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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: School Community Relations
Course Number: ADP 641
Credits: 3
Maximum Class Size (online): 25
Course Description:
This course is for educators who hope to become principals or teachers who wish to assume a greater leadership role
in the school where they teach. The purpose of this seminar is twofold: (1) to help school administrators and leaders
develop an understanding of the conditions, diversity and changes that affect school-community interaction and its
impact on student achievement and, (2) to help administrators and school leaders have an understanding of the
strategic planning process, board policy on community relations, research on community partnerships and then apply
this information to develop a five year plan on the importance of school and community partnerships in relation to
student achievement.
Field Experience: All candidates will be required to complete project that is infused as part of the
course work and may be referred to as homework assignments, field based experiences, or authentic
simulations and are designed to reinforce and extend upon the learning objectives of the course.
Conceptual Framework and Accreditation standards
Through the content and experiences of this course, candidates will construct knowledge, skills, and
dispositions that are necessary for principal candidates to become effective leaders of schools as
proposed by the ELCC standards, ISLLC standards, Pennsylvania Department of Education Leadership
Standards, and are related to The Three Principles of the Cal U Conceptual Framework.
California University of Pennsylvania
Conceptual Framework for Teacher
Education and Educational
Specialists
At California University, our theme for our conceptual framework is “Preparing
Tomorrow’s Educational Leaders through Knowledge, Professional Practices, and
Professionalism.” The conceptual framework for California University of Pennsylvania’s teacher
education and educational specialist program is based upon the three principles of Knowledge,
Professional Practices, and Professionalism, which form our philosophical foundation. Three
elements support each of the conceptual framework principles, creating a strong base for our
candidates to build the knowledge, skills, and dispositions required of a 21st century educational
leader and teacher.
First Approved by the Faculty of the College of Education and Human Services on February 18, 2004.
Conceptual Framework Principles
Principle #1: Knowledge
Content (1A)
Content is the significant information that establishes the foundation for each discipline.
Mastering content is challenging in an information age when knowledge grows and evolves
quickly.
Standards (1B)
Standards set the minimum requirements for achievement, thereby forming the building blocks
for education.
Technology (1C)
Technology refers to the integration of appropriate and meaningful technological devices to
enhance learning. Understanding and using technology is critical for our education candidates
and educational specialists.
Principle #2: Professional Practices
Child Development (2A)
Child development focuses on the physical, emotional, psychological, and educational growth
of children and adolescents.
Diversity (2B) must
Diversity is recognizing that all students come from unique backgrounds. California
University of Pennsylvania is committed to meeting the diverse learning and social needs of P12 students and of our own education candidates.
Design, Implement, & Assess (2C)
Sound learning begins with the ability to design, implement, and assess educational
experiences for students.
Principle #3: Professionalism
Professional Disposition (3A)
Professional disposition is the set of values, commitments, ethics, and attitudes that
distinguish our education candidates and educational specialists as professionals.
Leadership Development (3B)
Leadership development is the activity by which education candidates and educational
specialists guide students and constituents to achieve success.
Personal Learning (3C)
Personal learning refers to the commitment of lifelong intellectual, personal, and professional
growth.
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 4.0: A building-level education leader applies knowledge that promotes the success of
every student by collaborating with faculty and community members, responding to diverse
community interests and needs, and mobilizing community resources on behalf of the school by
collecting and analyzing information pertinent to improvement of the school’s educational
environment; promoting an understanding, appreciation, and use of the diverse cultural, social,
and intellectual resources within the school community; building and sustaining positive school
relationships with families and caregivers; and cultivating productive school relationships with
community partners.
4.1 Candidates understand and can collaborate with faculty and community members by
collecting and analyzing information pertinent to the improvement of the school’s
educational environment.
4.2 Candidates understand and can mobilize community resources by promoting an
understanding, appreciation, and use of diverse cultural, social, and intellectual
resources within the school community.
4.3 Candidates understand and can respond to community interests and needs by
building and sustaining positive school relationships with families and caregivers.
4.4 Candidates understand and can respond to community interests and needs by
building and sustaining productive school relationships with community partners.
Standard 6.0: A building-level education leader applies knowledge that promotes the success of
every student by understanding, responding to, and influencing the larger political, social,
economic, legal, and cultural context through advocating for school students, families, and
caregivers; acting to influence local, district, state, and national decisions affecting student
learning in a school environment; and anticipating and assessing emerging trends and initiatives
in order to adapt school-based leadership strategies.
6.1 Candidates understand and can advocate for school students, families, and
caregivers.
6.2 Candidates understand and can act to influence local, district, state, and national
decisions affecting student learning in a school environment.
6.3 Candidates understand and can anticipate and assess emerging trends and initiatives
in order to adapt school-based leadership strategies.
First Approved by the Faculty of the College of Education and Human Services on February 18, 2004.
The ISLLC Standards:
The following ISLLC Standards are addressed in this course:
Standard 4 A school administrator is an educational leader who promotes the success of all
students by collaborating with families and community members, responding to diverse
community interests and needs, and mobilizing community resources.
Standard 6 A school administrator is an educational leader who promotes the success of all
students by understanding, responding to, and influencing the larger political, social, economic,
legal, and cultural context.
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.
Corollary Standards:
III. Collaborating, communicating, engaging and empowering others inside and outside the
organization to pursue excellence in learning.
V. Advocating for children and public education in the larger political, social, economic,
legal and cultural context.
Some Emphasis on the Following Standards:
Core Standards:
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.
II. Managing resources for effective results
Updated Spring 2013
4
B.
