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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: Orientation & Assessment
Course Number: ADP 647
Credits: 3
Maximum Class Size (online): 25
Course Description:
The Orientation and Assessment Seminar is required of all principal candidates at the beginning of their program in order
to explain program philosophy and ongoing assessment activities. It provides students with the opportunity to become
familiar with the program mission, philosophy, goals and competencies.
"Orientation" indicates an introduction to the parameters and style of the course. "Assessment" indicates the self‐
assessment that transpires by the very nature of the course activities. By completing the required assignments, students
come to understand the specific areas in which they are most familiar as well as those in which they need to place the
most individual emphasis.
Through a review of their personal values, dispositions toward leadership and actual leadership skills, as well as their
knowledge and understanding of educational leadership, students will develop deeper understandings with which to guide
their personal and professional development as school leaders. This process that promotes self‐understanding and
professional growth, within the context of educational leadership, is a focus of the Orientation and Assessment Seminar.
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
st
required of a 21 century educational leader and teacher.
Conceptual Framework Principles
Principle #1: Knowledge
Content (1A)
Content is the significant information that establishes the foundation for each discipline.
Mastering content is challenging in an information age when knowledge grows and evolves
quickly.
Standards (1B)
Standards set the minimum requirements for achievement, thereby forming the building
blocks for education.
Technology (1C)
Technology refers to the integration of appropriate and meaningful technological devices to
enhance learning. Understanding and using technology is critical for our education
candidates and educational specialists.
Principle #2: Professional Practices
Child Development (2A)
Child development focuses on the physical, emotional, psychological, and educational growth
of children and adolescents.
Diversity (2B) must
Diversity is recognizing that all students come from unique backgrounds. California University
of Pennsylvania is committed to meeting the diverse learning and social needs of P‐12
students and of our own education candidates.
Design, Implement, & Assess (2C)
Sound learning begins with the ability to design, implement, and assess educational
experiences for students.
Principle #3: Professionalism
Professional Disposition (3A)
Professional disposition is the set of values, commitments, ethics, and attitudes that
distinguish our education candidates and educational specialists as professionals.
Leadership Development (3B)
Leadership development is the activity by which education candidates and educational
specialists guide students and constituents to achieve success.
Personal Learning (3C)
Personal learning refers to the commitment of lifelong intellectual, personal, and
professional growth.
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Updated Spring 2013
Standards with which this course is aligned are sanctioned by:
•
•
•
•
•
National Council for Accreditation of Teacher Education (NCATE)
Educational Leadership Constituent Council Standards (ELCC)
Educational Leadership Policy Standards (ISLLC 2008)
Pennsylvania Department of Education (PDE) Leadership Standards
The California University of PA College of Education and Human Services Conceptual
Framework
The ELCC Standards:
The following ELCC Standards are addressed in this course:
Standard 1.0: A building‐level education leader applies knowledge that promotes the success of every student by
collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of
learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement
school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school
progress and revision of school plans supported by school‐based stakeholders.
1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of
learning for a school.
1.2 Candidates understand and can collect and use data to identify school goals, assess organizational
effectiveness, and implement plans to achieve school goals.
1.3 Candidates understand and can promote continual and sustainable school improvement.
1.4 Candidates understand and can evaluate school progress and revise school plans supported by school
stakeholders.
Standard 2.0: A building‐level education leader applies knowledge that promotes the success of every student by sustaining
a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized
learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent
curricular and instructional school program; developing and supervising the instructional and leadership capacity of school
staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school
environment.
2.1 Candidates understand and can sustain a school culture and instructional program conducive to student learning
through collaboration, trust, and a personalized learning environment with high expectations for students.
2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and
instructional school program.
2.3 Candidates understand and can develop and supervise the instructional and leadership capacity of school staff.
2.4 Candidates understand and can promote the most effective and appropriate technologies to support teaching
and learning in a school environment.
Standard 3.0: A building‐level education leader applies knowledge that promotes the success of every student by ensuring
the management of the school organization, operation, and resources through monitoring and evaluating the school
management and operational systems; efficiently using human, fiscal, and technological resources in a school environment;
promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed
leadership; and ensuring that teacher and organizational time is focused to support high‐quality instruction and student
learning.
3.1 Candidates understand and can monitor and evaluate school management and operational systems.
3.2 Candidates understand and can efficiently use human, fiscal, and technological resources to manage school
operations.
3.3 Candidates understand and can promote school‐based policies and procedures that protect the welfare and
safety of students and staff within the school.
3.4 Candidates understand and can develop school capacity for distributed leadership.
3.5 Candidates understand and can ensure teacher and organizational time focuses on supporting high‐quality
school instruction and student learning.
First Approved by the Faculty of the College of Education and Human Services on February 18, 2004.
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 5.0: A building‐level education leader applies knowledge that promotes the success of every student by
acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s
academic and social success by modeling school principles of self‐awareness, reflective practice, transparency, and
ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity
within the school; evaluating the potential moral and legal consequences of decision making in the school; and
promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.
