California University of Pennsylvania
Department of Secondary Education and Administrative Leadership
Course Syllabus
Approved: xx/xx/2013

A.

Protocol
Course Name: Educational Leadership
Course Number: ADP 661
Credits: 3
Maximum Class Size (online): 25
Course Description:
This course provides an introduction to the theory and practice of educational administration. The course progresses
from an overview of leadership and leadership style, to a review of the structures and management systems that can
make good educational leadership possible, and finally focuses on leadership skills needed by administrators to be
effective leaders in education today. Included are such topics as organizational culture, power in and around schools
and the resolution of conflict, motivation, and ethics and moral leadership.

Field Experience: All candidates will be required to complete project that is infused as part of the

course work and may be referred to as homework assignments, field based experiences, or authentic
simulations and are designed to reinforce and extend upon the learning objectives of the course.

Conceptual Framework and Accreditation standards

Through the content and experiences of this course, candidates will construct knowledge, skills, and
dispositions that are necessary for principal candidates to become effective leaders of schools as
proposed by the ELCC standards, ISLLC standards, Pennsylvania Department of Education Leadership
Standards, and are related to The Three Principles of the Cal U Conceptual Framework.

California University of Pennsylvania

Conceptual Framework for Teacher
Education and Educational
Specialists
At California University, our theme for our conceptual framework is “Preparing
Tomorrow’s Educational Leaders through Knowledge, Professional Practices, and
Professionalism.” The conceptual framework for California University of Pennsylvania’s
teacher education and educational specialist program is based upon the three principles of
Knowledge, Professional Practices, and Professionalism, which form our philosophical
foundation. Three elements support each of the conceptual framework principles, creating a
strong base for our candidates to build the knowledge, skills, and dispositions required of a 21st
century educational leader and teacher.

First Approved by the Faculty of the College of Education and Human Services on February 18, 2004.

Conceptual Framework Principles
Principle #1: Knowledge
Content (1A)
Content is the significant information that establishes the foundation for each discipline.
Mastering content is challenging in an information age when knowledge grows and evolves
quickly.
Standards (1B)
Standards set the minimum requirements for achievement, thereby forming the building blocks
for education.
Technology (1C)
Technology refers to the integration of appropriate and meaningful technological devices to
enhance learning. Understanding and using technology is critical for our education candidates
and educational specialists.
Principle #2: Professional Practices
Child Development (2A)
Child development focuses on the physical, emotional, psychological, and educational growth
of children and adolescents.
Diversity (2B) must
Diversity is recognizing that all students come from unique backgrounds. California
University of Pennsylvania is committed to meeting the diverse learning and social needs of P12 students and of our own education candidates.
Design, Implement, & Assess (2C)
Sound learning begins with the ability to design, implement, and assess educational
experiences for students.
Principle #3: Professionalism
Professional Disposition (3A)
Professional disposition is the set of values, commitments, ethics, and attitudes that distinguish
our education candidates and educational specialists as professionals.
Leadership Development (3B)
Leadership development is the activity by which education candidates and educational
specialists guide students and constituents to achieve success.
Personal Learning (3C)
Personal learning refers to the commitment of lifelong intellectual, personal, and
professional growth.
Personal Learning (3C)

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Standards with which this course is aligned are sanctioned by:
•
•
•
•
•

National Council for Accreditation of Teacher Education (NCATE)
Educational Leadership Constituent Council Standards (ELCC)
Educational Leadership Policy Standards (ISLLC 2008)
Pennsylvania Department of Education (PDE) Leadership Standards
The California University of PA College of Education and Human Services Conceptual
Framework

