2012 WSU Principal Certification Handbook

Table of Contents
Page Preface Introduction 4 Professional Education Advisory Board (PEAB) Application and Program Completion Process Residency Principal Certification Requirements 5 6 7 3 3
Conceptual Framework .
Residency Program Administrator Certification Requirements 8 Expectations of Residency Principal and Program Administrators Participants 9 Tips for Mentoring Principal Interns 12 14 15 Washington State Residency Certification Performance Indicators/Products Professional Certificate (Pro Cert) for Principal and Program Administrators Campus Contact Information Educational Leadership Faculty Appendices Appendix A: Nine Characteristics of High Performing Schools ................................. 19 Appendix B: The Interstate School Leaders Licensure Consortium: Standards for School Leadership ........................................................ 20 Appendix C: Washington Principal and Program Administrator Standards-Based Benchmarks ......................................................................................... 21 Appendix D: Educational Leadership Program Goals, Outcomes, and Assessments ... 31 Appendix E: Chart of Standards, Courses, and Assessments .................................. 36 Appendix F: Action Inquiry Skills................................................................................ 37 Appendix G: ISLLC Self-Inventory ............................................................................ 38 Appendix H: ISLLC Template for Collection of Evidence .......................................... 45 Appendix I: Rubric for Collection of Evidence .......................................................... 49 Appendix J: ISLLC StandardsFinal Assessment ................................................... 52 Appendix K: Collection of Evidence Evaluation ........................................................ 58 Appendix L: Internship Collection of Evidence Reflective Paper Rubric ................... 60
2
16 17
Preface
This handbook is a general reference to supplement the Washington State University Graduate Catalog for the faculty and students in the Department of Educational Leadership and Counseling Psychology (hereinafter referred to as the Department) regarding departmental and college policies and requirements. The handbook is intended to aid the students orientation and progress in the development of a successful administrative certification program and/or Master's in Educational Leadership degree. When enrolling in a certification program, students agree to accept responsibility for informing themselves, for following procedures, and for meeting the requirements to qualify for an administrative certificate as approved by the Department, the Professional Educational Advisory Board and the State Board of Education.
Introduction
The Washington State University Residency Principal and Program Administrator Certification program is offered through WSUs three campuses: Pullman/Spokane, Vancouver and Tri-Cities. The three campuses share common program requirements and faculty, but are somewhat different in delivery systems. WSU Vancouver offers a three-year program with courses completed the first two years and a third year of internship. WSU Pullman/Spokane and WSU Tri-Cities offer a two-year cohort-based program with a two-year internship offered simultaneously. The Washington State University Principal and Program Administrator Professional Certificate program is offered at the Vancouver and Spokane campuses. Washington State University Spokane is a member of the Northeast Washington Educational Leadership Consortium. The Master of Education degree program is available at each campus. The WSU educational leadership faculty (p.17) has a strong commitment to provide an exemplary preparation program for beginning school administrators in a high-stakes accountability environment. There is a strong nexus between intended student outcomes of the preparation program and the expectations for administrators to lead highly effective schools. The Nine Characteristics of High Performing Schools (p. 19) as endorsed by the Washington State Board of Education provides an overall framework for the purposes of Washington State Universitys administrative preparation program. The program is committed to preparing school leaders who have a passion about the importance of quality leadership and a clear understanding of how to positively impact student learning and achievement. To prepare school leaders with the leadership and management skills needed to improve student learning in a variety of school environments, the program includes the following principles: Provide relevant and rigorous coursework that closely aligns with expectations for school building and district leaders. Provide a rigorous field-based internship organized around the six professional standards from Interstate School Leaders Licensure Consortium (ISLLC). (p. 20) Collaborate closely with school district mentors to plan and supervise internship experiences. Encourage and facilitate networking among administrative candidates through participation in seminars and workshops with interns from other institutions. Deliver instruction by faculty members who have experience, skills, and knowledge as school building and district leaders.
Conceptual Framework
The College of Education contributes to the theory and practice of the broad field of education, and dedicates itself to understanding and respecting learners in diverse cultural contexts. We facilitate engaged learning and ethical leadership in schools and clinical settings. We seek collaboration with diverse constituencies, recognizing our local and global responsibilities to communities, environments and future generations. The Washington State University Educational Leadership Program prepares practitioner-scholars for leadership in education at the local, state, national and international levels. A team of academic and field-experienced faculty blends scholarship and practical expertise to prepare school leaders who utilize research, implement policy, and reform practice to improve learning and achievement for all students. The statewide program serves students from all WSU campuses and fosters a community of educational leaders who work together toward the goals of school improvement and social justice.
Professional Education Advisory Board

The purpose of the Professional Education Advisory Board (PEAB) is to develop cooperative programs for the selection, preparation and certification of school administrators under guidelines established by the Washington State Board of Education. Members of the PEAB for Washington State Universitys Educational Leadership program come from various regions in the state of Washington. The WSU Educational Leadership PEAB meets at least three times a year. Regular meetings utilize a variety of communication media, including telephone conferences, Academic Media Services (AMS), K-20 and face-to face meetings. The PEAB reviews each candidate twice during the course of his or her preparation program, once when the candidate enters the program and again at program completion. The following is an overview of the program application process and PEAB involvement in candidate selection: Graduate students may apply to the Residency Principal or Program Administrator certification program at any one of WSUs campuses. A faculty coordinator reviews the candidates application packet and determines whether the applicant meets the criteria for acceptance into the certification program. Included in this review must be evidence of the districts support for the candidates application. The faculty coordinator presents the candidates application to the PEAB, providing additional information on the candidates experiences and application. Following initial PEAB approval, candidates receive a letter indicating initial PEAB approval. Upon completion of the certification program, the faculty coordinator reviews documented evidence of successful completion of culminating projects, collection of evidence, ISLLC Standards-Final Assessment (Appendix J) and completion letter and makes a recommendation to the PEAB for final approval. Students receive a letter indicating they have been granted final PEAB approval for completing their administrative internship and may apply for administrative certification.
Application and Program Completion Process

