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California University of Pennsylvania
Department of Secondary Education and Administrative Leadership
Course Syllabus
Approved 4/8/2013
A. Protocol
Course: Field Project/Leadership
Course Number: ADP 664
Credits: 3 (Global Online)
Maximum Class Size (online): 25
Course Description:
In this course, problem‐solving activities and field projects planned cooperatively with
university and school district personnel are designed in the area of Education Leadership or
School Leadership and Special Education. This practice‐centered approach requires students
to apply their knowledge, and demonstrate proficiency in those skills that contribute to
effective performance as a leader.
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 PDED)
Leadership Standards, and are related to The Three Principles of the Cal U Conceptual Framework.
California University of Pennsylvania
Conceptual Framework for Teacher
Education and Educational
Specialists
At California University, our theme for our conceptual framework is “Preparing
Tomorrow’s Educational Leaders through Knowledge, Professional Practices, and
Professionalism.”
The conceptual framework for California University of Pennsylvania’s
teacher education and educational specialist program is based upon the three principles of
Knowledge, Professional Practices, and Professionalism, which form our philosophical
foundation. Three elements support each of the conceptual framework principles, creating a
strong base for our candidates to build the knowledge, skills, and dispositions required of a
st
21 century educational leader and teacher.
Conceptual Framework Principles
Principle #1: Knowledge
Content (1A)
Content is the significant information that establishes the foundation for each discipline.
Mastering content is challenging in an information age when knowledge grows and evolves
quickly.
Standards (1B)
Standards set the minimum requirements for achievement, thereby forming the building
blocks for education.
Technology (1C)
Technology refers to the integration of appropriate and meaningful technological devices to
enhance learning. Understanding and using technology is critical for our education
candidates and educational specialists.
Principle #2: Professional Practices
Child Development (2A)
Child development focuses on the physical, emotional, psychological, and educational growth
of children and adolescents.
Diversity (2B) must
Diversity is recognizing that all students come from unique backgrounds. California University
of Pennsylvania is committed to meeting the diverse learning and social needs of P‐12
students and of our own education candidates.
Design, Implement, & Assess (2C)
Sound learning begins with the ability to design, implement, and assess educational
experiences for students.
Principle #3: Professionalism
Professional Disposition (3A)
Professional disposition is the set of values, commitments, ethics, and attitudes that
distinguish our education candidates and educational specialists as professionals.
Leadership Development (3B)
Leadership development is the activity by which education candidates and educational
specialists guide students and constituents to achieve success.
Personal Learning (3C)
Personal learning refers to the commitment of lifelong intellectual, personal, and
professional growth.
Standards with which this course is aligned are sanctioned by:
•
•
•
•
•
•
National Council for Accreditation of Teacher Education (NCATE)
Educational Leadership Constituent Council Standards (ELCC)
Educational Leadership Policy Standards (ISLLC 2008)
Pennsylvania Department of Education (PDE) Leadership Standards
The California University of PA College of Education and Human Services Conceptual Framework
National Board for Professional Teaching Standards (NBPTS).
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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 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.
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The ISLLC Standards:
The following ISLLC Standards are addressed in this course:
Standard 1
A school administrator is an educational leader who promotes the success of all students by
facilitating the development, articulation, implementation, and stewardship of a vision of
learning that is shared and supported by the school community.
Standard 2
A school administrator is an educational leader who promotes the success of all students by
advocating, nurturing, and sustaining a school culture and instructional program conducive to
student learning and staff professional growth.
Standard 5
An education leader promotes the success of every student by acting with integrity, fairness, and
in an ethical manner.
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PA Leadership Standards:
The following PA Leadership Standards are addressed in this course:
Key Standards: Main Emphasis on the following standards:
Core Standards
I. Knowledge and skills to think and plan strategically creating an organizational vision around personalized
student success.
III. The ability to access and use appropriate data to inform decision‐making at all levels of the system.
Corollary Standards
I. Creating a culture of teaching and learning with an emphasis on learning.
VI. Supporting professional growth of self and others through practice and inquiry.
Some Emphasis on the following standards: Core Standards
Core Standards
II. An understanding of standards‐based systems theory and design and the ability to transfer that
knowledge to the leader's job as an architect of standards based reform in the school.
Corollary Standards
IV. Operating in a fair and equitable manner with personal and professional integrity.
PA Special Education Competencies for School Leaders:
The following PA Special Education Competencies for School Leaders are addressed in this course:
Over‐Representation of Diverse Students in Special Education
• Identify factors contributing to the over‐representation of culturally and linguistically diverse
students in programs for individuals with disabilities and implement strategies for reduction of
the over‐representation.
Prevention and Early Intervening
• Connect general education curriculum, compensatory and special education in providing high
quality standards‐based instruction/intervention that is matched to students’ academic, social
emotional and behavioral needs.
• Demonstrate high‐quality instruction for all students, through scientific research and evidence‐
based practice to produce high rates of learning for all students.
• Implement an integrated system of assessment and data collection for identification of students
struggling to meet academic and behavioral expectations
• Participate in school wide approaches to intervention and effective instruction
• Demonstrate evidence‐baked practices for use in both the special and regular education settings
in the school.
Effective Instructional Strategies for Students with Disabilities in Inclusive Settings
• Identify effective instructional strategies to address areas of need.
• Analyze performance of all learners and make appropriate modifications
• Design and implement programs that reflect knowledge, awareness and responsiveness to
diverse needs of students with disabilities.
• Use research supported methods for academic and non‐academic instruction for students with
disabilities.
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B. Course Objectives:
After successful completion of this course, principal candidates/education leader will be able to:
• Describe the steps of continuous improvement needed to move toward a competent system in the area
of education leadership or school leadership and special education.
• Define the differences between a competent and incompetent school system using specific examples as
it relates to the education leadership or school leadership and special education time lines and process
and specific examples from your own examples and the text
• Plan, develop and fulfill a field project in conjunction with your building principal focused on education
leadership or school leadership and special education.
• Apply the steps to continuous improvement in a school system by describing specific areas needed for
improvement in the area of education leadership or school leadership and special education
• Become aware of the ELCC/ISLLC/PDE/NBPTS standards as it relates to the course objectives
• Analyze administrative issues and begin to formulate intelligent well‐informed positions on them from
the perspective of a future principal with an emphasis on education leadership or school leadership and
special education.
• Develop as a reflective educational leader
Standards Alignment Matrix: The Matrix below provides an overview of the alignment between course
objectives, standards, and assessments.
