has been aligned to the Educational Leadership Constituent Council (ELCC)
Standards and the International Society for Technology in Education (ISTE) Standards. This MA program
includes the California requirements for an Administrative Services Certificate of Eligibility or the
Preliminary Administrative Services Credential. Candidates who complete all program requirements and
courses for this degree may be eligible to be recommended for a certificate of eligibility or preliminary
administrative services credential needed to serve as a school site/district administrator. While enrolled,
students who are offered an opportunity for employment as a site or district administrator may qualify
for an Internship credential.
6
Program Learning Outcomes
The program faculty have established Program Learning Outcomes (PLOs) to describe the intended
learning outcomes for graduates. The PLOs are linked to Signature Assignments in selected courses, and
provide evidence of competency in these areas.
1. Visionary Leadership- Collaboratively develop, implement and evaluate an actionable and sustainable vision of teaching and learning that is responsive to the changing context of a given school and local education agency.
2. School Improvement Leadership-Strategically design continuous improvement plans based on analysis of program assessment data.
3. Community Leadership-Advocate for the school and communicate its successes, needs, and challenges with a broad range of audiences through a variety of media to achieve the school’s vision and goals.
4. Instructional Leadership- Evaluate classroom instruction using research-based instructional and assessment practices to provide focused, constructive coaching and feedback.
5. Organizational and Systems Leadership- Integrate organizational values, structures, processes, and policies in solving problems and making decisions that productively impact the school’s ability to achieve its vision and goals.
6. Professional Learning and Growth Leadership-Create, implement, and evaluate a professional growth plan to build individual and collective capacity for leadership.
In addition to the PLOs, each course in the Master of Arts degree in Educational Leadership and
Administration with Preliminary Administrative Services Credential program have specific Course
Learning Outcomes (CLOs) which are directly linked to course assignments and serve as evidence of
professional competency. Each course instructor evaluates these assignments and activities and provides
feedback to the candidate.
Admission Requirements
1. Satisfactorily fulfill graduate admission requirements for Brandman University as stated in the
catalog (see the Graduate Admissions section) and possess a valid California clear prerequisite
credential.
1. Proof of a passing score on the California Basic Education Skills Test (CBEST) or any CTC
approved basic skills tests is required for admission to all credential programs or a valid
California Credential that required passage of basic skills to receive the credential.
2. Candidates must submit a resume and a letter of intent.
3. Two letters of recommendation from individuals who are familiar with the applicant’s
academic/professional ability to undertake graduate studies.
4. If the candidate is not currently employed in a position requiring a “basic” CTC credential,
he/she must submit a letter identifying the school and principal under whom field work
assignments will be completed.
7
Credential and Program Requirements
1. A minimum of five years of verified full time employment under a prerequisite CTC credential
at the time of University recommendation for the credential.
2. Exit Interview.
3. Demonstration of Mastery Leadership Portfolio completed in EDAD 620.
Internship Eligibility
Students who wish to pursue an Internship must meet all of the admission requirements of the Masters
of Arts in Education Leadership and Administration Program and:
1. provide verification that they have five years of full time experience under a valid
prerequisite credential
2. provide written evidence that they have been offered an administrative position by
submitting the Brandman University Verification of Employment for Internship Credential
Form to the Campus Clinical Coordinator at their campus. These forms can be obtained on
MyBrandman, School of Education Services page. These forms must be completed by the
candidate
3. submit the online internship recommendation credential application form found on
MyBrandman, School of Education Services page. These forms must be completed by the
candidate
4. enroll in EDAD 698 Educational Leadership Internship Seminar within one term of assuming
administrative employment. EDAD 698 will assist the candidate in making the successful
transition in their role as an educational leader and administrator with support from their
Leadership Coach
*Note: Internship candidates should not enroll in EDAD 698 Educational Leadership Seminar if enrolled
in EDAD 695, 696, or 697.
Required Courses
EDAD 601 Introduction to Vision, Leadership and Change 3
EDAD 602 Applied Educational Research & Data Analysis 3
EDAD 604 Community Perspectives, Collaboration & School Culture 3
EDAD 606 Change & Continuous Improvement 3
EDAD 608 School Law, School wide Discipline & Safety 3
EDAD 610 Innovations in Instructional Leadership 3
EDAD 612 Working with Diverse Populations 3
EDAD 614 Aligning Resources & Systems for School Improvement 3
EDAD 616 Professional Growth and Learning 3
8
EDAD 695 Educational Leadership Seminar I 1
EDAD 696 Educational Leadership Seminar II 1
EDAD 697 Educational Leadership Seminar III 1
EDAD 698 Educational Leadership Internship Seminar* 1
EDAD 620 Educational Leadership & Administration Capstone 3
Total Credits Required: 33-34 credits
*EDAD 698 Educational Leadership Seminar is only required for those candidates serving under an
Internship Credential.