Objectives of the Course:
After successful completion of this course, principal candidates will be able to:
• Interpret student achievement data to parents and community
• Understand the role of all groups within the community
• Promote Parental Participation
• Seeking and using community feedback
• Mediating concerns of students, staff, parents and community
• Understand standards related to administration
• Identify the impact the district’s strategic plan has on a school’s vision for
student achievement
• Critique local school district board policy on community partnerships and parent
involvement
• Plan and develop a final project on from a case study of a school district: 5 year
vision
Standards Alignment Matrix:
Objectives
Principal Candidates Will Be
Able To:
Knowledge/Content
Interpret student
achievement data to parents
and community
ELCC
Standard
1
Standard
2
Standard
4
ISLLC
1
2
PDE PA
Leadership
Standards
Core Corollary
I
I
III
II
III
V
CAL U
Conceptual
Framework
Assessment
1A
Discussion
1C
Group
Activities
4
6
Partnership
Plan
Standard
6
Understand the role of all
groups within the community
Standard
6
6
I
V
1A
Discussion
1C
Group
Activities
3B
Identify the impact the
Updated Spring 2013
Standard
6
III
V
1A
One page
summaries
Discussion
5
district’s strategic plan has
on a school’s vision for
student achievement
Skills/Performance
Promote Parental
Participation
6
1B
2C
Standard
4
Standard
6
4
I
III
V
6
One page
summary
3B
Partnership
Plan
1C
Discussion
3B
Group
Activities
One page
summaries
Partnership
Plan
Field Based
activity
Seeking and using
community feedback
Standard
6
6
III
V
1C
Discussion
3B
Group
Activities
One page
summaries
Partnership
Plan
Field based
activity
Mediating concerns of
students, staff, parents and
community
Standard
4
Standard
6
4
6
I
III
III
V
1A
Discussion
1C
Group
Activities
1F
One page
summaries
Field based
activity
Updated Spring 2013
6
Plan and develop a final
project on from a case study
of a school district: 5 year
vision
Dispositions/Professionalism
Understand standards
related to administration
Standard
4
Standard
6
Standard
4
Standard
6
4
I
III
III
V
1A
1B
1C
2A
2B
2C
3A
3B
3C
Discussion
Chat
Summaries
Field based
activity
Partnership
Plan
III
III
V
1C
Discussion
3A
Group
Activities
6
4
6
Field based
activity
Partnership
Plan
Understand local school
district board policy on
community partnerships and
parent involvement
C.
D.
Standard
4
I
Standard
6
III
V
1A
3C
Field based
activity
Partnership
Plan
Catalog Description:
This course is for educators who hope to become principals or teachers who wish to
assume a greater leadership role in the school where they teach. The purpose of this
seminar is twofold: (1) to help school administrators and leaders develop an
understanding of the conditions, diversity and changes that affect school-community
interaction and its impact on student achievement and, (2) to help administrators and
school leaders have an understanding of the strategic planning process, board policy on
community relations, research on community partnerships and then apply this
information to develop a five year plan on the importance of school and community
partnerships in relation to student achievement.
Outline of the Course:
•
•
•
•
•
•
Review of a Comprehensive Framework
Use of a Framework to Reach School Goals
Strategic Planning Process
Research of Partnership Plans
Develop District and State Leadership for Partnerships
Planning a Partnership Plan
Updated Spring 2013
7
E.
Teaching Methodology: To accomplish these objectives, principal candidates will
F.
Text:
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:
engage in a variety of methodologies including but not limited to:
• Threaded discussions
• Chats
• Field work
• Print based materials
• Final project
• Reactions to real life scenarios
• Quality Matters Statement – The online course follows the standards of the
Quality Matters rubric.
Title: School, Family, and Community Partnerships: Your Handbook for Action
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 9781412959025; Edition: 2009
Key Assessment: Case Study: Focusing on Improving Student Achievement;
PowerPoint and Paper. In your paper and PowerPoint make sure you included
the following:
•
•
•
•
•
•
•
•
A clear 5 year vision identifying the What of the plan (based on the data you
have reviewed from you own school district) Include the strengths and
weaknesses on the school’s data
Research the district’s strategic plan and identify the ways the plan addresses
increasing student achievement
The How of the plan (the steps or actions that will be put into place to follow
through with your vision)
The Time Line for the plan (This is where we are in year one and this is where
we need to be by year five)
Indentify a plan for collaborating, communicating and engaging others
outside the organization to improve student achievement
PA Leadership standards that apply
PA Special Education competencies that apply
Bibliography
Updated Spring 2013
8
Additional details regarding the course project and rubric for evaluation will be
provided in class.
Discussions
Candidates will engage in a variety of discussions throughout the semester as it
relates to the course content. Discussions will be part of your course grade and
will be assessed utilizing the rubric provided in class.
Field Based Activities
Throughout the course of the semester, candidates will engage in various field
experiences as it relates to the course objectives and aligns to the various
leadership standards. Details will be provided in the course shell
Small Group Chats
Candidates will engage in small group chats throughout the semester as it
relates to the course content. Chats will be part of your course grade and will be
assessed utilizing the rubric 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 641
School and Community you should submit your PowerPoint presentation and your
paper on your Comprehensive Partnership Plan Case Study: Focusing on Student
Achievement. 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.
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
Updated Spring 2013
9
of 'C' will cause the student to repeat the course, pending review by the program
coordinator.
H.
Accommodations for Students with Disabilities:
Students reserve the right to decide when to self-identify and when to request
accommodations. Students requesting approval for reasonable accommodations
should contact the Office for Students with Disabilities (OSD). Students are
expected to adhere to OSD procedures for self-identifying, providing
documentation and requesting accommodations in a timely manner.
Students will present the OSD Accommodation Approval Notice to faculty when
requesting accommodations that involve the faculty.