Assessment
ELCC
ISLLC
PDE PA Leadership
CAL U
Objectives
Conceptual
Principal Candidates Will Be Able
Standards
To:
Framework
NBPTS
Proposition
Core
Corollary Special
Knowledge/Content
needs
Describe the steps of continuous
improvement needed to move
toward a competent system in the
area of education leadership or
school leadership and special
education
Standard
I, II
Define the differences between a
competent and incompetent school
system as it relates to the
Standard
I, II
Standard
I, II
Standard
I, II
Core
I, II
Core
I, II
education leadership or school
leadership and special education
time lines and process and using
(1A)
Discussions
Proposition:
5
Group
activities
(1A)
Discussions
Proposition:
5
Group
activities
(1A)
(1B)(2A)
Field Project
specific examples from your own
experiences along with the text
Skills/Performance
Plan, develop and fulfill a field
project in conjunction with your
building principal focused on
education leadership or school
leadership and special education
Standard
I, II, V
Standard
I, II, V
Core
I, II,
III
Corollary
I,
Corollary
VI
Special
Ed
Comp.
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(2B) (2C)
Proposition:
4, 5
Apply the steps to continuous
improvement in a school system by
describing specific areas needed for
improvement in the area of
education leadership or school
leadership and special education
Dispositions/Professionalism
Become aware of the
ELCC/ISLLC/PDE standards and/or
NBPTS standards as they relate to
the course objectives
Standard
I, II, V
Standard
I, II, V
Core
I, II,
III
Corollary
IV
Special
Ed
Comp.
(2C)
Discussions
Proposition:
4, 5
Group
activities
Field Project
Standard
I, II, V
Analyze administrative issues and
begin to formulate intelligent well‐
informed positions on them from the
perspective of a future principal (or
teacher leader) with an emphasis on
education leadership or school
leadership and special education.
Standard
I, II, V
Develop as a reflective educational
leader
Standard
V
Standard
I, II, V
Standard
I, II, V
Core
I, II,
III
Core
I, II,
III
Corollary
IV;
Corollary
VI
Corollary
IV
Special
Ed
Comp.
Special
Ed
Comp.
(3A)
Discussions
(3C)
Field Project
Proposition:
1, 2
Reflection
(3A)
Discussions
(3B)
Field Project
(3C)
Proposition:
4, 5
Standard
V
Corollary
IV, VI
(3A)
(3B)
(3C)
Field Project
Reflection
Proposition:
4
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C. Catalog Description:
In this course, problem‐solving activities and field projects planned cooperatively with university and school
district personnel are designed in the area of Education Leadership or School Leadership and Special Education.
This practice‐centered approach requires students to apply their knowledge, and demonstrate proficiency in
those skills that contribute to effective performance as a leader
D. Outline of Course
•
•
•
•
•
•
Systems Thinking as the Door to Continuous Improvement in the area of education leadership or school
leadership and special education
Focus on Education leadership or school leadership and special education
Envisioning the Desired Results
Defining Reality Through Data
Designing and Implementing Staff Development activity/presentation related to education leadership or
school leadership and special education
Presenting your professional development activity
E. Teaching Methodology: To accomplish these objectives, principal candidates will engage in a variety of
methodologies including but not limited to:
• discussions
• group activities
• readings/print based materials
• individual/group activities
• research
• field work/field project
• problem based learning
• Quality Matters Statement – The online course follows the standards of the Quality Matters rubric.
F. Textbooks(s):
Title: The School Leader's Guide to Special Education
Author: Margaret J. McLaughlin, Kristin Ruedel
Publisher: Solution‐Tree.com
ISBN: ISBN 978‐1‐935542‐81‐0
Edition: Third, Publication Date: April 10, 2012
or
Title: Leadership Strategies for Teachers
Author: Eunice M. Merideth
Publisher: Corwin Press
ISBN: 1‐4129‐3709‐4
Edition: Second Edition, 2007
Supplemental
Title: Who Moved My Cheese
Author: Dr. Spencer Johnson
Updated Spring 2013
8
Publisher: G.P. Putnam’s Sons
ISBN: 0‐399‐14446‐3; Edition: 1998
G. Assessment Activities/Evaluation:
Specifically, you will be assessed on your progress in this course by successful participation, completion, and
passing grade in each of the following requirements:
•
Field Project: Throughout the course of the semester, candidates will engage in a field project focused
on education leadership or school leadership and special education. In conjunction with a building
administrator, you will identify a project within the school with a Leadership focus. Your field project
will only be required to address one level. Within this level, you may design a project that will help you
develop your leadership skills. The goal is to design a FIELD PROJECT that will have a positive impact on
your performance as a future administrator or teacher leader. The school may be the one in which you
currently work or you may select another site. Specific details and rubric for your field project will be
provided in class.
•
Key Program Assessment: Educational Leadership Program Portfolio (ongoing throughout the
program): At the end of each course, you must take time to reflect upon your course work, field, and
internship experiences to determine one or more work samples that demonstrates your knowledge,
skills, and dispositions of one or more leadership standards. Your course instructor will have a specific
work sample that you must include in the portfolio. This will be noted as part of your course assignment
and will be graded as part of your course requirements. In addition, you will want to include self
selected work samples that also contributed to your development. Portfolio information and detailed
rubric should be referred to throughout your program of study.
•
Discussions
Candidates will engage in a variety of discussions throughout the semester as it relates to the course
content and readings. Discussions will be part of your course grade and will be assessed utilizing the
following rubric:
2
1
0
Distinguished
Proficient
Does Not Meet
Expectations
Exceeds Expectations
Meets Expectations
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Participation is timely,
sincere, honest, thorough
and demonstrates the
ability of the candidate to
think like an administrator
or teacher leader. Quality
of work demonstrated to
be a building principal is
excellent. Candidate not
only responds, but
responds thoughtfully to
various classmates in
discussions. Candidate
poses questions that are
reflective of the discussion
and focuses on the intent
of the assignment.
•
Participation is limited,
lacks focus, or does not
participate. The student is
not demonstrating the
potential to think like an
administrator or teacher
leader. Quality of work
demonstrated to be a
building principal is
questionable and
unsatisfactory
Group Activities
Throughout the course of the semester, candidates will engage in small and/or large group activities
that focus on the course objectives. Group activities will be part of your course grade and will be
assessed utilizing the following rubric:
2
1
0
Distinguished
Proficient
Does Not Meet
Expectations
Exceeds Expectations
Thorough contribution to
the group session;
contributes to the group
session by providing
extensive and meaningful
participation as it relates
to the required task; task
is complete; present for
the entire group session
•
Participation is timely,
sincere, honest, thorough
and demonstrates the
potential of the candidate
to think like an
administrator or teacher
leader . Quality of work
demonstrated to be a
building principal is
satisfactory. Candidate
responds and responds
satisfactorily to at least
one other classmate.
Candidate's responses
address the focus of the
discussion
Meets Expectations
Contributes to the group
session by providing some
participation as it relates
to the required task; task
is mostly complete;
present for most of the
group session
No contribution or limited
contribution to the group
session; little or no
participation as it relates
to the required task; not
present for the group
session
Written Assignments
Throughout the course of the semester, candidates will engage in various course assignments that focus
on research. Specific details will be provided.
