1. mission and goals of the department of education · 20/11/2016 · the candidate completes a...

SantaClaraUniversitySchoolofEducationandCounselingPsychologyDepartmentofEducationEducation400a,400b,407(3units,variableuponapproval);coursemeetingdates,predominantlyateachstudent’sworkplacesite:usuallytwoninety-minutemeetingspermonthateachcandidate’sschoolsite;withtele-conferencingmeetingsbetweentheon-sitemeetings.Othercoachingmeetingsoccurasneededbyinitiativeofthecandidatetothecoach.Grouporoccasionalclassmeetingsmayoccurwhenthosearecollaborativelydeterminedbythecandidateandcoachtobebestforthecandidate.

Instructor:DavidMurphyEmail:[email protected]:GuadalupeHall,room243.Email:StudentsareaskedtousetheirSCUemailwhenemailing.Phone:(cell)530-681-6655.IfIdonotanswer,pleaseleaveamessage.Includeyourname,andthatyouareintheEDUC400a,400bor407course.Ifyouhaveleftamessageformebyemailorphoneandhavenotheardbackfrommewithin24hours,orforanytime-urgentmatters,pleasecallmeagainonmypersonalcell(530.681.6655)anytimebetween9a.m.–9p.m.,weekendsincluded.Ifsendingatext,beginyourmessagewiththecoursenumberandyourfirstandlastname.OfficeHours:Byappointment,individuallyarranged.Canbeinperson,byphone,orbytele-conference,viaZoom.TheprocedurestoconnectusingZoom:JoinfromPC,Mac,iOSorAndroid:https://zoom.us/j/684386811.Whenprompted,entermeetingnumber684386811.ZoomisfreeforSCUstudents.

1.MissionandGoalsoftheDepartmentofEducation

RootedintheJesuittraditionatSantaClaraUniversity,themissionoftheDepartmentofEducationistopreparecompetent,reflectiveandcompassionateprofessionalswhowillpromotethecommongoodastheytransformlives,schools,andcommunities.Ourcorevaluesofreflectivepractice,scholarship,diversity,ethicalconduct,socialjustice,andcollaborationguideboththeoryandpractice.Faculty,staff,andstudentsintheDepartmentofEducation:

• Makestudentlearningourcentralfocus• Engagecontinuouslyinreflectiveandscholarlypractice• Valuediversity.• Becomeleaderswhomodelethicalconductandacommitmenttosocialjustice.• Seekcollaborationwithothersinreachingthesegoals.

2.CourseDescriptions

Thesethreegraduatecoursesformanintegratedbodyofatwo-yearstudyandsupportofcandidateswhowishtoobtaina“clear”inductionadministrativecredentialtoworkinCaliforniaschools.Thesethreecoursesaretreatedasonesetofcoursestointroduceanddevelopstudentstogaincompetenceintheconcepts,skillsandspecifictoolsbywhichtoeffectivelyandpragmaticallyleadschoolsasorganizations,withtheprimaryfocusondevelopinganddemonstratingcompetenceineachofthesixCaliforniaProfessionalStandardsforEducationalLeaders(CPSEL).Thesecoursesmusttotalatleast14units.Theindividualnatureofthecoursestructuresupportsthoseinpublicstandardschools,publiccharterschools,andprivateschools,boththosewithareligiousfocusandthosethatarepublic,secular(notreligious)schoolsThesecourseshavebeenrevisedtomeetthecurrentCaliforniastandardsforschooladministrators.Basedonpriorstatestandardswithsomerevisionsbythestaterecently,thesenewstandardsprimarilyfocusonthesixCaliforniaProfessionalStandardsforEducationalLeaders(CPSEL).PleaseseetherequiredreadinglistformoredetailedinformationabouttheCPSEL.Oftencourseassignmentsaredesignedsothateachstudentcanusehis/herownpast,presentorfutureschoolorganizationasthefocusforthecontentofmostassignments.Manyassignmentsexpectstudentstoreflectandthinkabouthowtopracticallyusetheirlearninginthesecourses.Thethreecourseshaveasequence,butdependingonindividualneeds,studentsmaytakethethreecoursesoutofthenormalsequence,andforwhateveramountofcreditsisappropriatetoreflecttheworkandlearningofthestudent,asdeterminedcollaborativelybetweenthestudentandthestudent’scoach.

3.CourseObjectives

Bytheendofthistwo-yearsequenceofcourses,thestudentwillbeabletodemonstratesatisfactorycompetencyinthesixareasoftheCaliforniaProfessionalStandardsforEducationalLeaders(CPSEL)andachieveothergoalscreatedincollaborationwiththecandidate’scoachinthisprogram.Bytheendofthefirstyear,thestudentshallbeabletodemonstratecompetenciesinatleastthreeoftheCPSELareas,asdemonstratedbytheartifactsofthestudent’sworkfiledinDigicationportalofSantaClaraUniversity(SCU)

Bytheendofthesecondyear,thestudentshallbeabletodemonstratecompetenciesintheotherthreeCPSELareas,asdemonstratedbytheartifactsofthestudent’sworkfiledinDigicationportalofSCU.Bytheendofthetwo-yearprogram,thestudentworkfiledinDigicationandaspresentedbythestudenttoapanelofSCUEducationalLeadershippaneloffaculty,willdemonstratethatthestudenthassatisfactorycompetenceineachofthesixareasoftheCPSEL.