Contact Information:
•
•
•
•
•
Location:
Phone:
Fax:
Email:
Web Site:
Carter Hall - G-35
(724) 938-5781
(724) 938-4599
osdmail@calu.edu
http://www.calu.edu/osd
A. Title IX Syllabus Addendum
Revised January 2018
California University of Pennsylvania
Reporting Obligations of Faculty Members under Title IX
of the Education Amendments of 1972, 20 U.S.C. §1681, et seq.
California University of Pennsylvania and its faculty are committed to assuring a safe and
productive educational environment for all students. In order to meet this commitment
and to comply with the Title IX of the Education Amendments of 1972 and guidance from
the Office of Civil Rights, the University requires faculty members to report incidents of
sexual violence shared by students to the University’s Title IX Coordinator, Dr. John A.
Burnett, Special Assistant to the President for EEEO, Office of Social Equity, South Hall 112,
Burnett@calu.edu, 724-938-4014. The only exceptions to the faculty member’s reporting
obligation are when incidents of sexual violence are communicated by a student during a
classroom discussion, in a writing assignment for a class, or as part of a Universityapproved research project. Faculty members are obligated to report sexual violence or
any other abuse of a student who was, or is, a child (person under 18 years of age) when
Updated Spring 2013
10
the abuse allegedly occurred to the person designated in the University protection of
minors policy.
The University’s information regarding the reporting of sexual violence and the resources
that are available to victims of sexual violence is set forth at:
• Office of Social Equity, South Hall 112, 724-938-4014
o Social Equity Home Page
www.calu.edu/SocialEquity
o Social Equity Policies
www.calu.edu/SEpolicies
o Social Equity Complaint Form www.calu.edu/SEcomplaint
• Counseling Center, Carter Hall G53, 724-938-4056
• End Violence Center, Natali Student Center 117, 724-938-5707
• Student Affairs, Natali Student Center 311, 724-938-4439
• Wellness Center, Carter Hall G53, 724-938-4232
• Women’s Center, Natali Student Center 117, 724-938-5857
• Threat Response Assessment and Intervention Team (T.R.A.I.T.) & Dept. of Public
Safety & University Police, Pollock Maintenance Building, 724-938-4299
EMERGENCY: From any on-campus phone & Dial H-E-L-P or go to any public pay
phone & Dial *1. (*Identify the situation as an emergency and an officer will be
dispatched immediately.)
I.
Supportive Instructional Materials, e.g. library materials, web sites, etc.
Library Services:
As a Cal U student, you have access to the print and electronic resources of the
Manderino Library. You may receive reference assistance, library instruction, document
delivery, limited interlibrary loan, and access electronic course reserves. To learn more
about resources and services, please go to the Library’s Web page at:
http://library.calu.edu/home .
D2L Technical Support:
If you are having difficulties using D2L course tools, please contact Desire2Learn
Technical Support at 1-877-325-
Updated Spring 2013
11
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:
National PTA Organization www.pta.org
Mt. Lebanon School District
www.caluglobalonline.net/ec/crs/default.learn?CourseID=3243608&47=2361674&
dt=11%2F13%2F2007+4%3A14%3A32+PM&Page=dcs&bhcp=1
Standards and Poor Report www.schoolmatters.com
Effective Teachers and Principals Report
www.aspeninstitute.org/sites/default/files/content/docs/commission%20on%20no%
20child%20left%20behind/NCLB_Section1.pdf
Parents and Teachers Working Together www.educationworld.com/a_curr/profdev/profdev124.shtml
Schools as Communities www.ericdigests.org/1997-4/schools.htm
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.
Updated Spring 2013
12
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
13
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:
Updated Spring 2013
13
C.
Professionalism
1. Demonstrates clear connections between theory and practice
in curricular and instructional leadership.
ADP 621, ADP
626
Curriculum Project, Multiple
Measures of Data Project
2. Participates in the process of development, assessment
and/or refinement of standards-based curriculum.
ADP 621, ADP
626
Curriculum Project, Multiple
Measures of Data Project
3. Demonstrates knowledge, skills and dispositions related to
one’s leadership responsibility to support curricular and
instructional excellence.
ADP 621, ADP
626
Curriculum Project, Multiple
Measures of Data Project
4. Articulates a vision for student success and a positive school
climate that supports equal access to curricular and
instructional excellence.
ADP 621, ADP
626
Curriculum Project, Multiple
Measures of Data Project
The candidate:
1. Fosters relationships with stakeholders and acts with
integrity, fairness and in an ethical manner as stated in the “PA
Code of Professional Practice and Conduct for Educators.”
ADP 631, ADP
661
2. Evaluates the effectiveness of his/her actions and
interactions with all stakeholders via verbal and non-verbal
communication.
ADP 661
Principal Tools Project
Principal as a Culture Shaper
Assignment
3. Actively seeks current information to support their on-going
short- and long-term professional development goals.
ADP 647,
program
Principal Program Livetext
Portfolio
Personal Assessment of the
Leadership Standards
Updated Spring 2013
Review of PA School Code
Integrity, Fairness and Ethics
Assignment through discussions
14
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
Leadership
ADP 631
Review of School Board Policy and
School Laws through discussions.
1. Reports on examples of field-based federal, state and local
legislation, regulations, mandates, policies, and procedures that
impact school district operations at macro and micro levels.
ADP 631
Review of School Board Policy, PA
Basic Education Circular and PA
School Code through discussions.
2. Determines specific roles and responsibilities for
adherence/compliance with federal, state and local legislation,
regulations, mandates, policies and procedures.
ADP 631
Review of School Board Policy, PA
BEC and PA School Code through
discussions.
