California University of Pennsylvania
Department of Secondary Education and Administrative Leadership
Course Syllabus
Approved 4/8/2013
A. Protocol
Course: Field Project-Research and Evaluation
Course Number: ADP 673
Credits: 3 (Global Online)
Maximum Class Size (online): 25
Course Description:
Problem solving activities and field experiences planned cooperatively with university and school
district personnel are designed in the area of Research and Evaluation. This practice-centered
approach requires students to apply their knowledge, and demonstrate proficiency in those skills
that contribute to effective performance as an administrator or teacher leader.

FIELD EXPERIENCE: All candidates will be required to complete a field project that are 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
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:
•
•
•
•
•
•

2

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 Professional Teaching Standards

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 pl ans
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 3.0: A building-level education leader applies knowledge that promotes the success of every student by ensuring the
management of the school organization, operation, and resources through monitoring and evaluating the school management
and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and
protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and
ensuring that teacher and organizational time is focused to support high-quality instruction and student learning.
3.1 Candidates understand and can monitor and evaluate school management and operational systems.
3.2 Candidates understand and can efficiently use human, fiscal, and technological resources to manage school
operations.
3.3 Candidates understand and can promote school-based policies and procedures that protect the welfare and safety
of students and staff within the school.
3.4 Candidates understand and can develop school capacity for distributed leadership.
3.5 Candidates understand and can ensure teacher and organizational time focuses on supporting high-quality school
instruction and student learning.
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 stu dent’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 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 5: A school administrator is an educational leader who promotes the success of all
students by acting with integrity, fairness, and in an ethical manner.

NBPTS's Five Core Propositions:
1.
2.
3.
4.
5.

4

Teachers are committed to students and their learning.
Teachers know the subjects they teach and how to teach those subjects to students.
Teachers are responsible for managing and monitoring student learning.
Teachers think systematically about their practice and learn from experience.
Teachers are members of learning communities.

Updated Spring 2013

PA Leadership Standards:
The following PA Leadership Standards are addressed in this course:
Key Standards: Main Emphasis is on the following standards:
Core Standard III
The ability to access and use appropriate data to inform decision-making at all levels of the
system.
Corollary I
Creating a culture of teaching and learning with an emphasis on learning
Corollary IV
Operating in a fair and equitable manner with personal and professional integrity
Corollary VI.
Supporting professional growth of self and others through practice and inquiry.
Some Emphasis is on the following standards:
Core Standard I
Knowledge and skills to think and plan strategically creating an organizational 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.
B. Course Objectives:
After successful completion of this course, principal candidates/ education leader will be able to:
•
•
•
•
•
•
•
•
•
•
•
•

5

know and understand the basics of research
identify and recognize components of good educational research
apply the research process in creating and implementing a field project
formulate research questions
conduct a literature review
collect and analyze data
formulate conclusions related to research
use the Internet for educational research
analyze a number of research issues related to education, drawing conclusions and apply to solving
administrative/teacher leader problems
become aware of the ELCC/ISLLC/PDE /NBPTS standards as it relates to the course objectives.
become a discerning consumer of educational research
reflect in your role of “principal as researcher” or “education leader as researcher”

Updated Spring 2013

Standards Alignment Matrix:
The Matrix below provides an overview of the alignment between course objectives, standards, and
assessments.
Objectives
ELCC
ISLLC
PDE PA
CAL U
Assessment
Principal Candidates Will Be Able
Leadership
Conceptual
To:
Standards
Framework
NBPTS
Proposition
Knowledge/Content
Core
Corollary
Know and understand the basics of
research

Standard
1, 2, 3

Standard
1, 2, 3

Core
I, II, III

Corollary I

(1A)
(1C)

Proposition:
4

Quizzes

Discussions/
Group activities
Written
assignments

Identify the components of good
educational research

Standard
1, 2, 3

Standard
1, 2, 3

Core
I, II, III

Corollary I

(1A)
Proposition:
4

Field project
Quizzes
Discussions/
Group activities
Written
assignments
Field project

