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

A.

Protocol
Course Name: Instructional Leadership & Strategies for Inclusive Classrooms
Course Number: ADP 626
Credits: 3
Maximum Class Size (online): 25
Course Description:

This course is designed to provide principal candidates with a framework for effective, practical use of a variety of
instructional strategies to promote best inclusive practices. These strategies are used with teachers to improve
curriculum and instruction. Through various learning experiences, you will develop your knowledge, skills and
professional dispositions that will help you to lead your school. The course is designed to help you develop a
foundation for leadership by understanding what differentiated instruction is, why it is appropriate for all learners,
and how to serve as an instructional leader in this area. Principal candidates will explore and analyze
Standards‐Based Instruction, Bloom's Taxonomy of the Cognitive Development, Writing Across the Curriculum,
Multiple Intelligences, Response to Intervention, Inclusion, Multiple Measures of Data to
inform Decision‐Making, and Leadership and Differentiated Instruction to support a diverse student body at all grade
levels.

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

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.

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

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Standards with which this course is aligned are sanctioned by:
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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:
Candidates who complete the program are educational leaders who have the knowledge and
ability to promote the success of all students by facilitating the
development, articulation, implementation, and stewardship of a school
or district vision of learning supported by the school community.
Standard 2.0:
Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by promoting a
positive school culture, providing an effective instructional program, applying
best practice to student learning, and designing comprehensive professional
growth plans for staff.
Standard 5.0:
Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by acting
with integrity, fairly, and in an ethical manner.

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:
An education leader promotes the success of every student by
facilitating the development, articulation, implementation, and
stewardship of a vision of learning that is shared and supported by all
stakeholders.
Standard 2:
An education leader promotes the success of every student by
advocating, nurturing and sustaining a school culture and instructional
program conducive to student learning and staff professional growth.
Standard 5:
An education leader promotes the success of every student by acting with
integrity, fairness, and in an ethical manner.

The PA Leadership Standards:
The following PA Leadership Standards are addressed in this course:
Core Standards
I. Knowledge and skills to think and plan strategically creating an organizational vision
around
personalized student success.
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.
III. The ability to access and use appropriate data to inform
decision‐making at all levels of the system.
Corollary Standards
I. Creating a culture of teaching and learning with an emphasis on learning.
IV. Operating in a fair and equitable manner with personal and
professional integrity.
VI. Supporting professional growth of self and others through
practice and inquiry.
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B.

Objectives of the Course:
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After successful completion of this course, principal candidates will be able to:
Identify key features of standards‐based instruction
Apply standards‐based instructional strategies
Understand the backward design model
Identify key features of an effective differentiated classroom
Explain key concepts and principles of differentiated instruction
Analyze differentiated learning tasks
Expand repertoire of strategies to motivate and train teachers that support
differentiation
Analyze the components of a lesson/unit including all levels of thinking from a principal's
perspective
Apply strategies for questioning and levels of thinking.
Use the five types of writing in the course
Describe Howard Gardner's theory of multiple intelligences
Identify personal developed and underdeveloped intelligences
Assess current technologies and Create a resource list for utilizing technology to address
the various multiple intelligences
Identify effective components of systemic school change that can support all students
Apply effective components of systemic school change
Develop an understanding of UDL and its connection to differentiation
Develop an understanding of RTI and inclusion
Apply best practice to student learning
Apply special education competencies for school leaders
Access and use appropriate and multiple measures of data to inform
decision‐making at all levels of the system
Create a professional staff development project focused on instruction to improve
student achievement
Create a communication piece as it relates to the professional staff development project
Become aware of the ELCC/ISLLC/PDE standards as it relates to the course objectives.
Analyze a number of issues as it relates to meeting the needs of all students
and begin to formulate intelligent well‐informed positions on them from the
perspective of a future principal
Develop as a reflective educational leader who continually evaluates and actively seeks
out opportunities to grow professionally

Standards Alignment Matrix:

Objectives
Principal Candidates Will Be
Able To:
Knowledge/Content

ELCC

ISLLC

PDE PA
Leadership
Standards
Core Corollary

CAL U
Conceptual
Framework

Assessment

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Identify key features of
standards‐based instruction.