3. Assists with the completion of all compliance documentation.
ADP 631
Review of School Board Policy, PA
BEC and PA School Code through
discussions.
4. Reports on how the school district disseminates information
on regulatory changes to appropriate stakeholders
ADP 631
Review of School Board Policy, PA
BEC and PA School Code through
discussions.
5. Identifies example(s) of compliance problems and assists with
alternative actions to resolve targeted compliance issues.
ADP 631
Review of School Board Policy, PA
BEC and PA School Code through
discussions.
The candidate:
The candidate:
Updated Spring 2013
15
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
3. Fosters communication with families of English language
learners (ELL) to ensure that learners and their families have
access to communication in the native language.
ADP 641
The candidate:
Updated Spring 2013
Multiple Measures of Data
Project
Recognizing Diversity in Families
Field Experience
16
4. Identifies the use of strategies and resources for students
with diverse needs including, but not limited to, gifted, ELL and
students with disabilities.
ADP 626, ADP
664
5. Advises and supports educators in modifications to the
learning environment that are evidence-based practices that do
not compromise curricular intent and rigor.
ADP 641, ADP
664
Multiple Measures of Data
Project
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
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
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
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.
Updated Spring 2013
Course
Addressed
Key Assessment
ADP 670
School Improvement Project
Other Course/Program
Assessment
17
B. Curriculum
and
Instruction
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
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
1. Presents clear connections between theory and practice in
curricular and instructional leadership.
ADP 670
Principal Program Live Text
Portfolio
2. Participates in the development, assessment and/or
refinement of standards-based curriculum.
ADP 670
Principal Program Live Text
Portfolio
3. Demonstrates knowledge, skills and dispositions related to
one’s leadership responsibility to support curricular and
instructional excellence.
ADP 670
Principal Program Live Text
Portfolio
4. Creates a vision for student success and a positive school
climate that supports equal access to curricular and
instructional excellence.
ADP 670
Principal Program Live Text
Portfolio
The candidate:
Updated Spring 2013
18
C.
Professionalism
D. Statutory and
Regulatory
Compliance
The candidate:
1. Fosters relationships with stakeholders and acts with
integrity, fairness and in an ethical manner as stated in the “PA
Code of Professional Practice and Conduct for Educators.”
ADP 670
Principal Program Live Text
Portfolio
2. Evaluates the effects of his/her actions and interactions with
all stakeholders via verbal and non-verbal communication.
ADP 670
Principal Program Live Text
Portfolio
3. Engages in programs designed to support his/her on-going
short- and long-term professional development goals.
ADP 670
Principal Program Live Text
Portfolio
4. Avoids inappropriate relationships, conduct, and contact with
students, colleagues, families and the broader community.
ADP 670
Principal Program Live Text
Portfolio
5. Demonstrates an understanding of current school district,
state and federal regulations, policies and professional
practices.
ADP 670
Principal Program Live Text
Portfolio
1. Participates in site-based federal, state and local legislation,
regulations, mandates, policies, and procedures that impact
school district operations at macro and micro levels.
ADP 670
Principal Program Live Text
Portfolio, Mentor Evaluation
2. Performs in the specific roles and responsibilities for
adherence/compliance with federal, state and local legislation,
regulations, mandates, policies and procedures.
ADP 670
Principal Program Live Text
Portfolio, Mentor Evaluation
The candidate:
Updated Spring 2013
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E. Organizational
3. Assists with the completion of all compliance documentation.
ADP 670
4. Participates in the school district dissemination of information
on regulatory changes to appropriate stakeholders.
ADP 670
5. Identifies example(s) of compliance problems and designs
alternative actions to resolve targeted compliance issues.
ADP 670
6. Develops and presents plans on the allocation of resources
needed to maintain and/or improve compliance.
ADP 670
The candidate:
1. Demonstrates knowledge of all systemic relationships in the
organizational chart and their corollary systemic functions.
ADP 670
Principal Program Live Text
Portfolio
2. Participates within the defined role of their certification area
within the organization to include responsibilities, relationships,
constraints, opportunities and resources.
ADP 670
Principal Program Live Text
Portfolio
3. Identifies a problem within the scope of their certification
area and creates and presents a visionary action plan, consistent
with the organization and to promote a culture of change;
including resolution of conflicts, communication, collaboration,
needs assessment and advocacy.
ADP 670
School Improvement Project
Updated Spring 2013
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F. Diverse
Learners
The candidate:
1. Reports on current policies and practices designed to support
children, caregivers and families from diverse backgrounds.
ADP 670
Principal Program Live Text
Portfolio
2. Analyzes, reports and presents on current efforts to support
diverse learners and how the broader community views learning
differences.
ADP 670
Principal Program Live Text
Portfolio
3. Communicates with families of English language learners (ELL)
and culturally diverse learners to ensure that learners and their
families have access to communication in their native language.
ADP 670
Principal Program Live Text
Portfolio
4. Advocates for the use of effective strategies and resources for ADP 670
students with diverse needs including, but not limited to, gifted,
ELL and students with disabilities.
Principal Program Live Text
Portfolio
5. Advises and supports educators in modifications to the
learning environment that are evidence-based practices that do
not compromise curricular intent and rigor.
ADP 670
Principal Program Live Text
Portfolio
6. Demonstrates positive and appropriate interactions with all
stakeholders in the school environment and community at large.
ADP 670
Principal Program Live Text
Portfolio
7. Collaborates with educators and social agencies working with
diverse learners to create a coherent vision for learning
opportunities.
ADP 670
Principal Program Live Text
Portfolio
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Updated Spring 2013
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Department of Secondary Education and Administrative Leadership
Course Syllabus
Approved: xx/xx/2013
A.
