Administrative Services Credential

Administrative Services Credential Public Information Forum June 8, 2011

Meeting Start Up Welcome and Introductions Logistical Information Agenda Review

Topics and Colored Cards Pre-Program requirements--BLUE Preliminary Credential routes--GREEN Clear Credential routes--YELLOW Renewal options--PINK Other—WHITE

A Little History: THE CHARGE The major purpose of this study is to review the content, structure and requirements for administrator preparation to ensure that these remain appropriate to the needs of administrators serving in California schools.

THE CHARGE An additional consideration for the proposed study will be to determine whether or not a single administrative credential authorizing all types of administrative service is still an appropriate model to meet the complexity of the demands and expectations of administrators at this time in California.

THE CHARGE Further, the study should also provide recommendations concerning how to effectively identify administrators who would be adept in providing instructional leadership and be able to effectively lead transformational change within California schools.

THE CHARGE Another important consideration would be to look at the range of role expectations for administrators and determine if these expectations can be met by a single individual, regardless of the credentialing structure.

THE CHARGE Other considerations for the study would be to identify who should prepare administrators for California schools and which aspects of administrator preparation should be required during pre-service and which should be required during the administrator’s beginning years of service.

A Little History • The Panel • 23 members • 8 Institutional representatives • 11 K-12 and 10 IHE, 1 researcher, 1 CASBO • 8 males and 15 females • The Meetings • 6 meetings, covering 11 days • Activities • Research • Reading • Collegial input outside meetings • Investigations • Conferred with other states • Discussions within panel • Consulted national leaders

From the Learning to Teach System (LTTS) to the… LEARNING TO LEAD SYSTEM (LTLS)

Preliminary Credential Preparation Credential Renewal Clear Credential Preparation A Clear Credential is valid for the life of the holder as long as renewal fees and evidence of meeting professional fitness are submitted every 5 years.  Professional growth and successful service verification are not required for credential renewal. School districts are directed to encourage teachers to participate in professional growth activities at the local level. • Blended Program • Subject Matter Preparation • Preliminary Preparation • Support and Supervision • Teaching Performance Assessment (TPA) Induction Program*  Application of prior knowledge  Advanced Curriculum Demonstration  Formative Assessment and Support  Frequent Reflection onPractice  Individual Induction Plan (professional growth plan). * If Induction is verified by an employer as unavailable, then a Clear Credential Program maybe completed to earn the Clear Teaching Credential PRELIMINARY CLEAR • Post-Baccalaureate Program • Subject Matter Preparation • Preliminary Preparation • Support and Supervision • Teaching Performance Assessment (TPA) • Intern Program • Subject Matter Preparation • Preliminary Preparation • Support and Supervision • Teaching Performance Assessment (TPA) Paraprofessional Teacher Training Program (PTTP) Paid Tuition Support Network Career Ladder SYSTEM QUALITIES • ALIGNMENT • State-Adopted Academic Content and • Performance Standards for Students • Teaching Performance Expectations • California Standards for the Teaching • Profession (CSTP) • ACCOUNTABILITY • Candidate Assessment • Credential and Induction Program • Approval/Accreditation • Participant Completion of Approved • Induction Program • OPTIONS • Entry Routes Including • Paraprofessional Program • Subject-Matter Requirement • Community College Early • Preparation • COLLABORATION • Schools/ Universities • State Agencies • BTSA Induction Programs • Practitioner Teamwork California’s Learning to Teach System