Standard
2

Standard Core
2
II

Corollary
I

1A
1B

Discussions
Examining a unit of
study

Understand the backward
design model
Identify key features of an
effective differentiated
classroom
Explain key concepts and
principles of differentiated
instruction
Describe Howard Gardner's
theory of multiple
intelligences

Identify personal developed
and underdeveloped
intelligences
Develop an understanding of
UDL, RTI, and Inclusion

Standard
2
Standard
2

Standard
2
Standard
2

Core
II
Core
II

Corollary 1A
I
Corollary 1A
I

Discussions

Standard
2

Standard Core
2
II

Corollary 1A
I

Discussions

Standard
2

Standard Core
2
II

Corollary
I

1A

Discussions

Standard
2

Standard Core
2
II

Corollary
I

1A

Think Like a Principal
MI inventory

Standard
2

Standard Core
2
II

Corollary
I

1A

Discussions

Inclusion Overview
Module
IRIS Modules: RTI
Considerations for
School Leaders and
Creating an Inclusive
School Environment:
A Model for School
Leaders

Identify effective
components of systemic
school change that can
support all students
Skills/Performance

Standard
2

Standard Core
2
II

Corollary
I

1A

Discussions
Think like a Principal
exercise

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Apply standards‐based
instructional strategies

Standard
2

Standard Core
2
II

Corollary
I

1B
2C

Key Assessment –
Using Multiple
Measures of Data: A
Focus on Student
Learning Staff
Development Project
Field experiences

Expand repertoire of
strategies to motivate and
train teachers that support
differentiation.

Standard
2

Standard Core
2
II

Corollary
I

2A
2B
2C

Discussions
Key Assessment –
Using Multiple
Measures of Data: A
Focus on Student
Learning Staff
Development Project
Differentiating
content
discussions/activities
Differentiating
process

Analyze differentiated
learning tasks

Standard
2

Standard Core
2
II

Corollary
I

2C

Discussion

Apply strategies for
questioning and levels of
thinking.

Standard
2

Standard Core
2
II

Corollary
I

2C

Field Experience
focused on
questioning
Discussion

Use the five types of writing
in the course

Standard
2

Standard Core
2
II

Corollary
I

2C

Type I activity
Type II activity ‐Think
Like a Principal
Type III, IV, V –
Communication
assignment

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Assess current technologies
and Create a resource list for
utilizing technology to
address the various multiple
intelligences

Standard
2

Apply effective components
of systemic school change.

Standard
2

Standard Core
2
II

Standard Core
2
I, II

Corollary
I

Corollary
I

2B

Discussions

2C

MI and Technology
assignment

2A

Discussions

2B

Key Assessment –
Using Multiple
Measures of Data: A
Focus on Student
Learning Staff
Development Project

2C

Provide effective
instructional programs

Standard
2

Standard Core
2
II

Corollary
I

2C

Key Assessment –
Using Multiple
Measures of Data: A
Focus on Student

Learning Staff
Development Project

Apply best practice to
student learning.

Standard
2

Standard Core
2
II

Corollary
I

2C

Key Assessment –
Using Multiple
Measures of Data: A
Focus on Student
Learning Staff
Development Project
Discussions

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Apply special education
competencies for school
leaders

Standard
2

Standard Special
Education
2
competencies
for school
leaders

2B
2C

Key Assessment –
Using Multiple
Measures of Data: A
Focus on Student
Learning Staff
Development Project
Discussions/Activities
focused on meeting
needs of all students
IRIS Modules: RTI
Considerations for
School Leaders and
Creating an Inclusive
School Environment:
A Model for School
Leaders

Access and use appropriate
and multiple measures of
data to inform decision‐
making at all levels of the
system.

Standard
2

Create a professional staff
development project focused
on instruction to implement
in the school setting

Standard
2

Standard Core
2
III

1C
2B
2C

Standard Core
2
II

Corollary
I

2C

Levels of Support At‐
A‐Glance Assignment
Key Assessment –
Using Multiple
Measures of Data: A
Focus on Student
Learning Staff
Development Project

Key Assessment –
Using Multiple
Measures of Data: A
Focus on Student
Learning Staff

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Development Project

Create a communication
piece as it relates to the
professional staff
development project.

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

Standard
2

Standard Core
2
II

Corollary
I

1C

Standard
5

Standard
5

Corollary
IV

3A

Analyze a number of issues
as it relates to meeting the
needs of all students and
begin to formulate intelligent
well‐informed positions on
them from the perspective of
a future principal.