The ELCC Standards:
The following ELCC Standards are addressed in this course:
Standard 1.0: A building-level education leader applies knowledge that promotes the success of every student
by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared
school vision of learning through the collection and use of data to identify school goals, assess organizational
effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable
school improvement; and evaluation of school progress and revision of school plans supported by school-based
stakeholders.
1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a
shared vision of learning for a school.
1.2 Candidates understand and can collect and use data to identify school goals, assess organizational
effectiveness, and implement plans to achieve school goals.
1.3 Candidates understand and can promote continual and sustainable school improvement.
1.4 Candidates understand and can evaluate school progress and revise school plans supported by
school stakeholders.
Standard 2.0: A building-level education leader applies knowledge that promotes the success of every student
by sustaining a school culture and instructional program conducive to student learning through collaboration,
trust, and a personalized learning environment with high expectations for students; creating and evaluating a
comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising
the instructional and leadership capacity of school staff; and promoting the most effective and appropriate
technologies to support teaching and learning within a school environment.
2.1 Candidates understand and can sustain a school culture and instructional program conducive to
student learning through collaboration, trust, and a personalized learning environment with high
expectations for students.
2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent
curricular and instructional school program.
2.3 Candidates understand and can develop and supervise the instructional and leadership capacity of
school staff.
2.4 Candidates understand and can promote the most effective and appropriate technologies to
support teaching and learning in a school environment.
Standard 6.0: A building-level education leader applies knowledge that promotes the success of every student
by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural
context through advocating for school students, families, and caregivers; acting to influence local, district,
state, and national decisions affecting student learning in a school environment; and anticipating and assessing
emerging trends and initiatives in order to adapt school-based leadership strategies.
6.1 Candidates understand and can advocate for school students, families, and caregivers.
6.2 Candidates understand and can act to influence local, district, state, and national decisions
affecting student learning in a school environment.
6.3 Candidates understand and can anticipate and assess emerging trends and initiatives in order to
adapt school-based leadership strategies.
First Approved by the Faculty of the College of Education and Human Services on February 18, 200 4.

The ISLLC Standards:
The following ISLLC Standards are addressed in this course:
Standard 1 – A school administrator is an educational leader who promotes the success of all students by
facilitating the development, articulation, implementation, and stewardship of a vision of learning that is
shared and supported by the school community.
Standard 2 – A school administrator is an educational leader who promotes the success of all students by
advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning
and staff professional growth.
Standard 3 – A school administrator is an educational leader who promotes the success of all students by
ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning
environment.
Standard 6 - A school administrator is an educational leader who promotes the success of all students by
understanding, responding to, and influencing the larger political, social, economic, legal and cultural context.

PA Leadership Standards:
The following PA Leadership Standards are addressed in this course:

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Key Standards – Main Emphasis on the Following Standards:
Core Standards
Core Standard I
Knowledge and skills to think and plan strategically creating an organization vision around personalized student
success.
Core Standard II
An understanding of standards based systems theory and design and the ability to transfer that knowledge to the
leader’s job as an architect of standards based reform in the school.
Corollary II
Managing resources for effective results.
Some Emphasis on the Following Standards:
Corollary I
Creating a culture of teaching and learning with an emphasis on learning.
Corollary V
Advocating for children and public education in the larger, political , social, economic, legal, and cultural context.
PDE Special Education Competencies
Analyze performance of all learners and make appropriate modifications.
Identify factors contributing to the over-representation of culturally and linguistically diverse students in
programs for individuals with disabilities and implement strategies for reduction of the over-representation
Demonstrate an understanding of over-representation of minorities in special education so as to not misinterpret
behaviors that represent cultural, linguistic differences as indicative of learning problems

B.

Objectives of the Course:

After successful completion of this course, principal candidates will be able to:
• Describe and analyze findings from research and apply those findings to the
school.
• Make judgments about extremely complex problems and analyze a range of
available alternatives.
• Predict the specific kinds and combinations of behaviors that principals can and
should exhibit on a day-to-day basis to bring about improvement in schools.
• Identify the characteristics of a school that functions as a collaborative learning
community and the principal’s role in creating such a community.
• Explain and defend the value premises and ethical principles that will guide and
govern their behavior.
• Compile the key attributes of skilled instructional leaders.
• Assess your own effectiveness in communicating priorities.
• Identify strategies for responding to those who resist school improvement
efforts.

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•
•
•

Identify leadership skills necessary for implementation of an effective Special
Education Program.
Strategize steps for budget procedures that will impact changes and programs
needed in the school
Explain the professional leadership competencies demanded by the position of
school principal and articulate the criteria for assessing the effectiveness of a
principal.

Standards Alignment Matrix:
Objectives
Principal Candidates Will
Be Able To:

ELCC

ISLLC

Knowledge/Content

PDE PA
Leadership
Standards
Cor
e
I,II

Corollar
y
II,V

CAL U
Conceptua
l
Framewor
k

Assessmen
t

1A,1C
2A,2B,2C
3A 3B, 3C

Field
Experience,
Exams

Field
Experience,
Exams,
Assignment
s.
Field
Experience,
Exams,
Assignment
s
Written
Reflection,
Exams

1. Explain the
professional leadership
competencies demanded
by the position of school
principal and articulate
the criteria for assessing
the effectiveness of a
principal.
Compile the key
attributes of skilled
instructional leaders.