Transfer of Coursework
No transfer credits or waivers will be accepted.
Time Limitations
All coursework must be completed within a consecutive SEVEN year period immediately prior to the
awarding of the degree.
Demonstration of Mastery
Candidates for the Master of Arts degree in Educational Leadership and Administration with Preliminary
Administrative Services Credential must successfully complete a Demonstration of Mastery Leadership
Portfolio in EDAD 620 Educational Leadership & Administration Capstone course that includes
documented evidence they have obtained satisfactory knowledge and understanding of the California
Administrator Content Expectations and satisfactory performance on the full range of California
Administrator Performance Expectations.
Exit Interview
An exit interview is conducted by the EDAD 620 instructor at the end of the program to determine that
the CTC’s Content Knowledge Expectations and CAPEs have been mastered (Appendix E). All coursework,
non-coursework requirements, and program portfolio must be completed and/or passed prior to the exit
interview. To apply for the exit interview, candidates complete the on-line Exit Interview form on the SOE
Services MyBrandman site.
Exit Survey
All candidates complete an exit survey at the end of their program. Exit survey results are used to evaluate
program effectiveness and for program improvement. The exit survey can be accessed through the SOE
Services page on MyBrandman.
9
Recommendation for Credential
Upon successfully completing all program requirements and coursework, the candidate may apply to be
recommended to the CTC for the Administrative Services Certificate of Eligibility or the Preliminary
Administrative Services Credential. To apply for the certificate of eligibility or credential, candidates
complete the on-line Recommendation Form on the SOE Services MyBrandman site. Once the
recommendation is made by the Teacher Accreditation Department candidates can submit the credential
fee to the CTC for the credential.
10
PROGRAM DESIGN
The core of the program is based on a continuous cycle of Content Knowledge, Clinical Practice and
ongoing Reflection. All courses are designed reflecting this model.
Courses start by providing a strong theoretical foundation and content meant to support
candidates’ learning throughout the course. Candidates will demonstrate their ability to analyze,
synthesize and communicate in writing through a comprehensive written paper.
Candidates will engage in high quality, authentic clinical practice. Most course assignments
directly demonstrate candidates’ competency in the California Performance Expectations
(CAPEs).
Ongoing reflection will be required as candidates engage in clinical practice so they may
demonstrate their ability to be a reflective practitioner.
Scholarly Practitioner
Learning to be a scholarly practitioner is a key program component and is emphasized in each course.
McClintock (2003) states scholarly practice is grounded in theory and research, includes experimental
knowledge, and is driven by personal values, commitment, and ethical conduct. Scholar practitioners also
reflect on and assess the impact of their work. To provide you with a strong theoretical base before
engaging in clinical practice, each course includes an Applied Theory paper. This paper provides you an
opportunity to explore major theories and concepts related to course content and demonstrate your
understanding through scholarly writing. Each paper should demonstrate your ability to synthesize
multiple sources and provide a critical analysis of what you have read in support of the Program Learning
Outcomes.
Clinical Practice and Leadership Portfolio
Candidates are expected to utilize best practices in applying relevant theory (leadership, change theory, team development, systems, instructional supervision, coaching, etc.) introduced in content courses through authentic, structured, high quality field experiences in an administrative or quasi-administrative role. Courses within the program provide candidates with multiple opportunities to become familiar with and demonstrate competence in each of the CAPE. The portfolio candidates prepare after completing coursework provide an additional opportunity to demonstrate competence in each CAPE and reflect on growth as an Educational Leader. All evidence of a candidate’s performance will be documented
Content Knlowledge
Clinical Practice
Reflection
11
throughout the program, in the program portfolio. All assignments linked to specific Content Knowledge Expectations and/or CAPEs will be included in the portfolio and will be submitted in EDAD 620 Educational Leadership & Administration Capstone, the last class in the program. School Growth Plan
The School Growth Plan will serve as signature program assignment that all candidates will engage in
throughout the program. The School Growth Plan not only describes a comprehensive plan for school
improvement based on goals developed by the candidate, but will include specific action steps that will
be required for implementation. These action steps will form the basis for embedded fieldwork in each
class and provide a systematic link between coursework (theory) and clinical practice experiences and
will be developed and approved in coordination with course instructors and the candidate’s Leadership
Coach.