Criteria
3
2
1
0
Distinguished
Proficient
Basic
Does Not Meet
Expectations
Exceeds
Expectations
Meets
Expectation
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s
Content
All required
content/sectio
ns for the
assignment
are included;
all sections
were
articulated
and reflect a
thorough
understanding
of the content
Most
required
content/sect
ions for the
assignment
are included;
most
sections
were
articulated
and reflect a
good
understandi
ng of the
content
Some required
content/sections
for the
assignment are
included; some
sections were
articulated and
reflect a basic
understanding of
the content;
some gaps are
evident in
candidate’s
learning
Writing
All writing
conventions
were followed
Most writing
conventions
were
followed
Most
directions
for set‐up
and
completion
were
followed
Reflection is
mostly clear
and relates
to the
assignment;
candidate is
able to make
some
connections
to what
he/she has
learned in
relation to
the
assignment
Some writing
conventions
were followed
Directions
All directions
for set‐up and
completion
were followed
Reflection
Reflection is
very clear and
directly
relates to the
assignment;
candidate is
able to
thoroughly
make many
connections to
what he/she
has learned in
relation to the
assignment
Some directions
for set‐up and
completion were
followed
Reflection is
somewhat clear;
some
relation/connecti
on to the
assignment is
evident;
candidate is able
to make a few
connections to
what he/she has
learned in
relation to the
assignment or
connections may
not be clearly
evident
Few or no
required
content/sections
for the
assignment are
included; few or
no sections were
articulated and
do no reflect a
basic
understanding of
the content;
many gaps are
evident in the
candidate’s
learning
Few or no
writing
conventions
were followed
Few or no
directions for
set‐up and
completion were
followed
Reflection is not
clear; little or no
relation/connecti
on to the
assignment;
candidate is not
able to make
connections to
what he/she has
learned in
relation to the
assignment
IMPORTANT: Program Grading Policy
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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
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
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violence are communicated by a student during a classroom discussion, in a writing assignment for a class, or as
part of a University‐approved research project. Faculty members are obligated to report sexual violence or any
other abuse of a student who was, or is, a child (person under 18 years of age) when the abuse allegedly
occurred to the person designated in the University protection of minors policy.
The University’s information regarding the reporting of sexual violence and the resources that are available to
victims of sexual violence is set forth at:
Office of Social Equity, South Hall 112, 724‐938‐4014
o Social Equity Home Page
www.calu.edu/SocialEquity
o Social Equity Policies
www.calu.edu/SEpolicies
o Social Equity Complaint Form www.calu.edu/SEcomplaint
Counseling Center, Carter Hall G53, 724‐938‐4056
End Violence Center, Natali Student Center 117, 724‐938‐5707
Student Affairs, Natali Student Center 311, 724‐938‐4439
Wellness Center, Carter Hall G53, 724‐938‐4232
Women’s Center, Natali Student Center 117, 724‐938‐5857
Threat Response Assessment and Intervention Team (T.R.A.I.T.) & Dept. of Public Safety & University
Police, Pollock Maintenance Building, 724‐938‐4299
EMERGENCY: From any on‐campus phone & Dial H‐E‐L‐P or go to any public pay phone & Dial *1. (*Identify the
situation as an emergency and an officer will be dispatched immediately.)
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‐
7778 and/or http://d2l.calu.edu/ . The D2L Help Desk is available 24 hours a day, 365 days a year.
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Updated Spring 2013
Academic Integrity Policy:
Attention must be paid to standard practices relating to plagiarism. Violation of the above policy can result in a
failing grade for the entire course.
Confidentiality:
The opportunity may exist in this course for your input regarding your current and/or recently past work
circumstances. Please be aware that our forum in this class is completely confidential. Although you are
requested not to mention your workplace colleagues by specific name, some conclusions may be able to be drawn
about specific people in your work environment based on the information you provide. Be reassured that this
information is for class use only and will not be shared outside of our class community.
Bibliography/References:
Educational Leadership Constituent Council Standards (ELCC)
http://www.npbea.org/ELCC/ELCCStandards%20_5‐02.pdf
Educational Leadership Policy Standards: ISLLC 2008
(Formerly called the Interstate School Leaders Licensure Consortium Standards for School Leaders)
http://www.principals.org/isllc
Pennsylvania Leadership Standards
http://www.teaching.state.pa.us/teaching/lib/teaching/PrincipalFramework‐Guidelines_2008‐08.pdf
National Board Certification for Educational Leaders (NBCEL)
http://www.nbpts.org/products_and_services/national_board_certifica1
National Board for Profession Teaching Standards – The Five Core Propositions
http://www.nbpts.org/
Leadership Strategies for Teachers, Second Edition, by Eunice M. Merideth, Corwin Press ©2007
ISBN: 1‐4129‐3709‐4
Bernhardt, Victoria. (2009). Data, Data Everywhere: Bringing all the data together for continuous school
improvement. Eye on Education, NY.
Bernhardt, Victoria. (2004). Data analysis for continuous school improvement. Eye on Education, NY.
Collins, J. (2001). Good to great: Why some companies make the leap and others don’t. New York:
HarperBusiness.
Cotton, K. (2003). Principals and student achievement: What the research says. Alexandria, VA:
Association for Supervision and Curriculum Development.
Danielson, C. (2002). Enhancing student achievement: A framework for school improvement. Alexandria, VA:
Association for Supervision and Curriculum Development.
Gorton, R. & Alston, J. School leadership and administration (8th ed.). McGraw‐Hill.
International Society for Technology Education (ISTE). Technology Standards for School Administrators
(2002).
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Updated Spring 2013
Kouzes, J. M. & Posner, B.Z. (2002). The leadership challenge (3rd ed.). San Francisco: Jossey‐Bass.
Marzano, R., Waters, T., & McNulty, B.A. (2005). School leadership that works: From research to results.
Alexandria, VA: Association for Supervision and Curriculum Development; and Aurora, CO: Mid‐continent
Research for education and Learning
McLaughlin, Margaret. (2009). What Every Principal Needs to Know About Special Education. Corwin Press.
Preuss, Paul. Data‐driven decision making and dynamic planning: A school leader’s guide (2007). Eye on
Education, NY.
Robbins, P. & Alvy, H. The new principal’s fieldbook. Association for Supervision and Curriculum Development.
Schomoker, M. (2003, February). First things first: Demystifying data analysis. Educational Leadership,
60(5), 22‐24.
Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and
learning: Alexandria, VA: 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.
Shellard, E. (2005). How assessment data can improve instruction. Principal, 84(3), 30‐32.
Stronge, J., Richard, H., & Catano, N. (2008). Qualities of effective principals. Association of Supervision and
Curriculum Development, Virginia.
Tileston, Donna & Darling, Sandra. (2009). Closing the Poverty and Culture Gap. Corwin Press.