CaliforniaProfessionalStandardsforEducationalLeaders(CAPSEL)

1. Developandimplementsharedvision

a. Developastudent-centeredvision.

b. Developasharedvision.

c. Planandimplementthevision.

2. Instructionalleadership

a. Leadtocreateaprofessionallearningculture.

b. Leadthecreationandimplementationofthecurriculumandinstructionappropriateforthestudents.

c. Leadtheassessmentandaccountabilitynecessarytoaffecttheinstructionalgoalsforstudents.

3. Managementandlearningenvironment

a. Createandfacilitatetheneededoperationsandfacilitiesforstudentstoachieve.

b. Lead/facilitatethecreationoftheplansandproceduresforstudentstoachieve.

c. Lead/facilitatetheclimateneededforstudentsandstafftofulfilltheirpotential.

4. Familyandcommunityengagementa. Engageappropriateparentandfamilytocausestudentachievement.

b. Engageappropriatecommunitypartnershipstohelptheschool’sstudentachievement.

c. Obtaincommunityresourcesandservicestobesthelpachievetheschoolobjectives.

5. Ethicsandintegrity

a. Reflectonone’spracticetobesthelpfulfillthestudent’spotentialtosuccessfullylead.

b. Makeethicaldecisionsandhelpothersmakeethicaldecisions.

c. Actethically.

6. Externalcontextandpolicy

a. Understandandcommunicatepolicy

b. Exertappropriateprofessionalinfluenceonthoseoutsideoftheschoolorganization.

c. Engageinthepolicyoftheschoolorganizationthosewhoareoutsideoftheimmediateschoolorganization.

4.TextsandReadings

Requiredtextsandmaterials1. CaliforniaProfessionalStandardsforEducationalLeaders(CPSEL),Standards,Elements

andExampleIndicators;editor:Kesrney,K.;publisher:WestEd,SanFrancisco,2015.2. MovingLeadershipStandardsintoEverydayWork;DescriptionsofPractice(DOP);editor:

Kearney,K.;publisher:WestEd,SanFrancisco,2015.3. ClearAdministrativeServicesCredential(CASC)PathwayHandbook;editors:Melloy,K.

andMurphy,D.,20174. TrainingandEducationalLeaderSelf-Assessment(TELSA):atoolforsystematically

determiningthedevelopmentneedsoftrainingandeducationalleaders.ReproducedwithpermissionfromMartin,Danzig,Wright,Flanary,andBrown,SchoolLeader,Copyright2012,Routledge.www.routledge.com(handoutprovidedinthecourse)

5. TheInterstateSchoolLeadershipLicensureConsortiumPolicyStandards(ISLLC),a self-assessment instrument for measuring knowledge and experience in each of the National Policy Standards: ISLLC, www.routledge.com, 2012. (Handout provided in the course)

6. DispositionsAssessmentform(handoutprovidedinthecourse)7. CPSELSelf-assessmentform(handoutprovidedinthecourse)8. ActionPlanning(handoutsprovidedinthecourse)9. StrategicPlanning(handoutsprovidedinthecourse)Recommendedtexts(Useful,butoptional;norequirementtopurchase.)• HowToMakeMeetingsWork!;M.Doyle&D.Straus;publisher:JoveBooks,Berkeley,CA;

($1hardbound(h)/$11paperback(p)[HTM]• TheOne-MinuteManager;K.Blanchard,S.Johnson,KTyson;Blanchard-Johnson

Publishers,1981.• LeadershipandtheOneMinuteManager;K.Blanchard,P.Zigarmi,&DZigarmi;Harper

Collins,2013.• AFrameworkforEthicalDecisionMaking;MarkkulaCenter,SantaClaraUniversity,CA,

2009;available on line: FrameworkforEthicalDecisionMaking• Jossey-BassReaderonEducationalLeadership;M.Gragon;Josey-Bass,2013.NB:

chapters:1-4,7-8(onwomen),19-21,and23.($14p/29k)• TheSevenHabitsofEffectivePeople;S.Covey;FreePress,1989.

• PleaseUnderstandMeII;D.Kiersey;PrometheusNemesisBookCompany,1998.• ReframingOrganizations;L.Bolman&T.Deal;Jossey-Boss,2013.($15p/20h/42k)• ResponsetoInterventionandContinuousSchoolImprovement;V.Bernhardt($35p)• SchoolPortfolio;V.Bernhardt.($25p/20k)• HowToWinFriendsandInfluencePeople;D.Carnegie;Simon&Shuster.($8p/15h/11

kindle(k)• RadicalCollaboration;J.TammandR.Luyet;HarperCollinspublisher,2004.

5. CourseRequirements,Expectations,SupportandSummaryAssignments

AnIndividualInductionPlan(IIP)guidestheactualcontentofthesethreecourses,andtheIIPisamendedincollaborationbetweenthestudent(AKA,candidate)andthecoachasneededduringthetwo-yearprogram.ThisIIPisfirstcreatedincollaborationbetweenthecandidateandcoachandbasedonfourinitialprogramactivities.

1. Thecandidatecompletesaself-assessmentofhis/hercompetenceoneachofthesixCPSELareas.Thecoachwillprovidetheformforthisself-assessment.

2. Thecandidatecompletesatleasttwootherself-assessments,choosingincollaborationwiththecoachamongseveralpossibleself-assessmentinstrumentsthecoachprovidesthecandidate.Thecoachandcandidatecollaborativelydiscussthecollectiveresultsoftheseself-assessmentsasonemajorwayofdeterminingappropriateinitialgoalsforthecandidate’sIIPduringthetwo-yearprogram.