Candidates will draft a School Growth Plan in their second course, EDAD 602 Applied Educational
Research & Data Analysis and will be based on actual quantitative/qualitative data and needs
assessments collected from a K-12 school. The School Growth Plan will set forth the vision, identify
need for change and serve as the basis of many of the candidate’s clinical practice as they implement
the plan throughout their program. The School Growth Plan will be revisited and revised during each
subsequent course. This will lead to EDAD 604, Community Perspectives, Collaboration & School
Culture, where candidates will be required to engage and collaborate with stakeholders at all levels
(community, district, credentialed staff, classified staff and students) to further refine their School
Growth Plan and garner stakeholder support.
360 ͦLeadership Assessment
Candidates will also participate in a 360 ͦleadership assessment that will be taken at the beginning and
end of their program. Candidates will create a Leadership Growth Plan based on initial results and focus
on areas of growth throughout the program. Candidates will engage in an ongoing reflective process
focused on their challenges and growth as a leader while being supported by a Leadership Coach.
Leadership Coaching
Each candidate will be assigned a Leadership Coach at the beginning of the program. The Leadership
Coach will coach and mentor, as well as supervise clinical practice throughout the program. A Leadership
Growth Plan and School Growth Plan will serve as signature program assignments that candidates will
engage in throughout the program. Both are directly linked to the course content and clinical practice.
The Leadership Growth Plan will be formally evaluated by the Leadership Coach three times throughout
the program. Coaching sessions will occur during seminar courses as candidates attempt to apply their
knowledge and skills in an authentic school leadership setting. Coaching sessions will also focus on
growth areas that candidates have identified in their leadership skills.
12
Appendix A Professional Dispositions
The professional conduct of every educator affects attitudes toward the profession. In accordance with
the Commission on Teacher Credentialing (CTC) accreditation standards, the School of Education at
Brandman University assumes responsibility for ensuring that individuals who complete any of our
programs are not only academically competent but aware of and capable of functioning with the
established ethical and professional standards of the profession.
The mission of the Brandman University School of Education is to develop strategic, innovative and caring
leaders, scholars, and practitioners who are empowered to fulfill the promise and purpose of education
in a pluralistic and democratic society by promoting constructive change within local, state, national and
global communities. The School of Education is committed to ensuring that all candidates successfully
complete their programs with not only the knowledge and skills necessary to work in educational
settings, but also with the appropriate dispositions.
The National Council for the Accreditation of Teacher Education (NCATE) defines dispositions as
“professional attitudes, values and beliefs demonstrated through both verbal and non-verbal behaviors
as educators interact with students, families, colleagues and communities. These positive behaviors
support student learning and development.” The School of Education at Brandman University has
adopted a set of professional dispositions that we feel are essential for prospective educators to possess
and demonstrate throughout their program.
The dispositions adopted by Brandman University’s School of Education are listed below. The behaviors
listed are examples of the kind of conduct expected of students in the School of Education, but are not
intended to be inclusive.
1. Professional Demeanor & Responsibility - punctual and prepared for classes and field
experiences, dresses appropriately in professional settings, responsible for meeting deadlines
and following instructions, accepts responsibility for own actions, capable of dealing with
disappointment, flexible, adapts to change, reacts appropriately under stress, exhibits a positive
attitude toward schools, teaching, students and parents
2. Commitment to Learning for ALL Students - shows sensitivity to all students, respects individual
differences, responds to the needs of students and their families and communities, embraces
diversity to improve student learning, demonstrates compassion, patience and fairness
3. Communication - demonstrates responsive listening skills, able to communicate with a variety of
audiences, demonstrates willingness and commitment to continually improve communication
skills
4. Collaboration - is skilled in expressing self in groups, works effectively with professional
colleagues and other adults, able to accept and respect different points of view
13
5. Self- Reflection - engages in problem solving and self-evaluation, accepts and acts upon
constructive criticism and is receptive to new ideas, uses feedback to make improvements,
strives for personal and professional growth
6. Ethics - demonstrates truthfulness and honesty, maintains ethical and legal behaviors in
interactions with others, maintains confidentiality, respects the intellectual property of others by
giving credit and avoiding plagiarism/cheating
When there are concerns about a candidate’s dispositions, action plans for remediation will be enacted
and, if necessary, candidates that do not demonstrate these dispositions may be dismissed from their
program as described in the Professional Dispositions Procedures.