Protocol
Course Name: School Community Relations
Course Number: ADP 641
Credits: 3
Maximum Class Size (online): 25
Course Description:
This course is for educators who hope to become principals or teachers who wish to assume a greater leadership role
in the school where they teach. The purpose of this seminar is twofold: (1) to help school administrators and leaders
develop an understanding of the conditions, diversity and changes that affect school-community interaction and its
impact on student achievement and, (2) to help administrators and school leaders have an understanding of the
strategic planning process, board policy on community relations, research on community partnerships and then apply
this information to develop a five year plan on the importance of school and community partnerships in relation to
student achievement.
Field Experience: All candidates will be required to complete project that is infused as part of the
course work and may be referred to as homework assignments, field based experiences, or authentic
simulations and are designed to reinforce and extend upon the learning objectives of the course.
Conceptual Framework and Accreditation standards
Through the content and experiences of this course, candidates will construct knowledge, skills, and
dispositions that are necessary for principal candidates to become effective leaders of schools as
proposed by the ELCC standards, ISLLC standards, Pennsylvania Department of Education Leadership
Standards, and are related to The Three Principles of the Cal U Conceptual Framework.
California University of Pennsylvania
Conceptual Framework for Teacher
Education and Educational
Specialists
At California University, our theme for our conceptual framework is “Preparing
Tomorrow’s Educational Leaders through Knowledge, Professional Practices, and
Professionalism.” The conceptual framework for California University of Pennsylvania’s teacher
education and educational specialist program is based upon the three principles of Knowledge,
Professional Practices, and Professionalism, which form our philosophical foundation. Three
elements support each of the conceptual framework principles, creating a strong base for our
candidates to build the knowledge, skills, and dispositions required of a 21st century educational
leader and teacher.
First Approved by the Faculty of the College of Education and Human Services on February 18, 2004.
Conceptual Framework Principles
Principle #1: Knowledge
Content (1A)
Content is the significant information that establishes the foundation for each discipline.
Mastering content is challenging in an information age when knowledge grows and evolves
quickly.
Standards (1B)
Standards set the minimum requirements for achievement, thereby forming the building blocks
for education.
Technology (1C)
Technology refers to the integration of appropriate and meaningful technological devices to
enhance learning. Understanding and using technology is critical for our education candidates
and educational specialists.
Principle #2: Professional Practices
Child Development (2A)
Child development focuses on the physical, emotional, psychological, and educational growth
of children and adolescents.
Diversity (2B) must
Diversity is recognizing that all students come from unique backgrounds. California
University of Pennsylvania is committed to meeting the diverse learning and social needs of P12 students and of our own education candidates.
Design, Implement, & Assess (2C)
Sound learning begins with the ability to design, implement, and assess educational
experiences for students.
Principle #3: Professionalism
Professional Disposition (3A)
Professional disposition is the set of values, commitments, ethics, and attitudes that
distinguish our education candidates and educational specialists as professionals.
Leadership Development (3B)
Leadership development is the activity by which education candidates and educational
specialists guide students and constituents to achieve success.
Personal Learning (3C)
Personal learning refers to the commitment of lifelong intellectual, personal, and professional
growth.
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 4.0: A building-level education leader applies knowledge that promotes the success of
every student by collaborating with faculty and community members, responding to diverse
community interests and needs, and mobilizing community resources on behalf of the school by
collecting and analyzing information pertinent to improvement of the school’s educational
environment; promoting an understanding, appreciation, and use of the diverse cultural, social,
and intellectual resources within the school community; building and sustaining positive school
relationships with families and caregivers; and cultivating productive school relationships with
community partners.
4.1 Candidates understand and can collaborate with faculty and community members by
collecting and analyzing information pertinent to the improvement of the school’s
educational environment.
4.2 Candidates understand and can mobilize community resources by promoting an
understanding, appreciation, and use of diverse cultural, social, and intellectual
resources within the school community.
4.3 Candidates understand and can respond to community interests and needs by
building and sustaining positive school relationships with families and caregivers.
4.4 Candidates understand and can respond to community interests and needs by
building and sustaining productive school relationships with community partners.
Standard 6.0: A building-level education leader applies knowledge that promotes the success of
every student by understanding, responding to, and influencing the larger political, social,
economic, legal, and cultural context through advocating for school students, families, and
caregivers; acting to influence local, district, state, and national decisions affecting student
learning in a school environment; and anticipating and assessing emerging trends and initiatives
in order to adapt school-based leadership strategies.
6.1 Candidates understand and can advocate for school students, families, and
caregivers.
6.2 Candidates understand and can act to influence local, district, state, and national
decisions affecting student learning in a school environment.
6.3 Candidates understand and can anticipate and assess emerging trends and initiatives
in order to adapt school-based leadership strategies.
First Approved by the Faculty of the College of Education and Human Services on February 18, 2004.
The ISLLC Standards:
The following ISLLC Standards are addressed in this course:
Standard 4 A school administrator is an educational leader who promotes the success of all
students by collaborating with families and community members, responding to diverse
community interests and needs, and mobilizing community resources.
Standard 6 A school administrator is an educational leader who promotes the success of all
students by understanding, responding to, and influencing the larger political, social, economic,
legal, and cultural context.
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.
Corollary Standards:
III. Collaborating, communicating, engaging and empowering others inside and outside the
organization to pursue excellence in learning.
V. Advocating for children and public education in the larger political, social, economic,
legal and cultural context.
Some Emphasis on the Following Standards:
Core Standards:
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.
II. Managing resources for effective results
Updated Spring 2013
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B.