The applicant should complete the following steps to apply for admission and to complete the administrative certification program and, if relevant, a Master of Education degree (Ed.M.). Administrative Certification 1. Seek approval and commitment from building principal (if applying for certification) and other appropriate district personnel for support of the candidates application. 2. Make application to the WSU Graduate School, either for certification only or certification and masters degree. 3. Make application to the certification program (and masters degree if applicable) at any of WSUs four campuses. 4. Enroll in courses. 5. Receive initial PEAB approval. 6. Complete program requirements, including coursework and internship. 7. Receive final PEAB approval. 8. Apply for administrative certification. Ed.M. (Master of Education Degree) A Masters Degree is required for Principal and Program Administrator Certification. Five additional courses (15 semester hours) beyond the certification program and a comprehensive written examination are required for completion of the Master of Education Degree (Ed.M.) at WSU. Required (8 credits): EdPsy 505 Research Methods I EdAd 501 Philosophy of Education EdAd 503 Values and Ethics for Educational Leaders EdAd 507 Social Foundations of Education EdAd 702 Masters Exam Selected Electives (9 credits): EdAd 584 Human Resource Management EdAd 510 Improvement of Instruction EdAd 514 Basic Principles of Curriculum Design EdAd 515 Curriculum Implementation EdAd 520 Seminar in Curriculum and Instruction EdAd 580 School Organization and Administration EdAd 587 Seminar in School Administration (may be repeated for 3 additional credits) 3 3 or 3 or 3 2 3 3 3 3 3 3 3
Other graduate level courses, subject to advisor approval, may be taken as electives. A copy of the Educational Leadership Masters Degree Handbook can be accessed at through the College of Education website.
Residency Principal Certification Requirements

Prerequisite Experience: Must hold or have held a valid teaching certificate or an ESA certificate with appropriate documentation of successful school-based experience in an instructional role with students. Academic Prerequisite: Moral Character: Performances/ Collection of Evidence: Field Experience: A masters degree from an accredited institution. Required only if applicant does not hold a valid Washington certificate at the time of application. (See WAC 180-79A-155) Candidates must document successful performance in each of the ISLLC Standards. Documentation of ISLLC standards and other requirements shall be presented in a collection of evidence. A minimum of 540 hours of administrative intern-related activities is required. Semester Hours 3 3 3 3 3 3 6+
Required Courses for Certification: Course Course Title EdAd 516 Instructional & Curricular Leadership EdAd 583 Community and Communications EdAd 585 Financial Management in Education EdAd 588 The Law and Education EdAd 589 Leadership Development Seminar EdPsy 510 Assessment of Learning EdAd 590 Internship
Reissue: All administrators holding a Residency Principal Certificate must have the certificate reissued (with a five year expiration date) upon completing two consecutive years in the role in Washington after issuance of the Residency Certificate. The candidate is expected to complete the Professional Certificate within five years. Renewal: Holders of a Residency Certificate who do not qualify for a Professional Certificate must request renewal in order to continue to serve beyond the expiration date. Applicants who are enrolled in a professional certificate program may apply for a 2-year renewal if they meet requirements. Applicants who are ineligible for enrollment in a professional certificate program may apply for a 5-year renewal if they meet requirement. All others must appeal to the Professional Educator Standards Board for renewal. Renewal information can be found at: http://www.k12.wa.us/certification/AdminMain.aspx Professional Certificate: Washington educators who hold a Residency Principal or Program Administrator Certificate and have at least 2 years of successful administrative experience will be able to enter a Professional Certification Program at Washington State University at Pullman/Spokane, Tri-Cities or Vancouver campuses.
Residency Program Administrator Certification Requirements

Academic Prerequisite: Moral Character: Performances/ Collection of Evidence: Field Experience: A masters degree from an accredited institution. Required only if applicant does not hold a valid Washington certificate at the time of application. (See WAC 180-79A-155) Candidates must document successful performance in each of the ISLLC Standards. Documentation of ISLLC standards and other requirements shall be presented in a collection of evidence. A minimum of 540 hours of administrative intern-related activities is required. Semester Hours 3 3 or 3 3 3 3 6+
Required Courses for Certification: Course Course Title EdAd 516 Instructional and Curricular Leadership EdAd 580 School Organization & Administration EdAd 589 Leadership Development Seminar EdAd 584 Human Resource Management EdAd 585 Financial Management in Education EdAd 588 The Law and Education EdAd 590 Internship
Reissue: All administrators holding a Residency Program Administrator Certificate must have the certificate reissued (with a five year expiration date) upon completing two consecutive years in the role in Washington after issuance of the Residency Certificate. The candidate is expected to complete the Professional Certificate within five years. Renewal: Holders of a Residency Certificate who do not qualify for a Professional Certificate must request renewal in order to continue to serve beyond the expiration date. Applicants who are enrolled in a professional certificate program may apply for a 2-year renewal if they meet requirements. Applicants who are ineligible for enrollment in a professional certificate program may apply for a 5-year renewal if they meet requirement. All others must appeal to the Professional Educator Standards Board for renewal. Renewal information can be found at: http://www.k12.wa.us/certification/AdminMain.aspx Professional Certificate: Washington educators who hold a Residency Principal or Program Administrator Certificate and have at least 2 years of successful administrative experience will be able to enter a Professional Certification Program at Washington State University at Pullman/Spokane, Tri-Cities or Vancouver campuses.
Expectations of Residency Principal and Program Administrator Participants