5.1 Candidates understand and can act with integrity and fairness to ensure a school system of accountability
for every student’s academic and social success.
5.2 Candidates understand and can model principles of self‐awareness, reflective practice, transparency, and
ethical behavior as related to their roles within the school.
5.3 Candidates understand and can safeguard the values of democracy, equity, and diversity within the
school.
5.4 Candidates understand and can evaluate the potential moral and legal consequences of decision making in
the school.
5.5 Candidates understand and can promote social justice within the school to ensure that individual student
needs inform all aspects of schooling.
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.
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Updated Spring 2013
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 3:
An education leader promotes the success of every student by ensuring management of the organization,
operation, and resources for a safe, efficient, and effective learning environment.
Standard 4:
An education leader promotes the success of every student by collaborating with faculty and community
members, responding to diverse community interests and needs, and mobilizing community resources.
Standard 5:
An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical
manner.
Standard 6:
An education leader promotes the success of every student by understanding, responding to, and influencing
the 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:
II. An understanding of standards‐based systems theory and design and the ability to transfer that knowledge
to the leader's job as an architect of standards based reform in the school.
Corollary Standards:
III. Collaborating, communicating, engaging and empowering others inside and outside the organization to
pursue excellence in learning.
IV. Operating in a fair and equitable manner with personal and professional integrity.
Some Emphasis on the Following Standards:
Core Standards
I. Knowledge and skills to think and plan strategically creating an organizational vision around personalized
student success.
III. The ability to access and use appropriate data to inform decision‐making at all levels of the system.
Corollary Standards
I. Creating a culture of teaching and learning with an emphasis on learning.
II. Managing resources for effective results.
V. Advocating for children and public education in the larger political, social, economic, legal and cultural
context.
VI. Supporting professional growth of self and others through practice and inquiry.
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Updated Spring 2013
B.
Objectives of the Course:
After successful completion of this course, principal candidates will be able to:
•
•
•
•
•
•
•
Explain the professional leadership competencies demanded by the position of
the K‐12 principal.
Identify and describe knowledge, skills, and dispositions/attitudes acquired as it
relates to each leadership standard.
Identify and describe weaknesses or limitations of the knowledge, skills, and
dispositions/attitudes as it relates to each leadership standard.
Interpret and apply your understanding of each leadership standard in a variety
of contexts.
Determine and explain your leadership qualities.
Develop as a reflective leader.
Set up your LiveText account and create an introduction to your Principal
Candidate Program Portfolio.
Standards Alignment Matrix:
Objectives
Principal Candidates Will Be
Able To:
Knowledge/Content
Explain the professional
leadership competencies
demanded by the position of
the K‐12 principal.
ELCC
ISLLC
Standards
1‐6
Standards
1‐6
Identify knowledge, skills,
and dispositions/attitudes
acquired as it relates to each
leadership standard.
Standards
1‐6
Identify weaknesses or
limitations of the knowledge,
skills, and
dispositions/attitudes as it
relates to each leadership
standards.
Skills/Performance
Interpret and apply your
understanding of each
leadership standard in a
variety of contexts.
Standards
1‐6
Standards
1‐6
Standards
1‐6
Assessment
CAL U
PDE PA
Conceptual
Leadership
Framework
Standards
Core Corollary
Core Corollary 1A,B,C
Discussions
I, II, I, II, III,
III
IV, V, VI
2A,B,C
Core Corollary
I, II, I, II, III,
IV, V, VI
III
Core Corollary
I, II, I, II, III,
IV, V, VI
III
3A,B,C
1A,B,C
Personal Self
Assessment
2A,B,C
3A,B,C
1A,B,C
Personal Self
Assessment
2A,B,C
3A,B,C
Standards
1‐6
Standards
1‐6
Core Corollary
I, II, I, II, III,
IV, V, VI
III
Special Ed.
1A,B,C
Field
experience
focused on
vision (ELCC
1/Core I)
2A,B,C
3A,B,C
Field
experiences
6
Updated Spring 2013
focused on
school culture/
instruction/
professionaI
growth
(ELCC 2/Core
11/Corolla ry I &
VI)
Field
experience
focused on
data (ELCC
1&2/Core Ill)
Field
experience
focused on
management
of the
organization
and resources
(ELCC
3/Corolla ry II)
Field
experience
focused on
collaboration
(ELCC
4/Corolla ry Ill)
Field
experience
focused on
ethics/integrity
(ELCC
5/Corollary IV)
Field
experience
focused on the
Ia rger contexts
(ELCC
6/Corolla ry V)
Field
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Updated Spring 2013
experience
focused on
special
education
(Special ed
competencies)
Personal Self
Assessment
Dispositions/Professionalism
Determine and explain your
leadership qualities.
Standards
1‐6
Standards
1‐6
Develop as a reflective
leader.
Standards
1‐6
Standards
1‐6
Core
I, II,
III
Core
I, II,
III
Corollary
I, II, III,
IV, V, VI
Corollary
I, II, III,
IV, V, VI
3A, 3B, 3C
Leadership
project
3A, 3B, 3C
Leadership
project
Personal Self
Assessment
(All standards)
C.
