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California University of Pennsylvania
Department of Secondary Education and Administrative Leadership
Course Syllabus
Approved: xx/xx/2013
A.
Protocol
Course Name: Curriculum Leadership Using a Standards Aligned System
Course Number: ADP 621
Credits: 3
Maximum Class Size (online): 25
Course Description:
Among the many leadership roles and responsibilities in the principalship, none is
more important than educational program development, administration and
evaluation. The purpose of this course is to develop the student's understanding of a
standards aligned system curriculum development process and the leadership
necessary for the process, and the structure needed to provide appropriate
professional development.
Field Experience: All candidates will be required to complete project that is infused as part of
the course work and may be referred to as homework assignments, field based experiences, or
authentic simulations and are designed to reinforce and extend upon the learning objectives of
the course.
Conceptual Framework and Accreditation standards
Through the content and experiences of this course, candidates will construct knowledge, skills,
and dispositions that are necessary for principal candidates to become effective leaders of
schools as proposed by the ELCC standards, ISLLC standards, Pennsylvania Department of
Education Leadership Standards, and are related to The Three Principles of the Cal U Conceptual
Framework.
California University of Pennsylvania
Conceptual Framework for Teacher Education
and Educational Specialists
At California University, our theme for our
conceptual framework is “Preparing Tomorrow’s Educational Leaders through
Knowledge, Professional Practices, and Professionalism.”
The conceptual framework for California
University of Pennsylvania’s teacher education and educational specialist program is based upon the
three principles of Knowledge, Professional Practices, and Professionalism, which form our philosophical
foundation. Three elements support each of the conceptual framework principles, creating a strong base
for our candidates to build the knowledge, skills, and dispositions required of a 21st century educational
leader and teacher.
First Approved by the Faculty of the College of Education and Human Services on February 18, 2004.
Conceptual Framework Principles
Principle #1: Knowledge
Content (1A)
Content is the significant information that establishes the foundation for each discipline.
Mastering content is challenging in an information age when knowledge grows and evolves
quickly.
Standards (1B)
Standards set the minimum requirements for achievement, thereby forming the building blocks
for education.
Technology (1C)
Technology refers to the integration of appropriate and meaningful technological devices to
enhance learning. Understanding and using technology is critical for our education candidates
and educational specialists.
Principle #2: Professional Practices
Child Development (2A)
Child development focuses on the physical, emotional, psychological, and educational growth of
children and adolescents.
Diversity (2B) must
Diversity is recognizing that all students come from unique backgrounds. California University of
Pennsylvania is committed to meeting the diverse learning and social needs of 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
conduct.
Updated Spring 2013
2
Standards with which this course is aligned are sanctioned by:
•
•
•
•
•
National Council for Accreditation of Teacher Education (NCATE)
Educational Leadership Constituent Council Standards (ELCC)
Educational Leadership Policy Standards (ISLLC 2008)
Pennsylvania Department of Education (PDE) Leadership Standards
The California University of PA College of Education and Human Services Conceptual
Framework
The ELCC Standards:
The following ELCC Standards are addressed in this course:
Standard 1.0: A building-level education leader applies knowledge that promotes the success of every
student by collaboratively facilitating the development, articulation, implementation, and stewardship of a
shared school vision of learning through the collection and use of data to identify school goals, assess
organizational effectiveness, and implement school plans to achieve school goals; promotion of continual
and sustainable school improvement; and evaluation of school progress and revision of school plans
supported by school-based stakeholders.
1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a
shared vision of learning for a school.
1.2 Candidates understand and can collect and use data to identify school goals, assess
organizational effectiveness, and implement plans to achieve school goals.
1.3 Candidates understand and can promote continual and sustainable school improvement.
1.4 Candidates understand and can evaluate school progress and revise school plans supported
by school stakeholders.
Standard 2.0: A building-level education leader applies knowledge that promotes the success of every
student by sustaining a school culture and instructional program conducive to student learning through
collaboration, trust, and a personalized learning environment with high expectations for students; creating
and evaluating a comprehensive, rigorous and coherent curricular and instructional school program;
developing and supervising the instructional and leadership capacity of school staff; and promoting the
most effective and appropriate technologies to support teaching and learning within a school
environment.
2.1 Candidates understand and can sustain a school culture and instructional program conducive
to student learning through collaboration, trust, and a personalized learning environment with
high expectations for students.
2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent
curricular and instructional school program.
2.3 Candidates understand and can develop and supervise the instructional and leadership
capacity of school staff.
2.4 Candidates understand and can promote the most effective and appropriate technologies to
support teaching and learning in a school environment.
