National University School of Education

NBCT Leadership Center…

“Committed to Evidence Based Excellence in Teaching, Learning,

Leadership and Service.”

Your Hosts Today Ronarae Adams, NBCT Director

Sean McCarthy, NBCT AmbassadorJoanna Murray, NBCT Ambassador

2012

LEAN Into National Board Certification…for PRINCIPALS

Make room for “Disruptive Innovation”

Professional Development for Educators with a

Desire for Distinction

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OUR TIME TOGETHER…

• Context for Learning• Overview of NBCEL/NBCPs• Experience the “Vision”• Consider Opportunities for Increased

Enrollment• Step INTO “Collaborative Innovation”

Education Stakeholders United…

Recruit, prepare, develop, reward, and serve an Evidence Driven Generation of Professional Educators

NBPTS

CAEP/NCATE

FEA/PDK

NEA/AFT

AACTE

CCSSO/SCEE (Common Core )

InTASC

IHEs, P12 schools, districts families, communities

21st Century Communities

Lumina (Degree Profile)

EACH student learns,

anytime, anywhereLearning Forward

Smarter Balanced; PARCC;TPAC

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hgg

NCATE Accreditation

Economy and Workforce

Democracy and American Dream

ALL STUDENTS LEARN

ALL STUDENTS LEARN ALL STUDENTS LEARN

ALL STUDENTS LEARN

NBPTS (Core propositions, certificate fields, assessments TAKE ONE! Entries )

LUMINADegree Profile

TeacherPerformanceAssessments

P12 Schools, Teachers, Administrators

Families/Community

Higher Education

Organizations, Associations, Legislation

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College and Career Ready?2014

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National Board Certification for Accomplished Principals

Pre Preparation Pilot Project: Inquiry Into Evidence and Standards Based Practice

National University NBCT Professional Teaching and Leadership Development Center

www.nuptdc.org

Leadership Matters

In order for students to have high-quality learning gains year after year, whole schools must be high-functioning led by effective principals with effective teachers across the school.

This is especially vital for turnaround schools, where studies find no examples of success without effective principal leadership.

New Leaders for New Schools. (2009). Principal Effectiveness: A New Principalship to Drive Student Achievement, Teacher Effectiveness and School Turnarounds.

PROCESS

• National Board Certification for Principals is the first phase of an expanded umbrella program, National Board Certification for Educational Leaders (NBCEL) which assesses and identifies effective principals (NBCP).

• The process builds on the National Board for Professional Teaching Standards (NBPTS) highly successful program, National Board Certification for teachers and school counselors.

Rational and Purpose

• The process developed for National Board Certification for Principals reflects a rigorous and fair principal assessment process that could form the basis for an evaluation system that assesses effectiveness based on multiple measures of both student performance and instructional leadership skills.

What’s Required?

• Principal-candidates will prepare and submit a range of products and performances including data collection and analysis, audio and video artifacts, written plans and reflections, and interviews. This EVIDENCE is captured and submitted for scoring as a PORTFOLIO of Accomplished Performance.

NBC Principal Certification

What will constitute principal certification?

• Standards based on research • Detailed certification process • Evidence-based assessment

James L. PughsleyFormer Director, Darden-Curry Partnership

for Leaders in EducationCharlotte, NC

Pamela SalazarAssociate Professor of Practice and

Educational LeadershipLas Vegas, NV

Performance Standards

Nine CORE Propositions…Skills

1.Accomplished educational leaders continuously cultivate their understanding of leadership and the change process to meet high levels of performance. (Leadership)

2.Accomplished educational leaders have a clear vision and inspire and engage stakeholders in developing and realizing the mission. (Vision)

3. Accomplished educational leaders manage and leverage systems and processes to achieve desired results. (Management)

Applications

4. Accomplished educational leaders act with a sense of urgency to foster a cohesive culture of learning. (Culture)

5. Accomplished educational leaders are committed to student and adult learners and to their development. (Learners and Learning)

6. Accomplished educational leaders drive, facilitate, and monitor the teaching and learning process. (Instruction)

Dispositions

7. Accomplished educational leaders model professional, ethical behavior and expect it from others. (Ethics)

8. Accomplished educational leaders ensure equitable learning opportunities and high expectations for all. (Equity)

9. Accomplished educational leaders advocate on behalf of their schools, communities, and profession. (Advocacy)

Eligibility Requirements

• Hold a bachelor’s degree,• Have completed three full years as a principal

leader,• Possess a valid required states license for that

period of time, or, if a principal where a license is not required, have been a principal in schools recognized and approved to operate by the state and federal government.

