California University of Pennsylvania Department of Secondary Education and Administrative Leadership Course Syllabus Approved 4/8/2013 A. Protocol Course: Field Project/Leadership Course Number: ADP 664 Credits: 3 (Global Online) Maximum Class Size (online): 25 Course Description: In this course, problem‐solving activities and field projects planned cooperatively with university and school district personnel are designed in the area of Education Leadership or School Leadership and Special Education. This practice‐centered approach requires students to apply their knowledge, and demonstrate proficiency in those skills that contribute to effective performance as a leader. 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 PDED) 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 st 21 century educational leader and teacher. 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 P‐12 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. 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 National Board for Professional Teaching Standards (NBPTS). 2 Updated Spring 2013 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 5.0: A building‐level education leader applies knowledge that promotes the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s academic and social success by modeling school principles of self‐ awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs inform all aspects of schooling. 5.1 Candidates understand and can act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success. 5.2 Candidates understand and can model principles of self‐awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school. 5.3 Candidates understand and can safeguard the values of democracy, equity, and diversity within the school. 5.4 Candidates understand and can evaluate the potential moral and legal consequences of decision making in the school. 5.5 Candidates understand and can promote social justice within the school to ensure that individual student needs inform all aspects of schooling. 3 Updated Spring 2013 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 5 An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. 4 Updated Spring 2013 PA Leadership Standards: The following PA Leadership Standards are addressed in this course: Key Standards: Main Emphasis on the following standards: Core Standards I. Knowledge and skills to think and plan strategically creating an organizational vision around personalized student success. III. The ability to access and use appropriate data to inform decision‐making at all levels of the system. Corollary Standards I. Creating a culture of teaching and learning with an emphasis on learning. VI. Supporting professional growth of self and others through practice and inquiry. Some Emphasis on the following standards: Core Standards Core Standards 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 Standards IV. Operating in a fair and equitable manner with personal and professional integrity. PA Special Education Competencies for School Leaders: The following PA Special Education Competencies for School Leaders are addressed in this course: Over‐Representation of Diverse Students in Special Education • 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. Prevention and Early Intervening • Connect general education curriculum, compensatory and special education in providing high quality standards‐based instruction/intervention that is matched to students’ academic, social emotional and behavioral needs. • Demonstrate high‐quality instruction for all students, through scientific research and evidence‐ based practice to produce high rates of learning for all students. • Implement an integrated system of assessment and data collection for identification of students struggling to meet academic and behavioral expectations • Participate in school wide approaches to intervention and effective instruction • Demonstrate evidence‐baked practices for use in both the special and regular education settings in the school. Effective Instructional Strategies for Students with Disabilities in Inclusive Settings • Identify effective instructional strategies to address areas of need. • Analyze performance of all learners and make appropriate modifications • Design and implement programs that reflect knowledge, awareness and responsiveness to diverse needs of students with disabilities. • Use research supported methods for academic and non‐academic instruction for students with disabilities. 5 Updated Spring 2013 B. Course Objectives: After successful completion of this course, principal candidates/education leader will be able to: • Describe the steps of continuous improvement needed to move toward a competent system in the area of education leadership or school leadership and special education. • Define the differences between a competent and incompetent school system using specific examples as it relates to the education leadership or school leadership and special education time lines and process and specific examples from your own examples and the text • Plan, develop and fulfill a field project in conjunction with your building principal focused on education leadership or school leadership and special education. • Apply the steps to continuous improvement in a school system by describing specific areas needed for improvement in the area of education leadership or school leadership and special education • Become aware of the ELCC/ISLLC/PDE/NBPTS standards as it relates to the course objectives • Analyze administrative issues and begin to formulate intelligent well‐informed positions on them from the perspective of a future principal with an emphasis on education leadership or school leadership and special education. • Develop as a reflective educational leader Standards Alignment Matrix: The Matrix below provides an overview of the alignment between course objectives, standards, and