First Approved by the Faculty of the College of Education and Human Services on February 18, 2004.
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 professional growth.
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.
The 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.
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:
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.
B. Objectives of the Course:
After successful completion of this course, principal candidates will be able to:
•
•
•
•
•
•
Incorporate standards into the development of curriculum
Use a standards aligned system including Common Core Standards to
help develop the curriculum project key assessment
Demonstrate and describe how schools can use data disaggregation to
improve pupil performance
Interpret the selection and use of a variety of assessment tools
Connect curriculum design to instructional objectives
Explain the role of principals in curriculum design and implementation
Updated Spring 2013
4
•
•
•
Identify and define the relationships among the written, the taught, and
the tested curriculum
Analyze several curriculum organizational models and discuss the relative
merits of each
Develop in the role of “principal as curriculum leader”
Standards Alignment Matrix:
Objectives
Principal Candidates Will Be
Able To:
Knowledge/Content
Connect curriculum design to
instructional objectives and a
standards aligned system
ELCC
ISLLC
Standard
1
Standard
2
Standard
1
Standard
2
Explain the role of principals in
curriculum design and
implementation
Standard
1
Standard
2
Standard
1
Standard
2
I
I
VI
3B
Identify and define the
relationships among the written,
the taught, and the tested
curriculum
Standard
2
Standard
2
I
I
1A 2B
1B 2C
2A
Skills/Performance
Demonstrate and describe how
schools can use data
disaggregation to improve pupil
performance
Standard
1
Standard
2
Standard
1
Standard
2
I
III
I
1A
1C
2A
2C
3B
Discussions
Writings
Field
Experience
Interpret the selection and use
of a variety of assessment tools
Standard
2
Standard
2
III
I
1A
Analyze several curriculum
organizational models and
discuss the relative merits of
each
Standard
2
Standard
2
III
I
1A
2A
2B
2C
Discussions
Group
activities
Writings
Field
Experiences
Discussions
Group
activities
Field
experiences
Standard
1
Standard
Standard
1
Standard
I
II
I
1A 2B
1B 2C
2A
Dispositions/Professionalism
Incorporate standards into the
development of curriculum using
a standards aligned system
Updated Spring 2013
PDE PA
Leadership
Standards
Core Corollary
I
I
IV
CAL U
Conceptual
Framework
1A 2B
1B 2C
2A
Assessment
Discussions
Quizzes
Writings
Field
Experience
Discussions
Writings
Real life
scenarios
Field
Experiences
Discussions
Writings
Real life
scenarios
Field
Experiences
Quizzes
Discussions
Quizzes
Writings
5
Develop in the role of “principal
as curriculum leader”
C.
2
Standard
2
Standard
2
I
VI
1A
3A
Field
Experience
Field
experience
Writings
Real life
scenarios
Catalog Description:
Among the many leadership roles and responsibilities in the principalship, none is
more important than educational program development, administration and
evaluation. The purpose of this course is to develop the student's understanding of
a standards aligned system curriculum development process and the leadership
necessary for the process, and the structure needed to provide appropriate
professional development.
D.
Outline of the Course:
•
•
•
•
•
•
•
•
•
•
E.
2
Research: Opportunities to Learn Policies and Practices in High-Performing,
High-Needs Schools and Districts
What it means to be a Curriculum Leader
Importance of the Principal
District Curricula
Developing Vision and Goals
Committing to a Learning-Centered Schedule
Integrating the Curriculum
Aligning the Curriculum
Monitoring the Implementation Process
Enriching the Curriculum and Remediating Learning
Teaching Methodology: To accomplish these objectives, principal candidates will
engage in a variety of methodologies including but not limited to:
• Class readings
• Discussions
• Individual/Group activities
• Writing
• Standards aligned system
• Field experiences/field project
• Problem based learning
• Simulations/Real world scenarios
• Quality Matters Statement – The online course follows the standards of the
Quality Matters rubric.
Updated Spring 2013
6
F.
Text:
Text Required:
Title: The Principal as Curriculum Leader: Shaping What is Taught and Tested
Author: Allan Glatthorn, Jerry Jailall & Julie Jailall
Publisher: Corwin Press
ISBN: 9781483353111 Edition: 4th Edition 2017
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:
• Key Assessment: Development and implementation of a curriculum
project focused on improving student achievement
Reflection then identification of the steps you would take as a new leader
on how you would monitor the curriculum approved is the curriculum
being taught. Your answer is representative of the vision you would have
for your successful involvement in curriculum monitoring process and will
include the following information:
o Federal, state and local requirements and policies that would
apply
o The impact it will have on budgeting and scheduling
o The steps you would take as a curriculum leader on how you
would monitor that the curriculum approved is the curriculum
being taught.
o The important components of putting an effective monitoring
system into place.