3. Thecandidateshareswiththecoachthecandidate’sownperceptionsofhis/herstrengthsandareasthecandidatewantstostrengthen.Often,theseareinfluencedbythecareeraspirations,shortandlongterm,thatthecandidatehas.

4. Thecandidate’sworkplacesupervisortypicallywouldhaveannualperformancegoalsforthecandidatetoaccomplishandmayhaverecommendationsregardingwhatthecandidatedoesquitewellandwhatthecandidateshouldconsiderstrengthening,giventhecandidate’scurrentworkpositionandwhatcareeraspirationsthecandidatehas.Thesupervisor’ssuggestionswouldbeinformedbytheCPSELdocumentprovidedbythecoach.

Afterthecoachandcandidatecollaborateabouttheresultsoftheseinitialassessmentsandrecommendations,thecandidate,incollaborationwiththecoach,writestheinitialgoalsfortheIIP.Thecandidatedevelopsabriefactionplanforeachmajorleadershipperformancegoal.Thatactionplanwouldshowthemajoractivitiesthecandidatewouldaccomplish,aboutwhen,inordertoachieveeachgoal.TheIIPisalivingdocument,whichmeansitcanbeamendedduringthetwo-yearprogram,accordingtotheneedsofthecandidatesandavailabilityofresourcesthatwouldhelpthecandidateachievethegoalsintheIIP.

Thissetofcourseslargelyconsistsofindividualcoach-candidatemeetingsonaregularbasis.Aminimumof40hoursofsuchmeetingsoccurseachschoolyear.Atypicalpatternconsistsoftwoninety-minute,face-to-facemeetings/monthoftheschoolyearandtwoadditional,meetingseachmonth,aboutthirtyminutes,eachbyphoneoraudio-visualcommunications.Thecoachdocumentsthesemeetings,theirlengthandgeneraltopicsdiscussedintheBigTimesoftwarerecordkeptbySantaClaraUniversity(SCU).Opportunitiesforfocusedprofessionaldevelopmentareencouragedtobedevelopedbythecandidateincollaborationandagreementwiththecoachandmayalsoberecommendedtothecandidate,basedontheIIPgoalsandinterestsofthecandidate,butespeciallyinlightofhowthoseopportunitieswouldsupportthecandidateachievingcompetenceoftheCPSEL.Suchopportunitiesmaybeofferedbyaneducationalorganization,suchasthecandidate’sorcoach’sorganization.Alogdetailingatleast20hoursofprofessionaldevelopmentactivitiesthatweredeterminedaheadoftimeasappropriateincollaborationwiththecoach,andaccomplishedbythecandidateeachyearshallbefiledinSCU’sDigication.Abriefreflectionpaperaboutoneormoreofthemajorprofessionaldevelopmentactivitieswouldbeincludedinthisfiling.AlogdetailingapatternofcollaborativeactivitybythecandidateeachyearshallbecompletedandfiledinDigication.Eachsuchactivityshouldbediscussedwiththecoachinacollaborativewaytodeterminetheappropriatenessofenteringthatactivityintherequiredlog.TheappropriatenesswouldbedeterminedbythedegreetowhichthatactivitywouldhelpthecandidateachievethegoalsoftheIIP.Thereisnotaprecisenumberofhoursexpectedtobeenteredonthislog,simplyenoughentriestodemonstrateaconsistentpatternofthecandidatecollaboratingwithotherstoaccomplishthecandidate’sjobdutiesand/ortheIIPgoals.Ongoingreflectionisexpectedofthecandidate,andthosereflections,sometimesguidedbyquestionsorideasfromthecoachduringthenormalcoach-candidatemeetings,areasignificantpartoftheindividualcoachingmeetings.Fortheformalrecord,atleasttworeflectionpaperswillberequired,asoutlinedbythecoach,forthecandidatetowriteandfileinDigication.Therewillbeatleastonebrief(250words)document/paperperyearthatthecandidatewouldwritedescribingthecandidate’sreflectionsabouttheworkinthesecoursesattheendofeachofthetwoyearsofthisprogramofcourses.ThesereflectionpapersarefiledinDigication.Asdeterminedbythecoach,afewadditional,briefreflectionpapersmaybeassignedasafollowuptooneormoreofthesignificantprofessionaldevelopmentopportunitiesthatinvolvedthecandidateeachyear.Attheendofthetwoyearprogram,thecandidate’sDigicationportfolioshouldincludealloftheabovedescribedwrittenwork,andself-explanatoryartifactsandproductsofworkbythecandidatethatwouldclearlydemonstratethatthecandidateiscompetentineachofthesixCPSELareas.ThefilingsinDigication,presentedbythecandidateattheendofthe

twoyearprogramtoapaneloftheSCUEducationalLeadershipfaculty,woulddeterminewhetherthecandidateisrecommendedtotheStateofCaliforniatoreceiveaclearadministrativeservicescredential.