Standard
5

Promote the success of all
students as a future school
leader

Standard
5

Standard
5

Corollary
IV

2C

3A
3B

Standard
5

Corollary
IV

3A
3B

Communication
assignment

Key Assessment –
Using Multiple
Measures of Data: A
Focus on Student
Learning Staff
Development Project
Field experiences
Discussions
Assignments
Discussions
Think Like a Principal
scenarios
Key Assessment –
Using Multiple
Measures of Data: A
Focus on Student
Learning Staff
Development Project
Discussions
Key Assessment –
Using Multiple
Measures of Data: A
Focus on Student
Learning Staff
Development Project

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Develop as a reflective
educational leader who
continually evaluates and
actively seeks out
opportunities to grow
professionally.

C.

Standard
5

Standard
5

Corollary
IV, VI

3A
3B
3C

Reflection and Goal
Setting Exercise –
Journal
Portfolio

Catalog Description:
This course is designed to provide principal candidates with a framework for effective,
practical use of a variety of instructional strategies to promote best inclusive practices.
These strategies are used with teachers to improve curriculum and instruction. Through
various learning experiences, you will develop your knowledge, skills and professional
dispositions that will help you to lead your school. The course is designed to help you
develop a foundation for leadership by understanding what differentiated instruction is,
why it is appropriate for all learners, and how to serve as an instructional leader in this
area. Principal candidates will explore and analyze Standards‐Based Instruction, Bloom's
Taxonomy of the Cognitive Development, Writing Across the Curriculum, Multiple
Intelligences, Response to Intervention, Inclusion, Multiple Measures of Data to inform
Decision‐Making, and Leadership and Differentiated Instruction to support a diverse
student body at all grade levels.

D.

Outline of the Course:
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E.

Introduction to the Course
Understanding Purpose and Reasoning of Best Inclusive Practices
Understanding Differentiated Instruction – Meeting the Needs of Diverse Learners
Differentiated Instruction – It’s Basis in Theory and Research
Understanding Students – Multiple Intelligences, Learning Styles, Learning Modes
Curriculum and Instruction: Understanding by Design and Differentiated Instruction
Differentiating Content: Strategies/Leadership/Support
Differentiating Products: Strategies/Leadership/Support
Differentiating Process: Strategies/Leadership/Support
Various Levels of Support (i.e. RTI ‐ universal support, targeted, intense intervention ‐
Focus on Special Education/Diverse student populations/ELL/Inclusive Settings)
Understanding and Leading Change
Staff Development that Supports Differentiation to Meet the Needs of All Students
Systemic Growth Toward Differentiation
Communicating about Instruction
Putting it all together
Reflection and Goal Setting

Teaching Methodology: To accomplish these objectives, principal candidates may
engage in a variety of methodologies including but not limited to:
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F.

Discussions
Group activities
Simulations (real life scenarios – problem‐based learning)
Case studies
Videos
Audio
Print based materials
Field work
IRIS Modules
Project
Quality Matters Statement – The online course follows the standards of the
Quality Matters rubric.

Text:
No required text
Recommended (Not Required)
Bender, William. (2008). Differentiating Instruction for Students with Learning
Disabilities. Thousand Oaks, CA. A Joint Publication of the Council for
Exceptional Children and Corwin Press.
Tomlinson, Carol, and McTighe, Jay. Integrating Differentiated Instruction
and Understanding by Design. Alexandria, VA. Association for Supervision
and Curriculum Development (ASCD), 2006
Tomlinson, Carol Ann and Allen, Susan Demirsky. Leadership for Differentiating
Schools and Classrooms.
Alexandria, VA: Association for Supervision and Curriculum Development,
2000. (A timeless reference to leadership)
Tomlinson, Carol Ann. The Differentiated Classroom: Responding to the Needs of All
Learners. Alexandria, VA: Association for Supervision and Curriculum Development,
1999. (A timeless reference to differentiation)
Tomlinson, C., Brimijoin, K. & Narvaz, L. (2008). The Differentiated School.
Alexandria, VA. Association for
Supervision and Curriculum Development (ASCD).
Collins, John J. (2007). Improving Student Performance Through Writing and
Thinking Across the Curriculum.
Collins Education Associates. Purchased at www.collinsed.com or by calling
1‐800‐932‐4477 (ISBN # 978‐0‐
9802312‐0‐5).

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Villa, Richard and Thousand, Jacqueline. Creating an Inclusive School (2nd ed.).
(2005). Alexandria, VA: Association for Supervision and Curriculum. (ISBN # 13:
978‐1‐4166‐0049‐7).