Togneri, W., & Anderson, S.E. (2003). Beyond islands of excellence: What districts can do to improve
instruction and achievement in all schools. Alexandria, VA: Learning Alliance First.
Zmuda, A., Kuklis, R., & Kline, E. (2004). Transforming schools: Creating a culture of continuous
improvement. Alexandria, VA: Association of Supervision and Curriculum Development.
J.
Proposed Instructors:
Administrative Leadership Faculty or Approved Temporary Faculty
K.
Rationale for the Course: To meet Educational Leadership Constituent Council Standards (ELCC) and
Pennsylvania Leadership Standards
L.
Specialized Equipment or Supplies Needed: Web based courses. Internet and computer hardware needed for
the learning management system.
M.
Answer the following questions using complete sentences:
1.
2.
3.
4.
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.
14
Updated Spring 2013
5.
6.
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.
15
Updated Spring 2013
Competency
Domain
Requirement is Met When:
Course
Addressed
Key Assessment
Other Course/Program
Assessments
Field Experience Competencies
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
Competency
Domain
Requirement is Met When:
A. Assessment
and
Evaluation
The candidate:
B. Curriculum
and
Instruction
Course
Addressed
Key Assessment
1. Demonstrates the appropriate use of data in forming decisions,
utilizing resources, setting targets and interpreting results aimed
at continuous improvement in curriculum, personnel and/or
programs.
2. Accesses and interprets data from available technologies and
resources to address long-term and strategic planning needs of
the school in areas of personnel, fiscal operations, facilities,
technology and/or other school district initiatives.
3. Examines data from local, state and national sources to
monitor and enhance student achievement.
ADP 626,
ADP 661
Multiple Measures of Data
Project Principal, Tools Project
ADP 626,
ADP 661
Multiple Measures of Data
Project Principal, Tools Project
ADP 626,
ADP 661
Multiple Measures of Data
Project, Tools Project
4. Determines the type of data that is communicated to each
group of stakeholders, how data is presented and the
implications of information dissemination.
ADP 641
School and Community Plan
(case study)
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
The candidate:
Other Course/Program
Assessments
C.
Professionalism
D. Statutory and
Regulatory
Compliance
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
Review of PA School Code
Integrity, Fairness and Ethics
Assignment through discussions
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
4. Maintains a current level of knowledge of school district, state
and federal regulations, policies and professional practices.
ADP 631
Review of School Board Policy and
School Laws through discussions.
1. Reports on examples of field-based federal, state and local
legislation, regulations, mandates, policies, and procedures that
impact school district operations at macro and micro levels.
ADP 631
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 Basic Education Circular and
PA School Code through
discussions.
Review of School Board Policy,
PA BEC and PA School Code
through discussions.
The candidate:
E.
Organizational
Leadership
F. Diverse
Learners
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.
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
ADP 626,
ADP 641
School Supports At-A-Glance
Assignment: Universal, Targeted
& Intensive , Recognizing
Diversity in Families Field
The candidate:
The candidate:
1. Reports on current policies and practices designed to support
children, caregivers and families from diverse backgrounds.
Experience
2. Analyzes current efforts to support diverse learners and how
the broader community views learning differences.
ADP 626,
ADP 641
Multiple Measures of Data
Project
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
Recognizing Diversity in Families
Field Experience
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
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
6. Demonstrates positive and appropriate interactions with all
stakeholders in the school environment and community at large.
ADP 626
Multiple Measures of Data
Project
7. Participates with educators and social agencies working with
diverse learners to create learning opportunities.
ADP 661
Creating a Collaborative
Community Project
Practicum and Internship Competencies
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
Competency
Domain
Requirement is Met When:
A. Assessment
and
The candidate:
Course
Addressed
Key Assessment
Other Course/Program
Assessment
Evaluation
B. Curriculum
and
Instruction
C.
Professionalism
1. Uses data from multiple sources including PSSA and PVAS in
forming decisions, utilizing resources, setting targets, and
interpreting results aimed at continuous improvement in student
achievement, curriculum, personnel and/or programs.
2. Accesses and interprets data from available technologies and
resources to address long-term and strategic planning needs of
the school in areas of student achievement, personnel, fiscal
operations, facilities, technology and/or other school district
initiatives.
3. Compares data from local, state and national sources to
develop an action plan designed to enhance student success.
ADP 670
School Improvement Project
ADP 670
School Improvement Project
ADP 670
School Improvement Project
4. Communicates an action plan to a select group of stakeholders
that is responsive to how data is presented and the implications
of information dissemination.
ADP 670
School Improvement Project
The candidate:
1. Presents clear connections between theory and practice in
curricular and instructional leadership.
ADP 670
Principal Program Live Text
Portfolio
2. Participates in the development, assessment and/or refinement
of standards-based curriculum.
ADP 670
Principal Program Live Text
Portfolio
3. Demonstrates knowledge, skills and dispositions related to
one’s leadership responsibility to support curricular and
instructional excellence.
ADP 670
Principal Program Live Text
Portfolio
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:
D. Statutory and
Regulatory
Compliance
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
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
The candidate:
E.
Organizational
F. Diverse
Learners
5. Identifies example(s) of compliance problems and designs
alternative actions to resolve targeted compliance issues.
ADP 670
6. Develops and presents plans on the allocation of resources
needed to maintain and/or improve compliance.
ADP 670
The candidate:
1. Demonstrates knowledge of all systemic relationships in the
organizational chart and their corollary systemic functions.
ADP 670
Principal Program Live Text
Portfolio
2. Participates within the defined role of their certification area
within the organization to include responsibilities, relationships,
constraints, opportunities and resources.
ADP 670
Principal Program Live Text
Portfolio
3. Identifies a problem within the scope of their certification area
and creates and presents a visionary action plan, consistent with
the organization and to promote a culture of change; including
resolution of conflicts, communication, collaboration, needs
assessment and advocacy.
ADP 670
School Improvement Project
1. Reports on current policies and practices designed to support
children, caregivers and families from diverse backgrounds.
ADP 670
Principal Program Live Text
Portfolio
2. Analyzes, reports and presents on current efforts to support
diverse learners and how the broader community views learning
differences.
ADP 670
Principal Program Live Text
Portfolio
3. Communicates with families of English language learners
(ELL) and culturally diverse learners to ensure that learners and
their families have access to communication in their native
language.
ADP 670
Principal Program Live Text
Portfolio
The candidate:
4. Advocates for the use of effective strategies and resources for
students with diverse needs including, but not limited to, gifted,
ELL and students with disabilities.
ADP 670
Principal Program Live Text
Portfolio
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
24
Updated Spring 2013
Department of Secondary Education and Administrative Leadership
Course Syllabus
Approved 4/8/2013
A. Protocol
Course: Field Project/Leadership
Course Number: ADP 664
Credits: 3 (Global Online)
Maximum Class Size (online): 25
Course Description:
In this course, problem‐solving activities and field projects planned cooperatively with
university and school district personnel are designed in the area of Education Leadership or
School Leadership and Special Education. This practice‐centered approach requires students
to apply their knowledge, and demonstrate proficiency in those skills that contribute to
effective performance as a leader.