Updated Spring 2013
7
o Ways you would communicate the process with the staff and
community
o Ways you would assist the staff in implementing the curriculum
o PA Leadership Standards and Special Education Competencies
that apply
o Reflection from the activity
Specific details regarding the course project and rubric for evaluation will
be provided in class.
•
Key Program Assessment - Principal Candidate Program Portfolio
(ongoing throughout the program):
In your first course, you were introduced to the program requirement –
Principal Candidate Program Portfolio. At the end of each course, you
must take time to reflect upon your course work, field, and internship
experiences to determine one or more work samples that demonstrates
your knowledge, skills, and dispositions of one or more leadership
standards. For this course, the required portfolio assignment is the
Evaluation of a Curriculum Guide. If you want to include other artifacts,
that is fine as well. This will be noted as part of your course assignment
and will be graded as part of your course requirements. In addition, you
will want to include self selected work samples that also contributed to
your development. Portfolio information and detailed rubric should be
referred to throughout your program of study.
•
Discussions
Candidates will engage in a variety of discussions throughout the
semester as it relates to the course content and readings. Discussions
will be part of your course grade and will be assessed utilizing the rubric
provided in class.
•
Group Activities
Throughout the course of the semester, candidates will engage in small
and/or large group activities that focus on the course objectives. Group
activities will be part of your course grade and will be assessed utilizing
the rubric provided in class.
•
Written Assignments
Throughout the course of the semester, candidates will engage in various
course assignments. Specific details with rubric will be provided in class.
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:
Updated Spring 2013
8
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
Updated Spring 2013
9
and to comply with the Title IX of the Education Amendments of 1972 and guidance from
the Office of Civil Rights, the University requires faculty members to report incidents of
sexual violence shared by students to the University’s Title IX Coordinator, Dr. John A.
Burnett, Special Assistant to the President for EEEO, Office of Social Equity, South Hall 112,
Burnett@calu.edu, 724-938-4014. The only exceptions to the faculty member’s reporting
obligation are when incidents of sexual violence are communicated by a student during a
classroom discussion, in a writing assignment for a class, or as part of a Universityapproved research project. Faculty members are obligated to report sexual violence or
any other abuse of a student who was, or is, a child (person under 18 years of age) when
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
o 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.)
Updated Spring 2013
10
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:
Schools that Beat the Odds:
www.mcrel.org/PDF/SchoolImprovementReform/5051IR_Beat_the_odds.pdf
Creating a Timely Curriculum:
www.k12.hi.us/~aqureshi/cm%20docs/INST300_perkinsgough.pdf
What School Principals need to know about Curriculum:
www.sreb.org/programs/hstw/publications/pubs/01V51_WhatSchoolPrincipals
NeedtoKnow.pdf
Understanding by Design PowerPoint:
http://iearn.org/civics/may2003workshop/Understanding%20by%20Design%20T
eaching%20Ellen%20Meier%20CTSC.pdf
Updated Spring 2013
11
Data Tools and Data Informed Decision Making: Pennsylvania Department of
Education, 2008 Standards Aligned System: www.pdesas.org/
Common Core State Standards Initiative: http://www.corestandards.org/
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.
5.
6.
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.
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.
Updated Spring 2013
12
Competency
Requirement is Met When:
Domain
Field Experience Competencies
Course
Addressed
Key Assessment
Other Course/Program
Assessments
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
Competency
Domain
A. Assessment
and
Evaluation
Requirement is Met When:
Course
Addressed
Key Assessment
1. Demonstrates the appropriate use of data in
forming decisions, utilizing resources, setting
targets and interpreting results aimed at continuous
improvement in curriculum, personnel and/or
programs.
2. Accesses and interprets data from available
technologies and resources to address long-term
and strategic planning needs of the school in areas
of personnel, fiscal operations, facilities, technology
and/or other school district initiatives.
3. Examines data from local, state and national
sources to monitor and enhance student
achievement.
ADP 626,
ADP 661
Multiple Measures of
Data Project Principal,
Tools Project
ADP 626,
ADP 661
Multiple Measures of
Data Project Principal,
Tools Project
ADP 626,
ADP 661
Multiple Measures of
Data Project, Tools
Project
4. Determines the type of data that is
communicated to each group of stakeholders, how
data is presented and the implications of
information dissemination.
ADP 641
School and Community
Plan (case study)
Other Course/Program
Assessments
The candidate:
Updated Spring 2013
12
B. Curriculum
and
Instruction
C.