Professional Dispositions Procedures
Introduction to the Dispositions Candidates enrolled in School of Education programs are introduced to the professional dispositions during their initial session with their academic advisor. The dispositions are described in the program handbooks and are posted in My Brandman. There is also a link to the dispositions in the Dean’s admission letter and in emails sent to candidates each term. A link to the dispositions can also be found in the university catalog, course syllabi and Blackboard course shells. Assessment of Dispositions Candidates complete a self-assessment of professional dispositions at the beginning and end of their program. Instructors and university supervisors complete the inventory in specific courses during a candidate’s program through LiveText. If candidates receive a “Cause for Concern” on any disposition the following procedures will be followed:
Warning- Instructors must discuss the concern with the candidate in advance 1st “Cause for Concern” The faculty mentor will meet with the candidate. The behavior will be discussed and an action plan developed. A copy of the plan will be placed in the candidate’s file. The remediation plan will be monitored by the candidate’s faculty mentor. If the candidate’s behavior is corrected no further action will be necessary.* 2nd “Cause for Concern” A Code of Conduct Professional Review Committee will meet to discuss the situation. During this meeting all disposition inventories will be reviewed and the committee will make a recommendation about whether or not the candidate should remain in the program. The decision will be forwarded to the Dean of the School of Education who will make the final decision regarding dismissal.* 3rd “Cause for Concern” The candidate will be recommended for dismissal to the Dean of the School of Education who will make the final decision regarding dismissal.
14
*Subsequence violations of the same disposition or any additional disposition will be referred to the dean for consideration of next steps. Candidates who do not respond to meeting requests about dispositions will also be referred to the dean. Unprofessional Conduct Clause: In the event a candidate is alleged to have committed an egregious violation of professional dispositions
while enrolled in the School of Education at Brandman University the student may be suspended from
the course or from a fieldwork placement immediately by the Dean of the School of Education. The Dean
of the School of Education will determine whether an investigation leading to a referral to the
Professional Review Committee is warranted, or whether the candidate shall be immediately dismissed
from the University.
Appeals Process
If a candidate is recommended for dismissal from an education program he/she has the right to appeal
the decision. The candidate may submit a written request for the appeal to the Vice Chancellor of
Academic Affairs. The appeal will be made before a panel. The decision of the panel is final and cannot be
appealed.
Professional Dispositions Inventory
The School of Education at Brandman University has adopted a set of professional dispositions that are
essential for prospective educators to possess and demonstrate throughout their program.
Professional dispositions will be assessed at several different points in a candidate’s program by specific
instructors and university supervisors. Candidates will also complete a self-assessment of professional
dispositions at the beginning and end of their program. When there are concerns about a candidate’s
dispositions, action plans for remediation will be enacted and, if necessary, candidates who do not
demonstrate these dispositions may be dismissed from the credential, master’s or doctoral program as
described in the Professional Dispositions Procedures.
The dispositions adopted by Brandman University’s School of Education are listed below. The behaviors
listed are examples of the kind of conduct expected of students in the School of Education, but are not
intended to be inclusive. Check the appropriate box to describe student development with regard to
each disposition. If you mark “cause for concern” the concern must have been discussed with the
candidate in advance and you must explain the concern in the comment box. A meeting will be held with
the faculty or cohort mentor, instructor (when appropriate) and candidate when a cause for concern is
noted so that an action plan can be developed.
15
Professional Behaviors or Dispositions Achieving Developing Cause for
Concern
1. Professional Demeanor & Responsibility- punctual and prepared for classes and field experiences, dresses appropriately in professional settings, responsible for meeting deadlines and following instructions, accepts responsibility for own actions, capable of dealing with disappointment, flexible, adapts to change, reacts appropriately under stress, exhibits a positive attitude toward schools, teaching, students and parents
2. Commitment to Learning for ALL Students- shows sensitivity to all students, respects
individual differences, responds to the needs of
students and their families and communities,
embraces diversity to improve student
learning, demonstrates compassion, patience
and fairness
3. Communication - demonstrates responsive listening skills, able to communicate with a variety of audiences, demonstrates a willingness and commitment to continually improve communication skills
4. Collaboration - is skilled in expressing self in groups, works effectively with professional colleagues and other adults, able to accept and respect different points of view
5. Self-Reflection - engages in problem solving and self-evaluation, accepts and acts upon constructive criticism and is receptive to new ideas, uses feedback to make improvements, strives for personal and professional growth
6. Ethics - demonstrates truthfulness and honesty, maintains ethical and legal behaviors in interactions with others, maintains confidentiality, respects the intellectual property of others by giving credit and avoiding plagiarism/cheating*
* Violations of academic integrity including, but not limited to, plagiarism or cheating are addressed
through the process described in the University’s Academic Integrity Policy
16
Appendix B
California Administrator Performance Expectations (CAPE)
Category A: Visionary Leadership
CAPE 1: Developing and Articulating a Vision of Teaching and Learning for the School Consistent with
the Local Education Agency’s Overall Vision and Goals
The principal is able to facilitate the development of a vision of teaching and learning specific to the school
and its political, social, economic, and cultural context that is consistent with the local education agency’s
vision and goals. The vision is student-centered and based in data from multiple sources. The principal
facilitates the development of a mission statement to help guide the school community towards
implementation of the vision. School program, plans and activities are integrated, articulated through the
grades, and consistent with the vision.