1,2,3,
6

1,2,3,
6

2

2

II

I

1A,1B, 1C,
2A, 2B, 2C,
3A, 3B, 3C

Identify strategies for
responding to those who
resist school
improvement efforts.

2,6

2,6

II

I,V

1A,1B, 1C,
2A, 2B, 2C,
3A, 3B, 3C

Strategize steps for
budget procedures that
will impact changes and
programs needed in the
school.
Skills/Performance
2. Describe and analyze
findings from research
and apply those findings
to the school.
Make judgments about
extremely complex

3,6

3,6

II,V

1A,1C
2A,2B,2C
3,A 3B, 3C

1,2,3,
6

1,2,3,
6

II,V

1A,1C
2A,2B,2C
3A 3B 3C

3,6

3,6

II, V

1A, 1C, 2A,
2B, 2C, 3B,

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I,II

Field
Experience,
Assignment
s Exams
Field
Experience,
6

problems and analyze a
range of available
alternatives.
Identify leadership skills
necessary for
implementation of an
effective Special
Education Program.
Dispositions/Professional
ism
Predict the specific kinds
and combinations of
behaviors that principals
can and should exhibit on
a day-to-day basis to
bring about improvement
in schools.
Identify the
characteristics of a school
that functions as a
collaborative learning
community and the
principal’s role in creating
such a community.
Explain and defend the
value premises and
ethical principles that will
guide and govern their
behavior.
Assess your own
effectiveness in
communicating priorities.

C.

Catalog Description:

D.

Outline of the Course:

Assignment
s, Exams
1,2,3,
6

1,2,3,
6

I,II

II,IV

1A,1C,2A,2
B,
2C,3A,3B,3
C

1,2,3,
6

1,2,3,
6

I,II

II,V

1A,1C
2A,2B,2C,
3A 3B, 3C

Field
Experience

1,6

1,6

I

V

1A,1B, 1C,
2A, 2B, 2C,
3A, 3B, 3C

Field
Experience,
Assignment
s, Exams

This course provides an introduction to the theory and practice of educational
administration. The course progresses from an overview of leadership and leadership
style, to a review of the structures and management systems that can make good
educational leadership possible, and finally focuses on leadership skills needed by
administrators to be effective leaders in education today. Included are such topics as
organizational culture, power in and around schools and the resolution of conflict,
motivation, and ethics and moral leadership.

•
•

View of the principal’s job.
Leadership Theories

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•
•
•
•
•
•
•

Professional Learning Communities.
Principal as a Culture Shaper
Creating a Culture of Adult Learning.
Shared Leadership
Leadership and Change
Integrity, Fairness, Ethics
School Budget

E.

Teaching Methodology: To accomplish these objectives, principal candidates will

F.

Text:

G.

engage in a variety of methodologies including but not limited to:
• Written Reflection
• Midterm and final exams
• Discussions
• Field Experience Project
• Individual/group activities
• Readings
• Presentations
• Quality Matters Statement – The online course follows the standards of the
Quality Matters rubric.

Title: Lincoln on Leadership: Executive Strategies for Tough Times
Author: Donald T. Phillips.
Publisher: Warner Books
ISBN: 0446394599
Edition: reprint edition, 1992

Assessment Activities/Evaluation:

Specifically, you will be assessed on your progress in this course by successful
participation, completion, and passing grade in each of the following requirements:
Key Assessment: Tools Project
This assessment will focus on improved student achievement through the application of
data tools endorsed by the PDE. The goal will be to link the knowledge gained to
classroom practice. Each candidate is to work with building principal to assist the
principal with a specific area related to reform or improvement with an emphasis on
student achievement
• Identify the PDE tools used to review data and decisions related to this
information to improve instruction
• Identify a project to work with the building principal as it relates to applying the
use of the data reviewing tools to link to classroom instruction and practice
• Identify budgetary needs of the school based upon the review of the
achievement data and make recommendation