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: Using Multiple Measures of Data ‐ A Focus on Student
Learning Staff Development Project
Candidates will be required to create and submit a staff development
field project that addresses a particular instructional focus aimed at
improving student achievement. The field project will engage candidates
in the collection and analysis of multiple measures of data, identification
of an instructional staff development focus, and the creation of a staff
development project. This project will engage candidates in blending
theory with practice and the field. Specific details regarding the course
project and rubric for evaluation will be provided. Note: Once graded,
this key assessment should be included as an artifact in your LiveText
portfolio at the end of the semester.

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Key Assessment: Principal Candidate Program Portfolio (ongoing throughout
the program):
In your first course (ADP 647 Orientation and Assessment), you were
introduced to the program requirement – Principal Candidate Program
Portfolio. At the end of each course, you must take time to reflect upon your
course work, field, and internship experiences to determine one or more work
samples that demonstrates your knowledge, skills, and dispositions of one or
more leadership standards. Your course instructor will have a specific work
sample that you must include in the portfolio. This will be noted as part of
your course assignment and will be graded as part of your course
requirements. In addition, you will want to include self selected work
samples that also contributed to your development. Portfolio information
and detailed rubric should be referred to throughout your program of study.
Principal Candidate Program Portfolio and Rubric were provided in your first
course – ADP 647 Orientation and Assessment.

•

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.

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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. Quality
of work demonstrated
to be a building
principal is excellent.
Candidate not only
responds, but responds
thoughtfully to various
classmates in
discussions.
Participation is ongoing
throughout the course
unit dates; reflects
initial post, posts to at
least two or more
classmates. Candidate
poses questions that
are reflective of the
discussion and focuses
on the intent of the
assignment. Posts are
professional in nature.

Meets Expectations
Participation is timely,
sincere, honest,
thorough and
demonstrates the
potential of the
candidate to think like
an administrator.
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. Posts are
professional in nature.

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

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•

Group Activities/Chats
Throughout the course of the semester, candidates will engage in small
and/or large group activities that focus on the course objectives.
Group activities will be part of your course grade and will be assessed
utilizing the rubric provided in class.
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;
professional in nature

•

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; professional in
nature

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;
chat/group work does
not reflect a
professional nature

Written or Other Types of Assignments (IRIS Modules)
Throughout the course of the semester, candidates will engage in various
course assignments that focus on instruction. Students are required to
adhere to an APA writing style and maintain a professional approach in
writing style for all written assignments. Specific details and scoring rubrics
of how you will be assessed will be provided.

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Think Like a Principal ‐Real Life Scenarios
Candidates will engage in real life scenarios as it relates to the principalship
and their role as an instructional leader. Candidates will utilize course content,
experiences, and decision making skills to respond and think like a principal.

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Pre and Post Assessment
Candidates will participate in a pre‐ and post‐ assessment of their
understanding of the course content. This will provide candidates with an
opportunity to reflect upon what they know, want to know, and
eventually what they have learned.

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Field Experiences
Throughout the course of the semester, candidates will engage in various
field experiences as it relates to instruction. Field experiences may take
the form of observations, interviews, analysis of documents, key
assessment project, etc. This will provide candidates with time to review
and reflect upon instructional strategies in the field. Specific details and
scoring rubric related to field experiences will be provided in class.

•

Journal (suggested but not required ‐ will not be submitted or graded)
Throughout the course of the semester, candidates will be encouraged to
reflect upon the course content. A journal may be utilized as a tool for
reflection. This is strictly for your own personal use. It is not required and
will not be submitted or graded.

• Personal Assessment/Reflection (Ongoing) ‐ At the onset of your program
in ADP 647 Orientation and Assessment, you were introduced to each of
the Leadership Standards. Take time to reflect on your experiences from
this class as it relates to the various standards. Take time to add relevant
artifacts to your LiveText Portfolio.
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.
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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:

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

Location:
Phone:
Fax:
Email:
Web Site:

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

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

California University of Pennsylvania and its faculty are committed to assuring a safe and
productive educational environment for all students. In order to meet this commitment
and to comply with the Title IX of the Education Amendments of 1972 and guidance from
the Office of Civil Rights, the University requires faculty members to report incidents of
sexual violence shared by students to the University’s Title IX Coordinator, Dr. John A.
Burnett, Special Assistant to the President for EEEO, Office of Social Equity, South Hall 112,
Burnett@calu.edu, 724‐938‐4014. The only exceptions to the faculty member’s reporting
obligation are when incidents of sexual violence are communicated by a student during a
classroom discussion, in a writing assignment for a class, or as part of a 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.
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The University’s information regarding the reporting of sexual violence and the resources
that are available to victims of sexual violence is set forth at:
 Office of Social Equity, South Hall 112, 724‐938‐4014
o Social Equity Home Page
www.calu.edu/SocialEquity
o Social Equity Policies
www.calu.edu/SEpolicies
o Social Equity Complaint Form www.calu.edu/SEcomplaint
 Counseling Center, Carter Hall G53, 724‐938‐4056
 End Violence Center, Natali Student Center 117, 724‐938‐5707
 Student Affairs, Natali Student Center 311, 724‐938‐4439
 Wellness Center, Carter Hall G53, 724‐938‐4232
 Women’s Center, Natali Student Center 117, 724‐938‐5857
 Threat Response Assessment and Intervention Team (T.R.A.I.T.) & Dept. of Public
Safety & University Police, Pollock Maintenance Building, 724‐938‐4299
EMERGENCY: From any on‐campus phone & Dial H‐E‐L‐P or go to any public pay phone &
Dial *1. (*Identify the situation as an emergency and an officer will be dispatched
immediately.)
I.

Supportive Instructional Materials, e.g. library materials, web sites, etc.
Library Services:
As a Cal U student, you have access to the print and electronic resources of the
Manderino Library. You may receive reference assistance, library instruction, document
delivery, limited interlibrary loan, and access electronic course reserves. To learn more

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about resources and services, please go to the Library’s Web page at:
http://library.calu.edu/home .
D2L Technical Support:
If you are having difficulties using D2L course tools, please contact Desire2Learn
Technical Support at 1‐877‐325‐
7778 and/or http://d2l.calu.edu/ . The D2L Help Desk is available 24 hours a day, 365
days a year.

Academic Integrity Policy:
Attention must be paid to standard practices relating to plagiarism. Violation of
the above policy can result in a failing grade for the entire course.
Confidentiality:
The opportunity may exist in this course for your input regarding your current
and/or recently past work circumstances. Please be aware that our forum in this
class is completely confidential. Although you are requested not to mention
your workplace colleagues by specific name, some conclusions may be able to be
drawn about specific people in your work environment based on the information
you provide. Be reassured that this information is for class use only and will not
be shared outside of our class community.
Bibliography/References:
Educational Leadership Constituent Council Standards (ELCC)
http://www.npbea.org/ELCC/ELCCStandards%20_5‐02.pdf
Educational Leadership Policy Standards: ISLLC 2008
(Formerly called the Interstate School Leaders Licensure Consortium Standards for
School Leaders)
http://www.principals.org/isllc
Pennsylvania Leadership Standards
http://www.teaching.state.pa.us/teaching/lib/teaching/PrincipalFrame
work‐Guidelines_2008‐08.pdf
Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching,
and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New
York: Longman.
Appelbaum, Marylyn. (2009). Guide to Implementing RTI: Academic and
Behavioral Interventions, K‐12. Joint Publication of the Appelbaum Training
Institute and Corwin Press.
Armstrong, Thomas. (2000). Multiple Intelligences in the Classroom. Second
Edition, Alexandria, VA: ASCD.
19
Updated Spring 2013

Armstrong, Thomas. (2003). The Multiple Intelligences of Reading and
Writing: Making the Words Come Alive. Alexandria, VA: Association for
Supervision and Curriculum Development.
Armstrong, Thomas. (1993). Seven Kinds of Smart.
New York: Penguin Group.
Bender, William. (2008). Differentiating Instruction for Students with Learning
Disabilities. Thousand Oaks, CA. A Joint Publication of the Council for Exceptional
Children and Corwin Press.
Benjamin, Amy. (2002). Differentiating Instruction: A Guide for
Middle and High School Teachers. Larchmont, NY: Eye on Education.
Benjamin, A. (2005). Differentiated instruction using technology.
Larchmont, NY: Eye on Education, Inc. Bernhardt, Victoria (2009). Data,
Data Everywhere. Larchmont, NY: Eye on Education, Inc.
Bernhardt, Victoria (2007). Translating Data into Information to Improve Teaching
and Learning. Eye on Education.
Blaz. (2008). Differentiated assessment for middle and high school classrooms .
Eye on Education.
Bloom, Benjamin S., ed. (1956). Taxonomy of Educational Objectives Handbook I:
Cognitive Domain. New York: David McKay Co., Inc.
Brinkman, Forlini, and Williams (2009). Help Teachers Engage Sudents: Action
Tools for Administrators. Eye on Education.
Campbell, Don. (1977). The Mozart Effect. Avon Book.
Campbell, Linda and others. (1996). Teaching and Learning Through Multiple
Intelligences. Massachusetts: Allyn & Bacon.
Campbell, Linda and Campell, Don. (1999). Multiple Intelligences and Student
Achievement. Alexandria, VA: Association for Supervision and Curriculum
Development.
Chapman, Carolyn & King, Rita. (2003). Differentiated Instructional Strategies for
Reading in the Content Areas. Corwin Press.
Chapman, C. & King, R. (2003). Differentiated Instructional Strategies for Writing
in the Content Areas.Corwin Press.
Cole, Ed.D., Sandi and others. (2000). Adapting Curriculum and Instruction
20
Updated Spring 2013