CAPE 2: Developing a Shared Commitment to the Vision Among All Members of the School Community
The principal works collaboratively with all members of the school community to develop a shared
commitment to the achievement of the school’s vision. The principal understands the nature of school
governance in California, including the roles, responsibilities and relationships of the individual and
organizational entities within the California educational system. The principal communicates effectively
with various audiences and for various educational purposes, including consensus building and decision
making, to help promote a shared sense of responsibility for the school mission and vision.
CAPE 3: Leading by Example to Promote Implementation of the Vision
The principal examines and responds to equity issues related to race, diversity, and access in order to help
the school achieve the mission and vision. The principal identifies potential barriers to accomplishing the
vision and effective ways to work with others to address and overcome barriers. The principal holds
him/herself and others accountable for exhibiting personal and professional ethics, integrity, justice, and
fairness.
CAPE 4: Sharing Leadership with Others in the School Community
The principal build trust and provides opportunities for shared and distributed leadership among all
members of the school community, and promotes opportunities for all members of the school community
to engage in shared decision making and problem solving in support of the school’s vision and student
learning.
Category B: Instructional Leadership
CAPE 5: Promoting Implementation of K-12 Standards, Pedagogical Skills, Effective Instructional
Practices and Student Assessments for Content Instruction
The principal is knowledgeable about all of the K-12 student academic content standards and the
appropriate pedagogical skills for teaching the content of the standards to K-12 students. As the
instructional leader of the school, the principal promotes the use of the state-adopted K-12 standards as
the primary basis for classroom instruction and for student assessments. The principal helps teachers,
students, parents, and community members understand the K-12 standards and their relationship to
accomplishing the school’s vision and goals. The principal understands and can articulate principles of
17
effective instruction and appropriate student assessment processes. The principal is also knowledgeable
about the state’s student assessment program and can explain the assessment program and its intended
outcomes to staff, students, parents and the community. The principal identifies and takes action to
mitigate potential and actual barriers to student learning.
CAPE 6: Evaluating, Analyzing, and Providing Feedback on the Effectiveness of Classroom Instruction to
Promote Student Learning and Teacher Professional Growth
The principal uses his/her knowledge of the K-12 student academic content standards and appropriate
instructional practices to observe and evaluate classroom planning and instruction in accordance with LEA
policy and practices. As part of the evaluation process, the principal analyzes evidence of teacher
effectiveness based on student work and student learning outcomes. The principal communicates
evaluative feedback effectively, equitably, and on a timely basis to help teachers improve instructional
practices. The principal models self-reflection and use of evidence to help teachers develop these skills and
practices as part of their daily planning, instruction, and assessment activities with students. The principal
uses his/her knowledge of available instructional resources and technologies to help provide support for
improvements in teaching and learning based on teacher and student needs. The principal is
knowledgeable about valid student assessment processes and the development and use of appropriate
classroom assessment measures within a multiple measures, data-driven decision making process.
CAPE 7: Demonstrating Understanding of the School and Community Context, Including the
Instructional Implications of Cultural/Linguistic, Socioeconomic, and Political Factors
The principal understands the demographics of the school community, including socioeconomic context,
students and family characteristics, cultural and linguistic diversity, and political issues and uses this
knowledge to help improve teaching and learning. The principal is knowledgeable about both culturally-
relevant instructional practices and instructional practices grounded in first and second language
acquisition theories to support effective instruction for English learners, economically, culturally, and/or
linguistically diverse students, and students with special needs, and others. The principal helps teachers
and staff access community resources, including parents and other community members, to promote
learning about students and families, and to promote culturally and linguistically inclusive instructional
practices. The principal helps teachers, staff, and others understand the political factors within the
community that may affect the school’s instructional program, and is proactive in providing information
about the schools, its needs and accomplishments, within the larger political environment. The principal
understands how classroom structures, school and class scheduling, and grouping practices affect student
learning.