Preliminary Credential Preparation Emphasis to prepare siteadministrators Credential Renewal Clear Credential Preparation Employment required • Site-based, job-embedded experience supported • by individualized mentoring/coaching as the • prominent structure to build leadership capacity • Structured around CPSEL • Built upon the Evidence of Competency created • by preliminary program sponsor and candidate • Uses an initial candidate assessment • Driven by the Individual Induction Plan which is • informed by the Evidence of Competency & • candidate assessment • Induction Plan may address current position or a • position to which that the candidate aspires • Individual Induction Plan completed within __ • days of program entrance by mentor, candidate, • program sponsor, and employer • Application of prior knowledge (gained during the • preliminary program) • Formative Assessment system (curriculum) • addresses issues around student achievement, • range of learners, etc. • Professional Development requirement (e.g. • seminars, courses, online events, shadowing) • Frequent Reflection onPractice, individually & • with mentor • Criteria of completion employed to determine exit • criteria • Start within 12 months of employment • Two years program duration • 0-12 semester units of coursework • Multiple eligible program sponsors PREL IMINARY • Traditional Program • Based on CPSEL • Coursework & field experiences • Assessment of Performance* • (local options) • Portfolio • Project • Capstone assignment • Evidence of Competency at Completion A Clear Credential is valid for 5 years. Renewal is based upon application and fee. Professional growth beyond the clear is the responsibility of the employer. Note: It is recommended that once a person secures a principal position, an additional year of mentoring/ support be provided • Pre-Program Requirements • 3 Years • Experience • upon • Completion • Positive • Evaluations • Acceptable • Basic • Credential CLEAR • Intern Program • Based on CPSEL • Coursework and Field Experiences • Assessment of Performance • (local option) • Portfolio • Project • Capstone assignment • Evidence of Competency at Completion • Test-Only Option (CPACE) • Based on CPSEL • Four Domains Examined • Various Structures Employed • Aligns with Competency at Completion • for the Traditional Program California’s Learning to Lead System

California Professional Standards for Educational Leaders (CPSEL) • CPSEL Standard 1: Vision of Learning • CPSEL Standard 2: Student Learning and Professional Growth • CPSEL Standard 3: Organizational Management for Student Learning • CPSEL Standard 4: Working with Diverse Families and Communities • CPSEL Standard 5: Personal Ethics and Leadership Capacity • CPSEL Standard 6: Political, Social, Economic, Legal and Cultural Understanding

Set in Jello

Pre-Program Requirements • Experience tied to start of program vs. completion of program • Experience linked to preliminary or clear teaching credential • Evaluations from former or current position acceptable • Various credentials acceptable: • Teaching • Pupil Personnel Services • Health Services: School Nursing • Teacher Librarian Services • Designated Subjects: Adult Ed

Preliminary Credential Preparation • Emphasis on site administrator position • Multiple pathways • Test-only • Traditional Program • Intern • All pathways address standards established by the CTC

Preliminary Credential Preparation • Based on CPSEL • Coursework & field experience • Assessment of Performance (local options) • Portfolio/Project • Capstone assignment • Evidence of Competency at Completion • Certificate of Eligibility or Preliminary Credential options

Preliminary Credential Preparation • California Preliminary Administrative Credential Examination (CPACE) • Based on CPSEL • Four Domains Examined • Various Structures Employed • Aligns with Competency at Completion for the Traditional & Intern Programs • http://www.cpace.nesinc.com/

Clear Preparation Program • Based upon what we have learned from over a decade of success in teacher induction • General Education • Special Education • Conceptual model presented—details yet to be finalized • Employment required

Clear Structural Components • Participation coincides with initial job acquisition • Program sponsor commits to two years of mentoring • College courses may be included as PD, but not required • A variety of entities eligible to sponsor a clear program

Clear Program Components • Moving the location of learning from the IHE classroom to the job site • What they do for their job is also what earns the credential • A veteran administrator coaches to build a candidate’s leadership capacity

Clear Program Components • The foundation remains the CPSEL • Continuity • language • structure • Activities • Capacity to measure growth

Clear Program Components • Bridges the experiences done in the preliminary program to the clear program • Acknowledges prior work, knowledge and skills • Allows a “build upon” or growth model • Grounded in evidence

Clear Program Components • Evidence-based assessment • Assessments from a variety of stakeholders possible • Candidate self-assessment • Employer • Mentor/coach • Assessment done within ___ days of enrollment in program (TBD)

Clear Program Components • Evidence of competency and initial assessment(s) of candidate provide evidence for plan • IIP is an action research model • Plan is based upon • Candidate-identified areas of growth • Identified CPSEL elements

Clear Program Components • Many aspire to become a site principal, but often the first step is assistant principal • IIP may address the job needs of an assistant principal • IIP may address the job needs and skill sets of a site principal

Clear Program Components • Panel is still discussing options regarding how soon a candidate must write the IIP • The IIP is a collaborative effort with input from many different stakeholders, all of whom have a vested interested in the candidate’s success

Clear Program Components • Tier II programs are about • growth in competency • application of knowledge • The earning of the preliminary credential certifies that one is competent at an entry level; the clear program builds upon that competence via application

Clear Program Components • The standards would determine the qualities of the formative assessment system elements • Specific educational topics would be addressed by the system, e.g. • Accountability measures • Student achievement • Range of learners • Leading systemic change