Professionalism
The candidate:
1. Demonstrates clear connections between theory
and practice in curricular and instructional
leadership.
ADP 621,
ADP 626
Curriculum Project,
Multiple Measures of
Data Project
2. Participates in the process of development,
assessment and/or refinement of standards-based
curriculum.
ADP 621,
ADP 626
Curriculum Project,
Multiple Measures of
Data Project
3. Demonstrates knowledge, skills and dispositions
related to one’s leadership responsibility to support
curricular and instructional excellence.
ADP 621,
ADP 626
Curriculum Project,
Multiple Measures of
Data Project
4. Articulates a vision for student success and a
positive school climate that supports equal access
to curricular and instructional excellence.
ADP 621,
ADP 626
Curriculum Project,
Multiple Measures of
Data Project
The candidate:
1. Fosters relationships with stakeholders and acts
with integrity, fairness and in an ethical manner as
stated in the “PA Code of Professional Practice and
Conduct for Educators.”
2. Evaluates the effectiveness of his/her actions and
interactions with all stakeholders via verbal and
non-verbal communication.
Updated Spring 2013
ADP 631,
ADP 661
ADP 661
Principal Tools Project
Review of PA School Code
Integrity, Fairness and Ethics
Assignment through
discussions
Principal as a Culture Shaper
Assignment
13
D. Statutory
and Regulatory
Compliance
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.
2. Determines specific roles and responsibilities for
adherence/compliance with federal, state and local
legislation, regulations, mandates, policies and
procedures.
3. Assists with the completion of all compliance
documentation.
ADP 631
Review of School Board
Policy, PA Basic Education
Circular and PA School Code
through discussions.
Review of School Board
Policy, PA BEC and PA School
Code through discussions.
ADP 631
Review of School Board
Policy, PA BEC and PA School
Code through discussions.
4. Reports on how the school district disseminates
information on regulatory changes to appropriate
stakeholders
ADP 631
Review of School Board
Policy, PA BEC and PA School
Code through discussions.
5. Identifies example(s) of compliance problems and ADP 631
assists with alternative actions to resolve targeted
compliance issues.
Review of School Board
Policy, PA BEC and PA School
Code through discussions.
The candidate:
Updated Spring 2013
ADP 631
14
E.
Organizational
Leadership
F. Diverse
Learners
The candidate:
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.
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 661
The Evolving Role of the
Principal Field Experience
The candidate:
Updated Spring 2013
15
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 evidencebased practices that do not compromise curricular
intent and rigor.
6. Demonstrates positive and appropriate
interactions with all stakeholders in the school
environment and community at large.
ADP 641,
ADP 664
Multiple Measures of
Data Project
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
Updated Spring 2013
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
16
Practicum and Internship Competencies
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
Competency
Domain
Requirement is Met When:
Course
Addressed
Key Assessment
A. Assessment
and
Evaluation
The candidate:
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
Updated Spring 2013
Other Course/Program
Assessment
17
B. Curriculum
and
Instruction
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
ADP 670
Principal Program Live
Text Portfolio
ADP 670
Principal Program Live
Text Portfolio
C.
The candidate:
Professionalism
1. Fosters relationships with stakeholders and acts
with integrity, fairness and in an ethical manner as
stated in the “PA Code of Professional Practice and
Conduct for Educators.”
2. Evaluates the effects of his/her actions and
interactions with all stakeholders via verbal and
non-verbal communication.
Updated Spring 2013
18
D. Statutory
and Regulatory
Compliance
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.
2. Performs in the specific roles and responsibilities
for adherence/compliance with federal, state and
local legislation, regulations, mandates, policies and
procedures.
3. Assists with the completion of all compliance
documentation.
ADP 670
Principal Program Live
Text Portfolio, Mentor
Evaluation
ADP 670
Principal Program Live
Text Portfolio, Mentor
Evaluation
4. Participates in the school district dissemination of
information on regulatory changes to appropriate
stakeholders.
ADP 670
The candidate:
Updated Spring 2013
ADP 670
19
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.
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
Principal Program Live
Text Portfolio
ADP 670
School Improvement
Project
The candidate:
Updated Spring 2013
20
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.
5. Advises and supports educators in modifications
to the learning environment that are evidencebased practices that do not compromise curricular
intent and rigor.
6. Demonstrates positive and appropriate
interactions with all stakeholders in the school
environment and community at large.
ADP 670
Principal Program Live
Text Portfolio
ADP 670
Principal Program Live
Text Portfolio
ADP 670
Principal Program Live
Text Portfolio
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
21
Department of Secondary Education and Administrative Leadership
Course Syllabus
Approved: xx/xx/2013
A.