TypicalofSequenceofActivitiesDuringtheThreeCaliforniaClearAdministrativeServicesClearCredential(CASC)Courses

CASCCoursesThethreeCASCcoursesfollow,usuallyinthissequence.1. 400a,Induction,PlanningandMonitoring(usually2-3unitsforeachtimethis

courseistaken)2. 400b,AssessmentandPortfoliodemonstratingcompetenceofCPSEL(usually2-3

unitsforeachtimethiscourseistaken.)3. 407,FieldActivities/Contributions(usually3-5unitsforeachtimethiscourseis

taken,andupto8unitsifappropriate)

400a:initialquarter/s(planningandmonitoring)1. CompleteInitialCASCProgramPlanthatlistswhichCASCcourseswillbecompleted

duringwhichquarter,withhowmanyunits,andusingthecontentsofthischecklist,whichitemsinthischecklistwouldbecompletedinassociationwitheachCASCcourse.TheformatoftheInitialCASCProgramPlanwouldbemodeledafterthetraditionalprogramplansusedforcurrentM.A.programsineducationand/orthepreliminaryadministrativecredentialprogram.

2. Thecandidatecompletesatleastthreeinitialself-assessmentsregardingthecompetenciesofthecandidate,relativetoeachCPSELandrelativetoanyothersignificantprofessionalgrowthneedsofthecandidate.Thecandidatecollaborateswiththecoachabouttheresultsoftheseself-assessments.Self-assessmentinstrumentsavailabletouseincludethese.

a. Self-assessmentofcompetenceofeachCPSELarea,witharubric.b. TrainingandEducationalLeaderSelf-Assessment(TELSA).c. ProfessionalStandardsforEducationalLeaders2015,formerlyknownasthe

InterstateSchoolLeadersLicensureConsortiumstandards(ISLLC).d. DispositionsAssessment.e. Listof“TypicalNeedsofBeginningAdministratorsInanEducational

Organization.”

4. Thecandidateconsultswithcandidate’ssupervisorregardingappropriateinitialgoals,includingthosefromtheinitialassessments,anyrecommendationsfromthecandidate’ssupervisor,andrecommendationsfromthecoach.Incollaborationwiththecoach,thecandidatedraftstheinitialleadershipperformancegoalsfortheIndividualInductionPlan(IIP).Afterreviewandpossiblesuggestionsforamendments,theIIPissignedbythecandidate,coach,andwhereappropriate,the

candidate’ssupervisor/designee.

5. Thecandidateincollaborationwiththecoachwritesabriefactionplanbywhich1-2majorleadershipgoalsintheIIPwillbeaccomplished.Thisactionplanidentifiesafewmajoractivitiesthroughwhichthegoalwillbeaccomplished.Theactionplanincludesafewkeydatesbywhenthosemajoractivitieswilloccur.Thegoalsmaycovermorethanoneyear.

6. TheSCUcoachconductscoachingactivities,atleastforty-hours/academicyear.Thesehoursarefocusedonthesetopics:1)Whatthecandidatedeterminesarethemosthelpfultopicsforthatmeeting,2)suggestionsandquestionsfromthecoachaboutwhatwouldbeusefultothecandidate’sprofessionalgrowthandsuccessonthejob,3)whatactivitieswouldhelpthesuccessfulprogressofthecandidatetowardmeetingtheultimateoutcomesrequiredinthistwo-yearprogram,especiallyaboutwhatwillneedtobefiledinDigicationtodemonstratethecandidatehassuccessfullyfulfilledtherequirementsofthisprogram.TheSCUcoachdocumentsthenumberofhourseachyearthataccumulatetoatleast40hoursminimum/yearofdirectcoachingwithcandidate,alongwithafewnotesaboutthetopicscoveredduringeachcoachingmeeting.TheSCUcoachfilesthatdocumentationwithSCU,usingtheSCUBigTimesoftware.

7. ThecoachintroducesthecandidatetotheSCUlogformthatwillbeusedbythecandidatetoverifys/hehascompleted20-30hours/yearprofessionalgrowthopportunities,guidedbytheIPPandthedocumentedpatternofcollaborativeactivitybythecandidate.(Seebelowformoredetailabout“RequiredProfessionalGrowth”componentofthistwo-yearprogram.

Gradepointsfor400a:Totalof400points.100 Completionofinitialself-assessments100 Completionofreflectionsaboutself-assessments100 CompletionofwritingtheinitialIPPgoalsandappropriateactionplans100 Completionofdiscussionandreflectionsduringthecoachingmeetingsofthisfirst

quarter.400a:secondquarter(planningandmonitoring)1. IIPplancontinuestobeimplemented,amendedasappropriate.

2. Coachandcandidatecontinuetoconductthecoachingmeetings,peramutually

agreeduponschedule.CoachcontinuestodocumentthetimespentandthetopicscoveredinBigTime.

3. Candidatedevelopstheartifactsthatwilldemonstratethecandidate’scompetenceintheCPSELareas.

4. Coachandcandidatemonitorprogressbythecandidatetowardaccomplishingtherequired20-30hoursofprofessionalgrowthopportunities/year.

5. CandidateandcoachreviewtheIIP,especiallytheIIPgoals,anddeterminewhetheramendmentswouldbeappropriate,eitherinthegoalsorintheactivitiestoachievethosegoals.Thesereviewsinclude:

a. EvidenceprovidedbythecandidateaboutmasteryoftheCPSELs(Seeportfolio).

b. Othersourcesthatwouldbehelpfultothecandidate’sprofessionalgrowth,asconsideredhelpfulandagreeduponbycoach,candidateandsupervisorofcandidate.

c. Abriefreviewbythecandidate’ssupervisorinregardtothecandidate’sprogressandpossiblesuggestionsforfutureprofessionalgrowthofthecandidate.