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 PDED)
Leadership Standards, and are related to The Three Principles of the Cal U Conceptual Framework.
California University of Pennsylvania
Conceptual Framework for Teacher
Education and Educational
Specialists
At California University, our theme for our conceptual framework is “Preparing
Tomorrow’s Educational Leaders through Knowledge, Professional Practices, and
Professionalism.”
The conceptual framework for California University of Pennsylvania’s
teacher education and educational specialist program is based upon the three principles of
Knowledge, Professional Practices, and Professionalism, which form our philosophical
foundation. Three elements support each of the conceptual framework principles, creating a
strong base for our candidates to build the knowledge, skills, and dispositions required of a
st
21 century educational leader and teacher.
Conceptual Framework Principles
Principle #1: Knowledge
Content (1A)
Content is the significant information that establishes the foundation for each discipline.
Mastering content is challenging in an information age when knowledge grows and evolves
quickly.
Standards (1B)
Standards set the minimum requirements for achievement, thereby forming the building
blocks for education.
Technology (1C)
Technology refers to the integration of appropriate and meaningful technological devices to
enhance learning. Understanding and using technology is critical for our education
candidates and educational specialists.
Principle #2: Professional Practices
Child Development (2A)
Child development focuses on the physical, emotional, psychological, and educational growth
of children and adolescents.
Diversity (2B) must
Diversity is recognizing that all students come from unique backgrounds. California University
of Pennsylvania is committed to meeting the diverse learning and social needs of P‐12
students and of our own education candidates.
Design, Implement, & Assess (2C)
Sound learning begins with the ability to design, implement, and assess educational
experiences for students.
Principle #3: Professionalism
Professional Disposition (3A)
Professional disposition is the set of values, commitments, ethics, and attitudes that
distinguish our education candidates and educational specialists as professionals.
Leadership Development (3B)
Leadership development is the activity by which education candidates and educational
specialists guide students and constituents to achieve success.
Personal Learning (3C)
Personal learning refers to the commitment of lifelong intellectual, personal, and
professional growth.
Standards with which this course is aligned are sanctioned by:
•
•
•
•
•
•
National Council for Accreditation of Teacher Education (NCATE)
Educational Leadership Constituent Council Standards (ELCC)
Educational Leadership Policy Standards (ISLLC 2008)
Pennsylvania Department of Education (PDE) Leadership Standards
The California University of PA College of Education and Human Services Conceptual Framework
National Board for Professional Teaching Standards (NBPTS).
2
Updated Spring 2013
The ELCC Standards:
The following ELCC Standards are addressed in this course:
Standard 1.0: A building‐level education leader applies knowledge that promotes the success of every
student by collaboratively facilitating the development, articulation, implementation, and stewardship of a
shared school vision of learning through the collection and use of data to identify school goals, assess
organizational effectiveness, and implement school 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 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.
3
Updated Spring 2013
The ISLLC Standards:
The following ISLLC Standards are addressed in this course:
Standard 1
A school administrator is an educational leader who promotes the success of all students by
facilitating the development, articulation, implementation, and stewardship of a vision of
learning that is shared and supported by the school community.
Standard 2
A school administrator is an educational leader who promotes the success of all students by
advocating, nurturing, and sustaining a school culture and instructional program conducive to
student learning and staff professional growth.
Standard 5
An education leader promotes the success of every student by acting with integrity, fairness, and
in an ethical manner.
4
Updated Spring 2013
PA Leadership Standards:
The following PA Leadership Standards are addressed in this course:
Key Standards: Main Emphasis on the following standards:
Core Standards
I. Knowledge and skills to think and plan strategically creating an organizational vision around personalized
student success.
III. The ability to access and use appropriate data to inform decision‐making at all levels of the system.
Corollary Standards
I. Creating a culture of teaching and learning with an emphasis on learning.
VI. Supporting professional growth of self and others through practice and inquiry.
Some Emphasis on the following standards: Core Standards
Core Standards
II. An understanding of standards‐based systems theory and design and the ability to transfer that
knowledge to the leader's job as an architect of standards based reform in the school.
Corollary Standards
IV. Operating in a fair and equitable manner with personal and professional integrity.
PA Special Education Competencies for School Leaders:
The following PA Special Education Competencies for School Leaders are addressed in this course:
Over‐Representation of Diverse Students in Special Education
• Identify factors contributing to the over‐representation of culturally and linguistically diverse
students in programs for individuals with disabilities and implement strategies for reduction of
the over‐representation.
Prevention and Early Intervening
• Connect general education curriculum, compensatory and special education in providing high
quality standards‐based instruction/intervention that is matched to students’ academic, social
emotional and behavioral needs.
• Demonstrate high‐quality instruction for all students, through scientific research and evidence‐
based practice to produce high rates of learning for all students.
• Implement an integrated system of assessment and data collection for identification of students
struggling to meet academic and behavioral expectations
• Participate in school wide approaches to intervention and effective instruction
• Demonstrate evidence‐baked practices for use in both the special and regular education settings
in the school.
Effective Instructional Strategies for Students with Disabilities in Inclusive Settings
• Identify effective instructional strategies to address areas of need.
• Analyze performance of all learners and make appropriate modifications
• Design and implement programs that reflect knowledge, awareness and responsiveness to
diverse needs of students with disabilities.
• Use research supported methods for academic and non‐academic instruction for students with
disabilities.
5
Updated Spring 2013
B. Course Objectives:
After successful completion of this course, principal candidates/education leader will be able to:
• Describe the steps of continuous improvement needed to move toward a competent system in the area
of education leadership or school leadership and special education.
• Define the differences between a competent and incompetent school system using specific examples as
it relates to the education leadership or school leadership and special education time lines and process
and specific examples from your own examples and the text
• Plan, develop and fulfill a field project in conjunction with your building principal focused on education
leadership or school leadership and special education.
• Apply the steps to continuous improvement in a school system by describing specific areas needed for
improvement in the area of education leadership or school leadership and special education
• Become aware of the ELCC/ISLLC/PDE/NBPTS standards as it relates to the course objectives
• Analyze administrative issues and begin to formulate intelligent well‐informed positions on them from
the perspective of a future principal with an emphasis on education leadership or school leadership and
special education.
• Develop as a reflective educational leader
Standards Alignment Matrix: The Matrix below provides an overview of the alignment between course
objectives, standards, and assessments.