Protocol
Course Name: Curriculum Leadership Using a Standards Aligned System
Course Number: ADP 621
Credits: 3
Maximum Class Size (online): 25
Course Description:
Among the many leadership roles and responsibilities in the principalship, none is
more important than educational program development, administration and
evaluation. The purpose of this course is to develop the student's understanding of a
standards aligned system curriculum development process and the leadership
necessary for the process, and the structure needed to provide appropriate
professional development.
Field Experience: All candidates will be required to complete project that is infused as part of
the course work and may be referred to as homework assignments, field based experiences, or
authentic simulations and are designed to reinforce and extend upon the learning objectives of
the course.
Conceptual Framework and Accreditation standards
Through the content and experiences of this course, candidates will construct knowledge, skills,
and dispositions that are necessary for principal candidates to become effective leaders of
schools as proposed by the ELCC standards, ISLLC standards, Pennsylvania Department of
Education Leadership Standards, and are related to The Three Principles of the Cal U Conceptual
Framework.
California University of Pennsylvania
Conceptual Framework for Teacher Education
and Educational Specialists
At California University, our theme for our
conceptual framework is “Preparing Tomorrow’s Educational Leaders through
Knowledge, Professional Practices, and Professionalism.”
The conceptual framework for California
University of Pennsylvania’s teacher education and educational specialist program is based upon the
three principles of Knowledge, Professional Practices, and Professionalism, which form our philosophical
foundation. Three elements support each of the conceptual framework principles, creating a strong base
for our candidates to build the knowledge, skills, and dispositions required of a 21st century educational
leader and teacher.
First Approved by the Faculty of the College of Education and Human Services on February 18, 2004.
Conceptual Framework Principles
Principle #1: Knowledge
Content (1A)
Content is the significant information that establishes the foundation for each discipline.
Mastering content is challenging in an information age when knowledge grows and evolves
quickly.
Standards (1B)
Standards set the minimum requirements for achievement, thereby forming the building blocks
for education.
Technology (1C)
Technology refers to the integration of appropriate and meaningful technological devices to
enhance learning. Understanding and using technology is critical for our education candidates
and educational specialists.
Principle #2: Professional Practices
Child Development (2A)
Child development focuses on the physical, emotional, psychological, and educational growth of
children and adolescents.
Diversity (2B) must
Diversity is recognizing that all students come from unique backgrounds. California University of
Pennsylvania is committed to meeting the diverse learning and social needs of 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
conduct.
Updated Spring 2013
2
Standards with which this course is aligned are sanctioned by:
•
•
•
•
•
National Council for Accreditation of Teacher Education (NCATE)
Educational Leadership Constituent Council Standards (ELCC)
Educational Leadership Policy Standards (ISLLC 2008)
Pennsylvania Department of Education (PDE) Leadership Standards
The California University of PA College of Education and Human Services Conceptual
Framework
The ELCC Standards:
The following ELCC Standards are addressed in this course:
Standard 1.0: A building-level education leader applies knowledge that promotes the success of every
student by collaboratively facilitating the development, articulation, implementation, and stewardship of a
shared school vision of learning through the collection and use of data to identify school goals, assess
organizational effectiveness, and implement school plans to achieve school goals; promotion of continual
and sustainable school improvement; and evaluation of school progress and revision of school plans
supported by school-based stakeholders.
1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a
shared vision of learning for a school.
1.2 Candidates understand and can collect and use data to identify school goals, assess
organizational effectiveness, and implement plans to achieve school goals.
1.3 Candidates understand and can promote continual and sustainable school improvement.
1.4 Candidates understand and can evaluate school progress and revise school plans supported
by school stakeholders.
Standard 2.0: A building-level education leader applies knowledge that promotes the success of every
student by sustaining a school culture and instructional program conducive to student learning through
collaboration, trust, and a personalized learning environment with high expectations for students; creating
and evaluating a comprehensive, rigorous and coherent curricular and instructional school program;
developing and supervising the instructional and leadership capacity of school staff; and promoting the
most effective and appropriate technologies to support teaching and learning within a school
environment.
2.1 Candidates understand and can sustain a school culture and instructional program conducive
to student learning through collaboration, trust, and a personalized learning environment with
high expectations for students.
2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent
curricular and instructional school program.
2.3 Candidates understand and can develop and supervise the instructional and leadership
capacity of school staff.
2.4 Candidates understand and can promote the most effective and appropriate technologies to
support teaching and learning in a school environment.