Catalog Description:
The Orientation and Assessment Seminar is required of all principal candidates at the
beginning of their program in order to explain program philosophy and ongoing
assessment activities. It provides students with the opportunity to become familiar with
the program mission, philosophy, goals and competencies.
"Orientation" indicates an introduction to the parameters and style of the course.
"Assessment" indicates the self‐assessment that transpires by the very nature of the
course activities. By completing the required assignments, students come to understand
the specific areas in which they are most familiar as well as those in which they need to
place the most individual emphasis.
Through a review of their personal values, dispositions toward leadership and actual
leadership skills, as well as their knowledge and understanding of educational
leadership, students will develop deeper understandings with which to guide their
personal and professional development as school leaders. This process that promotes
self‐understanding and professional growth, within the context of educational
leadership, is a focus of the Orientation and Assessment Seminar.
8
Updated Spring 2013
D.
Outline of the Course:
E.
Unit 1 – Introduction to the leadership standards and the Foundation of the
Principal Program
Unit 2 – Introduction to the 7 Habits of Highly Effective People Foundational
Information/Connection & Integration with Leadership Standards
Unit 3 – Habit 1: Be Proactive/Connection to Leadership Standards
Unit 4 – Habit 2: Begin with the End in Mind/ Connection to Leadership
Standards
Unit 5 – Habit 3: Put First Things First/Connection to Leadership Standards
Unit 6 – Habit 4: Think Win‐Win/Connection to Leadership Standards
Unit 7 – Habit 5: Seek First to Understand, Then to Be Understood/Connection
to Leadership Standards
Unit 8 – Habit 6: Synergize/Connection to Leadership Standards
Unit 9 – Habit 7: Sharpen the Saw/Connection to Leadership Standards
Unit 10 – Bringing it All Together and Principal Candidate Program
Portfolio/Livetext Introduction
Unit 11 – Course Feedback
Teaching Methodology: To accomplish these objectives, principal candidates will
engage in a variety of methodologies including but not limited to:
• Class readings
• Discussions
• Individual activities
• Group activities
• Research
• Personal Self Assessment
• Problem Based Learning
• Field Experiences – Standards Based
• Video Based Learning
• Quality Matters Statement – The online course follows the standards of the
Quality Matters rubric.
F.
Text:
Required:
Title: The 7 Habits of Highly Effective People
Author: Stephen Covey
Publisher: Simon & Schuster, Anniversary Edition
Edition: 2013
Title: The Leader in Me
Author: Stephen Covey
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Updated Spring 2018
Publisher: Simon & Schuster
Copyright: 2014
Electronic Portfolio Required (this is a program requirement) – wait to
purchase at the onset of the course – check with your instructor for details
Title: LiveText
Purchased: Online at www.LiveText.com
Steps to purchase online and register your account:
1. Go to www.LiveText.com
2. Go to where it says “Buy Online”
3. Username – Please use your Cal email
4. Use your Cal email to receive notices from LiveText
5. Connect your account to Cal
6. Pick a password you will remember
7. Follow the remaining steps given
8. You will see an Account Activation page
9. An email will be sent to you as a welcome along with a reminder of your
account name
You are then ready to log in to LiveText
Recommended:
Title: The 21 Indispensable Qualities of a Leader
Author: John C. Maxwell
Publisher: Thomas Nelson Publishers
ISBN: 9780785289043 Edition: 2007
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:
Personal Self Assessment
You will be required to conduct a self assessment as it relates to your current
knowledge, skills, and dispositions of the leadership standards. This will be utilized
throughout your program to help you identify standards based internship experiences.
It is designed to determine your current level of understanding of each of the leadership
standards as you prepare in your future role as a principal and help you identify
standards based leadership activities. This should be revisited throughout your program
of study as a tool for reflection. The Personal Assessment will be assessed utilizing the
rubric provided in class.
Key Program Assessment: LiveText Principal Candidate Program Portfolio (ongoing
throughout the program): In this first course, you will be introduced to the program
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Updated Spring 2018
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. In the ADP 647 Orientation and Assessment course,
you will be required to complete an introductory assignment for inclusion and shared
with your instructor. Specific details will be provided in class.
Think Like a Principal (problem based learning scenarios): Discussions/Chats
Throughout the course of the semester, candidates will engage in various problem
based learning scenarios titled “Think Like a Principal.” These learning experiences may
take the form of discussions, group chats, and individual/group activities. Candidates
will engage in a variety of discussions and chats throughout the semester as it relates to
the course content. Discussions and group chats will be part of your course grade and
will be assessed utilizing the rubric provided in class.
Leadership Project
You will be required to complete the Leadership Activity – Leader in Me.
The activity provides you with an opportunity to bring together your
learning throughout the course of the semester in relation to
leadership and how the leadership standards and habits relates to you.
Specific details and scoring rubric will be provided in class.
Required Forms (Program)
As part of the ADP 647 Orientation and Assessment course, you will
need to complete and submit the following four forms: 1)
Recommendation , 2) University‐District Leadership Preparation
Memorandum of Understanding, 3) Student Agreement, and 4)
Internship Agreement Form. These are provided in document sharing.