pages 9-11
This section summarizes the expectations for participants in the program. Details will be provided during the appropriate classes and or site visitations from the university supervisor. Academic Expectations Courses and seminars, while closely linked to the ISLLC standards and problems of practice, also reflect the academic standards of WSU graduate programs. Program participants are expected to successfully complete all academic course requirements and to demonstrate their abilities to write and think clearly through the completion of course papers and other assignments. Washington State-Funded Educational Leadership Intern Program It is very important that an intern has release time from his or her other responsibilities to experience and practice the role of the principal, to be involved in the day-to-day operation of the school, and to participate in leadership professional development opportunities. The Washington State-Funded Educational Leadership Intern Program provides funds to school districts for release time for individuals participating in an administrative intern program. The program is managed by the Washington School Principals Education Foundation, an affiliate of the Association of Washington School Principals (AWSP), in cooperation with the Office of Superintendent of Public Instruction (OSPI). Grants are awarded each year through a competitive grant application process. Applications are distributed to school districts, universities and Educational Service Districts in mid January from OSPI and due back to AWSP in mid March. Successful grant recipients are usually notified in May regarding release time funding for the following academic year. Grant recipients are also expected to respond to various surveys and data collection processes conducted by AWSP. Vancouver-based interns are expected to apply for this grant in January prior to the academic year they are planning to do an internship. Pullman/Spokane and Tri-Cities interns are expected to apply for this grant in January of the first year of the two-year internship to support their second-year internship activities. Funding for the Washington State-Funded Educational Leadership Program is dependent on legislative appropriations. Developing the Internship Prior to each semester of the internship, program participants should use the ISLLC School Leadership Self Inventory (Appendix G: ISLLC Self Inventory ) to assess their personal skills and performances in relationship to the six program standards. This assessment should, if possible, be conducted jointly with the mentor principal/administrator. Based on this assessment, the candidate, mentor and university supervisor will design a set of internship activities. The objectives of the internship activities are: (1) to assist the candidate in acquiring the skills identified for each of the standards, and (2) to provide additional valuable learning experiences relative to the administrative position as jointly determined by the mentor, the candidate and the university supervisor. During the course of the program, candidates must complete at least one major project related to each of the six program standards.
10
University Supervision During the candidates internship, the university supervisor will conduct site visitations with the intern and/or mentor. The purposes of these visitations are to assist the intern and mentor in developing meaningful intern-related activities and experiences, monitor progress toward program requirements and provide support for both the intern and mentor administrator. Documentation Candidates should maintain both a time log and a reflective journal to document their internship experiences. The time log should be maintained on a weekly basis, recording the hours spent on internship-related activities and indicating which ISLLC standards apply. The journal is expected to show evidence of reflection on, and analysis of, internship activities in relationship to the program standards. The journal can be organized on a weekly basis or in sections relating to the six standards. The certification program requires a minimum of 540 hours of internship-related activities for completion of the program. The most important criterion for evaluating the internship is the demonstration of satisfactory performance related to each of the six ISLLC standards. Completion of ISLLC Standards Final Assessment (Appendix J) and Collection of Evidence are required for satisfactory completion of the program. Professional Development Expectations It is expected that interns participate in professional development opportunities to improve administrative knowledge and skills. Workshop hours may be documented in the Collection of Evidence explained in a later section. The following organizations offer appropriate workshop opportunities: Association of Washington School Principals (AWSP)* Washington Association of School Administrators (WASA) WA State Association for Supervision and Curriculum Development (WSASCD) Office of Superintendent of Public Instruction (OSPI) Educational Service Districts (ESDs) K-12 School Districts
*Interns are encouraged to join the AWSP Intern program. This membership provides valuable information, training and reduced conference and workshop registration fees.
11
Collection of Evidence The Collection of Evidence is a cumulative record of internship and program accomplishments that focus on the ISLLC Standards. It should demonstrate knowledge in the following areas: vision, teaching and learning, culture, resource management, collaborating with diverse learners and families and communities, professional integrity and ethical behavior, and understanding larger context for education. The Collection of Evidence should be a professional resource that can be used when seeking an administrative position. The following Collection of Evidence items are recommended; however, the university supervisor may have supplemental requirements. Section 1: Program Completion Checklist Letter of successful completion of internship on school letterhead from mentor ISLLC Standards Final Assessment signed by mentor and University supervisor Final reflective paper Rsum Letter of application Documentation of ISLLC Program Standards Learning environment profile and analysis Record of Engagement with Diverse Populations Presentation of Collection of Evidence products for ISLLC Standards and activities Internship Documentation Summary of classroom observations and supervision experiences Final Assessment Internship log Reflective journal
Section 2:
Section 3: Section 4:
12
Tips for Mentoring Principal Interns

pages 12-13
The purpose of the internship is to provide practical experience in the duties and responsibilities of the principal. The core of the internship experience is centered around the Interstate School Licensure Consortium (ISLLC) standards and the skills defined in the Washington Administrative Code. The intern will complete 540 hours of internship related activities. The experience includes working on the job before school starts and additional hours after school ends. The purpose of the principal intern mentor is to teach, give helpful feedback, and counsel the principal intern. The mentor is also to provide supervision of the principal intern by scheduling regular meetings, assigning projects/tasks, and involving the intern in as many activities as possible which demonstrate competency of the Interstate School Licensure Consortium (ISLLC) standards. Effective experience for principal interns should include experience aligned with the six ISLLC standards. The following are examples of intern activities that relate to the ISLLC standards: Standard 1: Articulates, implements, and steward a vision of learning Participate in school improvement leadership activities including developing/affirming vision, mission, and goals. Present student performance data analysis to the staff and/or parents. Assist staff in aligning curriculum, instruction, and assessment with state learning goals. Standard 2: Maintains school culture and instructional programs Participate in observation, coaching and supervision of staff. Plan and lead staff development activities related to the school action plan. Assume a leadership role in the staff selection process. Standard 3: Management of the schools organization, operations, and resources Assist with the development of the school budget. Experience student discipline practice and procedures. Become familiar with negotiated agreements and their implications. Standard 4: Collaborates with families and community Be visible to parents, media, and businesses; establish partnership where possible. Conduct school-wide parent meetings. Attend PTA meetings and events. Standard 5: Acts with integrity, fairness and in an ethical manner. Develop operating principles for meetings, decision making or communications Foster an environment of trust Demonstrate ethical behaviors in all student, staff, and parent interactions Standard 6: Understands political, social, economic, legal, and cultural contexts Attends school board meetings in two or more school districts. Demonstrate knowledge of key communicators in all school constituencies. Demonstrates knowledge of professional certification. Demonstrates knowledge of strategies to change. 13
What are Mentor Responsibilities? 1. 2. 3. 4. Assist the intern to develop a plan of standards-based activities Meet regularly with the intern Collaboratively complete a summative intern evaluation Communicate concerns to the university supervisor What do effective mentors do? 1. 2. 3. 4. 5. 7. Provide appropriate opportunities to learn leadership skills Work with the intern to establish a calendar of experiences over the course of the internship Monitor progress Provide timely feedback through coaching and reflective discussions Set up regularly scheduled conference times (weekly) 6. Encourage and arrange for professional growth activities including workshops, trainings and professional reading Assess leadership skills, knowledge, and performance
14
Washington State Residency Certification Performance Indicators/Products