First Approved by the Faculty of the College of Education and Human Services on February 18, 2004.
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 professional growth.
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.
The 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.
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:
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.
B. Objectives of the Course:
After successful completion of this course, principal candidates will be able to:
•
•
•
•
•
•
Incorporate standards into the development of curriculum
Use a standards aligned system including Common Core Standards to
help develop the curriculum project key assessment
Demonstrate and describe how schools can use data disaggregation to
improve pupil performance
Interpret the selection and use of a variety of assessment tools
Connect curriculum design to instructional objectives
Explain the role of principals in curriculum design and implementation
Updated Spring 2013
4
•
•
•
Identify and define the relationships among the written, the taught, and
the tested curriculum
Analyze several curriculum organizational models and discuss the relative
merits of each
Develop in the role of “principal as curriculum leader”
Standards Alignment Matrix:
Objectives
Principal Candidates Will Be
Able To:
Knowledge/Content
Connect curriculum design to
instructional objectives and a
standards aligned system
ELCC
ISLLC
Standard
1
Standard
2
Standard
1
Standard
2
Explain the role of principals in
curriculum design and
implementation
Standard
1
Standard
2
Standard
1
Standard
2
I
I
VI
3B
Identify and define the
relationships among the written,
the taught, and the tested
curriculum
Standard
2
Standard
2
I
I
1A 2B
1B 2C
2A
Skills/Performance
Demonstrate and describe how
schools can use data
disaggregation to improve pupil
performance
Standard
1
Standard
2
Standard
1
Standard
2
I
III
I
1A
1C
2A
2C
3B
Discussions
Writings
Field
Experience
Interpret the selection and use
of a variety of assessment tools
Standard
2
Standard
2
III
I
1A
Analyze several curriculum
organizational models and
discuss the relative merits of
each
Standard
2
Standard
2
III
I
1A
2A
2B
2C
Discussions
Group
activities
Writings
Field
Experiences
Discussions
Group
activities
Field
experiences
Standard
1
Standard
Standard
1
Standard
I
II
I
1A 2B
1B 2C
2A
Dispositions/Professionalism
Incorporate standards into the
development of curriculum using
a standards aligned system
Updated Spring 2013
PDE PA
Leadership
Standards
Core Corollary
I
I
IV
CAL U
Conceptual
Framework
1A 2B
1B 2C
2A
Assessment
Discussions
Quizzes
Writings
Field
Experience
Discussions
Writings
Real life
scenarios
Field
Experiences
Discussions
Writings
Real life
scenarios
Field
Experiences
Quizzes
Discussions
Quizzes
Writings
5
Develop in the role of “principal
as curriculum leader”
C.
2
Standard
2
Standard
2
I
VI
1A
3A
Field
Experience
Field
experience
Writings
Real life
scenarios
Catalog Description:
Among the many leadership roles and responsibilities in the principalship, none is
more important than educational program development, administration and
evaluation. The purpose of this course is to develop the student's understanding of
a standards aligned system curriculum development process and the leadership
necessary for the process, and the structure needed to provide appropriate
professional development.
D.
Outline of the Course:
•
•
•
•
•
•
•
•
•
•
E.
2
Research: Opportunities to Learn Policies and Practices in High-Performing,
High-Needs Schools and Districts
What it means to be a Curriculum Leader
Importance of the Principal
District Curricula
Developing Vision and Goals
Committing to a Learning-Centered Schedule
Integrating the Curriculum
Aligning the Curriculum
Monitoring the Implementation Process
Enriching the Curriculum and Remediating Learning
Teaching Methodology: To accomplish these objectives, principal candidates will
engage in a variety of methodologies including but not limited to:
• Class readings
• Discussions
• Individual/Group activities
• Writing
• Standards aligned system
• Field experiences/field project
• Problem based learning
• Simulations/Real world scenarios
• Quality Matters Statement – The online course follows the standards of the
Quality Matters rubric.
Updated Spring 2013
6
F.
Text:
Text Required:
Title: The Principal as Curriculum Leader: Shaping What is Taught and Tested
Author: Allan Glatthorn, Jerry Jailall & Julie Jailall
Publisher: Corwin Press
ISBN: 9781483353111 Edition: 4th Edition 2017
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:
• Key Assessment: Development and implementation of a curriculum
project focused on improving student achievement
Reflection then identification of the steps you would take as a new leader
on how you would monitor the curriculum approved is the curriculum
being taught. Your answer is representative of the vision you would have
for your successful involvement in curriculum monitoring process and will
include the following information:
o Federal, state and local requirements and policies that would
apply
o The impact it will have on budgeting and scheduling
o The steps you would take as a curriculum leader on how you
would monitor that the curriculum approved is the curriculum
being taught.
o The important components of putting an effective monitoring
system into place.