in Inclusive Classrooms: A Teacher's Desk Reference. Second Edition.
Bloomington, Indiana: The Center for School and Community Integration.
Cole, (2008). Educating everybody's children: diverse teaching strategies
for diverse learners, 2nd ed.
Collins, John J. (1992). Developing Writing and Thinking Skills Across the
curriculum: A Practical Guide for Schools. Rowley, Massachusetts: The
Network Inc.
Collins, John J. (2007). Improving Student Performance Through Writing and
Thinking Across the Curriculum. Collins Education Associates.
Cruz, E. (2003). Bloom's revised taxonomy. In B. Hoffman (Ed.), Encyclopedia of
Educational Technology. Retrieved September 25, 2007, from
http://coe.sdsu.edu/eet/articles/bloomrev/start.htm
Cummings, Carol. Teaching Makes a Difference. (1986).
Washington: Teaching Publishing Co.
Davidson, K. and Decker, T.(2006). Bloom’s and Beyond. Pieces
of Learning Publishing.
Fattig, M. & Tormey, M. (2008). Co‐Teaching in the Differentiated Classroom.
Jossey Bass Publishing.
Gardner, Howard. (1991). The Unschooled Mind: How Children Think and
How Schools Should Teach. NY: Basic Books.
Goodman, Gretchen. (2008). Interventions for Struggling Learners. Crystal
Springs.
Gregory, Gayle & Chapman, Carolyn (2002). Differentiated Instructional
Strategies – One Size Doesn’t Fit All. Thousand Oaks, CA: Corwin Press.
Gridley, R. Asking better classroom questions: A teachers’ mini‐workbook.
Harmin, Merrill. (1995). Inspiring Active Learning. Edwardsville, IL:
Inspiring Strategies Institute, 1995.
Harrow, Anita J. (1972). A Taxonomy of the Psychomotor Domain: New
York: David McKay Co., Inc.
Heacox, Diane. (2001). Differentiating Instruction in the Regular Classroom.
Minneapolis, MN: Free Spirit Publishing.
Hollas, Betty (2009). The Differentiated Instruction Coach’s Guide for Observation
20
Updated Spring 2013

and Feedback. Crystal Springs Books.
Hunter, Madeline. (1982). Mastery Teaching. El Segundo,
California: TIP Publications.
Hunter, Madeline. (1976). An Improved Instruction. El
Segundo, California: TIP Publications.
IRIS Module: RTI Considerations for School Leaders.
IRIS Module: Creating an Inclusive School Environment: A
Model for School Leaders.
Jensen, Eric. (2000). Different Brains, Different Learners.
San Diego, CA: The Brain Store, www.thebrainstore.com
Johnson, N. (1995). Active questioning. Pieces of Learning Publishing.
Krathwohl, David R. and others. (1956). Taxonomy of Educational Objectives,
Handbook II: Affective Domain. New York: David McKay Co., Inc.
Levine, Mel (1992). All Kinds of Minds. Cambridge, MA:
Educators Publishing Source.
Mager, Robert F. (1962). Preparing Instructional Objectives.
California: Fearon Publishers.
Marzano, R., Pickering, D., and Pollock, J. (2001). Classroom instruction that
works: research‐based strategies for increasing student achievement. Alexandria,
VA: Association for Supervision and Curriculum Development.
McLaughlin, Margaret. (2009). What Every Principal Needs to Know about
Special Education. Corwin Press.
Northey, Sheryn. (2005). Handbook on Differentiated Instruction for Middle
and High Schools. Larchmont, NY: Eye on Education.
Pollock & Ford (2009). Improving student learning one principal at a time.
Association for Supervision and Curriculum Development.
Preuss, Paul. (2007). Data Driven Decision Making and Dynamic Planning: A
School Leaders Guide. Larchmont, NY: Eye on Education.
Sanders, Norrie M. (1966). Classroom Questions What
Kinds? New York: Harper and Row.
Schargel, Frank. (2005). Best Practices to Help At‐Risk
Learners. Eye on Education.
21
Updated Spring 2013