• Further, the committee recommends that the same eligibility requirements apply to assistant principals, adding the word assistant prior to principal.

Portfolio EvidenceThe certification process is comprised of a series of six

performance entries, which assess accomplished principal practices, specifically those linked to student learning, achievement, and school effectiveness. The entries are entitled:

1) Contextual Information and Strategic School Plan;2) Student Efficacy and Growth;3) Teacher Efficacy and Practice; 4) Parent and Community Engagement; 5) Principal's Leadership, Growth and Reflection; and 6) Continuous Improvement and Accountability.

School EffectivenessAccomplished Principal Profile

Teacher Efficacy andEffectiveness

Contextual Profile and Strategic School

Plan

Student Efficacy and Growth

Parents and CommunityEngagement

Principal Leadership,

Personal Reflection and Growth

Continuous Improvement and

Accountability

EntryOne

Entry Two

Entry Three

Entry Four

Entry Five

Entry Six

Standard StrategicPlan

StudentEfficacy

and Growth

TeacherEfficacy

and Growth

Parent and CommunityEngagement

and Empowerment

PrincipalLeadership, Growth and Reflection

Continued Improvement

Accountability

1. Leadership For Results            

2. Vision and Mission            

3. Teaching and Learning            

4. Knowledge of Students and Adults

           

5. Culture            

6. Strategic Management            

7. Advocacy            

8. Ethics            

9. Reflection and Growth            

Standard Representation by Entry

Leadership Survey

25

Behavior Dimension Description

Gathering Data Gathering a rich variety of relevant information from a wide range of credible sources providing diverse perspectives about the internal and external environments.

Analyzing Information and Identifying Solutions

Analyzes, interprets, and links information leading to evidence based solutions.

Thinking Flexibly Continuously evaluates options from many different perspectives and selects the course of action most likely to lead to the required outcome.

Valuing others and their perspectives Create and nurture a safe and open culture where each individual's thoughts, needs and perspectives are heard and understood so that each member of the learning community feels included and valued.

Collaborating Create and sustain a cohesive culture of teamwork where individuals from across the learning community work together, combining thoughts, ideas and resources to achieve common objectives.

Developing Human Capital Establishing high expectations about the performance of all adults and students in the learning community and providing challenging development experiences required to meet those expectations.

Cultivating Ownership and Support Continuously influencing stakeholders by involving and engaging them in the development, articulation and delivery of a shared vision, mission and goals of the learning community.

Building Confidence Building a school culture where there is a strong and decisive leadership supporting the self efficacy of each stakeholder, and the stakeholders confidence in the organization's collective ability to realize the vision and mission.

Communicating Establishes sound community processes where clear, consistent and targeted messages in the appropriate media are effectively presented to the relevant audience.

Planning, Implementing, and Empowering

Developing and implementing evidence based strategic plans designed to move the organization toward achieving the vision and mission, through empowering the key stakeholders.

Goal Setting, Monitoring, and Adapting

Collaboratively setting challenging, realistic targets, continuously monitoring the progress and adapting plans to successfully achieve the vision and mission.

Stakeholder Centered Ensuring that every strategy, plan and action is aligned and focused on actualizing the vision that all students and adults will learn and perform at high levels.