6. Althoughnotrequired,thecandidatemayconducta180-360degreefeedbackprocess,withsupportfromthecoachandadvicefromthecandidate’ssupervisor.

Gradepointsfor400a,secondquarter:Totalof400points.

100 Activitiestowardimplementationofactionplan/stoachieveIPPgoals100 Participationinthecoaching-candidatecoachmeetings,demonstratingreflections

andcongruentactions.100 EvidenceorcompetenceinatleastoneadditionalCPSEL.50 Satisfactoryprogressinachievingprofessionalgrowthactivities50 Satisfactoryprogressinestablishingcollaborationactivitiesasahabitofleadership.400b:thirdquarter(assessmentandportfolio)1. Conductanddocumentaformativeassessmenttowardthecandidate’smasteryof

CPSELs.Reviewtheresultsfromtheinitialassessmentsasappropriate,butalternateassessmentsmaybeusedifthecoachbelievesthatmoreappropriateinconsultationwiththecandidate.CandidatedocumentsintheSCUportfoliohis/herpartialorfullmasteryofanyoftheCPSELs.

2. Reviewprogressbythecandidatetowardaccomplishingtherequired20-30hoursofprofessionalgrowthopportunities,guidedbytheIIP.

3. Conductcoachingactivitiesasusual.

4. ReviewIPP,especiallytheIPPgoalsanddeterminewhetheramendmentswouldbeappropriate,eitherinthegoalsorintheactivitiestoachievethosegoals.Considerthefollowing.


b. Othersources,asconsideredhelpfulbycoach,candidate.c. Candidateisencouragedtoconsultwiththecandidate’ssupervisorregarding

theIPPgoalsandactivitieshelpfultothecandidate’sprofessionaldevelopment.

5. CandidatedocumentsintheSCUportfoliohis/herpartialorfullmasteryofanythreeofthesixareasoftheCPSEL,thelogofprofessionaldevelopment,thelogofcollaborativeactivities,andthereflectionpapersthecandidatehaswritten.

6. Candidateincollaborationwiththecoachwritesabriefactionplanbywhich1-2moremajorleadershipgoalintheIIPwillbeaccomplished.Thisplanidentifiesafewmajoractivitiesthroughwhichthegoalcanbeaccomplished.TheActionPlanincludesthekeyfewdatesbywhenthosemajoractivitieswilloccur.ThegoalsshouldbeabletobecompletedbytheendofthesecondyearoftheprogramandfocusedononeoftheIIPgoals,includingasneededandappropriate,obtainingcompetencyofanyareasoftheCPSEL.

Gradepointsfor400b:900points.500 EvidencepostedinDigicationofcompetenceinatleastthreeCPSELareas100 Activitiestowardimplementationofactionplan/stoachieveIPPgoals100 Achievementof20-30hoursofprofessionaldevelopmentreflectedinthelogof

professionaldevelopment.100 Participationinthecoaching-candidatecoachmeetings,demonstratingreflections

andcongruentactions50 Satisfactoryprogressinachievingevidenceofcollaborativeactivitiesasahabitof

professionalleadership.50 SatisfactoryformativeassessmentdocumentedinDigication.400b:fourthquarter(assessmentandportfolio)1. Reviewthemid-programformativeassessmenttowardthecandidate’scompetence

ofCPSEL.Reviewtheresultsfromtheinitialassessmentsasappropriate.CandidatedocumentsintheSCUportfolioinDigicationevidenceabouthis/hercompetenceofanyoftheCPSELs.



4. AssessprogresstowardachievingtheperformancegoalsintheIPPanddetermine

whetheramendmentswouldbeappropriate,eitherinthegoalsorintheactivitiestoachievethosegoals.Considerthefollowing.


b. Othersources,asconsideredhelpfulandagreeduponbythecandidateandthecoach,includingthesupervisorasappropriate.

c. Itisrecommended,butnotrequiredthatthecandidatebrieflyreviewwiththecandidatessupervisorwhatthecandidatehasachievedandplanstoachievebytheendofthetwo-yearprogram.ItisrecommendedbutnotrequiredthatthecandidateaskthesupervisorforrecommendationsaboutareasofstrengthandareastostrengtheninregardtotheCPSELareasandinregardtothejobdutiesofthecandidate.

5. Althoughnotrequired,thecandidatemayconducta180-360degreefeedbackprocess.

Gradepointsfor400b,4thquarter:300points.

100 Activitiestowardimplementationofactionplan/stoachieveIPPgoals100 Participationinthecoaching-candidatecoachmeetings,demonstratingreflections

andcongruentactions.50 Satisfactoryprogressinachieving5-10hoursofprofessionaldevelopmentreflected

inthelogofprofessionaldevelopment.50 Satisfactoryprogressinachievingevidenceofcollaborativeactivitiesasahabitof

professionalleadership.407:fifthquarter(fieldactivities/contributions)1. Conductanddocumentaformativeassessmenttowardthecandidate’smasteryof

CPSEL.Reviewtheresultsfromtheinitialassessmentsasappropriate,butalternateassessmentsmaybeusedifthecoachbelievesthatmoreappropriateinconsultationwiththecandidate.CandidatedocumentsinDigicationhis/herpartialorfullmasteryofanymoreoftheCPSEL.