Shores, C. & Chester, K. (2009). Using RTI for School Improvement. Joint
Publication of the Council for
Exceptional Children and Corwin Press.
Silver, Harvey, Hanson, J., Strong, Richard, & Schwartz, Patricia. (2003) Teaching
Styles and Strategies. Ho‐Ho‐Kus, NJ: Thoughtful Education Press.
Simkins, Michael and others. (2002). Increasing Student Learning through
Multimedia Projects. Alexandria, VA: Association for Supervision and
Curriculum Development.
Sousa, David A. How the Brain Learns, (1995). Reston, VA: The National
Association of Secondary School
Principals.
Stronge, James & Grant, Leslie. Student Achievement Goal Setting: Using Data to
Improve Teaching and
Learning. Eye on Education
Taranto, G., & Somerville, B. (2011, November). Coteaching:
Seeing immediate results. Principal Leadership, 12(3). Retrieved
from http://www.nassp.org/tabid/3788/
default.aspx?topic=Coteaching_Seeing_Immediate_Results
Tileston, Donna & Darling Sandra. (2009). Closing the Poverty & Culture Gap:
Strategies to Reach Every
Student. Corwin Press.
Tomlinson, Carol A. (1995). How to Differentiate Instruction in Mixed Ability
Classrooms. Alexandria, VA: ASCD.
Tomlinson, Carol Ann. (1999). The Differentiated Classroom. Alexandria,
VA: Association for Supervision and Curriculum Development.
Tomlinson, Carol Ann. (2003). Fulfilling the Promise of the Differentiated
Classroom: Strategies and Tools for Responsive Teaching. Alexandria, VA:
Association for Supervision and Curriculum Development.
Tomlinson, Carol Ann, (1995). How to Differentiate Instruction in
Mixed‐Ability Classrooms. Alexandria, VA: Association for Supervision and
Curriculum Development.
Tomlinson, Carol Ann, (1996). Differentiating Instruction for
Mixed‐Ability Classrooms ‐ An ASCD Professional Inquiry Kit. .
Alexandria, VA: Association for Supervision and Curriculum
Development.
22
Updated Spring 2013

Tomlinson, Carol Ann and Allen, Susan Demirsky. (2000). Leadership for
Differentiating Schools and
Classrooms. Alexandria, VA: Association for Supervision and Curriculum
Development.
Tomlinson, Carol Ann and Eidson, Caroline Cunningham. (2003).
Differentiation and Practice: A Resource Guide for Differentiating Curriculum,
Grades K‐5, Alexandria, VA: Association for Supervision and Curriculum
Development.
Tomlinson, Carol Ann and Eidson, Caroline Cunningham. (2003).
Differentiation and Practice: A Resource Guide for Differentiating Curriculum,
Grades 5‐9, Alexandria, VA: Association for Supervision and Curriculum
Development.
Tomlinson, Carol Ann and McTighe, Jay. (2006). Integrating Differentiated
Instruction & Understanding by
Design. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, Carol Ann and Strickland, Cindy A. (2005). Differentiation and
Practice: A Resource Guide for Differentiating Curriculum, Grades 9‐12.
Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C., Brimijoin, K., and Narvaez, L. (2008). The Differentiated
School: Making Revolutionary Changes in Teaching and Learning,
Alexandria, VA: Association for Supervision and Curriculum
Development.
Turville. (2008). Differentiating by student learning preferences: strategies and
lesson plans . Eye on Education.
Turville (2007). Differentiating by student interest: strategies and
lesson plans. Eye on Education.
VanderWeide, Donna. (2004). Different Tolls for Different Learners.
Crystal Springs Books.
Villa, Richard, Thousand, J. & Nevin, A. (2008). A Guide to Co‐Teaching. A Joint
Publication of the Council for Exceptional Children and Corwin Press.
Villa, Richard A. and Thousand, Jacqueline S., eds. (1995). Creating an Inclusive
School. Virginia: Association for Supervision and Curriculum Development.
Villa, Richard A. and Thousand, Jacqueline, S. 2005). Creating an
inclusive school (2nd edition)

23
Updated Spring 2013

Wiggins, Grant & McTighe, Jay. (2005). Understanding by
Design. Alexandria, VA: ASCD
Wolfe, Patricia. (2001). Brain Matters: Translating Research Into Practice.
Alexandria, VA: ASCD.
Wormelli, Rick. (2006). Fair Isn’t Always Equal: Assessing and Grading in
the Differentiated Classroom. Steinhouse Publishers.