Originals should be printed, completed, and mailed to the Department
of Educational Administration and Leadership. A copy should be
scanned and submitted to the designated dropbox. A copy should be
kept for your own files.
Mail Internship Forms to:
California University of Pennsylvania
Department of Educational Administration and Leadership (Box 75)
250 University Avenue
California, PA 15419
Attn: ADP Program/Internship Forms
Course Reflection
You will be asked to complete a course reflection at the end of the
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Updated Spring 2018
semester in order to provide the professor with feedback.
Field Experiences
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.
IMPORTANT: Program Grading Policy
Grading for this course will use the traditional letter grades: A, B, C, and F. Grades
will be determined using rubrics, point values and/or percentages according to the
following format:
A = 90% ‐ 100%
B = 80% ‐ 89%
C = 70% ‐ 79%
F = 69% and below
Please note the official stance of California University of Pennsylvania
Administrative Leadership Programs regarding maintenance of grade averages in
the ADP program: Students will "maintain at least a 'B' average in all course work,
with not more than one 'C' grade included in this average. Obtaining a second grade
of 'C' will cause the student to repeat the course, pending review by the program
coordinator.
H.
Accommodations for Students with Disabilities:
Students reserve the right to decide when to self-identify and when to request
accommodations. Students requesting approval for reasonable accommodations
should contact the Office for Students with Disabilities (OSD). Students are
expected to adhere to OSD procedures for self-identifying, providing documentation
and requesting accommodations in a timely manner.
Students will present the OSD Accommodation Approval Notice to faculty when
requesting accommodations that involve the faculty.
Contact Information:
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
12
Updated Spring 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 the
abuse allegedly occurred to the person designated in the University protection of minors
policy.
The University’s information regarding the reporting of sexual violence and the resources
that are available to victims of sexual violence is set forth at:
Office of Social Equity, South Hall 112, 724-938-4014
o Social Equity Home Page
www.calu.edu/SocialEquity
o Social Equity Policies
www.calu.edu/SEpolicies
o Social Equity Complaint Form
www.calu.edu/SEcomplaint
Counseling Center, Carter Hall G53, 724-938-4056
End Violence Center, Natali Student Center 117, 724-938-5707
Student Affairs, Natali Student Center 311, 724-938-4439
Wellness Center, Carter Hall G53, 724-938-4232
Women’s Center, Natali Student Center 117, 724-938-5857
Threat Response Assessment and Intervention Team (T.R.A.I.T.) & Dept. of
Public Safety & University Police, Pollock Maintenance Building, 724-938-4299
o EMERGENCY: From any on-campus phone & Dial H-E-L-P or go to any
public pay phone & Dial *1. (*Identify the situation as an emergency and an
officer will be dispatched immediately.)
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 .
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Updated Spring 2018
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
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Updated Spring 2018
Pennsylvania Leadership Standards
http://www.teaching.state.pa.us/teaching/lib/teaching/PrincipalFramework‐
Guidelines_2008‐08.pdf
American Association of School Administrators. (2007). Code of ethics: AASA’s
statement. Retrieved from
http://www.aasa.org/about/content.cfm?ItemNumber=2158/
Council of Chief State School Officers. (CCSSO)
Engler, Carol. The ISLLC Standards in Action: A Principal’s Handbook. (2004). Eye on
Education.
Gorton, R. & Alston, J. (2009). School Leadership and Administration: Important
Concepts, Case Studies, and Simulations. McGraw Hill Publishing.
Lambert, Linda. (2003). Leadership Capacity for Lasting School Improvement.
Association for Supervision and Curriculum Development.
Marzano, R., Waters, T., & McNulty, B. (2005). School Leadership that Works from
Research to Results. Association for Supervision and Curriculum Development and
McREL.
National Association of Elementary School Principals (2001). Standards for what
principals should know and be able to do, Washington, DC.
National Association of Secondary School Principals 21st Century Skills (2002),
Virginia.
Pennsylvania’s Code of Professional Practice and Conduct of Educators can be found at
22 Pa. Code § 235.1 – 235.11
Reeves, Douglas. (2006). The Learning Leader: How to Focus School Improvement for
Better Results. Association for Supervision and Curriculum Development.
Robbins, P. & Alvy, H. (2004). The New Principal’s Fieldbook. Association for
Supervision and Curriculum Development.
Schwahn, C. & Spady, W. (2002). Total Leaders: Applying the Best Future‐Focused
Change Strategies to Education. Rowman & Littlefield Education.
Shipman, N., Queen, J. & Peel, H. (2007). Transforming School Leadership with ISLLC
and ELCC. Eye on Education.
Stronge, J., Richard, H., & Catano N. (2008). Qualities of Effective Principals.
Association for Supervision and Curriculum Development.
Wilmore, Elaine. (2002). Principal Leadership: Applying the New Educational
Leadership Constituent Council (ELCC) Standards. Corwin Press.
15
Updated Spring 2018
Updated Spring 2013
Department of Secondary Education and Administrative Leadership
Course Syllabus
Approved: xx/xx/2013
A.