Assessment
ELCC
ISLLC
PDE PA Leadership
CAL U
Objectives
Conceptual
Principal Candidates Will Be Able
Standards
To:
Framework
NBPTS
Proposition
Core
Corollary Special
Knowledge/Content
needs
Describe the steps of continuous
improvement needed to move
toward a competent system in the
area of education leadership or
school leadership and special
education
Standard
I, II
Define the differences between a
competent and incompetent school
system as it relates to the
Standard
I, II
Standard
I, II
Standard
I, II
Core
I, II
Core
I, II
education leadership or school
leadership and special education
time lines and process and using
(1A)
Discussions
Proposition:
5
Group
activities
(1A)
Discussions
Proposition:
5
Group
activities
(1A)
(1B)(2A)
Field Project
specific examples from your own
experiences along with the text
Skills/Performance
Plan, develop and fulfill a field
project in conjunction with your
building principal focused on
education leadership or school
leadership and special education
Standard
I, II, V
Standard
I, II, V
Core
I, II,
III
Corollary
I,
Corollary
VI
Special
Ed
Comp.
6
Updated Spring 2013
(2B) (2C)
Proposition:
4, 5
Apply the steps to continuous
improvement in a school system by
describing specific areas needed for
improvement in the area of
education leadership or school
leadership and special education
Dispositions/Professionalism
Become aware of the
ELCC/ISLLC/PDE standards and/or
NBPTS standards as they relate to
the course objectives
Standard
I, II, V
Standard
I, II, V
Core
I, II,
III
Corollary
IV
Special
Ed
Comp.
(2C)
Discussions
Proposition:
4, 5
Group
activities
Field Project
Standard
I, II, V
Analyze administrative issues and
begin to formulate intelligent well‐
informed positions on them from the
perspective of a future principal (or
teacher leader) with an emphasis on
education leadership or school
leadership and special education.
Standard
I, II, V
Develop as a reflective educational
leader
Standard
V
Standard
I, II, V
Standard
I, II, V
Core
I, II,
III
Core
I, II,
III
Corollary
IV;
Corollary
VI
Corollary
IV
Special
Ed
Comp.
Special
Ed
Comp.
(3A)
Discussions
(3C)
Field Project
Proposition:
1, 2
Reflection
(3A)
Discussions
(3B)
Field Project
(3C)
Proposition:
4, 5
Standard
V
Corollary
IV, VI
(3A)
(3B)
(3C)
Field Project
Reflection
Proposition:
4
7
Updated Spring 2013
C. Catalog Description:
In this course, problem‐solving activities and field projects planned cooperatively with university and school
district personnel are designed in the area of Education Leadership or School Leadership and Special Education.
This practice‐centered approach requires students to apply their knowledge, and demonstrate proficiency in
those skills that contribute to effective performance as a leader
D. Outline of Course
•
•
•
•
•
•
Systems Thinking as the Door to Continuous Improvement in the area of education leadership or school
leadership and special education
Focus on Education leadership or school leadership and special education
Envisioning the Desired Results
Defining Reality Through Data
Designing and Implementing Staff Development activity/presentation related to education leadership or
school leadership and special education
Presenting your professional development activity
E. Teaching Methodology: To accomplish these objectives, principal candidates will engage in a variety of
methodologies including but not limited to:
• discussions
• group activities
• readings/print based materials
• individual/group activities
• research
• field work/field project
• problem based learning
• Quality Matters Statement – The online course follows the standards of the Quality Matters rubric.
F. Textbooks(s):
Title: The School Leader's Guide to Special Education
Author: Margaret J. McLaughlin, Kristin Ruedel
Publisher: Solution‐Tree.com
ISBN: ISBN 978‐1‐935542‐81‐0
Edition: Third, Publication Date: April 10, 2012
or
Title: Leadership Strategies for Teachers
Author: Eunice M. Merideth
Publisher: Corwin Press
ISBN: 1‐4129‐3709‐4
Edition: Second Edition, 2007
Supplemental
Title: Who Moved My Cheese
Author: Dr. Spencer Johnson
Updated Spring 2013
8
Publisher: G.P. Putnam’s Sons
ISBN: 0‐399‐14446‐3; Edition: 1998
G. Assessment Activities/Evaluation:
Specifically, you will be assessed on your progress in this course by successful participation, completion, and
passing grade in each of the following requirements:
•
Field Project: Throughout the course of the semester, candidates will engage in a field project focused
on education leadership or school leadership and special education. In conjunction with a building
administrator, you will identify a project within the school with a Leadership focus. Your field project
will only be required to address one level. Within this level, you may design a project that will help you
develop your leadership skills. The goal is to design a FIELD PROJECT that will have a positive impact on
your performance as a future administrator or teacher leader. The school may be the one in which you
currently work or you may select another site. Specific details and rubric for your field project will be
provided in class.
•
Key Program Assessment: Educational Leadership Program Portfolio (ongoing throughout the
program): At the end of each course, you must take time to reflect upon your course work, field, and
internship experiences to determine one or more work samples that demonstrates your knowledge,
skills, and dispositions of one or more leadership standards. Your course instructor will have a specific
work sample that you must include in the portfolio. This will be noted as part of your course assignment
and will be graded as part of your course requirements. In addition, you will want to include self
selected work samples that also contributed to your development. Portfolio information and detailed
rubric should be referred to throughout your program of study.
•
Discussions
Candidates will engage in a variety of discussions throughout the semester as it relates to the course
content and readings. Discussions will be part of your course grade and will be assessed utilizing the
following rubric:
2
1
0
Distinguished
Proficient
Does Not Meet
Expectations
Exceeds Expectations
Meets Expectations
9
Updated Spring 2013
Participation is timely,
sincere, honest, thorough
and demonstrates the
ability of the candidate to
think like an administrator
or teacher leader. Quality
of work demonstrated to
be a building principal is
excellent. Candidate not
only responds, but
responds thoughtfully to
various classmates in
discussions. Candidate
poses questions that are
reflective of the discussion
and focuses on the intent
of the assignment.
•
Participation is limited,
lacks focus, or does not
participate. The student is
not demonstrating the
potential to think like an
administrator or teacher
leader. Quality of work
demonstrated to be a
building principal is
questionable and
unsatisfactory
Group Activities
Throughout the course of the semester, candidates will engage in small and/or large group activities
that focus on the course objectives. Group activities will be part of your course grade and will be
assessed utilizing the following rubric:
2
1
0
Distinguished
Proficient
Does Not Meet
Expectations
Exceeds Expectations
Thorough contribution to
the group session;
contributes to the group
session by providing
extensive and meaningful
participation as it relates
to the required task; task
is complete; present for
the entire group session
•
Participation is timely,
sincere, honest, thorough
and demonstrates the
potential of the candidate
to think like an
administrator or teacher
leader . Quality of work
demonstrated to be a
building principal is
satisfactory. Candidate
responds and responds
satisfactorily to at least
one other classmate.