assessments. Assessment ELCC ISLLC PDE PA Leadership CAL U Objectives Conceptual Principal Candidates Will Be Able Standards To: Framework NBPTS Proposition Core Corollary Special Knowledge/Content needs Describe the steps of continuous improvement needed to move toward a competent system in the area of education leadership or school leadership and special education Standard I, II Define the differences between a competent and incompetent school system as it relates to the Standard I, II Standard I, II Standard I, II Core I, II Core I, II education leadership or school leadership and special education time lines and process and using (1A) Discussions Proposition: 5 Group activities (1A) Discussions Proposition: 5 Group activities (1A) (1B)(2A) Field Project specific examples from your own experiences along with the text Skills/Performance Plan, develop and fulfill a field project in conjunction with your building principal focused on education leadership or school leadership and special education Standard I, II, V Standard I, II, V Core I, II, III Corollary I, Corollary VI Special Ed Comp. 6 Updated Spring 2013 (2B) (2C) Proposition: 4, 5 Apply the steps to continuous improvement in a school system by describing specific areas needed for improvement in the area of education leadership or school leadership and special education Dispositions/Professionalism Become aware of the ELCC/ISLLC/PDE standards and/or NBPTS standards as they relate to the course objectives Standard I, II, V Standard I, II, V Core I, II, III Corollary IV Special Ed Comp. (2C) Discussions Proposition: 4, 5 Group activities Field Project Standard I, II, V Analyze administrative issues and begin to formulate intelligent well‐ informed positions on them from the perspective of a future principal (or teacher leader) with an emphasis on education leadership or school leadership and special education. Standard I, II, V Develop as a reflective educational leader Standard V Standard I, II, V Standard I, II, V Core I, II, III Core I, II, III Corollary IV; Corollary VI Corollary IV Special Ed Comp. Special Ed Comp. (3A) Discussions (3C) Field Project Proposition: 1, 2 Reflection (3A) Discussions (3B) Field Project (3C) Proposition: 4, 5 Standard V Corollary IV, VI (3A) (3B) (3C) Field Project Reflection Proposition: 4 7 Updated Spring 2013 C. Catalog Description: In this course, problem‐solving activities and field projects planned cooperatively with university and school district personnel are designed in the area of Education Leadership or School Leadership and Special Education. This practice‐centered approach requires students to apply their knowledge, and demonstrate proficiency in those skills that contribute to effective performance as a leader D. Outline of Course • • • • • • Systems Thinking as the Door to Continuous Improvement in the area of education leadership or school leadership and special education Focus on Education leadership or school leadership and special education Envisioning the Desired Results Defining Reality Through Data Designing and Implementing Staff Development activity/presentation related to education leadership or school leadership and special education Presenting your professional development activity E. Teaching Methodology: To accomplish these objectives, principal candidates will engage in a variety of methodologies including but not limited to: • discussions • group activities • readings/print based materials • individual/group activities • research • field work/field project • problem based learning • Quality Matters Statement – The online course follows the standards of the Quality Matters rubric. F. Textbooks(s): Title: The School Leader's Guide to Special Education Author: Margaret J. McLaughlin, Kristin Ruedel Publisher: Solution‐Tree.com ISBN: ISBN 978‐1‐935542‐81‐0 Edition: Third, Publication Date: April 10, 2012 or Title: Leadership Strategies for Teachers Author: Eunice M. Merideth Publisher: Corwin Press ISBN: 1‐4129‐3709‐4 Edition: Second Edition, 2007 Supplemental Title: Who Moved My Cheese Author: Dr. Spencer Johnson Updated Spring 2013 8 Publisher: G.P. Putnam’s Sons ISBN: 0‐399‐14446‐3; Edition: 1998 G. 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: • Field Project: Throughout the course of the semester, candidates will engage in a field project focused on education leadership or school leadership and special education. In conjunction with a building administrator, you will identify a project within the school with a Leadership focus. Your field project will only be required to address one level. Within this level, you may design a project that will help you develop your leadership skills. The goal is to design a FIELD PROJECT that will have a positive impact on your performance as a future administrator or teacher leader. The school may be the one in which you currently work or you may select another site. Specific details and rubric for your field project will be provided in class. • Key Program Assessment: Educational Leadership Program Portfolio (ongoing throughout the program): 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 following rubric: 2 1 0 Distinguished Proficient Does Not Meet Expectations Exceeds Expectations Meets Expectations 9 Updated Spring 2013 Participation is timely, sincere, honest, thorough and demonstrates the ability of the candidate to think like an administrator or teacher leader. Quality of work demonstrated to be a building principal is excellent. Candidate not only responds, but responds thoughtfully to various classmates in discussions. Candidate poses questions that are reflective of the discussion and focuses on the intent of the assignment. • Participation is limited, lacks focus, or does not participate. The student is not demonstrating the potential to think like an administrator or teacher leader. Quality of work demonstrated to be a building