Background Educational accountability is a reality in Washington State and in the nation. In 2001, a work group representing various state educational agencies and professional associations was formed to revise the administrative certification process. The State Board of Education charged this group to develop a means of accountability for principal certification processes that would include some common products among all preparation programs to ensure consistency and quality. The Office of the Superintendent of Public Instruction (OSPI) agreed that the Washington Council of Education Administrative Programs (WCEAP) was the group that should develop these common measures. The 13 principal preparation programs throughout the state of Washington were already using many effective practices to train school administrators. It was determined that these practices would not be discarded, but should be purposefully aligned with the new standards and strands. Agreement among the preparation programs to use some consistent measures would assure the state board, the legislature, and community members at large of the excellence of graduates and program completers across the state. Additionally, the collaboration of all preparation programs could only enhance the quality of each as great ideas were exchanged and refined. OSPI funded this project by awarding a grant to WCEAP and also provided ongoing participation from OSPI staff. It has become a true partnership between OSPI and the 13 principal preparation programs in our state.
15
Professional Certificate (Pro Cert) for Principal and Program Administrators

The Professional Certification Program is committed to preparing school leaders who have a passion about quality leadership and a clear understanding of how to positively impact student learning and reach underserved populations. The higher education institutions offering educational leadership certification programs approved the following Guiding Principles for the Professional Certificate: With the steadily escalating demands on schools and the continuing need for improving student learning, the preparation and development of school leaders is a higher priority than ever. The professional certificate process provides a significant opportunity to help principals and assistant principals not only to perform their daily work more effectively, but also to be leaders in creating a school system that meets the need of all students. To accomplish this goal, we believe the professional certificate process must adhere to the following principles: The process should be deeply focused on improvement of student learning. The process should be deeply job-embedded and aligned with school and district The process should foster reflectiveness and a commitment to research-based While programs will include university coursework, candidate success should be The process should be adequately supported. The process should strike a balance between rigor and reasonableness. The process should involve a true collaboration among universities, professional The process should model what it teaches.
improvement goals. strategies. measured by performance on standards.
associations, and districts.
Application Process Candidates should contact the program coordinator for Professional Certification Program for Principals and Program Administrators at a specific campus to discuss program requirements and application process. In addition to state program requirements and university requirements, candidates will need to submit a letter from their school district superintendent identifying the candidates district mentor and ensuring the candidate will be provided with appropriate resources and support.
16
The candidate will need to make arrangements (through AWSP) to complete the POLE 360 assessment prior to enrolling in the Entry Seminar.
17
Campus Contact Information

PULLMAN/SPOKANE CAMPUSES Jim Howard, Ph.D. (509) 358-7948 jamesh@wsu.edu Jeanine Butler, PhD. (509) 668-6420 jeanineb@wsu.edu Kelly LaGrutta (509) 358-7942 lagrutta@wsu.edu
TRI-CITIES CAMPUS Danny Talbot, Ed.D. (509) 372-7237 dtalbot@tricity.wsu.edu Helen Berry (509) 372-7396 hberry@tricity.wsu.edu
VANCOUVER CAMPUS Gay Selby, Ed.D. (360) 430-5863 gselby@vancouver.wsu.edu Jill Homme (360) 546-9075 jhomme22@vancouver.wsu.edu
PUYALLUP CAMPUS Glenn E. Malone, Ed.D. (253) 318-6793 gemalone@wsu.edu
18
Educational Leadership Faculty
(Area of expertise in italics)
Michelle Acker-Hocevar, Associate Professor, Ph.D.University South Florida, School Reform, High
Poverty Schools. (WSU Tri Cities) (509) 372-7251 ackerhoc@tricity.wsu.edu
Gail Furman, Professor, Ph.D.Washington State University. Leadership, Ethics, Qualitative

Research. (WSU Pullman) (509) 335-8412 gfurman@wsu.edu
Gordon Gates, Associate Professor, Ph.D.Washington State University. Educational Leadership,

Qualitative Research. (WSU Spokane) (509) 358-7749 gates@wsu.edu
Jim Howard, Associate Professor, Ph.D.University of Oregon. Educational Administration, School

Law. (WSU Spokane) (509) 358-7948 jamesh@wsu.edu
Kristin Huggins, Assistant Professor, Ph.D.Texas A&M University. (WSU Vancouver) Joan Kingrey, Associate Professor, Ph.D.Washington State University. Educational Leadership and
Curriculum. (WSU Spokane) (509) 358-7939 kingrey@wsu.edu
Chad Lochmiller, Assistant Professor, Ph.D.University of Washington. (WSU Tri Cities) Forrest Parkay, Professor, Ph.D.University of Chicago. Curriculum Theory and Research,
International Partnerships. (WSU Pullman) (509) 335-9570 fwparkay@wsu.edu
Paul Pitre, Associate Professor, Ph.D.University of Maryland. Educational Leadership and

Counseling Psychology. (WSU Vancouver) (360) 546-9418 pepitre@wsu.edu
Gay Selby, Associate Professor, Ed.D.Washington State University. Educational Leadership and
Finance. (WSU Vancouver). (360) 546-9668 or (360) 430-5863 gselby@vancouver.wsu.edu
Gene Sharratt, Associate Professor, Ph.D.Washington State University. Educational Leadership.