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Field Experience
As a Field Experience students will shadow a school administrator for twenty hours
during the semester. With the cooperation of the principal students will participate in a
variety of activities that meet the standards selected for the course and the assessment
goals of the Key Assessment. Students will be expected to maintain a log of the activities
and provide a written reflection.
Key Program Assessment - Principal Candidate Program Portfolio (ongoing throughout
the program): In your first course, you were introduced to the program requirement –
Principal Candidate Program Portfolio. At the end of each course, you must take time to
reflect upon your course work, field, and internship experiences to determine one or
more work samples that demonstrates your knowledge, skills, and dispositions of one or
more leadership standards. Your course instructor will have a specific work sample that
you must include in the portfolio. This will be noted as part of your course assignment
and will be graded as part of your course requirements. In addition, you will want to
include self selected work samples that also contributed to your development. Portfolio
information and detailed rubric should be referred to throughout your program of
study.
Discussions
Candidates will engage in a variety of discussions throughout the semester as it relates
to the course content and readings. Discussions will be part of your course grade and
will be assessed utilizing the rubric provided in class.
Group Activities/Chats
Throughout the course of the semester, candidates will engage in small and/or large
group activities that focus on the course objectives. Group activities will be part of your
course grade and will be assessed utilizing the rubric provided in class.
Written Assignments
Throughout the course of the semester, candidates will engage in various course
assignments that focus on instruction. Specific details will be provided.
IMPORTANT: Program Grading Policy

Grading for this course will use the traditional letter grades: A, B, C, and F. Grades
will be determined using rubrics, point values and/or percentages according to the
following format:
A = 90% - 100%
B = 80% - 89%
C = 70% - 79%
F = 69% and below
Please note the official stance of California University of Pennsylvania
Administrative Leadership Programs regarding maintenance of grade averages in
the ADP program: Students will "maintain at least a 'B' average in all course work,
with not more than one 'C' grade included in this average. Obtaining a second grade
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of 'C' will cause the student to repeat the course, pending review by the program
coordinator.

H.

Accommodations for Students with Disabilities:
Students reserve the right to decide when to self-identify and when to request
accommodations. Students requesting approval for reasonable accommodations
should contact the Office for Students with Disabilities (OSD). Students are
expected to adhere to OSD procedures for self-identifying, providing
documentation and requesting accommodations in a timely manner.
Students will present the OSD Accommodation Approval Notice to faculty when
requesting accommodations that involve the faculty.
Contact Information:
•
•
•
•
•

Location:
Phone:
Fax:
Email:
Web Site:

Carter Hall - G-35
(724) 938-5781
(724) 938-4599
osdmail@calu.edu
http://www.calu.edu/osd

A. Title IX Syllabus Addendum
Revised January 2018
California University of Pennsylvania
Reporting Obligations of Faculty Members under Title IX
of the Education Amendments of 1972, 20 U.S.C. §1681, et seq.

California University of Pennsylvania and its faculty are committed to assuring a safe and
productive educational environment for all students. In order to meet this commitment
and to comply with the Title IX of the Education Amendments of 1972 and guidance from
the Office of Civil Rights, the University requires faculty members to report incidents of
sexual violence shared by students to the University’s Title IX Coordinator, Dr. John A.
Burnett, Special Assistant to the President for EEEO, Office of Social Equity, South Hall 112,
Burnett@calu.edu, 724-938-4014. The only exceptions to the faculty member’s reporting
obligation are when incidents of sexual violence are communicated by a student during a
classroom discussion, in a writing assignment for a class, or as part of a Universityapproved research project. Faculty members are obligated to report sexual violence or
any other abuse of a student who was, or is, a child (person under 18 years of age) when

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the abuse allegedly occurred to the person designated in the University protection of
minors policy.
The University’s information regarding the reporting of sexual violence and the resources
that are available to victims of sexual violence is set forth at:
• Office of Social Equity, South Hall 112, 724-938-4014
o Social Equity Home Page
www.calu.edu/SocialEquity
o Social Equity Policies
www.calu.edu/SEpolicies
o Social Equity Complaint Form www.calu.edu/SEcomplaint
• Counseling Center, Carter Hall G53, 724-938-4056
• End Violence Center, Natali Student Center 117, 724-938-5707
• Student Affairs, Natali Student Center 311, 724-938-4439
• Wellness Center, Carter Hall G53, 724-938-4232
• Women’s Center, Natali Student Center 117, 724-938-5857
• Threat Response Assessment and Intervention Team (T.R.A.I.T.) & Dept. of Public
Safety & University Police, Pollock Maintenance Building, 724-938-4299
EMERGENCY: From any on-campus phone & Dial H-E-L-P or go to any public pay
phone & Dial *1. (*Identify the situation as an emergency and an officer will be
dispatched immediately.)
I.

Supportive Instructional Materials, e.g. library materials, web sites, etc.
Library Services:
As a Cal U student, you have access to the print and electronic resources of the
Manderino Library. You may receive reference assistance, library instruction, document
delivery, limited interlibrary loan, and access electronic course reserves. To learn more
about resources and services, please go to the Library’s Web page at:
http://library.calu.edu/home .
D2L Technical Support:
If you are having difficulties using D2L course tools, please contact Desire2Learn
Technical Support at 1-877-3257778 and/or http://d2l.calu.edu/ . The D2L Help Desk is available 24 hours a day, 365
days a year.