Skills/Performance
Formulate research questions

Standard
1, 2, 3

Standard
1, 2, 3

Core
I, II, III

Corollary
I

(1A)

Field project

(2A)

Discussions/Group
activities

(2B)
Conduct a review of the literature

Standard
1, 2, 3

Standard
1, 2, 3

(2C)
(1A)

Core
I, II, III

(2C)
Proposition:
5

Collect and analyze data

Formulate conclusions

Use the Internet for educational
research

6

Standard
1, 2, 3

Standard
1, 2, 3

Core
IIII

Standard
1, 2, 3

Standard
1, 2, 3

Core
I, II, III

Standard
1, 2, 3

Standard
1, 2, 3

Core
III

I

Written
assignment
Field project

(1A)

Discussions
Field project

(2C)
(1A)

Discussions
Field project

(2C)

Discussions

(1A)

Discussions

(2C)

Written

Updated Spring 2013

assignment

Analyze a number of research issues
related to education, drawing
conclusions and apply to solving
administrative/teacher leader
problems

Standard
1, 2, 3

Standard
1, 2, 3

Core
III

I

(1A)

Field Project
Field project

(2A)

Quizzes

(2B)

Discussions

(2C)
Proposition:
3

Dispositions/Professionalism

Become aware of the
ELCC/ISLLC/PDE/NBPTS standards as
it relates to the course objectives.

Standard
5

Standard
5

Corollary
IV, VI

(3A)

Field Project

(3B)

Discussions

(3C)
Become a discerning consumer of
educational research
Reflect in your role of
“principal/teacher Leader as
researcher”

Standard
5
Standard
5

Standard
5
Standard
5

Corollary
IV, VI
Corollary
IV, VI

(3A)

Field Project

(3B)

Discussions

(3A)

Field Project

(3B)

Discussion

(3C)

C. Catalog Description:
Problem solving activities and field experiences planned cooperatively with university and school district
personnel are designed in the area of Research and Evaluation. This practice-centered approach requires
students to apply their knowledge, and demonstrate proficiency in those skills that contribute to effective
performance as an administrator or teacher leader.
D. Outline of Course Content:
• Introduction to research in education
• Research problems, variables, and hypotheses
• Locating and reviewing related literature
• Using the Internet for educational research
• Participants, subjects and sampling
• Foundations of educational measurement
• Types of educational measures
• Non Experimental quantitative research designs
• Experimental research designs
• Understanding statistical inferences
• Qualitative research designs and analysis
• Mixed-method and action research
• Discussion and conclusions
• The intelligent consumer - putting it all together
7

Updated Spring 2013

E. Teaching Methodology: To accomplish these objectives, principal candidates will engage in a variety of
methodologies including but not limited to:
• discussions
• chat sessions
• readings/print based materials
• individual/group activities
• research
• field work/field project
• problem based learning
•
– The online
F. Textbooks(s):
1. Educational Research: Fundamentals for the Consumer (5th Edition) by James McMillan. Pearson Education.
or
2. A Short Guide to Action Research (4th Edition, Andrew P. Johnson, ISBN-13: 978-0132685863, Pearson; 4
edition (August 27, 2011)
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 Research Project
Throughout the course of the semester, candidates will engage in a field research project. Principal
candidates will identify a research question, conduct a review of the literature, collect and analyze data,
and produce a written report of the research. The field project will take place over the course of the
semester. Your field project will be assessed utilizing the following rubric:
Criteria

Distinguished
3

Includes ALL identifying
information:
-name
Cover Page
-title
-course name and
number

Abstract

Abstract is clearly
written and includes ALL
of the following:
-50 to 150 words
-Provides brief summary
of the entire research
study and includes the
problem, method, and
findings

Introduction is clearly
written and includes ALL
Introduction
of the following criteria:
-1 to 3 paragraphs
8