CAPE 8: Communicating With the School Community about Schoolwide Outcomes Data and
Improvement Goals
The principal communicates the school’s improvement goals to students, teachers, parents, and the
community and engages in ongoing dialogue with all members of the school community about progress
towards meeting the goals. The principal identifies, collects, analyzes, and uses multiple sources of data to
provide information for decision making in a variety of contexts, including but not limited to student
achievement, teacher professional learning, the school climate, and the school’s progress in achieving its
goals. The principal organizes data relating to achieving schoolwide goals and outcomes in a manner
understandable to students, teachers, parents and the community, and analyzes the data to indicate the
18
degree of progress being made towards the school’s goals. The principal presents and discusses these data,
including but not limited to standardized achievement data, classroom and other local assessments, with
all members of the school community. The principal helps all members of the school community articulate
revised school improvement goals based on continuous data analysis and reporting.
Category C: School Improvement Leadership
CAPE 9: Working with Others to Identify Student and School Needs and Developing a Data-Based
School Growth Plan
The principal understands and implements strategies to institute, manage, and evaluate a school change
process, including facilitating the development of a data-based school growth plan. The principal involves,
encourages and supports multiple constituencies in sharing and using data to assess and diagnose
instructional needs, define student, staff and community goals for continuous improvement, and
collaboratively design the school growth plan consistent with the school’s vision and goals. The principal
uses technology effectively to help support and manage the school growth and improvement processes.
CAPE 10: Implementing Change Strategies Based on Current, Relevant Theories and Best Practices in
School Improvement
The principal is knowledgeable about theories and strategies as well as best practices related to school
improvement and the management of change to accomplish the school growth plan. The principal
determines an appropriate evaluation process to document progress towards achieving the school growth
plan and is able to work collaboratively with others to identify and make needed changes based on multiple
sources of data, including student outcomes.
CAPE 11: Identifying and Using Available Human, Fiscal, and Material Resources to Implement the
School Growth Plan
The principal is knowledgeable about a wide range of resources to help implement the school growth plan,
including but not limited to human, fiscal, and material resources. The principal identifies and seeks
additional resources as needed from a variety of sources both within and outside of the local community
to support the implementation of the school growth plan.
CAPE 12: Instituting a Collaborative, Ongoing Process of Monitoring and Revising the Growth Plan
Based on Student Outcomes
The principal uses strategies for continuous progress monitoring of the school’s growth plan and outcomes,
and collaboratively engages others in the school community in using those data for updating the school
growth plan as needed. The principal engages all members of the school community on an ongoing basis
in reflecting about student outcomes.
Category D: Professional Learning and Growth Leadership
CAPE 13: Modeling Life-Long Learning and Job-Related Professional Growth
The principal models his/her own self-improvement and professional learning and growth activities, and
demonstrates monitoring of improvement in his/her own performance over time. The principal uses
multiple sources of data to help inform his/her own job-related professional growth plan. The principal
understands how to support, motivate, and provide recognition to staff at various stages in their
professional careers.
19
CAPE 14: Helping Teachers Improve Their Individual Professional Practice Through Professional Growth
Activities
The principal is knowledgeable about adult learning principles and their use in designing, facilitating, and
implementing effective, motivating, and data-driven professional growth activities for teachers.
Professional growth activities are focused on authentic situations and problems and on improving student
learning outcomes consistent with the school growth plan. The principal is knowledgeable about induction
programs and support systems for beginning teachers, and about individualized teacher support processes
such as mentoring and coaching. The principal uses data effectively to collaboratively design differentiated
professional development to meet the needs of individual teachers as well as overall school improvement
goals.
CAPE 15: Identifying and Facilitating a Variety of Professional and Personal Growth Opportunities for
Faculty, Staff, Parents, and Other Members of the School Community in Support of the Educational
Program
The principal involves all members of the school community in identifying and providing targeted
professional and personal growth activities to support student achievement as well as increase adults’
knowledge and skills. The principal is knowledgeable about and actively seeks resources for accessing and
providing a variety of professional and personal growth opportunities for all members of the school
community.