Updated Spring 2013
7
o Ways you would communicate the process with the staff and
community
o Ways you would assist the staff in implementing the curriculum
o PA Leadership Standards and Special Education Competencies
that apply
o Reflection from the activity
Specific details regarding the course project and rubric for evaluation will
be provided in class.
•
Key Program Assessment - Principal Candidate Program Portfolio
(ongoing throughout the program):
In your first course, you were introduced to the program requirement –
Principal Candidate Program Portfolio. At the end of each course, you
must take time to reflect upon your course work, field, and internship
experiences to determine one or more work samples that demonstrates
your knowledge, skills, and dispositions of one or more leadership
standards. For this course, the required portfolio assignment is the
Evaluation of a Curriculum Guide. If you want to include other artifacts,
that is fine as well. This will be noted as part of your course assignment
and will be graded as part of your course requirements. In addition, you
will want to include self selected work samples that also contributed to
your development. Portfolio information and detailed rubric should be
referred to throughout your program of study.
•
Discussions
Candidates will engage in a variety of discussions throughout the
semester as it relates to the course content and readings. Discussions
will be part of your course grade and will be assessed utilizing the rubric
provided in class.
•
Group Activities
Throughout the course of the semester, candidates will engage in small
and/or large group activities that focus on the course objectives. Group
activities will be part of your course grade and will be assessed utilizing
the rubric provided in class.
•
Written Assignments
Throughout the course of the semester, candidates will engage in various
course assignments. Specific details with rubric will be provided in class.
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:
Updated Spring 2013
8
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
Updated Spring 2013
9
and to comply with the Title IX of the Education Amendments of 1972 and guidance from
the Office of Civil Rights, the University requires faculty members to report incidents of
sexual violence shared by students to the University’s Title IX Coordinator, Dr. John A.
Burnett, Special Assistant to the President for EEEO, Office of Social Equity, South Hall 112,
Burnett@calu.edu, 724-938-4014. The only exceptions to the faculty member’s reporting
obligation are when incidents of sexual violence are communicated by a student during a
classroom discussion, in a writing assignment for a class, or as part of a Universityapproved research project. Faculty members are obligated to report sexual violence or
any other abuse of a student who was, or is, a child (person under 18 years of age) when
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
o 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.)
Updated Spring 2013
10
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:
Schools that Beat the Odds:
www.mcrel.org/PDF/SchoolImprovementReform/5051IR_Beat_the_odds.pdf
Creating a Timely Curriculum:
www.k12.hi.us/~aqureshi/cm%20docs/INST300_perkinsgough.pdf
What School Principals need to know about Curriculum:
www.sreb.org/programs/hstw/publications/pubs/01V51_WhatSchoolPrincipals
NeedtoKnow.pdf
Understanding by Design PowerPoint:
http://iearn.org/civics/may2003workshop/Understanding%20by%20Design%20T
eaching%20Ellen%20Meier%20CTSC.pdf
Updated Spring 2013
11
Data Tools and Data Informed Decision Making: Pennsylvania Department of
Education, 2008 Standards Aligned System: www.pdesas.org/
Common Core State Standards Initiative: http://www.corestandards.org/
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.
5.
6.
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.
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.
Updated Spring 2013
12
Competency
Requirement is Met When:
Domain
Field Experience Competencies
Course
Addressed
Key Assessment
Other Course/Program
Assessments
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
Competency
Domain
A. Assessment
and
Evaluation
Requirement is Met When:
Course
Addressed
Key Assessment
1. Demonstrates the appropriate use of data in
forming decisions, utilizing resources, setting
targets and interpreting results aimed at continuous
improvement in curriculum, personnel and/or
programs.
2. Accesses and interprets data from available
technologies and resources to address long-term
and strategic planning needs of the school in areas
of personnel, fiscal operations, facilities, technology
and/or other school district initiatives.
3. Examines data from local, state and national
sources to monitor and enhance student
achievement.
ADP 626,
ADP 661
Multiple Measures of
Data Project Principal,
Tools Project
ADP 626,
ADP 661
Multiple Measures of
Data Project Principal,
Tools Project
ADP 626,
ADP 661
Multiple Measures of
Data Project, Tools
Project
4. Determines the type of data that is
communicated to each group of stakeholders, how
data is presented and the implications of
information dissemination.
ADP 641
School and Community
Plan (case study)
Other Course/Program
Assessments
The candidate:
Updated Spring 2013
12
B. Curriculum
and
Instruction
C.