Objectives of the Course:
After successful completion of this course, principal candidates will be able to:
• Interpret student achievement data to parents and community
• Understand the role of all groups within the community
• Promote Parental Participation
• Seeking and using community feedback
• Mediating concerns of students, staff, parents and community
• Understand standards related to administration
• Identify the impact the district’s strategic plan has on a school’s vision for
student achievement
• Critique local school district board policy on community partnerships and parent
involvement
• Plan and develop a final project on from a case study of a school district: 5 year
vision
Standards Alignment Matrix:
Objectives
Principal Candidates Will Be
Able To:
Knowledge/Content
Interpret student
achievement data to parents
and community
ELCC
Standard
1
Standard
2
Standard
4
ISLLC
1
2
PDE PA
Leadership
Standards
Core Corollary
I
I
III
II
III
V
CAL U
Conceptual
Framework
Assessment
1A
Discussion
1C
Group
Activities
4
6
Partnership
Plan
Standard
6
Understand the role of all
groups within the community
Standard
6
6
I
V
1A
Discussion
1C
Group
Activities
3B
Identify the impact the
Updated Spring 2013
Standard
6
III
V
1A
One page
summaries
Discussion
5
district’s strategic plan has
on a school’s vision for
student achievement
Skills/Performance
Promote Parental
Participation
6
1B
2C
Standard
4
Standard
6
4
I
III
V
6
One page
summary
3B
Partnership
Plan
1C
Discussion
3B
Group
Activities
One page
summaries
Partnership
Plan
Field Based
activity
Seeking and using
community feedback
Standard
6
6
III
V
1C
Discussion
3B
Group
Activities
One page
summaries
Partnership
Plan
Field based
activity
Mediating concerns of
students, staff, parents and
community
Standard
4
Standard
6
4
6
I
III
III
V
1A
Discussion
1C
Group
Activities
1F
One page
summaries
Field based
activity
Updated Spring 2013
6
Plan and develop a final
project on from a case study
of a school district: 5 year
vision
Dispositions/Professionalism
Understand standards
related to administration
Standard
4
Standard
6
Standard
4
Standard
6
4
I
III
III
V
1A
1B
1C
2A
2B
2C
3A
3B
3C
Discussion
Chat
Summaries
Field based
activity
Partnership
Plan
III
III
V
1C
Discussion
3A
Group
Activities
6
4
6
Field based
activity
Partnership
Plan
Understand local school
district board policy on
community partnerships and
parent involvement
C.
D.
Standard
4
I
Standard
6
III
V
1A
3C
Field based
activity
Partnership
Plan
Catalog Description:
This course is for educators who hope to become principals or teachers who wish to
assume a greater leadership role in the school where they teach. The purpose of this
seminar is twofold: (1) to help school administrators and leaders develop an
understanding of the conditions, diversity and changes that affect school-community
interaction and its impact on student achievement and, (2) to help administrators and
school leaders have an understanding of the strategic planning process, board policy on
community relations, research on community partnerships and then apply this
information to develop a five year plan on the importance of school and community
partnerships in relation to student achievement.
Outline of the Course:
•
•
•
•
•
•
Review of a Comprehensive Framework
Use of a Framework to Reach School Goals
Strategic Planning Process
Research of Partnership Plans
Develop District and State Leadership for Partnerships
Planning a Partnership Plan
Updated Spring 2013
7
E.
Teaching Methodology: To accomplish these objectives, principal candidates will
F.
Text:
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:
engage in a variety of methodologies including but not limited to:
• Threaded discussions
• Chats
• Field work
• Print based materials
• Final project
• Reactions to real life scenarios
• Quality Matters Statement – The online course follows the standards of the
Quality Matters rubric.
Title: School, Family, and Community Partnerships: Your Handbook for Action
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 9781412959025; Edition: 2009
Key Assessment: Case Study: Focusing on Improving Student Achievement;
PowerPoint and Paper. In your paper and PowerPoint make sure you included
the following:
•
•
•
•
•
•
•
•
A clear 5 year vision identifying the What of the plan (based on the data you
have reviewed from you own school district) Include the strengths and
weaknesses on the school’s data
Research the district’s strategic plan and identify the ways the plan addresses
increasing student achievement
The How of the plan (the steps or actions that will be put into place to follow
through with your vision)
The Time Line for the plan (This is where we are in year one and this is where
we need to be by year five)
Indentify a plan for collaborating, communicating and engaging others
outside the organization to improve student achievement
PA Leadership standards that apply
PA Special Education competencies that apply
Bibliography
Updated Spring 2013
8
Additional details regarding the course project and rubric for evaluation will be
provided in class.
Discussions
Candidates will engage in a variety of discussions throughout the semester as it
relates to the course content. Discussions will be part of your course grade and
will be assessed utilizing the rubric provided in class.
Field Based Activities
Throughout the course of the semester, candidates will engage in various field
experiences as it relates to the course objectives and aligns to the various
leadership standards. Details will be provided in the course shell
Small Group Chats
Candidates will engage in small group chats throughout the semester as it
relates to the course content. Chats will be part of your course grade and will be
assessed utilizing the rubric 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 641
School and Community you should submit your PowerPoint presentation and your
paper on your Comprehensive Partnership Plan Case Study: Focusing on Student
Achievement. 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.
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
Updated Spring 2013
9
of 'C' will cause the student to repeat the course, pending review by the program
coordinator.
H.
Accommodations for Students with Disabilities:
Students reserve the right to decide when to self-identify and when to request
accommodations. Students requesting approval for reasonable accommodations
should contact the Office for Students with Disabilities (OSD). Students are
expected to adhere to OSD procedures for self-identifying, providing
documentation and requesting accommodations in a timely manner.