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Academic Integrity Policy:
Attention must be paid to standard practices relating to plagiarism. Violation of
the above policy can result in a failing grade for the entire course.
Confidentiality:
The opportunity may exist in this course for your input regarding your current
and/or recently past work circumstances. Please be aware that our forum in this
class is completely confidential. Although you are requested not to mention
your workplace colleagues by specific name, some conclusions may be able to be
drawn about specific people in your work environment based on the information
you provide. Be reassured that this information is for class use only and will not
be shared outside of our class community.
Bibliography/References:
American Association of School Administrators. (1992) Creating Quality Schools.
Arlington, VA.
Anderson, L.W. and Walberg, H.J. (Eds.). (1993). Timepiece: Extending and Enhancing
Learing Time. Reston, Virginia: NASSP.
Barth, R.S. (1990). Improving Schools From Within: Teachers, Parents and Principals
Can Make the Difference. San Francisco: Jossey-Bass.
Blase, J., and Krby, P.C. (1991). Bringing Out the Best in Teachers: What Effective
Principals Do. Newbury Park, CA: Corwin.
Bracey, G.W. (October 1996). The Sixth Bracey Report on the Condition of Public
Education. Phi Delta Kappan, 78(2). 127-138.
Breaking Ranks: Changing an American Institution. (1996). A Report of the National
Association of Secondary School Principals on the High School of the 21st Century.
Reston, Virginia: NASSP.
Candoli, I.C., Hack, W.G., & Ray, J.R. (1992). School Business Administration: A
Planning Approach. Boston: Allyn and Bacon.
Cram, H.D. & Germinario, V. (2000), Leading and Learning in Schools: Brain-Based
Practices. Scarecrow Press, Inc.: Lanham, MD.
David, R.J. (ed.). (1995). Eichhorn: The Early Years in Middle Level Education.
Pittsburgh, PA: PMSA
Deal, T.E. (1990). The Principal’s Role in Shaping School Culture. Washington, D.C.:
U.S. Dept. of Education, Office of Educational Research.

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Drake, T.L. & Roe, W.H. (1994) The Principalship. New York, Macmillan.
Dryfoos, J.G. (1990). Adolescents at Risk: Prevalence and Prevention. New York:
Oxford University Press.
Duke, D.L. (1990). Setting Goals for Professional Development. Educational
Leadership, 47(8), 71-75.
Eisener, E.W. (1994). The Educational Imagination: On the Design and Evaluation of
School Programs. New York: Macmillan.
Hampel, R.L. (1986). The Last Citadel: American High Schools Since 1940. Boston:
Houghton Mifflin.
Hart, A.W. & Bredeson, P.V. (1996). The Principalship: A Theory of Professional
Learning and Practice. New York: McGraw-Hill, Inc.
Hoy, W.K. & Tarter, C.J. (1995). Administrators Solving the Problems of Practice:
Decision-Making Concepts, Cases and Consequences. Boston: Allyn and Bacon.
Hughes, L.W. (1994). The Principal as Leader. New York: Macmillan.
Hurwitz, H.L. (1988). The Last Angry Principal. Portland: Halcyon House
Johnson, D.W. & Johnson, R.T. (1995). Reducing School Violence Through Conflict
Resolution. Virginia: ASCD.
Kowalski, T.J. (1991). Case Studies on Educational Administration. New York:
Longman Publishing Group.
Lambert, L. (1998). Building Leadership Capacity in Schools. Virginia: ASCD.
Lambert, L. (2003). Leadership Capacity for Lasting School Improvement. Virginia:
ASCD.
Lightfoot, S.L. (1983) The Good High School: Portraits of Character and Culture.
New York: Basic Books.
Maurer, R.E. (1991). Managing Conflict: Tactics for School Administrators. Boston:
Allyn and Bacon.
Peters, T. & Waterman, R. Jr. (1982). In Search of Excellence. New York: Harper and
Row.
Powell, A.G. (1985). The Shopping Mall High School: Winners and Losers in the
Educational Marketplace. Boston: Houghton Mifflin.