Professionalism
The candidate:
1. Demonstrates clear connections between theory
and practice in curricular and instructional
leadership.
ADP 621,
ADP 626
Curriculum Project,
Multiple Measures of
Data Project
2. Participates in the process of development,
assessment and/or refinement of standards-based
curriculum.
ADP 621,
ADP 626
Curriculum Project,
Multiple Measures of
Data Project
3. Demonstrates knowledge, skills and dispositions
related to one’s leadership responsibility to support
curricular and instructional excellence.
ADP 621,
ADP 626
Curriculum Project,
Multiple Measures of
Data Project
4. Articulates a vision for student success and a
positive school climate that supports equal access
to curricular and instructional excellence.
ADP 621,
ADP 626
Curriculum Project,
Multiple Measures of
Data Project
The candidate:
1. Fosters relationships with stakeholders and acts
with integrity, fairness and in an ethical manner as
stated in the “PA Code of Professional Practice and
Conduct for Educators.”
2. Evaluates the effectiveness of his/her actions and
interactions with all stakeholders via verbal and
non-verbal communication.
Updated Spring 2013
ADP 631,
ADP 661
ADP 661
Principal Tools Project
Review of PA School Code
Integrity, Fairness and Ethics
Assignment through
discussions
Principal as a Culture Shaper
Assignment
13
D. Statutory
and Regulatory
Compliance
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.
2. Determines specific roles and responsibilities for
adherence/compliance with federal, state and local
legislation, regulations, mandates, policies and
procedures.
3. Assists with the completion of all compliance
documentation.
ADP 631
Review of School Board
Policy, PA Basic Education
Circular and PA School Code
through discussions.
Review of School Board
Policy, PA BEC and PA School
Code through discussions.
ADP 631
Review of School Board
Policy, PA BEC and PA School
Code through discussions.
4. Reports on how the school district disseminates
information on regulatory changes to appropriate
stakeholders
ADP 631
Review of School Board
Policy, PA BEC and PA School
Code through discussions.
5. Identifies example(s) of compliance problems and ADP 631
assists with alternative actions to resolve targeted
compliance issues.
Review of School Board
Policy, PA BEC and PA School
Code through discussions.
The candidate:
Updated Spring 2013
ADP 631
14
E.
Organizational
Leadership
F. Diverse
Learners
The candidate:
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.
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 661
The Evolving Role of the
Principal Field Experience
The candidate:
Updated Spring 2013
15
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 evidencebased practices that do not compromise curricular
intent and rigor.
6. Demonstrates positive and appropriate
interactions with all stakeholders in the school
environment and community at large.
ADP 641,
ADP 664
Multiple Measures of
Data Project
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
Updated Spring 2013
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
16
Practicum and Internship Competencies
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
Competency
Domain
Requirement is Met When:
Course
Addressed
Key Assessment
A. Assessment
and
Evaluation
The candidate:
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
Updated Spring 2013
Other Course/Program
Assessment
17
B. Curriculum
and
Instruction
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
ADP 670
Principal Program Live
Text Portfolio
ADP 670
Principal Program Live
Text Portfolio
C.
The candidate:
Professionalism
1. Fosters relationships with stakeholders and acts
with integrity, fairness and in an ethical manner as
stated in the “PA Code of Professional Practice and
Conduct for Educators.”
2. Evaluates the effects of his/her actions and
interactions with all stakeholders via verbal and
non-verbal communication.
Updated Spring 2013
18
D. Statutory
and Regulatory
Compliance
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.
2. Performs in the specific roles and responsibilities
for adherence/compliance with federal, state and
local legislation, regulations, mandates, policies and
procedures.
3. Assists with the completion of all compliance
documentation.
ADP 670
Principal Program Live
Text Portfolio, Mentor
Evaluation
ADP 670
Principal Program Live
Text Portfolio, Mentor
Evaluation
4. Participates in the school district dissemination of
information on regulatory changes to appropriate
stakeholders.
ADP 670
The candidate:
Updated Spring 2013
ADP 670
19
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.
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
Principal Program Live
Text Portfolio
ADP 670
School Improvement
Project
The candidate:
Updated Spring 2013
20
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.
5. Advises and supports educators in modifications
to the learning environment that are evidencebased practices that do not compromise curricular
intent and rigor.
6. Demonstrates positive and appropriate
interactions with all stakeholders in the school
environment and community at large.
ADP 670
Principal Program Live
Text Portfolio
ADP 670
Principal Program Live
Text Portfolio
ADP 670
Principal Program Live
Text Portfolio
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
21