4. ReviewIIP,especiallytheIPPgoals,anddeterminewhetheramendmentswouldbeappropriate,eitherinthegoalsorintheactivitiestoachievethosegoals.Considerthefollowing.


b. Othersources,asconsideredhelpfulandagreeduponbycoach,candidateand/orsupervisorofcandidate.Itisrecommended,butnotrequiredthatthecandidatebrieflyreviewwiththecandidatessupervisorwhatthecandidatehasachievedandplanstoachievebytheendofthetwo-yearprogram.

c. Asappropriate,thecandidateaskthesupervisorforconfirmationandrecommendationsaboutareasofstrengthandareastostrengtheninregardtotheCPSELareasandinregardtothejobdutyperformancesofthecandidate.

d. Itissuggestedbutnotrequiredthatthecandidate’smasteryofallthesixCPSELareasbeaccomplishedanddocumentedintheSCUportfoliobytheendofthiscourse.

Gradepointsfor400b,fifthquarter:900points.

500 EvidencepostedinDigicationofcompetenceinatleastfourCPSELareas.100 Activitiestowardimplementationofactionplan/stoachieveIPPgoals100 Achievementof10-15hoursofprofessionaldevelopmentreflectedinthelogof

professionaldevelopment.100 Participationinthecoaching-candidatecoachmeetings,demonstratingreflections

andcongruentactions50 Satisfactoryprogressinachievingevidenceofcollaborativeactivitiesasahabitof

professionalleadership.50 Satisfactoryinformal,formativeassessmentreviewedwithcoach.407:sixthquarter,typicallytheconcludingquarter(fieldactivities/contributions)1. Conductcoachingactivitiesasusual,assessingwhetherornotadditionalcoaching

sessionsshouldoccurinordertomeettherequiredminimumof40hoursofannualcoaching.SCUcoachdocumentsthenumberofhours/quartercoursetocontributetowardthe40hoursminimum/yearofdirectcoachingwithcandidate.TheSCUcoachfilesthatdocumentationwithSCU,from2013-currentyear,usingtheSCUBigTimesoftware.


3. VerificationbytheemployerthatthiscandidatehasdemonstratedmasteryofthesixCPSELs.

4. Verificationbythecoachthatthecandidatehascompleted20-30hours/year

professionalgrowthopportunities,guidedbytheIPP.

5. CandidatedocumentsinDigicationtheself-explanatoryevidence(e.g.,documents,artifacts)thatwhenpresentedtoapanelbythecandidateclearlydemonstratesthatthecandidatehascompetenceinatleastoneelementofeachofthesixCPSELareas.ExamplesofwhatwouldbefiledinDigicationbytheendofthetwo-yearprogram:

a. IIP.b. Documentsandartifactsthatdemonstratethecandidate’smasteryofatleast

oneelementineachofthe6CPSELareas.c. Briefreflectionpapersbasedon:theinitialself-assessment,thefirstyearof

theprogram,thesecondyearoftheprogram,onemajorprofessionalgrowthactivityforeachofthetwoyearsoftheprogram,andothersasrequiredbythecoachinacollaborationwiththecandidate.

d. Alogofprofessionalgrowthactivityeachyearshowingthecandidate’sworktosupportachievementoftheIIPgoalsand/orcompetenceofoneormoreareasoftheCPSEL.

e. Alogofcollaborativeactivityeachyearshowingthecandidate’sactivitywithothersthatwouldsupportthecandidate’sachievementoftheIIPgoalsand/orcompetenceofoneormoreareasofCPSEL.

f. Verificationbyemployer,asappropriate,thatatleasttwiceayearduringthistwo-yearprogram,thecandidatehascollaboratedwiththesupervisorandsoughtsuggestionsfromthesupervisoraboutthecontentoftheIIPitsgoals,andthecandidate’sworktoachievethosegoals.

Gradepointsfor400b,sixthquarter:950points.

500 EvidencepostedinDigicationofcompetenceinsixCPSELareas.100 Activitiestowardimplementationofactionplan/sthatachieveIPPgoals100 Achievementof20-30hoursofprofessionaldevelopmentreflectedinthelogof

professionaldevelopmentandfiledinDigication.100 Participationinthecoaching-candidatecoachmeetings,demonstratingreflections

andcongruentactions50 Satisfactoryevidenceinachievingevidenceofcollaborativeactivitiesasahabitof

professionalleadership,asdemonstratedinthelogfiledinDigication.100 Satisfactorysummativewrittenassessmentsofthefollowing:1)thedegreeof

achievementofcompetenceinthesixareasofCPSEL;2)theachievementsaccomplishedduringthesecondyearofactivityintheCPSELprogram;3)theaffectonthecandidate’sleadershipcapabilitiesoftheprofessionalgrowthduringthesecondyearoftheprogram;4)theaffectonthecandidate’sgrowthofthecollaborativeactivitiesinvolvingthecandidateduringthesecondyearoftheprogram;5)thefutureprofessionalgrowthgoalsofthecandidate,basedonhis/hersummativeself-assessments.