Category E: Organizational and Systems Leadership
CAPE 16: Understanding and Managing the Complex Interaction of All of the School’s Systems to
Promote Teaching and Learning
The principal understands how to apply systems thinking to set priorities and manage organizational
complexity. The principal applies research-based strategies and best practices for establishing, monitoring,
and evaluating organizational structures, processes and systems that promote a culture of collaboration
and respect, and that maintain a focus on continuous improvement and enhanced achievement for all
student groups. The principal understands how to use technology effectively to facilitate communication,
manage information, enhance collaboration, and support effective management of the organization. The
principal has the skills and strategies to coordinate and align human resources within the school context,
including making appropriate staffing and teacher placement decisions to support organizational goals and
promote equitable learning opportunities for all student groups. The principal understands strategies for
allocating and using space to meet instructional needs and accommodate a variety of learning programs
as well as co-curricular programs. The principal recognizes and addresses potential personal biases as well
as potential and actual inequities within the educational system and the school site that can negatively
impact student achievement, such as, the effect of class scheduling on student achievement and on
equitable access to learning opportunities for all students, including English Learners and students with
special needs.
CAPE 17: Developing, Implementing, and Monitoring the School’s Budget
The principal understands school finance in California, including relevant laws and regulations. The
principal works collaboratively with others in the school community to develop, implement and monitor
the school’s budget and expenditures, and reports accurate and timely fiscal information to the LEA and
20
the school community. The principal prioritizes the use of school resources, including the budget, to
support the school’s vision, goals, and growth plan. The principal understands financial recordkeeping and
accounting processes, and the use of current technologies for financial management and business
procedures.
CAPE 18: Implementing California School Laws, Guidelines, and Other Relevant Federal, State, and
Local Requirements and Regulations
The principal understands and implements federal, state, and local laws, regulations and guidelines relating
to public schools and the educational process. The principal understands constitutional and related legal
rights and protections for students and staff and the administrator’s role in monitoring and ensuring
compliance with these rights and protections. The principal understands legal issues and responsibilities
related to evolving technologies and the use of technology within the instructional system. The principal
implements legal, equitable, and ethical procedures for evaluating, supervising, disciplining, and dismissing
staff. Where applicable, the principal establishes legal, equitable, and ethical procedures for recruiting,
selecting, hiring, inducting, developing, and retaining staff. The principal understands processes of labor
relations and collective bargaining in California, and contract implementation and management in the local
setting. The principal ensures that school practices and procedures meet legal maintenance, health and
safety requirements, including ensuring student and staff safety, building security, crisis planning, and
emergency management. Where applicable, the principal understands and implements legal requirements
relating to procedures and practices for managing auxiliary services such as food service and student
transportation. The principal understands strategies for responding effectively to unpredictable
circumstances or unintended consequences of decisions and/or school events.
Category F: Community Leadership
CAPE 19: Representing and Promoting the School’s Accomplishments and Needs to the LEA and the
Public
The principal serves as the spokesperson for the school, its accomplishments and its needs, and advocates
for the school within the school community as well as to the external community and the public. The
principal demonstrates public speaking, presentation, diplomacy, writing and advocacy skills necessary to
represent and promote the school, its accomplishments and its needs to a wide variety of audiences and
contexts
CAPE 20: Involving the Community in Helping Achieve the School’s Vision and Goals
The principal understands the multiple connections between the school, families and the community. The
principal encourages the involvement of the entire school community in working towards achieving the
school’s mission, vision and goals. The principal understands and addresses the diverse expectations,
needs, aspirations, and goals of family and community groups and uses this knowledge as a basis for
planning and decision making. The principal understands and uses communication strategies effectively to
reach out to the broader community, including families, agencies, and community organizations, to
promote educational and organizational improvement. The principal demonstrates skills and strategies for
trust building, team building, consensus building, and conflict resolution and for promoting a sense of
shared responsibility among all members of the educational community.
21
Appendix C
Master of Arts in Educational Leadership & Administration with Preliminary Administrative Services Credential
Admission Requirements
Application and supporting documentation
Bachelor’s degree from a regionally accredited institution
GPA that meets program requirements
Proof of a passing score on the California Basic Education Skills Test (CBEST) or any CTC approved basic skills tests is required for admission to all credential programs or a valid California Credential that required passage of basic skills to receive the credential.
Candidates must submit a resume and a letter of intent
Two letters of recommendation from individuals who are familiar with the applicant’s academic/professional ability to undertake graduate studies.
If the candidate is not currently employed in a position requiring a “basic” CTC credential,
he/she must submit a letter identifying the school and principal under whom field work
assignments will be completed.