Protocol
Course Name: Orientation & Assessment
Course Number: ADP 647
Credits: 3
Maximum Class Size (online): 25
Course Description:
The Orientation and Assessment Seminar is required of all principal candidates at the beginning of their program in order
to explain program philosophy and ongoing assessment activities. It provides students with the opportunity to become
familiar with the program mission, philosophy, goals and competencies.
"Orientation" indicates an introduction to the parameters and style of the course. "Assessment" indicates the self‐
assessment that transpires by the very nature of the course activities. By completing the required assignments, students
come to understand the specific areas in which they are most familiar as well as those in which they need to place the
most individual emphasis.
Through a review of their personal values, dispositions toward leadership and actual leadership skills, as well as their
knowledge and understanding of educational leadership, students will develop deeper understandings with which to guide
their personal and professional development as school leaders. This process that promotes self‐understanding and
professional growth, within the context of educational leadership, is a focus of the Orientation and Assessment Seminar.
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
st
required of a 21 century educational leader and teacher.
Conceptual Framework Principles
Principle #1: Knowledge
Content (1A)
Content is the significant information that establishes the foundation for each discipline.
Mastering content is challenging in an information age when knowledge grows and evolves
quickly.
Standards (1B)
Standards set the minimum requirements for achievement, thereby forming the building
blocks for education.
Technology (1C)
Technology refers to the integration of appropriate and meaningful technological devices to
enhance learning. Understanding and using technology is critical for our education
candidates and educational specialists.
Principle #2: Professional Practices
Child Development (2A)
Child development focuses on the physical, emotional, psychological, and educational growth
of children and adolescents.
Diversity (2B) must
Diversity is recognizing that all students come from unique backgrounds. California University
of Pennsylvania is committed to meeting the diverse learning and social needs of P‐12
students and of our own education candidates.
Design, Implement, & Assess (2C)
Sound learning begins with the ability to design, implement, and assess educational
experiences for students.
Principle #3: Professionalism
Professional Disposition (3A)
Professional disposition is the set of values, commitments, ethics, and attitudes that
distinguish our education candidates and educational specialists as professionals.
Leadership Development (3B)
Leadership development is the activity by which education candidates and educational
specialists guide students and constituents to achieve success.
Personal Learning (3C)
Personal learning refers to the commitment of lifelong intellectual, personal, and
professional growth.
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Standards with which this course is aligned are sanctioned by:
•
•
•
•
•
National Council for Accreditation of Teacher Education (NCATE)
Educational Leadership Constituent Council Standards (ELCC)
Educational Leadership Policy Standards (ISLLC 2008)
Pennsylvania Department of Education (PDE) Leadership Standards
The California University of PA College of Education and Human Services Conceptual
Framework
The ELCC Standards:
The following ELCC Standards are addressed in this course:
Standard 1.0: A building‐level education leader applies knowledge that promotes the success of every student by
collaboratively facilitating the development, articulation, implementation, and stewardship of a shared school vision of
learning through the collection and use of data to identify school goals, assess organizational effectiveness, and implement
school plans to achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school
progress and revision of school plans supported by school‐based stakeholders.
1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of
learning for a school.
1.2 Candidates understand and can collect and use data to identify school goals, assess organizational
effectiveness, and implement plans to achieve school goals.
1.3 Candidates understand and can promote continual and sustainable school improvement.
1.4 Candidates understand and can evaluate school progress and revise school plans supported by school
stakeholders.
Standard 2.0: A building‐level education leader applies knowledge that promotes the success of every student by sustaining
a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized
learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent
curricular and instructional school program; developing and supervising the instructional and leadership capacity of school
staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school
environment.
2.1 Candidates understand and can sustain a school culture and instructional program conducive to student learning
through collaboration, trust, and a personalized learning environment with high expectations for students.
2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and
instructional school program.
2.3 Candidates understand and can develop and supervise the instructional and leadership capacity of school staff.
2.4 Candidates understand and can promote the most effective and appropriate technologies to support teaching
and learning in a school environment.
Standard 3.0: A building‐level education leader applies knowledge that promotes the success of every student by ensuring
the management of the school organization, operation, and resources through monitoring and evaluating the school
management and operational systems; efficiently using human, fiscal, and technological resources in a school environment;
promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed
leadership; and ensuring that teacher and organizational time is focused to support high‐quality instruction and student
learning.
3.1 Candidates understand and can monitor and evaluate school management and operational systems.
3.2 Candidates understand and can efficiently use human, fiscal, and technological resources to manage school
operations.
3.3 Candidates understand and can promote school‐based policies and procedures that protect the welfare and
safety of students and staff within the school.
3.4 Candidates understand and can develop school capacity for distributed leadership.
3.5 Candidates understand and can ensure teacher and organizational time focuses on supporting high‐quality
school instruction and student learning.
First Approved by the Faculty of the College of Education and Human Services on February 18, 2004.