Engagement Survey

Table 2: Dimensions Measured in the Engagement Survey

Group Engagement Dimensions Measured

Students

Level of Academic ChallengeStudent–Staff InteractionActive and Collaborative LearningEnhancing Educational ExperiencesStudent Commitment LevelsThe School Environment

Parents

Level of Academic ChallengeStudent–Staff InteractionActive and Collaborative LearningEnhancing Educational ExperiencesStudent Commitment LevelsThe School EnvironmentParent–Learning Community Interaction

Teachers and Nonteaching Staff

Level of Academic Challenge Student–Staff InteractionActive and Collaborative Learning Active and Collaborative TeachingEnhancing Educational Experiences Student Commitment LevelsThe School Environment Parent–Learning Community InteractionWork and Community Engagement Organizational CitizenshipWork Withdrawal Turnover Intentions

Broader Learning Community Broader Engagement Statement

Principal

Level of Academic Challenge Student–Staff InteractionActive and Collaborative Learning Active and Collaborative TeachingEnhancing Educational Experiences Student Commitment LevelsThe School Environment Parent–Learning Community InteractionWork and Community Engagement Organizational CitizenshipWork Withdrawal Turnover Intentions

Levels of ProficiencyLevel Description Type of Behavior

5 Legacy Exemplifies visionary leadership actions and initiates change at the cultural level resulting in systems that achieve desired and sustainable results beyond the presence of the principal.

4 Advanced Shows visionary leadership actions and initiates change at the cultural level resulting in systems that achieve desired and sustainable results.

3 Core Takes leadership actions and manages change at the organizational level resulting in systems that achieve desired results.

2 Undeveloped Takes limited leadership actions and reacts to change at the situational level resulting in inconsistent results.

1 Counterproductive Takes actions that detract from the performance of self and others resulting in undesired results.

Field Test 2010-12

• 600 Participants • 2,000 Applicants• High Interest• Pilot group sets the standard for the scoring

rubric to be applied• First NB Principals will be announced in 2013

AlabamaArkansasCaliforniaColorado

DelawareFloridaGeorgiaIllinois

IowaLouisianaMarylandMaine

NevadaNew MexicoNew YorkNorth

CarolinaOhioTexasWashington

Principal Certification Field Test States

Cahn Fellows Program for Distinguished New York City PrincipalsPrincipal Leadership Institute (PLI), University of California, Berkeley

Entry One: Contextual Information and Strategic Plan

• Written and visual contextual information (not scored)

• Learning Community Engagement and Leadership Survey (not scored)

• Analytical Report• Vision and Mission Statement• Strategic Plan

Due November 30 – Submitted January

On-Going Structured Support

• Webinars by developmental groups• Focus groups• E-mails• Announcements• All Webinar videos on account site

The Benefits• Standardization

• Common definition• Efficiency of Scale

• Serves the Continuum• Preparation• Induction• Certification• Beyond

• Tiered Licensure• Higher Education Credit• Reciprocity

Certify the Best and Grow the Rest…Get in FRONT

Disruptive Innovation in EDA…How can being informed about NBC for Principals be leveraged to shape program development, P12 partnerships and enrollment?

One Example---START NOWJoin the “NU-NBCT Pilot Prep Project (P3)”• Online and on-ground inquiry, study and

collaboration, 2013.• NU Regional Meetings• Online resources and interaction (PLC)• Access to each other, to resources and

updated information• Multiple districts represented• No compensation; commitment to engage in

inquiry, collaboration, and a desire for NB accomplished leadership knowledge.

REGISTER for P3

• Register for the November 27 free orientation webinar: P3 Participation Orientation, via NU-PTDC/EDA

www.nuptdc.org• Calendar regional collaboration meetings

La Jolla, Costa Mesa, Bakersfield, San Jose , Sacramento, …10-1pm.

• Call or email Ronarae Adams for details at 858-642-8352, radams@nu.edu.

Other Intentional Designs?• Principal/Teacher EVALUATION System reforms ( which districts,

where, align, partner)• DRTT ( focus on EVAL. Systems/Common Core/Professional

Development—partnerships• Build the DISTINGUISHED continuum option ( add value to

profiles for employment, resumes, suitability)• PROGRAMS to model MAT/MSIL with NBCP– ( integrated

standards into current programs; credit for NU Preparation; credit for NBCEL toward doctoral degree; deliberate integrations of parallel entries into Tier I coursework; menu model????

• Collaterals—Make them relevant and differentiate for the regions and goals for distinction

• ACTION STEP—recruit two principals to participate in P3 webinar and collaboration meetings, 2013.