(WSU Spokane) (509) 674-9776 or (509) 670-3222 gsharratt@wsu.edu
Danny Talbot, Associate Professor, Ed.DUniversity of Utah. Organizational Theory and School Law.
(WSU Tri Cities) (509) 372-7237 dtalbot@tricity.wsu.edu
Kelly Ward, Chair, Ph.D.Pennsylvania State University. Educational Leadership and Counseling
Psychology. (WSU Pullman) (509) 335-9117 kaward@wsu.edu
19
Appendix Items
Page Appendix A: Nine Characteristics of High Performing Schools ................................. 19 Appendix B: The Interstate School Leaders Licensure Consortium: Standards for School Leadership ........................................................ 20 Appendix C: Washington Principal/Program Administrator Certification ISLLC Standards Benchmarks ............................................................ 21 Appendix D: Educational Leadership Program Goals, Outcomes, and Assessments ... 31 Appendix E: Chart of Standards, Courses, and Assessments .................................. 36 Appendix F: Action Inquiry Skills................................................................................ 37 Appendix G: ISLLC Self-Inventory ............................................................................ 38 Appendix H: ISLLC Template for Collection of Evidence........................................... 45 Appendix I: Rubric for Collection of Evidence .......................................................... 49 Appendix J: ISLLC StandardsFinal Assessment ................................................... 52 Appendix K: Collection of Evidence Evaluation ........................................................ 58 Appendix L: Internship Collection of Evidence Reflective Paper Rubric ................... 60
18
Appendix A Nine Characteristics of High Performing Schools

1. Clear and Shared Focus: Everybody knows where they are going and why. This vision is shared everybody is involved and all understand their role in achieving the vision. The vision is developed from common beliefs and values, creating a consistent focus. 2. High Standards and Expectations: Teachers and staff believe that all students can learn and that they can reach all students. This is recognition of barriers for some students to overcome, but the barriers are not insurmountable. Students become engaged in an ambitious and rigorous course of study. 3. Effective School Leadership: Effective leadership is required to implement change processes within the school. This leadership takes many forms. Principals often play this role, but so do teachers and other staff, including those in the district office. Effective leaders advocate, nurture, and sustain a school culture and instructional program conducive to student learning and staff professional growth. 4. High Levels of Collaboration and Communication: There is constant collaboration and communication between and among teachers of all grades. Everybody is involved and connected, including parents and members of the community, to solve problems and create solutions. 5. Curriculum, Instruction and Assessment Aligned with Standards: Curriculum is aligned with the Essential Academic Learning Requirements (EALRs). Research-based materials and teaching and learning strategies are implemented. There is a clear understanding of the assessment system, what is measured in various assessments and how it is measured. 6. Frequent Monitoring of Teaching and Learning: Teaching and Learning continually adjusted based on frequent monitoring of student progress and needs. A variety of assessment procedures are used. The results of the assessment are used to improve student performances and also to improve the instructional program. 7. Focused Professional Development: Professional development for all educators is aligned with the schools and districts common focus, objectives, and high expectations. It is ongoing and based on high need areas. 8. Supportive Learning Environment: The school has a safe, civil, healthy and intellectually stimulating learning environment. Students feel respected and connected with the staff, and are engaged in learning. Instruction is personalized and small learning environments increase student contact with teachers. 9. High Level of Community and Parent Involvement: There is a sense that all educational stakeholders have a responsibility to educate students, not just the teachers and staff in schools. Parents, as well as businesses, social service agencies, and community colleges/universities all play a vital role in this effort. SOURCE: The Office of Superintendent of Public Instruction. (2002). School Improvement Planning Process Guide. Olympia, WA: Author
21
Appendix B The Interstate School Leaders Licensure Consortium: Standards for School Leadership
Standard 1: A school administrator is an education 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. Strand 1: Creating a site-specific vision for learning Strand 2: Operationalizing the vision for learning Strand 3: Developing stewardship of the vision 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. Strand 1: Advocating, nurturing, and sustaining a school culture Strand 2: Advocating, nurturing, and sustaining student learning Strand 3: Advocating, nurturing, and sustaining professional development Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Strand 1: Uses a continuous cycle of analysis to ensure efficient and effective systems Strand 2: Ensuring efficient and effective management of the organization Strand 3: Ensuring management of the resources for a safe, efficient, and effective learning environment Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Strand 1: Collaborating with families Strand 2: Collaborating and responding to diverse communities Strand 2: Mobilizing community resources Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. Strand 1: Uses the continuous cycle of analysis for self-assessment of professional leadership Strand 2: Acts with integrity, fairness, and in an ethical manner Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
This document was developed from the following source: Council of Chief State School Officers (2000). Collaborative professional process for school leaders: The interstate school licensure consortium. Washington, D.C.
22
Appendix C Washington Principal and Program Administrator Standards-Based Benchmarks

Standard Onepages 21-22
STANDARD ONE A school administrator is an educational leader who promotes the success of each student by leading the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by school and community stakeholders. Criterion 1 Advancing a district-wide shared vision for learning Residency Certificate Articulates purposes and rationale for a site-specific vision for learning consistent with the district-wide vision. Demonstrates how schools develop an inclusive shared vision that promotes success for each student. Professional Certification Develops the vision with and among stakeholders at a specific site using demographics, recognition of components of quality instruction, student performance, and other relevant data to overcome barriers to promoting the success of all. Ensures that this vision is aligned with the broader district-wide vision. Career Continually reviews and restructures the vision to address changing circumstances and relevant data reflective of the learning community. Guides others in establishing the vision. Criterion 2 Putting the vision for learning into operation Residency Certificate Identifies objectives and strategies to implement a school vision. Analyzes how systems are affected by a shared vision and suggests changes to an existing system. Demonstrates ability to develop school improvement plans that align structures, processes, and resources with a vision. Professional Certification Uses action plans and timelines to communicate the school vision to all stakeholders. Uses the vision to create a School Improvement Plan that in collaboration with the district shapes education programs, systems, and resources. Evaluates the effectiveness of the School Improvement Plan in moving the school community toward the vision of promoting success of all students. Career Implements a vision in multiple settings. Uses data to continually monitor and revise systems to reflect the vision. Solicits from and gives feedback to other administrators to analyze the effectiveness of the school vision in shaping education programs, systems, and resources to positively impact student learning. Criterion 3 Developing stewardship of the vision Residency Certificate Demonstrates understanding of the leaders role as keeper of the vision while establishing a means to involve stakeholders in keeping the vision. Evaluates how the vision serves the needs of students, staff and community. Demonstrates understanding of how to use the vision to facilitate effective communication, nurture and maintain trust, develop collaboration among stakeholders and celebrate efforts and achievement of the vision.
23
Professional Certification Accepts responsibility for role as a keeper of the vision. Communicates, through a variety of media and formats including telecommunications, and models vision to all stakeholders and focuses priorities on student learning. Systematically engages stakeholders in carrying out the vision by developing atmosphere of collaboration and ownership of the vision. Evaluates match between vision and progress toward promoting success of all students within the district wide learning community. Facilitates, guides, and celebrates progress toward the vision. Career Continually evaluates match between vision and the learning community. Expands base of stakeholders and empowers their participation in shaping education programs, systems, and resources to move the learning community toward the shared vision of promoting success of all students. Stakeholders take responsibility for renewing the vision and designing supporting systems, as well as acknowledging and celebrating progress toward the vision.
24