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 5.0: A building‐level education leader applies knowledge that promotes the success of every student by
acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student’s
academic and social success by modeling school principles of self‐awareness, reflective practice, transparency, and
ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity
within the school; evaluating the potential moral and legal consequences of decision making in the school; and
promoting social justice within the school to ensure that individual student needs inform all aspects of schooling.
5.1 Candidates understand and can act with integrity and fairness to ensure a school system of accountability
for every student’s academic and social success.
5.2 Candidates understand and can model principles of self‐awareness, reflective practice, transparency, and
ethical behavior as related to their roles within the school.
5.3 Candidates understand and can safeguard the values of democracy, equity, and diversity within the
school.
5.4 Candidates understand and can evaluate the potential moral and legal consequences of decision making in
the school.
5.5 Candidates understand and can promote social justice within the school to ensure that individual student
needs inform all aspects of schooling.
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.
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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 3:
An education leader promotes the success of every student by ensuring management of the organization,
operation, and resources for a safe, efficient, and effective learning environment.
Standard 4:
An education leader promotes the success of every student by collaborating with faculty and community
members, responding to diverse community interests and needs, and mobilizing community resources.
Standard 5:
An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical
manner.
Standard 6:
An education leader promotes the success of every student by understanding, responding to, and influencing
the 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:
II. An understanding of standards‐based systems theory and design and the ability to transfer that knowledge
to the leader's job as an architect of standards based reform in the school.
Corollary Standards:
III. Collaborating, communicating, engaging and empowering others inside and outside the organization to
pursue excellence in learning.
IV. Operating in a fair and equitable manner with personal and professional integrity.
Some Emphasis on the Following Standards:
Core Standards
I. Knowledge and skills to think and plan strategically creating an organizational vision around personalized
student success.
III. The ability to access and use appropriate data to inform decision‐making at all levels of the system.
Corollary Standards
I. Creating a culture of teaching and learning with an emphasis on learning.
II. Managing resources for effective results.
V. Advocating for children and public education in the larger political, social, economic, legal and cultural
context.
VI. Supporting professional growth of self and others through practice and inquiry.
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B.
Objectives of the Course:
After successful completion of this course, principal candidates will be able to:
•
•
•
•
•
•
•
Explain the professional leadership competencies demanded by the position of
the K‐12 principal.
Identify and describe knowledge, skills, and dispositions/attitudes acquired as it
relates to each leadership standard.
Identify and describe weaknesses or limitations of the knowledge, skills, and
dispositions/attitudes as it relates to each leadership standard.
Interpret and apply your understanding of each leadership standard in a variety
of contexts.
Determine and explain your leadership qualities.
Develop as a reflective leader.
Set up your LiveText account and create an introduction to your Principal
Candidate Program Portfolio.
Standards Alignment Matrix:
Objectives
Principal Candidates Will Be
Able To:
Knowledge/Content
Explain the professional
leadership competencies
demanded by the position of
the K‐12 principal.
ELCC
ISLLC
Standards
1‐6
Standards
1‐6
Identify knowledge, skills,
and dispositions/attitudes
acquired as it relates to each
leadership standard.
Standards
1‐6
Identify weaknesses or
limitations of the knowledge,
skills, and
dispositions/attitudes as it
relates to each leadership
standards.
Skills/Performance
Interpret and apply your
understanding of each
leadership standard in a
variety of contexts.
Standards
1‐6
Standards
1‐6
Standards
1‐6
Assessment
CAL U
PDE PA
Conceptual
Leadership
Framework
Standards
Core Corollary
Core Corollary 1A,B,C
Discussions
I, II, I, II, III,
III
IV, V, VI
2A,B,C
Core Corollary
I, II, I, II, III,
IV, V, VI
III
Core Corollary
I, II, I, II, III,
IV, V, VI
III
3A,B,C
1A,B,C
Personal Self
Assessment
2A,B,C
3A,B,C
1A,B,C
Personal Self
Assessment
2A,B,C
3A,B,C
Standards
1‐6
Standards
1‐6
Core Corollary
I, II, I, II, III,
IV, V, VI
III
Special Ed.
1A,B,C
Field
experience
focused on
vision (ELCC
1/Core I)
2A,B,C
3A,B,C
Field
experiences
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focused on
school culture/
instruction/
professionaI
growth
(ELCC 2/Core
11/Corolla ry I &
VI)
Field
experience
focused on
data (ELCC
1&2/Core Ill)
Field
experience
focused on
management
of the
organization
and resources
(ELCC
3/Corolla ry II)
Field
experience
focused on
collaboration
(ELCC
4/Corolla ry Ill)
Field
experience
focused on
ethics/integrity
(ELCC
5/Corollary IV)
Field
experience
focused on the
Ia rger contexts
(ELCC
6/Corolla ry V)
Field
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experience
focused on
special
education
(Special ed
competencies)
Personal Self
Assessment
Dispositions/Professionalism
Determine and explain your
leadership qualities.
Standards
1‐6
Standards
1‐6
Develop as a reflective
leader.