Content Courses (30 Credits) Credits
EDAD 601 Introduction to Vision, Leadership and Change EDAD 602 Applied Educational Research & Data Analysis
3 credits 3 credits
EDAD 604 Community Perspectives, Collaboration & School Culture EDAD 606 Change & Continuous Improvement EDAD 608 School Law, School wide Discipline & Safety
EDAD 610 Innovations in Instructional Leadership EDAD 612 Working with Diverse Populations EDAD 614 Aligning Resources & Systems for School Improvement
EDAD 616 Professional Growth and Learning
EDAD 620 Educational Leadership & Administration Capstone
3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits 3 credits
Leadership Seminars (3 Credits) Credits
EDAD 695 Educational Leadership Seminar I EDAD 696 Educational Leadership Seminar II
1 credit 1 credit
EDAD 697 Educational Leadership Seminar III 1 credit
INTERNS ONLY- Internship Seminar Credits
EDAD 698 Educational Leadership Internship Seminar* 1 credit
Program Completion
A minimum of five years of verified full time employment under a prerequisite CTC credential at the time of University recommendation for the credential
Exit Interview Demonstration of Mastery Leadership Portfolio completed in EDAD 620
After Completing all Program Requirements: Complete the Credential Recommendation Form on the SOE Services MyBrandman site and once approved submit the credential fee to the CTC for the credential.
22
Appendix D
Exit Interview/Portfolio Presentation
Master of Arts in Educational Leadership & Administration
with Preliminary Administrative Services Credential Candidates
Student’s Name ____________________________________________________ Date ________
Interview Questions:
1. Tell us briefly about yourself and why you feel are ready for a leadership position in education. What are your plans as you move forward in the next 5 years?
2. How has your experience in the program changed you both personally and professionally?
3. Ask at least one question for each of the Program Learning Outcomes (PLOs) (see attached list of possible questions).
A. Program Learning Outcome: Visionary Leadership
Circle Question(s) Asked (1, 2)
B. Program Learning Outcome: School Improvement Leadership
Circle Question(s) Asked (3, 4 )
. C. Program Learning Outcome: Community Leadership
Circle Question(s) Asked (5, 6 )
D. Program Learning Outcome: Instructional Leadership
Circle Question(s) Asked (7, 8)
E. Program Learning Outcome: Organizational & Systems Leadership
Circle Question(s) Asked (9, 10)
F. Program Learning Outcome: Professional Learning & Growth Leadership
Circle Question(s) Asked (11, 12)
23
Exit Interview Questions Related to the PLOs
Ask one question for each PLO:
Visionary Leadership- Collaboratively develop, implement and evaluate an actionable and sustainable vision of teaching and learning that is responsive to the changing context of a given school and local education agency.
1. Discuss how you have grown as a leader through participation in the program. How
would you describe your leadership style? What are your strengths and areas for growth?
2. How would you bring your staff and school community together in order to develop and implement a shared vision with support from all stakeholders? What are three major challenges in accomplishing this?
School Improvement Leadership-Strategically design continuous improvement plans based on analysis of program assessment data.
3. What strategies do you believe are most effective in helping to develop a culture of
learning in which high expectations are the norm for all students, staff, and the school community?
4. Describe how you approach developing a School Growth Plan through collaboration, distributed leadership and shared responsibility among stakeholders. What are three barriers leaders may encounter when implementing the plan?
Community Leadership-Advocate for the school and communicate its successes, needs, and challenges with a broad range of audiences through a variety of media to achieve the school’s vision and goals.
5. How you would gain meaningful community involvement from typically
underrepresented stakeholders in your school? Describe one specific strategy/activity you have implemented to achieve this?
6. How would you create collaboration between the school and community agencies to secure more services and support for your students?
Instructional Leadership- Evaluate classroom instruction using research-based instructional and assessment practices to provide focused, constructive coaching and feedback.
7. What do you see as the role of coaching and feedback to improve classroom
instruction? What qualities/skills are most crucial in serving as an effective coach? 8. Describe the elements of an effective classroom evaluation system? How will you
communicate expectations?
Organizational and Systems Leadership- Integrate organizational values, structures, processes, and
24
policies in solving problems and making decisions that productively impact the school’s ability to achieve its vision and goals.
9. What structures, processes and policies would you put in place to support the
achievement of the schools’ vision and goals? Describe a “system” that is often missing you would put in place?
10. Describe how you approach problem solving and decision making. Give two examples that clearly illustrate how you approach both.
Professional Learning and Growth Leadership-Create, implement, and evaluate a professional growth plan to build individual and collective capacity for leadership.
11. How do you plan to model reflective practice and continuous professional growth?
What are your plans in this area for the next 5 years? 12. Give an example of a decision you have made or action you have taken that
demonstrates professional ethics, integrity, justice and/or fairness.