Standard Twopages 23-24
Standard II: A school administrator is an educational leader who promotes the success of each student by leading through advocating, nurturing, and sustaining district/school cultures and coherent instructional programs that are conducive to student learning and staff professional growth. Criterion 1 Advocating, nurturing, and sustaining an effective school culture Residency Certificate Demonstrates understanding that student learning is the fundamental purpose of schools. Identifies features of organizational cultures promoting student learning. Uses a variety of skills and strategies to design systems that respect and support diverse cultural perspectives and customs in order to promote success of each student. Engages in the creation and/or implementation of a School Improvement Plan that supports a culture of continuous learning. Promotes classroom communities based on acceptance, respect, and civility. Professional Certification Identifies the site-specific culture within the broader context of the district wide culture. Creates a School Improvement Plan that utilizes skills and strategies to assure students and parents from diverse racial, ethnic, cultural, and language groups work together cooperatively to develop a group identity that promotes the success of all students. Uses understanding of the school and district culture to analyze the ways current systems and programs, including technology, are affecting student learning. Career Empowers the stakeholders to define, maintain, and monitor the ways in which the site-specific culture is affecting student learning. Collaborates with other administrators to give and receive feedback on effectiveness of expectations, implementation, respect and fairness in improving the overall systems and programs reflective of the school learning culture. Criterion 2 Advocating, nurturing, and sustaining student learning Residency Certificate Demonstrates understanding of how to engage and support each student in meaningful learning that is regularly assessed to improve instruction. Supervises instruction and knows how to use a continuous cycle of assessment to improve instruction and ensure that each student has equitable and sufficient opportunities to learn and to meet high standards. Works with staff to align curriculum, instruction and assessment with state and local learning goals. Manages learning systems to assure their responsiveness to students cultural, cognitive, and linguistic needs Professional Certification Uses EALRS, GLEs, research, assessment data, and district recommendations to help make district wide curriculum decisions as well as site-specific curriculum decisions. Uses classroombased assessment, district achievement, state measures, and demographic data to identify the barriers to student learning to ensure that all students have equitable opportunities to learn and to meet high standards. Career Establishes role as instructional leader. Supports skillful teaching that empowers students to take ownership of and to monitor their learning processes. Builds greater capacity for system support for student learning in collaboration with parents, peers, and district staff.
25
Criterion 3 Advocating, nurturing, and sustaining coherent, intentional professional development Residency Certificate Uses evidence of student learning to create professional development systems. Understands that professional development increases the instructional and leadership capacity of staff. Uses district-wide and school improvement plans to support professional development, including the use of technology. Knows processes for coaching staff, conducting staff evaluation, and for using a professional growth plan to improve student learning. Demonstrates understanding of how to build leadership capacity to improve student learning. Professional Certification Uses a continuous cycle of analysis to create and monitor professional development systems that have a positive impact on student learning. Takes responsibility for effectively supervising and coaching staff to ensure only quality educators are in the classroom. Supports staffs' capacity to use technology to analyze student learning data to establish building goals and direct creation of professional growth plans. Uses professional growth plans to conduct staff evaluations. Career Focuses staff dialogue on student learning using a variety of sources of information. Facilitates systems that focus staff on reflection, collaboration, and peer mentoring to support successful completion of teachers' professional growth plans. Builds staff leadership in creating and maintaining student-centered building goals. Learns from and with peers to gather and interpret data to build greater capacity for professional development support.
26

Standard Threepages 25-26
Standard III: A school administrator is an educational leader who promotes the success of each student by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Criterion 1 Uses a continuous cycle of analysis to ensure efficient and effective systems Residency Certificate Uses a continuous and repeating cycle of analysis for evaluating the effectiveness of school programs, systems, and issues. The continuous cycle of analysis includes problem framing, data collection and interpretation, synthesis, use of data to outline options for action, implementing chosen action, and gathering evidence to check progress and to judge effectiveness. Professional Certification Uses the continuous cycle of analysis for evaluating multiple programs, systems, and school issues. Models and inspires others in the learning community to use the cycle of analysis to examine difficult school issues and to improve student learning. Career Creates and sustains a culture of continuous analysis in every aspect of the learning community. Coaches and mentors emerging leaders. Collaborates with other administrators to use the continuous cycle of analysis to improve structures, procedures, and resources to positively impact student learning, adult professional development, the parent community, and the community at large. Criterion 2 Ensuring efficient and effective management of the organization Residency Certificate Uses organizational theory to create and support structures within a building that promote school safety, behavior management, and other site-specific issues. Demonstrates understanding of developmentally appropriate behavior expectations and discipline policies that are balanced with students emotional and personal needs. Assures that school policies and practices result in equitable treatment of each student. Professional Certification Designs and implements structures for effective and efficient operations including: school safety, classroom and school-wide behavior management, and other site-specific issues specifically targeted to improve student learning opportunities. Maintains high behavioral expectations and develops a school-wide discipline and support program. Creates a School Improvement Plan that supports and monitors the structures. Career Focuses all organizational elements of the school toward furthering the School Improvement Plan ensuring a safe and positive learning environment. Continually improves disciplinary procedures. Seeks feedback from and gives feedback to other administrators. Shares organizational expertise with others and actively mentors other educational leaders.
27
Criterion 3 Ensuring efficient and effective management of the operations Residency Certificate Demonstrates understanding of knowledge and skills necessary for effective building-wide operations, including, including awareness of legal and ethical issues, problem-framing and problem-solving, bargaining and other contractual agreements, and group process and decision-making. Professional Certification Guides others to establish procedures related to legal and bargaining issues, student learning, confidential and efficient record keeping, and effective communication plans. Regularly collects data on implementation and effectiveness of the procedures, makes subsequent corrective action based on the data. Career Establishes practices that become ingrained in school systems and daily life to ensure that everyone in the learning community actively carries out the management procedures outlined in the School Improvement Plan. Collaborates with other administrators to seek and give feedback to improve the effectiveness of management procedures system-wide. Criterion 4 Ensuring management of the resources for a safe, efficient, and effective learning environment Residency Certificate Demonstrates understanding of procedures necessary for management and maintenance of a safe and orderly learning environment. Identifies the responsibilities related to financial, human, and material resources as required by state law, Board policy, and employee contracts. Engages in the creation and/or implementation of plans to ensure responsible and equitable management of resources. Professional Certification Manages and aligns school equipment, time (schedules), technology, human, material, and fiscal resources responsibly. Uses technology to collect the relevant data needed to monitor use of resources effectively. Monitors procedures that assure that the school facility is a safe, efficient. and effective learning environment. Career Maximizes financial, human, technological, and material resources. Acts creatively to support continuous school improvement in response to the changing environment. Collaborates with other administrators to seek and give feedback to increase available resources for the school.
28