Candidate's responses
address the focus of the
discussion
Meets Expectations
Contributes to the group
session by providing some
participation as it relates
to the required task; task
is mostly complete;
present for most of the
group session
No contribution or limited
contribution to the group
session; little or no
participation as it relates
to the required task; not
present for the group
session
Written Assignments
Throughout the course of the semester, candidates will engage in various course assignments that focus
on research. Specific details will be provided.
Criteria
3
2
1
0
Distinguished
Proficient
Basic
Does Not Meet
Expectations
Exceeds
Expectations
Meets
Expectation
10
Updated Spring 2013
s
Content
All required
content/sectio
ns for the
assignment
are included;
all sections
were
articulated
and reflect a
thorough
understanding
of the content
Most
required
content/sect
ions for the
assignment
are included;
most
sections
were
articulated
and reflect a
good
understandi
ng of the
content
Some required
content/sections
for the
assignment are
included; some
sections were
articulated and
reflect a basic
understanding of
the content;
some gaps are
evident in
candidate’s
learning
Writing
All writing
conventions
were followed
Most writing
conventions
were
followed
Most
directions
for set‐up
and
completion
were
followed
Reflection is
mostly clear
and relates
to the
assignment;
candidate is
able to make
some
connections
to what
he/she has
learned in
relation to
the
assignment
Some writing
conventions
were followed
Directions
All directions
for set‐up and
completion
were followed
Reflection
Reflection is
very clear and
directly
relates to the
assignment;
candidate is
able to
thoroughly
make many
connections to
what he/she
has learned in
relation to the
assignment
Some directions
for set‐up and
completion were
followed
Reflection is
somewhat clear;
some
relation/connecti
on to the
assignment is
evident;
candidate is able
to make a few
connections to
what he/she has
learned in
relation to the
assignment or
connections may
not be clearly
evident
Few or no
required
content/sections
for the
assignment are
included; few or
no sections were
articulated and
do no reflect a
basic
understanding of
the content;
many gaps are
evident in the
candidate’s
learning
Few or no
writing
conventions
were followed
Few or no
directions for
set‐up and
completion were
followed
Reflection is not
clear; little or no
relation/connecti
on to the
assignment;
candidate is not
able to make
connections to
what he/she has
learned in
relation to the
assignment
IMPORTANT: Program Grading Policy
11
Updated Spring 2013
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
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
12
Updated Spring 2013
violence are communicated by a student during a classroom discussion, in a writing assignment for a class, or as
part of a University‐approved research project. Faculty members are obligated to report sexual violence or any
other abuse of a student who was, or is, a child (person under 18 years of age) when the abuse allegedly
occurred to the person designated in the University protection of minors policy.
The University’s information regarding the reporting of sexual violence and the resources that are available to
victims of sexual violence is set forth at:
Office of Social Equity, South Hall 112, 724‐938‐4014
o Social Equity Home Page
www.calu.edu/SocialEquity
o Social Equity Policies
www.calu.edu/SEpolicies
o Social Equity Complaint Form www.calu.edu/SEcomplaint
Counseling Center, Carter Hall G53, 724‐938‐4056
End Violence Center, Natali Student Center 117, 724‐938‐5707
Student Affairs, Natali Student Center 311, 724‐938‐4439
Wellness Center, Carter Hall G53, 724‐938‐4232
Women’s Center, Natali Student Center 117, 724‐938‐5857
Threat Response Assessment and Intervention Team (T.R.A.I.T.) & Dept. of Public Safety & University
Police, Pollock Maintenance Building, 724‐938‐4299
EMERGENCY: From any on‐campus phone & Dial H‐E‐L‐P or go to any public pay phone & Dial *1. (*Identify the
situation as an emergency and an officer will be dispatched immediately.)
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‐
7778 and/or http://d2l.calu.edu/ . The D2L Help Desk is available 24 hours a day, 365 days a year.
13
Updated Spring 2013
Academic Integrity Policy:
Attention must be paid to standard practices relating to plagiarism. Violation of the above policy can result in a
failing grade for the entire course.
Confidentiality:
The opportunity may exist in this course for your input regarding your current and/or recently past work
circumstances. Please be aware that our forum in this class is completely confidential. Although you are
requested not to mention your workplace colleagues by specific name, some conclusions may be able to be drawn
about specific people in your work environment based on the information you provide. Be reassured that this
information is for class use only and will not be shared outside of our class community.
Bibliography/References:
Educational Leadership Constituent Council Standards (ELCC)
http://www.npbea.org/ELCC/ELCCStandards%20_5‐02.pdf
Educational Leadership Policy Standards: ISLLC 2008
(Formerly called the Interstate School Leaders Licensure Consortium Standards for School Leaders)
http://www.principals.org/isllc
Pennsylvania Leadership Standards
http://www.teaching.state.pa.us/teaching/lib/teaching/PrincipalFramework‐Guidelines_2008‐08.pdf
National Board Certification for Educational Leaders (NBCEL)
http://www.nbpts.org/products_and_services/national_board_certifica1
National Board for Profession Teaching Standards – The Five Core Propositions
http://www.nbpts.org/
Leadership Strategies for Teachers, Second Edition, by Eunice M. Merideth, Corwin Press ©2007
ISBN: 1‐4129‐3709‐4
Bernhardt, Victoria. (2009). Data, Data Everywhere: Bringing all the data together for continuous school
improvement. Eye on Education, NY.
Bernhardt, Victoria. (2004). Data analysis for continuous school improvement. Eye on Education, NY.
Collins, J. (2001). Good to great: Why some companies make the leap and others don’t. New York:
HarperBusiness.
Cotton, K. (2003). Principals and student achievement: What the research says. Alexandria, VA:
Association for Supervision and Curriculum Development.
Danielson, C. (2002). Enhancing student achievement: A framework for school improvement. Alexandria, VA:
Association for Supervision and Curriculum Development.
Gorton, R. & Alston, J. School leadership and administration (8th ed.). McGraw‐Hill.
International Society for Technology Education (ISTE). Technology Standards for School Administrators
(2002).
14
Updated Spring 2013
Kouzes, J. M. & Posner, B.Z. (2002). The leadership challenge (3rd ed.). San Francisco: Jossey‐Bass.
Marzano, R., Waters, T., & McNulty, B.A. (2005). School leadership that works: From research to results.
Alexandria, VA: Association for Supervision and Curriculum Development; and Aurora, CO: Mid‐continent
Research for education and Learning
McLaughlin, Margaret. (2009). What Every Principal Needs to Know About Special Education. Corwin Press.
Preuss, Paul. Data‐driven decision making and dynamic planning: A school leader’s guide (2007). Eye on
Education, NY.
Robbins, P. & Alvy, H. The new principal’s fieldbook. Association for Supervision and Curriculum Development.
Schomoker, M. (2003, February). First things first: Demystifying data analysis. Educational Leadership,
60(5), 22‐24.
Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and
learning: Alexandria, VA: 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.
Shellard, E. (2005). How assessment data can improve instruction. Principal, 84(3), 30‐32.