Proficient
2

Basic
1

Unsatisfactory
0
Includes FEW or NO
identifying
information

Includes MOST
identifying
information

Includes SOME
identifying
information

Abstract is clearly
written and
includes MOST of
the indicated
criteria

Abstract is written
Abstract is missing
but may lack some
or lacks focus and
clarity and
includes FEW or
includes SOME of
NONE of the
the indicated
indicated criteria
criteria

Introduction is
clearly written and
includes MOST of
the criteria

Introduction is
written but may
lack some clarity
and includes

Introduction is
missing or lacks
focus and includes
FEW or NONE of the

Updated Spring 2013

-statement of context for
research/describes the
context
-provides significance of
the research
-indicates the research
problem investigated
Review of the Literature
is clearly written and
includes ALL of the
Review of the
following criteria:
Literature
-synthesizes the
literature as it relates to
the research focus

Research
Question

Research question
provides a problem that
includes ALL of the
following criteria:
Problem is...
-researchable
-significant
-manageable
-contextual
-clearly stated
-open-ended
-self reflective

Data collection is clearly
presented and provides
ALL of the following:
-What data was collected
Data
-How the data was
Collection/
collected
Method
-When the data was
collected
-Why this data was
collected
Section is written clearly
and provides ALL of the
following criteria:
-description of how the
data was analyzed;
responds to the question
"What story does the
Data Analysis
data tell?"
-presentation and
explanation of results
-use of graphs, tables,
charts, or other visual as
part of the result
presentation

9

SOME of the
criteria

Review of the
Literature is clearly
written and
includes MOST of
the criteria

Review of the
Literature is
written but lacks
clarity and
includes SOME of
the criteria

Research question
Research question
provides a
provides a problem
problem that
that includes MOST
includes SOME of
of the criteria
the criteria

criteria

Review of the
Literature is missing
or lacks focus and
includes FEW or
NONE of the criteria

Research question
provides a problem
that includes FEW
or NONE of the
criteria

Method is clearly
written and
provides MOST of
the criteria

Method is
provided but lacks
clarity; provides
SOME of the
criteria

Method is missing o
lacks focus; provides
FEW or NONE of the
criteria

Section is clearly
written and
provides MOST of
the criteria

Section is written
but lacks clarity
and provides
SOME of the
criteria

Section is missing or
lacks focus;
provides FEW or
NONE of the criteria

Updated Spring 2013

10

Section is written clearly
and provides ALL of the
following criteria:
-Summary statements
Plan of
reflect overall answers to
Action/
the research question
Conclusion
-Supporting details
provided
-Plan of action clearly
indicated

Section is written
clearly and include
MOST of the
criteria

Section is written
but lacks clarity;
includes SOME of
the criteria

Section is missing or
lacks focus; include
FEW or NONE of the
criteria

References are clearly
identified and include
ALL of the following
criteria:
References -APA style is followed
-Required 8 references
-Eight references are
from more reliable and
professional sources

References are
identified and
include MOST of
the criteria

References are
listed and include
SOME of the
criteria

References are
missing and include
FEW or NONE of the
criteria

Organization of the Field
Project Report is
distinguished by the
following criteria:
-all project components
Organization are included
-excellent use of
graphs/charts to display
results
-Flow of the project is
excellent

Organization of the
field project report
includes MOST of
the criteria;
provides an overall
good organization

Organization of
the field project
report includes
SOME of the
criteria

Organization of the
field project report
includes FEW or
NONE of the criteria

Writing
ALL writing conventions
Conventions followed

MOST writing
conventions
followed

SOME writing
conventions
followed

FEW or NO writing
conventions
followed

•

Key Program Assessment: (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.

•

Quizzes
Candidates will demonstrate their understanding and application of content via various forms of quizzes
including multiple choice, short answer and essay.

Updated Spring 2013

•

•

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
Participation is timely,
sincere, honest, thorough
and demonstrates the
ability of the candidate to
think like an administrator
and/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.