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Sapp, S.E. (2000). Guide to Best Practices for New School Administrators. Scarecrow
Press, Inc.: Lanham, MD.
Sergiovanni, T.J. (1995) The Principalship: A Reflective Practice Perspective.
Needham Heights: Allyn and Bacon.
Sergiovanni, T.J. (1992). Moral Leadership: Getting to the Heart of School
Improvement. San Francisco: Jossey- Bass.
Sizer, T.R. (1984). Horace’s Compromise: The Dilemma of the American High
School. Boston: Houghton Mifflin.
Shanker, A. (January, 1990). The End of the Traditional Model of Schooling and a
Proposal for Using Incentives to Restructure Our Public Schools. Phi Delta Kappan,
71. 345-357
Short, P.M. & Greer, J.T. (1997). Leadership in Empowered Schools: Themes From
Innovative Efforts. New Jersey: Prentice Hall.
Smoker, M. (1996) Results: The Key to Continuous School Improvement. Virginia:
ASCD
Sparks, D. & Hirsh, S. (1997). A New Vision for Staff Development. Virginia: ASCD.
Weller, D.L. (1999) Quality Middle School Leadership. Scarecrow Press, Inc.:
Lanham, MD.
Wohlstetter, P., Van Kirk, A.N., Robertson, P.J., & Mohrman, S.A. (1997). Organizing
for Successful School-Based Management. Virginia: ASCD

J.

Proposed Instructors:
Administrative Leadership Faculty or Approved Temporary Faculty

K.

Rationale for the Course: To meet Educational Leadership Constituent Council
Standards (ELCC) and Pennsylvania Leadership Standards

L.

Specialized Equipment or Supplies Needed: Web based courses. Internet and
computer hardware needed for the learning management system.

M.

Answer the following questions using complete sentences:
1.
2.
3.

Does the course require additional human resources? No.
Does the course require additional physical resources? No.
Does the course change the requirements in any particular major?
No.

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4.
5.
6.

Does the course replace an existing course in your program? No.
How often will the course be taught? Two times per year.
Does the course duplicate an existing course in another Department or
College? No.

N.

Not applicable.

O.

Graduate Level Course – Not on the General Ed Menu.

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Competency
Domain

Requirement is Met When:

Course
Addressed

Key Assessment

Other Course/Program
Assessments

Field Experience Competencies
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
Competency
Domain

Requirement is Met When:

A. Assessment
and
Evaluation

The candidate:

B. Curriculum
and
Instruction

Course
Addressed

Key Assessment

1. Demonstrates the appropriate use of data in forming
decisions, utilizing resources, setting targets and
interpreting results aimed at continuous improvement in
curriculum, personnel and/or programs.
2. Accesses and interprets data from available
technologies and resources to address long-term and
strategic planning needs of the school in areas of
personnel, fiscal operations, facilities, technology and/or
other school district initiatives.
3. Examines data from local, state and national sources to
monitor and enhance student achievement.

ADP 626,
ADP 661

Multiple Measures of Data
Project Principal, Tools
Project

ADP 626,
ADP 661

Multiple Measures of Data
Project Principal, Tools
Project

ADP 626,
ADP 661

Multiple Measures of Data
Project, Tools Project

4. Determines the type of data that is communicated to
each group of stakeholders, how data is presented and
the implications of information dissemination.

ADP 641

School and Community Plan
(case study)

Other Course/Program
Assessments

The candidate:

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C.
Professionalism

1. Demonstrates clear connections between theory and
practice in curricular and instructional leadership.

ADP 621,
ADP 626

Curriculum Project,
Multiple Measures of Data
Project

2. Participates in the process of development, assessment
and/or refinement of standards-based curriculum.

ADP 621,
ADP 626

Curriculum Project,
Multiple Measures of Data
Project

3. Demonstrates knowledge, skills and dispositions related
to one’s leadership responsibility to support curricular
and instructional excellence.

ADP 621,
ADP 626

Curriculum Project,
Multiple Measures of Data
Project

4. Articulates a vision for student success and a positive
school climate that supports equal access to curricular
and instructional excellence.

ADP 621,
ADP 626

Curriculum Project,
Multiple Measures of Data
Project

The candidate:
1. Fosters relationships with stakeholders and acts with
integrity, fairness and in an ethical manner as stated in
the “PA Code of Professional Practice and Conduct for
Educators.”
2. Evaluates the effectiveness of his/her actions and
interactions with all stakeholders via verbal and nonverbal communication.

ADP 631,
ADP 661
ADP 661

Principal Tools Project

Principal as a Culture Shaper
Assignment

3. Actively seeks current information to support their ongoing short- and long-term professional development
goals.

ADP 647,
program

Principal Program Livetext
Portfolio

Personal Assessment of the
Leadership Standards

Updated Spring 2013

Review of PA School Code
Integrity, Fairness and Ethics
Assignment through discussions

16

4. Maintains a current level of knowledge of school
district, state and federal regulations, policies and
professional practices.