Stronge, J., Richard, H., & Catano, N. (2008). Qualities of effective principals. Association of Supervision and
Curriculum Development, Virginia.
Tileston, Donna & Darling, Sandra. (2009). Closing the Poverty and Culture Gap. Corwin Press.
Togneri, W., & Anderson, S.E. (2003). Beyond islands of excellence: What districts can do to improve
instruction and achievement in all schools. Alexandria, VA: Learning Alliance First.
Zmuda, A., Kuklis, R., & Kline, E. (2004). Transforming schools: Creating a culture of continuous
improvement. Alexandria, VA: Association of Supervision and Curriculum Development.
J.
Proposed Instructors:
Administrative Leadership Faculty or Approved Temporary Faculty
K.
Rationale for the Course: To meet Educational Leadership Constituent Council Standards (ELCC) and
Pennsylvania Leadership Standards
L.
Specialized Equipment or Supplies Needed: Web based courses. Internet and computer hardware needed for
the learning management system.
M.
Answer the following questions using complete sentences:
1.
2.
3.
4.
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.
14
Updated Spring 2013
5.
6.
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.
15
Updated Spring 2013
Competency
Domain
Requirement is Met When:
Course
Addressed
Key Assessment
Other Course/Program
Assessments
Field Experience Competencies
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
Competency
Domain
Requirement is Met When:
A. Assessment
and
Evaluation
The candidate:
B. Curriculum
and
Instruction
Course
Addressed
Key Assessment
1. Demonstrates the appropriate use of data in forming decisions,
utilizing resources, setting targets and interpreting results aimed
at continuous improvement in curriculum, personnel and/or
programs.
2. Accesses and interprets data from available technologies and
resources to address long-term and strategic planning needs of
the school in areas of personnel, fiscal operations, facilities,
technology and/or other school district initiatives.
3. Examines data from local, state and national sources to
monitor and enhance student achievement.
ADP 626,
ADP 661
Multiple Measures of Data
Project Principal, Tools Project
ADP 626,
ADP 661
Multiple Measures of Data
Project Principal, Tools Project
ADP 626,
ADP 661
Multiple Measures of Data
Project, Tools Project
4. Determines the type of data that is communicated to each
group of stakeholders, how data is presented and the
implications of information dissemination.
ADP 641
School and Community Plan
(case study)
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
The candidate:
Other Course/Program
Assessments
C.
Professionalism
D. Statutory and
Regulatory
Compliance
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
Review of PA School Code
Integrity, Fairness and Ethics
Assignment through discussions
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
4. Maintains a current level of knowledge of school district, state
and federal regulations, policies and professional practices.
ADP 631
Review of School Board Policy and
School Laws through discussions.
1. Reports on examples of field-based federal, state and local
legislation, regulations, mandates, policies, and procedures that
impact school district operations at macro and micro levels.
ADP 631
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 Basic Education Circular and
PA School Code through
discussions.
Review of School Board Policy,
PA BEC and PA School Code
through discussions.
The candidate:
E.
Organizational
Leadership
F. Diverse
Learners
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.
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
ADP 626,
ADP 641
School Supports At-A-Glance
Assignment: Universal, Targeted
& Intensive , Recognizing
Diversity in Families Field
The candidate:
The candidate:
1. Reports on current policies and practices designed to support
children, caregivers and families from diverse backgrounds.
Experience
2. Analyzes current efforts to support diverse learners and how
the broader community views learning differences.
ADP 626,
ADP 641
Multiple Measures of Data
Project
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
Recognizing Diversity in Families
Field Experience
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
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
6. Demonstrates positive and appropriate interactions with all
stakeholders in the school environment and community at large.
ADP 626
Multiple Measures of Data
Project
7. Participates with educators and social agencies working with
diverse learners to create learning opportunities.
ADP 661
Creating a Collaborative
Community Project
Practicum and Internship Competencies
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
Competency
Domain
Requirement is Met When:
A. Assessment
and
The candidate:
Course
Addressed
Key Assessment
Other Course/Program
Assessment
Evaluation
B. Curriculum
and
Instruction
C.
Professionalism
1. Uses data from multiple sources including PSSA and PVAS in
forming decisions, utilizing resources, setting targets, and
interpreting results aimed at continuous improvement in student
achievement, curriculum, personnel and/or programs.
2. Accesses and interprets data from available technologies and
resources to address long-term and strategic planning needs of
the school in areas of student achievement, personnel, fiscal
operations, facilities, technology and/or other school district
initiatives.
3. Compares data from local, state and national sources to
develop an action plan designed to enhance student success.
ADP 670
School Improvement Project
ADP 670
School Improvement Project
ADP 670
School Improvement Project
4. Communicates an action plan to a select group of stakeholders
that is responsive to how data is presented and the implications
of information dissemination.
ADP 670
School Improvement Project
The candidate:
1. Presents clear connections between theory and practice in
curricular and instructional leadership.
ADP 670
Principal Program Live Text
Portfolio
2. Participates in the development, assessment and/or refinement
of standards-based curriculum.
ADP 670
Principal Program Live Text
Portfolio
3. Demonstrates knowledge, skills and dispositions related to
one’s leadership responsibility to support curricular and
instructional excellence.
ADP 670
Principal Program Live Text
Portfolio
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:
D. Statutory and
Regulatory
Compliance
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
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
The candidate:
E.
Organizational
F. Diverse
Learners
5. Identifies example(s) of compliance problems and designs
alternative actions to resolve targeted compliance issues.
ADP 670
6. Develops and presents plans on the allocation of resources
needed to maintain and/or improve compliance.
ADP 670
The candidate:
1. Demonstrates knowledge of all systemic relationships in the
organizational chart and their corollary systemic functions.
ADP 670
Principal Program Live Text
Portfolio
2. Participates within the defined role of their certification area
within the organization to include responsibilities, relationships,
constraints, opportunities and resources.
ADP 670
Principal Program Live Text
Portfolio
3. Identifies a problem within the scope of their certification area
and creates and presents a visionary action plan, consistent with
the organization and to promote a culture of change; including
resolution of conflicts, communication, collaboration, needs
assessment and advocacy.
ADP 670
School Improvement Project
1. Reports on current policies and practices designed to support
children, caregivers and families from diverse backgrounds.
ADP 670
Principal Program Live Text
Portfolio
2. Analyzes, reports and presents on current efforts to support
diverse learners and how the broader community views learning
differences.
ADP 670
Principal Program Live Text
Portfolio
3. Communicates with families of English language learners
(ELL) and culturally diverse learners to ensure that learners and
their families have access to communication in their native
language.
ADP 670
Principal Program Live Text
Portfolio
The candidate:
4. Advocates for the use of effective strategies and resources for
students with diverse needs including, but not limited to, gifted,
ELL and students with disabilities.
ADP 670
Principal Program Live Text
Portfolio
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
24
Updated Spring 2013
Media of