Meets Expectations
Participation is timely,
sincere, honest, thorough
and demonstrates the
potential of the candidate
to think like an
administrator and/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

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

11

Participation is limited,
lacks focus, or does not
participate. The student is
not demonstrating the
potential to think like an
administrator and/or
teacher leader . Quality of
work demonstrated to be
a building principal is
questionable and
unsatisfactory

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

Updated Spring 2013

•

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

2

1

0

Distinguishe
d

Proficient

Basic

Does Not Meet
Expectations

Some required
content/sectio
ns 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
Some writing
conventions
were followed

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
somewhat
clear; some
relation/conn
ection 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

Reflection is not
clear; little or no
relation/connect
ion to the
assignment;
candidate is not
able to make
connections to
what he/she has
learned in
relation to the
assignment

Exceeds
Expectations

Meets
Expectations

Content

All required
content/sect
ions for the
assignment
are included;
all sections
were
articulated
and reflect a
thorough
understandi
ng of the
content

Most required
content/sectio
ns for the
assignment are
included; most
sections were
articulated and
reflect a good
understanding
of the content

Writing

All writing
conventions
were
followed
All
directions
for set-up
and
completion
were
followed
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

Most writing
conventions
were followed

Directions

Reflection

12

3

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
directions for
set-up and
completion
were followed

Updated Spring 2013

clearly evident

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 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:
•
•
•
•
•

13

Location:
Phone:
Fax:
Email:
Web Site:

Carter Hall - G-35
(724) 938-5781
(724) 938-4599
osdmail@calu.edu
http://www.calu.edu/osd
Updated Spring 2013

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 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.)

14

Updated Spring 2013

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.
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 Research accompanying website
http://wps.ablongman.com/ab_mcmillan_edresearch_5/65/16694/4273674.cw/index.html
Educational Leadership Constituent Council Standards (ELCC)
http://npbea.org/major_projects/
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/
Various web links (Introduction on research, Action research, statistical design, etc.)
eThemes of the Times - The New York 2004 . http://ethemes.pearsoncmg.com/0205426875/

15

Updated Spring 2013

McMillan, James, (2004) Educational Research - Fundamentals for the Consumer, 4th Edition. Pearson
Education, Inc., New York
Mills, Geoffrey E.(2003). Action Research: A guide for the teacher researcher. Upper Saddle River, NJ:
Merrill/Prentice Hall

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. Does the course require additional human resources? No.
2. Does the course require additional physical resources? No.
3. Does the course change the requirements in any particular major? No.
4. Does the course replace an existing course in your program? No.
5. How often will the course be taught? Two times per year.
6. 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.

16

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

16

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)

ADP 621,
ADP 626

Curriculum Project,
Multiple Measures of Data
Project

Other Course/Program
Assessments

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

Updated Spring 2013

C.
Professionalism

D. Statutory
and Regulatory
Compliance

17

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

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

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

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.

ADP 631

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

The candidate:
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.

Updated Spring 2013

E.
Organizational
Leadership

18

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 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.

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

The candidate:

Updated Spring 2013

F. Diverse
Learners

The candidate:

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

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

Multiple Measures of Data
Project

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

Creating a Collaborative
Community Project

Practicum and Internship Competencies
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
19

Updated Spring 2013

Competency
Domain

Requirement is Met When:

A. Assessment
and
Evaluation

The candidate:

B. Curriculum
and
Instruction

20

Course
Addressed

Key Assessment

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

Other Course/Program
Assessment

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

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

C.
Professionalism

D. Statutory
and Regulatory
Compliance

21

ADP 670

Principal Program Live Text
Portfolio

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.

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

ADP 670

Principal Program Live Text
Portfolio, Mentor
Evaluation

ADP 670

Principal Program Live Text
Portfolio, Mentor
Evaluation

The candidate:

The candidate:
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

Updated Spring 2013

procedures.

E.
Organizational

22

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

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

Updated Spring 2013

F. Diverse
Learners

23

The candidate:
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

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