Students will present the OSD Accommodation Approval Notice to faculty when
requesting accommodations that involve the faculty.
Contact Information:
•
•
•
•
•
Location:
Phone:
Fax:
Email:
Web Site:
Carter Hall - G-35
(724) 938-5781
(724) 938-4599
osdmail@calu.edu
http://www.calu.edu/osd
A. Title IX Syllabus Addendum
Revised January 2018
California University of Pennsylvania
Reporting Obligations of Faculty Members under Title IX
of the Education Amendments of 1972, 20 U.S.C. §1681, et seq.
California University of Pennsylvania and its faculty are committed to assuring a safe and
productive educational environment for all students. In order to meet this commitment
and to comply with the Title IX of the Education Amendments of 1972 and guidance from
the Office of Civil Rights, the University requires faculty members to report incidents of
sexual violence shared by students to the University’s Title IX Coordinator, Dr. John A.
Burnett, Special Assistant to the President for EEEO, Office of Social Equity, South Hall 112,
Burnett@calu.edu, 724-938-4014. The only exceptions to the faculty member’s reporting
obligation are when incidents of sexual violence are communicated by a student during a
classroom discussion, in a writing assignment for a class, or as part of a Universityapproved research project. Faculty members are obligated to report sexual violence or
any other abuse of a student who was, or is, a child (person under 18 years of age) when
Updated Spring 2013
10
the abuse allegedly occurred to the person designated in the University protection of
minors policy.
The University’s information regarding the reporting of sexual violence and the resources
that are available to victims of sexual violence is set forth at:
• Office of Social Equity, South Hall 112, 724-938-4014
o Social Equity Home Page
www.calu.edu/SocialEquity
o Social Equity Policies
www.calu.edu/SEpolicies
o Social Equity Complaint Form www.calu.edu/SEcomplaint
• Counseling Center, Carter Hall G53, 724-938-4056
• End Violence Center, Natali Student Center 117, 724-938-5707
• Student Affairs, Natali Student Center 311, 724-938-4439
• Wellness Center, Carter Hall G53, 724-938-4232
• Women’s Center, Natali Student Center 117, 724-938-5857
• Threat Response Assessment and Intervention Team (T.R.A.I.T.) & Dept. of Public
Safety & University Police, Pollock Maintenance Building, 724-938-4299
EMERGENCY: From any on-campus phone & Dial H-E-L-P or go to any public pay
phone & Dial *1. (*Identify the situation as an emergency and an officer will be
dispatched immediately.)
I.
Supportive Instructional Materials, e.g. library materials, web sites, etc.
Library Services:
As a Cal U student, you have access to the print and electronic resources of the
Manderino Library. You may receive reference assistance, library instruction, document
delivery, limited interlibrary loan, and access electronic course reserves. To learn more
about resources and services, please go to the Library’s Web page at:
http://library.calu.edu/home .
D2L Technical Support:
If you are having difficulties using D2L course tools, please contact Desire2Learn
Technical Support at 1-877-325-
Updated Spring 2013
11
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:
National PTA Organization www.pta.org
Mt. Lebanon School District
www.caluglobalonline.net/ec/crs/default.learn?CourseID=3243608&47=2361674&
dt=11%2F13%2F2007+4%3A14%3A32+PM&Page=dcs&bhcp=1
Standards and Poor Report www.schoolmatters.com
Effective Teachers and Principals Report
www.aspeninstitute.org/sites/default/files/content/docs/commission%20on%20no%
20child%20left%20behind/NCLB_Section1.pdf
Parents and Teachers Working Together www.educationworld.com/a_curr/profdev/profdev124.shtml
Schools as Communities www.ericdigests.org/1997-4/schools.htm
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.
Updated Spring 2013
12
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
13
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:
Updated Spring 2013
13
C.
Professionalism
1. Demonstrates clear connections between theory and practice
in curricular and instructional leadership.
ADP 621, ADP
626
Curriculum Project, Multiple
Measures of Data Project
2. Participates in the process of development, assessment
and/or refinement of standards-based curriculum.
ADP 621, ADP
626
Curriculum Project, Multiple
Measures of Data Project
3. Demonstrates knowledge, skills and dispositions related to
one’s leadership responsibility to support curricular and
instructional excellence.
ADP 621, ADP
626
Curriculum Project, Multiple
Measures of Data Project
4. Articulates a vision for student success and a positive school
climate that supports equal access to curricular and
instructional excellence.
ADP 621, ADP
626
Curriculum Project, Multiple
Measures of Data Project
The candidate:
1. Fosters relationships with stakeholders and acts with
integrity, fairness and in an ethical manner as stated in the “PA
Code of Professional Practice and Conduct for Educators.”
ADP 631, ADP
661
2. Evaluates the effectiveness of his/her actions and
interactions with all stakeholders via verbal and non-verbal
communication.
ADP 661
Principal Tools Project
Principal as a Culture Shaper
Assignment
3. Actively seeks current information to support their on-going
short- and long-term professional development goals.
ADP 647,
program
Principal Program Livetext
Portfolio
Personal Assessment of the
Leadership Standards
Updated Spring 2013
Review of PA School Code
Integrity, Fairness and Ethics
Assignment through discussions
14
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
Leadership
ADP 631
Review of School Board Policy and
School Laws through discussions.
1. Reports on examples of field-based federal, state and local
legislation, regulations, mandates, policies, and procedures that
impact school district operations at macro and micro levels.
ADP 631
Review of School Board Policy, PA
Basic Education Circular and PA
School Code through discussions.
2. Determines specific roles and responsibilities for
adherence/compliance with federal, state and local legislation,
regulations, mandates, policies and procedures.
ADP 631
Review of School Board Policy, PA
BEC and PA School Code through
discussions.