Standards
1‐6
Standards
1‐6
Core
I, II,
III
Core
I, II,
III
Corollary
I, II, III,
IV, V, VI
Corollary
I, II, III,
IV, V, VI
3A, 3B, 3C
Leadership
project
3A, 3B, 3C
Leadership
project
Personal Self
Assessment
(All standards)
C.
Catalog Description:
The Orientation and Assessment Seminar is required of all principal candidates at the
beginning of their program in order to explain program philosophy and ongoing
assessment activities. It provides students with the opportunity to become familiar with
the program mission, philosophy, goals and competencies.
"Orientation" indicates an introduction to the parameters and style of the course.
"Assessment" indicates the self‐assessment that transpires by the very nature of the
course activities. By completing the required assignments, students come to understand
the specific areas in which they are most familiar as well as those in which they need to
place the most individual emphasis.
Through a review of their personal values, dispositions toward leadership and actual
leadership skills, as well as their knowledge and understanding of educational
leadership, students will develop deeper understandings with which to guide their
personal and professional development as school leaders. This process that promotes
self‐understanding and professional growth, within the context of educational
leadership, is a focus of the Orientation and Assessment Seminar.
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Updated Spring 2013
D.
Outline of the Course:
E.
Unit 1 – Introduction to the leadership standards and the Foundation of the
Principal Program
Unit 2 – Introduction to the 7 Habits of Highly Effective People Foundational
Information/Connection & Integration with Leadership Standards
Unit 3 – Habit 1: Be Proactive/Connection to Leadership Standards
Unit 4 – Habit 2: Begin with the End in Mind/ Connection to Leadership
Standards
Unit 5 – Habit 3: Put First Things First/Connection to Leadership Standards
Unit 6 – Habit 4: Think Win‐Win/Connection to Leadership Standards
Unit 7 – Habit 5: Seek First to Understand, Then to Be Understood/Connection
to Leadership Standards
Unit 8 – Habit 6: Synergize/Connection to Leadership Standards
Unit 9 – Habit 7: Sharpen the Saw/Connection to Leadership Standards
Unit 10 – Bringing it All Together and Principal Candidate Program
Portfolio/Livetext Introduction
Unit 11 – Course Feedback
Teaching Methodology: To accomplish these objectives, principal candidates will
engage in a variety of methodologies including but not limited to:
• Class readings
• Discussions
• Individual activities
• Group activities
• Research
• Personal Self Assessment
• Problem Based Learning
• Field Experiences – Standards Based
• Video Based Learning
• Quality Matters Statement – The online course follows the standards of the
Quality Matters rubric.
F.
Text:
Required:
Title: The 7 Habits of Highly Effective People
Author: Stephen Covey
Publisher: Simon & Schuster, Anniversary Edition
Edition: 2013
Title: The Leader in Me
Author: Stephen Covey
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Publisher: Simon & Schuster
Copyright: 2014
Electronic Portfolio Required (this is a program requirement) – wait to
purchase at the onset of the course – check with your instructor for details
Title: LiveText
Purchased: Online at www.LiveText.com
Steps to purchase online and register your account:
1. Go to www.LiveText.com
2. Go to where it says “Buy Online”
3. Username – Please use your Cal email
4. Use your Cal email to receive notices from LiveText
5. Connect your account to Cal
6. Pick a password you will remember
7. Follow the remaining steps given
8. You will see an Account Activation page
9. An email will be sent to you as a welcome along with a reminder of your
account name
You are then ready to log in to LiveText
Recommended:
Title: The 21 Indispensable Qualities of a Leader
Author: John C. Maxwell
Publisher: Thomas Nelson Publishers
ISBN: 9780785289043 Edition: 2007
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:
Personal Self Assessment
You will be required to conduct a self assessment as it relates to your current
knowledge, skills, and dispositions of the leadership standards. This will be utilized
throughout your program to help you identify standards based internship experiences.
It is designed to determine your current level of understanding of each of the leadership
standards as you prepare in your future role as a principal and help you identify
standards based leadership activities. This should be revisited throughout your program
of study as a tool for reflection. The Personal Assessment will be assessed utilizing the
rubric provided in class.
Key Program Assessment: LiveText Principal Candidate Program Portfolio (ongoing
throughout the program): In this first course, you will be introduced to the program
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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. In the ADP 647 Orientation and Assessment course,
you will be required to complete an introductory assignment for inclusion and shared
with your instructor. Specific details will be provided in class.
Think Like a Principal (problem based learning scenarios): Discussions/Chats
Throughout the course of the semester, candidates will engage in various problem
based learning scenarios titled “Think Like a Principal.” These learning experiences may
take the form of discussions, group chats, and individual/group activities. Candidates
will engage in a variety of discussions and chats throughout the semester as it relates to
the course content. Discussions and group chats will be part of your course grade and
will be assessed utilizing the rubric provided in class.
Leadership Project
You will be required to complete the Leadership Activity – Leader in Me.
The activity provides you with an opportunity to bring together your
learning throughout the course of the semester in relation to
leadership and how the leadership standards and habits relates to you.
Specific details and scoring rubric will be provided in class.