Clear Program Components • The Individual Induction Plan will include a research component designed by the candidate and approved by program personnel • Professional Development may take many forms • Seminars • College courses • Online events • Shadowing • Reading articles, books • Professional organizations

Clear Program Components • In-depth reflection on both the process and the product of activities chosen to demonstrate the CPSEL • Reflection via conversation with mentor and through written means (e.g. journaling) • Reflections completed both individually and with mentor

Clear Program Components The standards would allow each program to determine its own measurement for what is an adequate demonstration of program completion (e.g. “competent” level on adopted rubric) Email comments to chickey@ctc.ca.gov

Credential Renewal • Additional conversation points: • Once a person secures a principal position, an additional year of mentoring/ support be provided • Perhaps an additional year of mentoring/support be provided a new Superintendent as well? Email comments to chickey@ctc.ca.gov

System Qualities Multiple Pathways/Sponsors for preliminary and clear programs Alignment of Standards Accountability Measures Induction into the Profession Collaboration among stakeholder groups

AB 430 Programs sunset July 1, 2012 and the Education Code is repealed on January 1, 2013. Programs may continue as currently designed as a professional development program To be a credentialing program, must meet the requirements set by the CTC through Program Standards

Accreditation in California All Administrative Services credential programs participate in a seven-year cycle of activities • Biennial Reports—examining effectiveness • Program Assessment—determining alignment • Site Visit—judging implementation Depending on the judgment of the Committee on Accreditation, an institution may continue to offer an Administrative Services credential program

Collaboration • As a system, there will be articulation and cooperationamong the program sponsors throughout the system • Both the preliminary program and the clear program will provide input on IIP regarding candidate strengths and areas for growth • During the clear credential program, the program sponsor and the employer are co-providers, equally responsible for the activities, completion, and success of the candidate

The Matrix • Organizational Tool • 16 topics • Illustrates the topics identified by the panel, the options considered, and the final decision on a recommendation in this area • Not yet ready for publication

Matrix topics • Single or Multiple Credentials for Multiple Administrative Roles • Multi-Level Credential • Multiple Pathways to Earn the Credential • Professional Growth for Credential renewal • Fieldwork Experiences for Tier I programs • Internship Credential Status • Induction model for Tier II programs • Timeframe for Beginning a Tier II Program

Matrix topics • Examination as a route to earning a credential • Role of the CPSEL • Changed roles of site administrators and today’s schools • Enhancing Partnerships between K-12 and preparation programs • Ensuring the fidelity of the program standards with implementation • Superintendent Preparation • Experience in the Public Schools • Maintain the pipeline of excellent candidates for administrative credential

Public Input Time Time frames for each section of the LTLS, followed by general comments about the work as a whole Write your name on a card colored to match the topic for which you’d like to provide input

Topics and Colored Cards Pre-Program requirements--BLUE Preliminary Credential routes--GREEN Clear Credential routes--YELLOW Renewal options--PINK Other--WHITE

Online input • Public input regarding the information presented here is available online at http://www.surveymonkey.com/s/ASCPublicInput • Five boxes with identified topics are provided (repeat of today’s topics) • We ask responders to please be brief and to the point • Online input will be received through July 10th at 11:59 pm

Public Input Once your name is called, push the button on your microphone, speak into the mic and then turn it off when you are done Each speaker is asked to limit comments to three minutes on each topic We will also be monitoring email for questions and comments to be made The session will end no later than noon

How to Provide Public Input State your name Identify an organizational or institutional affiliation, if you wish to do so Make your comments

Next Steps Public input through July 10, 2011 gathered and tallied All input will be provided to the panel members July meeting of the panel to finalize recommendations Presentation of recommendations to the Commission targeted for October

For more information, contact • Cheryl Hickey, Administrator of Accreditation • chickey@ctc.ca.gov • Gay Roby, Consultant • groby@ctc.ca.gov • Larry Birch, Retired Annuitant • lbirch@ctc.ca.gov

Administrative Services Credential

Administrative Services Credential

Presentation Transcript

Administrative Services

Administrative Services 2

Short Lived Credential Services Profile

Administrative Services Training

Administrative Services

Administrative Credential

Preliminary Administrative Services Credential (PASC) Orientation

Administrative Services

ADMINISTRATIVE SERVICES DEPARTMENT

Credential evaluation services in Canada

Credential Evaluation Services

Administrative Services