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.

24
Updated Spring 2013

Competency
Domain

Requirement is Met When:

Course
Addressed

Key Assessment

Other Course/Program
Assessments

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

Requirement is Met When:

A. Assessment
and
Evaluation

The candidate:

B. Curriculum
and
Instruction

Course
Addressed

Key Assessment

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

ADP 626,
ADP 661

Multiple Measures of Data
Project Principal, Tools
Project

ADP 626,
ADP 661

Multiple Measures of Data
Project Principal, Tools
Project

ADP 626,
ADP 661

Multiple Measures of Data
Project, Tools Project

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

ADP 641

School and Community Plan
(case study)

Other Course/Program
Assessments

The candidate:

25
Updated Spring 2013

C.
Professionalism

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

ADP 621,
ADP 626

Curriculum Project,
Multiple Measures of Data
Project

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

ADP 621,
ADP 626

Curriculum Project,
Multiple Measures of Data
Project

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

ADP 621,
ADP 626

Curriculum Project,
Multiple Measures of Data
Project

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

ADP 621,
ADP 626

Curriculum Project,
Multiple Measures of Data
Project

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

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.

ADP 631,
ADP 661

ADP 661

Principal Tools Project

Principal as a Culture Shaper
Assignment

3. Actively seeks current information to support their on‐
going short‐ and long‐term professional development
goals.

ADP 647,
program

Principal Program Livetext
Portfolio

Personal Assessment of the
Leadership Standards

26
Updated Spring 2013

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

D. Statutory
and Regulatory
Compliance

E.
Organizational

ADP 631

Review of School Board Policy
and School Laws through
discussions.

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

ADP 631

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

ADP 631

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

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

ADP 631

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

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

ADP 631

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

The candidate:

ADP 631

The candidate:

27
Updated Spring 2013

Leadership

F. Diverse
Learners

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

ADP 661

The Evolving Role of the
Principal Field Experience

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

ADP 661

The Evolving Role of the
Principal Field Experience

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

ADP 661

The Evolving Role of the
Principal Field Experience

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

ADP 661

The Evolving Role of the
Principal Field Experience

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

ADP 626,
ADP 641

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

ADP 626,
ADP 641

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

The candidate:

Multiple Measures of Data
Project

28
Updated Spring 2013

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

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

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

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

ADP 661

Creating a Collaborative
Community Project

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

Requirement is Met When:

A. Assessment
and

The candidate:

Course
Addressed

Key Assessment

Other Course/Program
Assessment

29
Updated Spring 2013

Evaluation

B. Curriculum
and
Instruction

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

ADP 670

School Improvement
Project

ADP 670

School Improvement
Project

ADP 670

School Improvement
Project

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

ADP 670

School Improvement
Project

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

ADP 670

Principal Program Live Text
Portfolio

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

ADP 670

Principal Program Live Text
Portfolio

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

ADP 670

Principal Program Live Text
Portfolio

30
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

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 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

The candidate:

The candidate:

31
Updated Spring 2013

Compliance

E.
Organizational

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

ADP 670

Principal Program Live Text
Portfolio, Mentor
Evaluation

ADP 670

Principal Program Live Text
Portfolio, Mentor
Evaluation

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

ADP 670

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

ADP 670

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

ADP 670

ADP 670

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

ADP 670

Principal Program Live Text
Portfolio

32
Updated Spring 2013

F. Diverse
Learners

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

ADP 670

Principal Program Live Text
Portfolio

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

ADP 670

School Improvement
Project

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

ADP 670

Principal Program Live Text
Portfolio

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

ADP 670

Principal Program Live Text
Portfolio

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

ADP 670

Principal Program Live Text
Portfolio

ADP 670

Principal Program Live Text
Portfolio

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

ADP 670

Principal Program Live Text
Portfolio

The candidate:

33
Updated Spring 2013

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

34
Updated Spring 2013