RequiredProfessionalDevelopmentComponent:TwoLogs1. Inadditiontothecoachingassociatedactivities,20-30hoursofadditional,focused

professionaldevelopmentactivityisrequired.Thatactivityisdeterminedbythe

candidateincollaborationwiththecoach.Toqualifyaspartofthese20-30hours,thecandidatemustcompleteabrieflogofthoseactivitiesduringeachyearoftheprogram,andensurethateachprofessionaldevelopmentactivitydirectlysupportstheachievementofeitheranIIPgoalorsupportingainingcompetenceinoneormoreoftheCPSELareas.Attheendofeachyearofthistwo-yearprogram,thecandidatefilesthatlogofprofessionalactivitiesinDigication.Suchprofessionaldevelopmentactivitiesencompassavarietyofpossibilities,includingbutnotlimitedtothese:

a. Specialprojectspertinenttoworkplaceofcandidateb. Workshopsc. On-linemodulesd. Independentstudywork,suchasreadingsaccompaniedbyreflection

papers/alternativeassessments.e. Webinarsaccompaniedbyreflectionpapers/alternativeassessment.f. Conferencesessionswithspecifiedfocusaccompaniedbyreflection

papers/alternativeassessments.g. Youtubeswithreflectionpapers/alternativeassessment

2. Aprofessionalengagesinahabitofcollaboratingwithothers,includingwithpeers.

Thistwo-yearprogramrequiresthecandidate,incollaborationwiththecoach,documentthecandidate’scollaborativeinvolvementwiththosewhowouldhelpthecandidateachieveanIIPgoaland/ordevelopcompetenceinoneormoreoftheCASELareas.Thesecollaborativeactivitiesmayincludeabroadarrayofpossibilities,includingbutnotlimitedto:programcoordinationwithothers,collaborationwithothersaboutemploymentdutiesofthecandidateattheworkplace,collaborativeworkshopswitheachcandidatepresentingmajorlearningstootherCASCcandidates,administrativedecisionmakingmeetings,meetingsofteachersfacilitatedbythecandidate,specificcollaborativeoutreachesbycandidatetootheradministratorstoassistthecandidateinefficientlylearningIIPperformancegoals,andworkshopscharacterizedbyasignificantamountoftimecollaboratingwithothers.

AppendixContents1. BriefsummaryofCASCprogram,fromCTC(pg.22)2. SimilaritiesofCASCwiththe“LearningToTeachSystem”–theteachingcredential

programs,fromCTC(p.9)3. “TheLearningtoLeadSystem,”anoverviewoftheadministrationcredential

programs,fromCTC(p.10)4. “StandardsandPerformanceMeasuresforthe(administrativeservicescredentials)

ASC”,fromCTC(p.12)5. SampleofanIndividualizedInductionPlansetofleadershipperformancegoals6. Sampleofsomeartifactsanddocumentsdemonstratingacandidate’scompetenceof

oneareaofCPSEL.7. Sampleofareflectionpaperfromtheinitialsetofself-assessments.10. Samplelogof20-30hours/yearofadditionalprofessionalgrowth/development

11. Samplelogforcollaborativeactivities.12. SampleformforProgramcontractforcandidate-organization13. SampleformforProgramagreementbetweenorganizationandcandidate’s

employer14. Pre-requisitestoenterclearcredential(induction)programRequirementsforwrittenwork1. UseAPAasthestandardstylemanualforacademicpapers.UseGoogleifyouarenot

familiarwithAPAstandardstylerequirements:APAWritingFormat-HowtoWriteAcademicPapersinAPA.Excerptsfromthatformat:one-inchmarginsoneachsideofthepaperandTimesNewRoman,12-pointfont.Footnotesforelectronicsourcesmustbeveryspecific,includingfunctioninglinksembeddedinthestudent’ssubmittedwork.

2. Adheretoformalgrammarconventionsandcorrectspelling.(Advice:Besuretousespellcheck.)Note:SCUprovidesfreewritingassistance.

3. Forallprosedocuments,useWORDforallsubmissions.4. Writtenworkmaybescreenedforplagiarismbycommercialsoftware.Pleaseadhereto

thestandardsofintegritywhensubmittingyourwork.Formoredetail,seethesectionbelowtitled,“AcademicIntegrity.”

AcademicIntegrityAsinallinstitutionsofhigherlearning,academicethicsisanimportantpartoftheSantaClaraUniversityethos.SantaClaraUniversityiscommittedtoapursuitoftruthandknowledgethatrequiresbothpersonalhonestyandintellectualintegrityasfundamentaltoteaching,learning,scholarship,andservice.Therefore,allmembersoftheUniversitycommunityareexpectedtobehonestintheiracademicendeavors,whethertheyareworkingindependentlyorcollaboratively,especiallybydistinguishingclearlybetweentheirownoriginalworkandideas,andthoseofothers,whetherpublishedornot.Engaginginanyformofacademicdishonesty,suchasplagiarism(representingtheworkorideasofothersasone’sownwithoutgivingproperacknowledgment),cheating(e.g.,copyingtheworkofanotherperson,falsifyingdata,sabotagingtheworkofothers),andotheractsgenerallyunderstoodtobedishonestbyfacultyorstudentsinanacademiccontextsubjectsastudenttodisciplinaryaction.AtSantaClaraUniversity,ifastudentisguiltyofadishonestactinanexamination,coursepaper,orotherrequiredworkforacourse,orassistsothersinsuchact,thatstudentissubjecttodisciplinaryaction.Thestudentwillreceiveagradeof“F”forthiscourseandmaybedismissedfromtheUniversity.Studentswhoviolatecopyrightlaws,includingthosecoveringthecopyingofsoftwareprograms,orwhoknowinglyalterofficialacademicrecordsfromthisoranyotherinstitutionfacesimilardisciplinaryaction.SupportforWrittenAssignmentsAnystudentswhoareexperiencingdifficultymeetingthiscourse’sexpectationsfor