Standard Fourpages 27-28
Standard IV: A school administrator is an educational leader who promotes the success of each student by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Criterion 1 Collaborating with families and community members Residency Certificate Demonstrates understanding that family support affects student success in school. Demonstrates understanding that sustaining successful family partnerships is challenging, and knows the critical partnership issues that must be addressed, the barriers to success, and ways to overcome them. Demonstrates collaboration skills with diverse students and families in support of student academic performance. Professional Certification Views parents as full partners in the education of their children. Identifies the diverse parent groups within the school community and actively invites them into the various roles parents should play in their student's learning process, involves them in school decision-making, and utilizes family resources for the benefit of student growth. Uses a variety of means, including technology, to communicate with parents. Career Regularly seeks information and responds to families' concerns, expectations, and needs. Validates differences in values, opinions, and views, acknowledging that families and educators have the best interests of the children in mind, leading to common goals for providing learning opportunities for all students. Criterion 2 Collaborating with and responding to diverse communities Residency Certificate Recognizes the diversity within the school and the district. Understands the complex characteristics of ethnic, racial, and cultural groups and the challenges faced by immigrant communities. Understands that knowledge is socially constructed and reflects the personal experiences and the social, political, and economic contexts in which students live and work. Demonstrates understanding of the importance of each student having opportunities to participate in co-curricular activities that are congruent with the academic and interpersonal goals of the school. Professional Certification Ensures that the school is an inclusive learning community that develops mutual respect among students, teachers, parents, and all other stakeholders. Ensures students are taught about stereotyping and other related biases that have negative effects on racial and ethnic relations; values shared by virtually all cultures, such as justice, equality, freedom, peace, compassion, and charity; and social skills that are needed to interact effectively with students from other racial, ethnic, and cultural groups. Students are provided opportunities to interact with students from different racial, ethnic, cultural, and language groups under conditions designed to reduce fear and anxiety. Career Leads teachers in examining the personal, social, and cognitive consequences of policies and practices on equity in the schools. Works on the district level to assure district policies encourage the use of multiple ways of assessing student learning that are culturally sensitive and that measure complex cognitive and social skills. Advocates recruitment of a racially, culturally, and ethnically diverse administrative and teaching staff.
29
Criterion 3 Mobilizing community resources Residency Certificate Recognizes the importance of funding and distribution of resources to ensure that each student has equal opportunities to access learning. Engages in the creation and/or implementation of plans to obtain adequate resources, including technology. Investigates potential community resources appropriate to the plan. Professional Certification Utilizes funds and distributes resources, including technology, to ensure that all students have equal access to learning. Values resources of diverse community groups. Identifies and nurtures relationships with community leaders. Establishes mutually beneficial relations with businesses, higher education institutions, agencies, and community groups to support the School Improvement Plan. Career Develops strategies to ensure that all schools, regardless of their locations in the district, are funded equitably. Advocates state and district level officials to provide additional funding for schools with low-income populations. Develops and maintains effective media relations. Prioritizes high visibility, active involvement, and regular communication, using technology, to facilitate the school and community serving one another as resources.
30

Standard Fivepage 29
Standard V: A school administrator is an educational leader who promotes the success of each student by acting with integrity, fairness, and in an ethical manner. Criterion 1 Using the continuous cycle of analysis for self-assessment of professional leadership Residency Certificate Understands and exemplifies the standards, responsibilities, and indicators for the principals role in a democratic school. Creates a professional growth plan, identifies needed growth, plans professional growth activities, and gathers evidence to document that professional growth leads to school improvement and increased student learning. Engages in self-analysis of own values, behaviors, and dispositions, including awareness of own ethnicity/culture as it relates to others. Professional Certification Uses the continuous cycle of analysis to assess personal progress and revise professional growth plan to include increasingly complex goals. Continually explores better cognitive coaching skills and more successful pre-and postconferences with teachers. Continually gathers evidence that professional growth has led to increased productivity in the school. Career Uses the professional growth plan to collaborate with other professionals to identify and sustain needed professional growth. Coaches and mentors emerging instructional leaders. Contributes to the advancement of the profession through sharing experience, advancing best practice, and extending learning beyond the ISLLC and Washington State standards. Criterion 2 Acting with integrity, fairness, and courage in upholding high ethical standards. Residency Certificate Understands the career expectation for leading within legal, ethical, and moral frameworks. Articulates and uses personal values and beliefs to guide actions. Treats people fairly, equitably, and with dignity. Professional Certification Acts responsibly within legal, ethical, and moral frameworks. Responds to moral dilemmas and treats people fairly, equitably, and with dignity. Career Serves as a role model for the educational community. Responds to moral dilemmas and inspires others to demonstrate integrity and exercise ethical behavior.
31