principal is questionable and unsatisfactory Group Activities 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 following rubric: 2 1 0 Distinguished Proficient Does Not Meet Expectations Exceeds Expectations Thorough contribution to the group session; contributes to the group session by providing extensive and meaningful participation as it relates to the required task; task is complete; present for the entire group session • Participation is timely, sincere, honest, thorough and demonstrates the potential of the candidate to think like an administrator or teacher leader . Quality of work demonstrated to be a building principal is satisfactory. Candidate responds and responds satisfactorily to at least one other classmate. Candidate's responses address the focus of the discussion Meets Expectations Contributes to the group session by providing some participation as it relates to the required task; task is mostly complete; present for most of the group session No contribution or limited contribution to the group session; little or no participation as it relates to the required task; not present for the group session Written Assignments Throughout the course of the semester, candidates will engage in various course assignments that focus on research. Specific details will be provided. Criteria 3 2 1 0 Distinguished Proficient Basic Does Not Meet Expectations Exceeds Expectations Meets Expectation 10 Updated Spring 2013 s Content All required content/sectio ns for the assignment are included; all sections were articulated and reflect a thorough understanding of the content Most required content/sect ions for the assignment are included; most sections were articulated and reflect a good understandi ng of the content Some required content/sections for the assignment are included; some sections were articulated and reflect a basic understanding of the content; some gaps are evident in candidate’s learning Writing All writing conventions were followed Most writing conventions were followed Most directions for set‐up and completion were followed Reflection is mostly clear and relates to the assignment; candidate is able to make some connections to what he/she has learned in relation to the assignment Some writing conventions were followed Directions All directions for set‐up and completion were followed Reflection Reflection is very clear and directly relates to the assignment; candidate is able to thoroughly make many connections to what he/she has learned in relation to the assignment Some directions for set‐up and completion were followed Reflection is somewhat clear; some relation/connecti on to the assignment is evident; candidate is able to make a few connections to what he/she has learned in relation to the assignment or connections may not be clearly evident Few or no required content/sections for the assignment are included; few or no sections were articulated and do no reflect a basic understanding of the content; many gaps are evident in the candidate’s learning Few or no writing conventions were followed Few or no directions for set‐up and completion were followed Reflection is not clear; little or no relation/connecti on to the assignment; candidate is not able to make connections to what he/she has learned in relation to the assignment IMPORTANT: Program Grading Policy 11 Updated Spring 2013 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 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 12 Updated Spring 2013 violence are communicated by a student during a classroom discussion, in a writing assignment for a class, or as part of a University‐approved 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 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 1‐877‐325‐ 7778 and/or http://d2l.calu.edu/ . The D2L Help Desk is available 24 hours a day, 365 days a year. 13 Updated Spring 2013 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: Educational Leadership Constituent Council Standards (ELCC) http://www.npbea.org/ELCC/ELCCStandards%20_5‐02.pdf Educational Leadership Policy Standards: ISLLC 2008 (Formerly called the Interstate School Leaders Licensure Consortium Standards for School Leaders) http://www.principals.org/isllc Pennsylvania Leadership Standards http://www.teaching.state.pa.us/teaching/lib/teaching/PrincipalFramework‐Guidelines_2008‐08.pdf National Board Certification for Educational Leaders (NBCEL) http://www.nbpts.org/products_and_services/national_board_certifica1 National Board for Profession Teaching Standards – The Five Core Propositions http://www.nbpts.org/ Leadership Strategies for Teachers, Second Edition, by Eunice M. Merideth, Corwin Press ©2007 ISBN: 1‐4129‐3709‐4 Bernhardt, Victoria. (2009). Data, Data Everywhere: Bringing all the data together for continuous school improvement. Eye on Education, NY. Bernhardt, Victoria. (2004). Data analysis for continuous school improvement. Eye on Education, NY. Collins, J. (2001). Good to great: Why some companies make the leap and others don’t. New York: HarperBusiness. Cotton, K. (2003). Principals and student achievement: What the research says. Alexandria, VA: Association for Supervision and Curriculum Development. Danielson, C. (2002). Enhancing student achievement: A framework for school improvement. Alexandria, VA: Association for Supervision and Curriculum Development. Gorton, R. & Alston, J. School leadership and administration (8th ed.). McGraw‐Hill. International Society for Technology Education (ISTE). Technology Standards for School Administrators (2002). 14 Updated Spring 2013 Kouzes, J. M. & Posner, B.Z. (2002). The leadership challenge (3rd ed.). San Francisco: Jossey‐Bass. Marzano, R., Waters, T., & McNulty, B.A. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development; and Aurora, CO: Mid‐continent Research for education and Learning McLaughlin, Margaret. (2009). What Every Principal Needs to Know About Special Education. Corwin Press. Preuss, Paul. Data‐driven decision making and dynamic planning: A school leader’s guide (2007). Eye on Education, NY. Robbins, P. & Alvy, H. The new principal’s fieldbook. Association for Supervision and Curriculum Development. Schomoker, M. (2003, February). First things first: Demystifying data analysis. Educational Leadership, 60(5), 22‐24. Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning: Alexandria, VA: Association for Supervision and Curriculum Development Schwahn, C. & Spady, W (2002). Total Leaders: Applying the best future‐focused change strategies to education. Rowman & Littlefield Education. Shellard, E. (2005). How assessment data can improve instruction. Principal, 84(3), 30‐32. Stronge, J., Richard, H., & Catano, N. (2008). Qualities of effective principals. Association of Supervision and Curriculum Development, Virginia. Tileston, Donna & Darling, Sandra. (2009). Closing the Poverty and Culture Gap. Corwin Press. Togneri, W., & Anderson, S.E. (2003). Beyond islands of excellence: What districts can do to improve instruction and achievement in all schools. Alexandria, VA: Learning Alliance First. Zmuda, A., Kuklis, R., & Kline, E. (2004). Transforming schools: Creating a culture of continuous improvement. Alexandria, VA: Association of Supervision and Curriculum Development. 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. 4. 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. Does the course replace an existing course in your program? No. 14 Updated Spring 2013 5. 6. 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. 15 Updated Spring 2013 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) 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 The candidate: Other Course/Program Assessments C. Professionalism D. Statutory and Regulatory Compliance 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.” ADP 631, ADP 661 Review of PA School Code Integrity, Fairness and Ethics Assignment through discussions 2. Evaluates the effectiveness of his/her actions and interactions with all stakeholders via verbal and non-verbal communication. ADP 661 Principal Tools Project Principal as a Culture Shaper Assignment 3. Actively seeks current information to support their on-going short- and long-term professional development goals. ADP 647, program Principal Program Livetext Portfolio Personal Assessment of the Leadership Standards 4. Maintains a current level of knowledge of school district, state and federal regulations, policies and professional practices. 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. ADP 631 2. Determines specific roles and responsibilities for adherence/compliance with federal, state and local legislation, regulations, mandates, policies and procedures. 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. The candidate: E. Organizational Leadership F. Diverse Learners 3. Assists with the completion of all compliance documentation. 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. 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 ADP 626, ADP 641 School Supports At-A-Glance Assignment: Universal, Targeted & Intensive , Recognizing Diversity in Families Field The candidate: The candidate: 1. Reports on current policies and practices designed to support children, caregivers and families from diverse backgrounds. Experience 2. Analyzes current efforts to support diverse learners and how the broader community views learning differences. ADP 626, ADP 641 Multiple Measures of Data Project Recognizing Diversity in Families Field Experience 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. ADP 641 Recognizing Diversity in Families Field Experience 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 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 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 6. Demonstrates positive and appropriate interactions with all stakeholders in the school environment and community at large. ADP 626 Multiple Measures of Data Project 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: Course Addressed Key Assessment Other Course/Program Assessment Evaluation B. Curriculum and Instruction C. Professionalism 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 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 The candidate: D. Statutory and Regulatory Compliance 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.” ADP 670 Principal Program Live Text Portfolio 2. Evaluates the effects of his/her actions and interactions with all stakeholders via verbal and non-verbal communication. ADP 670 Principal Program Live Text Portfolio 3. Engages in programs designed to support his/her on-going 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 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. ADP 670 Principal Program Live Text Portfolio, Mentor Evaluation 2. Performs in the specific roles and responsibilities for adherence/compliance with federal, state and local legislation, regulations, mandates, policies and procedures. ADP 670 Principal Program Live Text Portfolio, Mentor Evaluation 3. Assists with the completion of all compliance documentation. ADP 670 4. Participates in the school district dissemination of information on regulatory changes to appropriate stakeholders. ADP 670 The candidate: E. Organizational F. Diverse Learners 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 The candidate: 1. Demonstrates knowledge of all systemic relationships in the organizational chart and their corollary systemic functions. ADP 670 Principal Program Live Text Portfolio 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. ADP 670 Principal Program Live Text Portfolio The candidate: 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 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 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 24 Updated Spring 2013