Required Forms (Program)
As part of the ADP 647 Orientation and Assessment course, you will
need to complete and submit the following four forms: 1)
Recommendation , 2) University‐District Leadership Preparation
Memorandum of Understanding, 3) Student Agreement, and 4)
Internship Agreement Form. These are provided in document sharing.
Originals should be printed, completed, and mailed to the Department
of Educational Administration and Leadership. A copy should be
scanned and submitted to the designated dropbox. A copy should be
kept for your own files.
Mail Internship Forms to:
California University of Pennsylvania
Department of Educational Administration and Leadership (Box 75)
250 University Avenue
California, PA 15419
Attn: ADP Program/Internship Forms
Course Reflection
You will be asked to complete a course reflection at the end of the
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semester in order to provide the professor with feedback.
Field Experiences
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.
IMPORTANT: Program Grading Policy
Grading for this course will use the traditional letter grades: A, B, C, and F. Grades
will be determined using rubrics, point values and/or percentages according to the
following format:
A = 90% ‐ 100%
B = 80% ‐ 89%
C = 70% ‐ 79%
F = 69% and below
Please note the official stance of California University of Pennsylvania
Administrative Leadership Programs regarding maintenance of grade averages in
the ADP program: Students will "maintain at least a 'B' average in all course work,
with not more than one 'C' grade included in this average. Obtaining a second grade
of 'C' will cause the student to repeat the course, pending review by the program
coordinator.
H.
Accommodations for Students with Disabilities:
Students reserve the right to decide when to self-identify and when to request
accommodations. Students requesting approval for reasonable accommodations
should contact the Office for Students with Disabilities (OSD). Students are
expected to adhere to OSD procedures for self-identifying, providing documentation
and requesting accommodations in a timely manner.
Students will present the OSD Accommodation Approval Notice to faculty when
requesting accommodations that involve the faculty.
Contact Information:
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
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Updated Spring 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 the
abuse allegedly occurred to the person designated in the University protection of minors
policy.
The University’s information regarding the reporting of sexual violence and the resources
that are available to victims of sexual violence is set forth at:
Office of Social Equity, South Hall 112, 724-938-4014
o Social Equity Home Page
www.calu.edu/SocialEquity
o Social Equity Policies
www.calu.edu/SEpolicies
o Social Equity Complaint Form
www.calu.edu/SEcomplaint
Counseling Center, Carter Hall G53, 724-938-4056
End Violence Center, Natali Student Center 117, 724-938-5707
Student Affairs, Natali Student Center 311, 724-938-4439
Wellness Center, Carter Hall G53, 724-938-4232
Women’s Center, Natali Student Center 117, 724-938-5857
Threat Response Assessment and Intervention Team (T.R.A.I.T.) & Dept. of
Public Safety & University Police, Pollock Maintenance Building, 724-938-4299
o EMERGENCY: From any on-campus phone & Dial H-E-L-P or go to any
public pay phone & Dial *1. (*Identify the situation as an emergency and an
officer will be dispatched immediately.)
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 .
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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
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Updated Spring 2018
Pennsylvania Leadership Standards
http://www.teaching.state.pa.us/teaching/lib/teaching/PrincipalFramework‐
Guidelines_2008‐08.pdf
American Association of School Administrators. (2007). Code of ethics: AASA’s
statement. Retrieved from
http://www.aasa.org/about/content.cfm?ItemNumber=2158/
Council of Chief State School Officers. (CCSSO)
Engler, Carol. The ISLLC Standards in Action: A Principal’s Handbook. (2004). Eye on
Education.
Gorton, R. & Alston, J. (2009). School Leadership and Administration: Important
Concepts, Case Studies, and Simulations. McGraw Hill Publishing.
Lambert, Linda. (2003). Leadership Capacity for Lasting School Improvement.
Association for Supervision and Curriculum Development.
Marzano, R., Waters, T., & McNulty, B. (2005). School Leadership that Works from
Research to Results. Association for Supervision and Curriculum Development and
McREL.
National Association of Elementary School Principals (2001). Standards for what
principals should know and be able to do, Washington, DC.
National Association of Secondary School Principals 21st Century Skills (2002),
Virginia.
Pennsylvania’s Code of Professional Practice and Conduct of Educators can be found at
22 Pa. Code § 235.1 – 235.11
Reeves, Douglas. (2006). The Learning Leader: How to Focus School Improvement for
Better Results. Association for Supervision and Curriculum Development.
Robbins, P. & Alvy, H. (2004). The New Principal’s Fieldbook. Association for
Supervision and Curriculum Development.
Schwahn, C. & Spady, W. (2002). Total Leaders: Applying the Best Future‐Focused
Change Strategies to Education. Rowman & Littlefield Education.
Shipman, N., Queen, J. & Peel, H. (2007). Transforming School Leadership with ISLLC
and ELCC. Eye on Education.
Stronge, J., Richard, H., & Catano N. (2008). Qualities of Effective Principals.
Association for Supervision and Curriculum Development.
Wilmore, Elaine. (2002). Principal Leadership: Applying the New Educational
Leadership Constituent Council (ELCC) Standards. Corwin Press.
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Updated Spring 2013
Media of