D. Statutory
and Regulatory
Compliance

E.
Organizational

ADP 631

Review of School Board Policy
and School Laws through
discussions.

1. Reports on examples of field-based federal, state and
local legislation, regulations, mandates, policies, and
procedures that impact school district operations at
macro and micro levels.
2. Determines specific roles and responsibilities for
adherence/compliance with federal, state and local
legislation, regulations, mandates, policies and
procedures.
3. Assists with the completion of all compliance
documentation.

ADP 631

Review of School Board Policy,
PA Basic Education Circular and
PA School Code through
discussions.
Review of School Board Policy,
PA BEC and PA School Code
through discussions.

ADP 631

Review of School Board Policy,
PA BEC and PA School Code
through discussions.

4. Reports on how the school district disseminates
information on regulatory changes to appropriate
stakeholders

ADP 631

Review of School Board Policy,
PA BEC and PA School Code
through discussions.

5. Identifies example(s) of compliance problems and
assists with alternative actions to resolve targeted
compliance issues.

ADP 631

Review of School Board Policy,
PA BEC and PA School Code
through discussions.

The candidate:

ADP 631

The candidate:

Updated Spring 2013

17

Leadership

F. Diverse
Learners

1. Describes the working relationships within the school
district’s organizational-chart including external
partnerships.

ADP 661

The Evolving Role of the
Principal Field Experience

2. Demonstrates knowledge of functional relationships in
the organizational chart to systemic functions.

ADP 661

The Evolving Role of the
Principal Field Experience

3. Identifies the role of their certification area within the
organization to include responsibilities, relationships,
constraints, opportunities and resources.

ADP 661

The Evolving Role of the
Principal Field Experience

4. Identifies a problem within the scope of their
certification area and creates a visionary action plan,
consistent with the organization and sensitive to the
change process; including resolution of conflicts,
communication, collaboration, needs assessment and
advocacy.

ADP 661

The Evolving Role of the
Principal Field Experience

1. Reports on current policies and practices designed to
support children, caregivers and families from diverse
backgrounds.

ADP 626,
ADP 641

2. Analyzes current efforts to support diverse learners and
how the broader community views learning differences.

ADP 626,
ADP 641

School Supports At-A-Glance
Assignment: Universal,
Targeted & Intensive ,
Recognizing Diversity in
Families Field Experience
Recognizing Diversity in
Families Field Experience

The candidate:

Updated Spring 2013

Multiple Measures of Data
Project

18

3. Fosters communication with families of English
language learners (ELL) to ensure that learners and their
families have access to communication in the native
language.
4. Identifies the use of strategies and resources for
students with diverse needs including, but not limited to,
gifted, ELL and students with disabilities.

ADP 641

Recognizing Diversity in
Families Field Experience

ADP 626,
ADP 664

5. Advises and supports educators in modifications to the
learning environment that are evidence-based practices
that do not compromise curricular intent and rigor.

ADP 641,
ADP 664

Multiple Measures of Data
Project

6. Demonstrates positive and appropriate interactions
with all stakeholders in the school environment and
community at large.

ADP 626

Multiple Measures of Data
Project

School Supports At-A-Glance
Assignment: Universal,
Targeted & Intensive, Field
Project Special Ed Focus
School Supports At-A-Glance
Assignment: Universal,
Targeted & Intensive, Field
Project Special Ed Focus

7. Participates with educators and social agencies working
with diverse learners to create learning opportunities.

ADP 661

Creating a Collaborative
Community Project

Practicum and Internship Competencies
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
Competency
Domain

Requirement is Met When:

A. Assessment
and

The candidate:

Updated Spring 2013

Course
Addressed

Key Assessment

Other Course/Program
Assessment

19

Evaluation

B. Curriculum
and
Instruction

1. Uses data from multiple sources including PSSA and
PVAS in forming decisions, utilizing resources, setting
targets, and interpreting results aimed at continuous
improvement in student achievement, curriculum,
personnel and/or programs.
2. Accesses and interprets data from available
technologies and resources to address long-term and
strategic planning needs of the school in areas of student
achievement, personnel, fiscal operations, facilities,
technology and/or other school district initiatives.
3. Compares data from local, state and national sources to
develop an action plan designed to enhance student
success.