writtenworkcanreceivesupportatSCU’sWritingCenter,called“TheHUB.”TheWritingCenterislocatedinRoom22oftheBensonCenter.Drop-intutoringisavailableSundays–Thursdaysfrom3:00p.m.to11:00p.m.SomeofthewritingtutorsatTheHUBhaveexperienceand/orspecializedtraininginworkingwithnon-nativeEnglishspeakers.PleaseseetheWritingCenterwebsiteathttp://www.scu.edu/provost/writingcenter/formore

information.SupportforReading,ResearchandBeyondPleaseavailyourselfoftheincredibleresourcesofferedtoyouintheSantaClaraUniversityLibrary.TheLearningCommonsBuildingandHelpDeskarestaffedfromearlyinthemorninguntillateintheevening,makingitpossibleforworkingprofessionalstoaccessservices.Additionally,thereis24/7onlinehelpfromlivelibrariansviathewebpage(under“ContactUs,”click“AskALibrarian,”andthen“ChatwithaLibrarian.”)http://www.scu.edu/library/AccommodationsforaDisabilityTheSantaClaraUniversityvaluesalllearners.Shouldyouhaveadisabilityneedingaccommodations,pleasecontactDisabilityResourcesat408-554-4109(voice)or408-554-5445(TDD).SexualHarassmentandDiscrimination(TitleIX)SantaClaraUniversityupholdsazerotolerancepolicyfordiscrimination,harassmentandsexualmisconduct.Ifyou(orsomeoneyouknow)haveexperienceddiscriminationorharassment,includingsexualassault,domesticanddatingviolenceorstalking,weencourageyoutotellsomeonepromptly.Formoreinformation,pleasegotowww.scu.edu/studentlife/about/osl.cfmandclickonthelinkfortheUniversity’sGender-BasedDiscriminationandSexualMisconductPolicyorcontacttheUniversity'sEEOandTitleIXCoordinator,BelindaGuthrie,at408-554-3043orbyemailatbguthrie@scu.edu.Reportsmaybesubmittedonlinethroughwww.scu.edu/osl/reportoranonymouslythroughEthicspoint:www.ethicspoint.comorhttp://stage-www.scu.edu/hr/quick-links/ethics-point/

Example of Submission to CASC Portfolio Demonstrating Competence of a CPSEL Area

Standard 2: Instructional Leadership – Education leaders shape a collaborative culture of teaching and learning, informed by professional standards and focused on student and professional growth. Goal: Develop a series of professional development opportunities for staff to gain a greater understanding of the students we serve including: student services, cultural competency and strategies to support at risk students. Action Plan: OBJECTIVE (1-2 objectives)

ACTIVITIES TO ACHIEVE OBJECTIVE TIMELINE/DATE

Develop our teachers’ understanding of the context of at-risk students.

PD # 1: Overview of student services data including: attendance, suspensions/expulsions, and students in transition. Introduction to on-campus and community partnership resources in order to support students. Begin conversation about cultural competency training

1st staff meeting September 2016

Develop our staff’s skills in addressing the socio-emotional needs of at-risk students as well as provide opportunities for staff to develop cultural competency.

PD #2: In Collaboration with socio emotional counselors, present a professional development opportunity to our staff, focused on skill development of addressing the needs of at risk students. PD # 3 Provide cultural competency training for our staff through the use of experts (names).

2nd and 3rd staff meeting Spring Semester 2017

Example of Submission to CASC Portfolio to Demonstrate Competence of a CPSEL Area Standard 3: Management and Learning Environment – Education leaders manage the organization to cultivate a safe and productive learning and working environment. Goal: The school will develop a comprehensive safety/emergency plan by the end of the academic year. Action Plan:

OBJECTIVE (1-2 objectives)

ACTIVITIES TO ACHIEVE OBJECTIVE TIMELINE/DATE

Ensure all classrooms have basic safety tools.

Safety tool inventory in all classrooms: evacuation maps, go through classroom safety backpacks. Make sure they have all necessary items and discard any expired items. Initial meeting of the school administrative team with a lead representative (name) from (name of the organization) that specializes

11/20/16 12/14/16

in school safety. Goal: identify specific areas of focus for the entire school.

Collaborate with various stakeholders on the development of a comprehensive safety plan.

Recruit staff members, students and parents for Safety Committee. Plan a series of meetings with admin team/Campus SRO (name of officers) and campus security personnel (list names) to delegate tasks to complete comprehensive plan. Schedule follow up meeting with the school safety organization’s lead representative (name) to review progress and request feedback. Complete comprehensive safety plan. Present draft of safety plan at School Site Council meeting, student leadership meeting and at staff meeting. As needed, amend draft to finalize it, and re-present to same bodies.

1/09/17 3/20/17 4/10/17-4/12/17

TypicalNeedsofBeginningAdministratorsInanEducationalOrganization

Will

need to

learn

Know some;

need to learn more

Fully com-

petent

Exemplify ability in this area

1. Explain the laws related to students in a school context.

2

Explain the laws related to employees in the candidate’s educational organization.

Explain the policies and procedures of the candidate’s employer.

3 Explain the contract provisions between the candidate’s employer and employee groups (e.g., contracts as a result of collective bargaining).

4 Explain effective problem-solving strategies, including how to assess problems.

5 Conduct effective meetings.

Evaluate employees.

6 Listen effectively to others, including apprehending their feelings and their non-verbal communication cues.