3. Assists with the completion of all compliance documentation.
ADP 631
Review of School Board Policy, PA
BEC and PA School Code through
discussions.
4. Reports on how the school district disseminates information
on regulatory changes to appropriate stakeholders
ADP 631
Review of School Board Policy, PA
BEC and PA School Code through
discussions.
5. Identifies example(s) of compliance problems and assists with
alternative actions to resolve targeted compliance issues.
ADP 631
Review of School Board Policy, PA
BEC and PA School Code through
discussions.
The candidate:
The candidate:
Updated Spring 2013
15
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
3. Fosters communication with families of English language
learners (ELL) to ensure that learners and their families have
access to communication in the native language.
ADP 641
The candidate:
Updated Spring 2013
Multiple Measures of Data
Project
Recognizing Diversity in Families
Field Experience
16
4. Identifies the use of strategies and resources for students
with diverse needs including, but not limited to, gifted, ELL and
students with disabilities.
ADP 626, ADP
664
5. Advises and supports educators in modifications to the
learning environment that are evidence-based practices that do
not compromise curricular intent and rigor.
ADP 641, ADP
664
Multiple Measures of Data
Project
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
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
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
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.
Updated Spring 2013
Course
Addressed
Key Assessment
ADP 670
School Improvement Project
Other Course/Program
Assessment
17
B. Curriculum
and
Instruction
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
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
1. Presents clear connections between theory and practice in
curricular and instructional leadership.
ADP 670
Principal Program Live Text
Portfolio
2. Participates in the development, assessment and/or
refinement of standards-based curriculum.
ADP 670
Principal Program Live Text
Portfolio
3. Demonstrates knowledge, skills and dispositions related to
one’s leadership responsibility to support curricular and
instructional excellence.
ADP 670
Principal Program Live Text
Portfolio
4. Creates a vision for student success and a positive school
climate that supports equal access to curricular and
instructional excellence.
ADP 670
Principal Program Live Text
Portfolio
The candidate:
Updated Spring 2013
18
C.
Professionalism
D. Statutory and
Regulatory
Compliance
The candidate:
1. Fosters relationships with stakeholders and acts with
integrity, fairness and in an ethical manner as stated in the “PA
Code of Professional Practice and Conduct for Educators.”
ADP 670
Principal Program Live Text
Portfolio
2. Evaluates the effects of his/her actions and interactions with
all stakeholders via verbal and non-verbal communication.
ADP 670
Principal Program Live Text
Portfolio
3. Engages in programs designed to support his/her on-going
short- and long-term professional development goals.
ADP 670
Principal Program Live Text
Portfolio
4. Avoids inappropriate relationships, conduct, and contact with
students, colleagues, families and the broader community.
ADP 670
Principal Program Live Text
Portfolio
5. Demonstrates an understanding of current school district,
state and federal regulations, policies and professional
practices.
ADP 670
Principal Program Live Text
Portfolio
1. Participates in site-based federal, state and local legislation,
regulations, mandates, policies, and procedures that impact
school district operations at macro and micro levels.
ADP 670
Principal Program Live Text
Portfolio, Mentor Evaluation
2. Performs in the specific roles and responsibilities for
adherence/compliance with federal, state and local legislation,
regulations, mandates, policies and procedures.
ADP 670
Principal Program Live Text
Portfolio, Mentor Evaluation
The candidate:
Updated Spring 2013
19
E. Organizational
3. Assists with the completion of all compliance documentation.
ADP 670
4. Participates in the school district dissemination of information
on regulatory changes to appropriate stakeholders.
ADP 670
5. Identifies example(s) of compliance problems and designs
alternative actions to resolve targeted compliance issues.
ADP 670
6. Develops and presents plans on the allocation of resources
needed to maintain and/or improve compliance.
ADP 670
The candidate:
1. Demonstrates knowledge of all systemic relationships in the
organizational chart and their corollary systemic functions.
ADP 670
Principal Program Live Text
Portfolio
2. Participates within the defined role of their certification area
within the organization to include responsibilities, relationships,
constraints, opportunities and resources.
ADP 670
Principal Program Live Text
Portfolio
3. Identifies a problem within the scope of their certification
area and creates and presents a visionary action plan, consistent
with the organization and to promote a culture of change;
including resolution of conflicts, communication, collaboration,
needs assessment and advocacy.
ADP 670
School Improvement Project
Updated Spring 2013
20
F. Diverse
Learners
The candidate:
1. Reports on current policies and practices designed to support
children, caregivers and families from diverse backgrounds.
ADP 670
Principal Program Live Text
Portfolio
2. Analyzes, reports and presents on current efforts to support
diverse learners and how the broader community views learning
differences.
ADP 670
Principal Program Live Text
Portfolio
3. Communicates with families of English language learners (ELL)
and culturally diverse learners to ensure that learners and their
families have access to communication in their native language.
ADP 670
Principal Program Live Text
Portfolio
4. Advocates for the use of effective strategies and resources for ADP 670
students with diverse needs including, but not limited to, gifted,
ELL and students with disabilities.
Principal Program Live Text
Portfolio
5. Advises and supports educators in modifications to the
learning environment that are evidence-based practices that do
not compromise curricular intent and rigor.
ADP 670
Principal Program Live Text
Portfolio
6. Demonstrates positive and appropriate interactions with all
stakeholders in the school environment and community at large.
ADP 670
Principal Program Live Text
Portfolio
7. Collaborates with educators and social agencies working with
diverse learners to create a coherent vision for learning
opportunities.
ADP 670
Principal Program Live Text
Portfolio
Updated Spring 2013
21
Updated Spring 2013
22
Media of