ADP 670

School Improvement
Project

ADP 670

School Improvement
Project

ADP 670

School Improvement
Project

4. Communicates an action plan to a select group of
stakeholders that is responsive to how data is presented
and the implications of information dissemination.

ADP 670

School Improvement
Project

The candidate:
1. Presents clear connections between theory and practice
in curricular and instructional leadership.

ADP 670

Principal Program Live Text
Portfolio

2. Participates in the development, assessment and/or
refinement of standards-based curriculum.

ADP 670

Principal Program Live Text
Portfolio

3. Demonstrates knowledge, skills and dispositions related
to one’s leadership responsibility to support curricular and
instructional excellence.

ADP 670

Principal Program Live Text
Portfolio

Updated Spring 2013

20

4. Creates a vision for student success and a positive
school climate that supports equal access to curricular and
instructional excellence.

ADP 670

Principal Program Live Text
Portfolio

ADP 670

Principal Program Live Text
Portfolio

ADP 670

Principal Program Live Text
Portfolio

3. Engages in programs designed to support his/her ongoing short- and long-term professional development
goals.

ADP 670

Principal Program Live Text
Portfolio

4. Avoids inappropriate relationships, conduct, and
contact with students, colleagues, families and the
broader community.

ADP 670

Principal Program Live Text
Portfolio

5. Demonstrates an understanding of current school
district, state and federal regulations, policies and
professional practices.

ADP 670

Principal Program Live Text
Portfolio

C.
The candidate:
Professionalism
1. Fosters relationships with stakeholders and acts with
integrity, fairness and in an ethical manner as stated in the
“PA Code of Professional Practice and Conduct for
Educators.”
2. Evaluates the effects of his/her actions and interactions
with all stakeholders via verbal and non-verbal
communication.

D. Statutory
and Regulatory

The candidate:

Updated Spring 2013

21

Compliance

E.
Organizational

1. Participates in site-based federal, state and local
legislation, regulations, mandates, policies, and
procedures that impact school district operations at
macro and micro levels.
2. Performs in the specific roles and responsibilities for
adherence/compliance with federal, state and local
legislation, regulations, mandates, policies and
procedures.
3. Assists with the completion of all compliance
documentation.

ADP 670

Principal Program Live Text
Portfolio, Mentor
Evaluation

ADP 670

Principal Program Live Text
Portfolio, Mentor
Evaluation

4. Participates in the school district dissemination of
information on regulatory changes to appropriate
stakeholders.

ADP 670

5. Identifies example(s) of compliance problems and
designs alternative actions to resolve targeted compliance
issues.

ADP 670

6. Develops and presents plans on the allocation of
resources needed to maintain and/or improve
compliance.

ADP 670

ADP 670

The candidate:
1. Demonstrates knowledge of all systemic relationships in
the organizational chart and their corollary systemic
functions.

Updated Spring 2013

ADP 670

Principal Program Live Text
Portfolio

22

F. Diverse
Learners

2. Participates within the defined role of their certification
area within the organization to include responsibilities,
relationships, constraints, opportunities and resources.

ADP 670

Principal Program Live Text
Portfolio

3. Identifies a problem within the scope of their
certification area and creates and presents a visionary
action plan, consistent with the organization and to
promote a culture of change; including resolution of
conflicts, communication, collaboration, needs
assessment and advocacy.

ADP 670

School Improvement
Project

1. Reports on current policies and practices designed to
support children, caregivers and families from diverse
backgrounds.

ADP 670

Principal Program Live Text
Portfolio

2. Analyzes, reports and presents on current efforts to
support diverse learners and how the broader community
views learning differences.

ADP 670

Principal Program Live Text
Portfolio

3. Communicates with families of English language
learners (ELL) and culturally diverse learners to ensure
that learners and their families have access to
communication in their native language.
4. Advocates for the use of effective strategies and
resources for students with diverse needs including, but
not limited to, gifted, ELL and students with disabilities.

ADP 670

Principal Program Live Text
Portfolio

ADP 670

Principal Program Live Text
Portfolio

5. Advises and supports educators in modifications to the
learning environment that are evidence-based practices
that do not compromise curricular intent and rigor.

ADP 670

Principal Program Live Text
Portfolio

The candidate:

Updated Spring 2013

23

6. Demonstrates positive and appropriate interactions
with all stakeholders in the school environment and
community at large.

ADP 670

Principal Program Live Text
Portfolio

7. Collaborates with educators and social agencies
working with diverse learners to create a coherent vision
for learning opportunities.

ADP 670

Principal Program Live Text
Portfolio

Updated Spring 2013

24