Standard Sixpage 30
Standard VI: A school administrator is an educational leader who promotes the success of each student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. Criterion 1. Understanding the role of schools in a democracy. Residency Certificate Demonstrates understanding of the role of education in renewing a democratic society and the leaders responsibility in influencing the larger political, social, economic, legal, and cultural context. Advocates for equitable and inclusive policies that benefit children, families, and caregivers. Acts to influence local, state, and national decisions affecting learning. Adapts leadership strategies to reflect emerging trends and initiatives. Professional Certification Establishes equitable systems within the school that value diversity and prepare citizens for participation in a democratic society, and supports district efforts to ensure fairness throughout the school system. Actively participates in political and policy-making contexts at the local level (e.g., levy, community organizations, PTSA, within the district). Career Actively participates in influencing the quality of a democratic education beyond the local level (e.g., state and federal policy and legislation, professional associations, shares knowledge and experience through workshops and written work, mentors fellow educators through a continuing dialogue around educational issues). Empowers others to create school-based accountability models using the continuous cycle of analysis that goes beyond state standards for improvement of student learning (e.g., character development, the arts, culturally responsive citizenship.
32
Appendix D Educational Leadership Program Goals, Outcomes, and Assessments

pages 31-35
33
Educational Leadership Program Goals, Outcomes and Assessments Degree Programs Ed.M., M.A., Ed.D. & Ph.D. and Certification Programs Conceptual Framework: The College of Education contributes to the theory and practice of the broad field of education, and dedicates itself to understanding and respecting learners in diverse cultural contexts. We facilitate engaged learning and ethical leadership in schools and clinical settings. We seek collaboration with diverse constituencies, recognizing our local and global responsibilities to communities, environments, and future generations. The Washington State University Educational Leadership Program prepares practitioner-scholars for leadership in education at the local, state, national, and international levels. A team of academic and field-experienced faculty blends scholarship and practical expertise to prepare school leaders who utilize research, implement policy, and reform practice to improve learning and achievement for all students. The statewide program serves students from all WSU campuses and fosters a community of educational leaders who work together toward the goals of school improvement and social justice. understand, evaluate, and apply inquiry knowledge and skills to problems of policy and practice of educational leadership design, conduct, report, and present clear and coherent research studies that contribute to understanding and solving problems of practice in educational leadership. articulate their core values and model the guiding principles of the profession including: Commitment to social justice. Understanding of ethical responsibilities of leadership. Effective and respectful interaction with others of similar and diverse cultures, values, and perspectives. Commitment to school improvement.
Learning Outcomes Students will
identify and analyze the theories, research, and policies related to the study of K-12 educational leadership in these strands: Policy, politics and law Culture, diversity and social justice. Organizational theory and administration Inquiry - Technology Ethics and values Teaching/learning/Assessm ent
prepare, write, and present clear and coherent critical book reviews and reviews of the literature in educational leadership.
Book review courses: Literature review courses:
WSU Principal/Program Administrator Residency Certification Program Program Aligns with Educational Leadership Program Learning Outcomes One, Three and Five Learning Outcomes The College of Education contributes to the theory and practice of the broad field of education, and dedication itself to understanding and respecting learners in diverse cultural contexts. We facilitate engaged learning and ethical leadership in schools and clinical settings. We seek collaboration with diverse constituencies, recognizing our local and global responsibilities 1. Identify and analyze the theories, research, and policies related to the study of K-12 educational leadership. 1. Identify and analyze the theories, research, and policies related to the study of K-12 educational leadership. 1. Identify and analyze the theories, research, and policies related to the study of K-12 educational leadership. 3. Understand, evaluate, and apply inquiry knowledge and skills to problems of policy and practice of educational leadership. 1. Identify and analyze the theories, research, and policies related to the study of K-12 educational leadership. 3. Understand, evaluate, and apply inquiry knowledge and skills to problems of policy and practice of educational leadership. 1. Identify and analyze the theories, research, and policies related to the study of K-12 educational leadership. 1. Identify and analyze the theories, research, and policies related to the study of K-12 educational leadership. 3. Understand, evaluate, and apply inquiry knowledge and skills to problems of policy and practice of educational leadership. 1. Identify and analyze the theories, research, and policies related to the study of K-12 educational leadership. 3. Understand, evaluate, and apply inquiry knowledge and skills to problems of policy and practice of educational leadership.
5. Articulate their core values and model the guiding principles of the profession.
34
Appendix E Chart of Standards, Courses, and Assessments
ISLLC Standard
I. Vision of Learning
Course
Assessment
EdPsy 510 Assessment of Analyzing School Learning Improvement Plan
II. School Culture & Teaching and Learning
EDAD 516 Curriculum & Instructional Leadership
Paper on Principal as Instructional Leader
III. Management of Resources IV. Engaging Families & Community
EDAD 585 School Finance Research Paper and Presentation EDAD 583 Community & Communications School and Parent Engagement Plan
V. Acting with Integrity in EDAD 589 Educational an Ethical Manner Leadership
Leadership Case Study
VI. Understanding Political, Social & Cultural Context
EDAD 588 School Law
Policy Case Analysis
EDAD 590 Internship
Collection of Evidence
Appendix F Action Inquiry Skills
35
ISLLC Standard
#1 Articulate, implement, and steward a vision of learning
Course & Major Assignment

EdPsy 510: School Improvement Plan and Implementation
Action Inquiry Skills

Data based decision making (including data carousels and performance/GAP analysis) Using data to develop, implement, monitor, and evaluate school improvement plan (OSPI framework)
#2 Maintains school culture and instructional programs
EDAD 516: Paper: Role of the Principal as an Instructional Leader (Supervisory Platform)
Using the library system APA format for references and citations Observation skills Systematically collecting, analyzing, and presenting teaching and learning data (clinical observations and walk-throughs)
#3 Manages the schools organization operations, and resources
EDAD 585: Research Paper and Presentation
Using the library system APA format for references and citations Interviewing skills Questioning skills
#4 Collaboration with families and community
EDAD 583: School and Family Engagement Plan (School Communication Plan)
Data collection, analysis, and presentation (print and PowerPoint) Survey techniques Focus groups 2-way communication skills
#5 Acts with integrity, fairness, and in an ethical manner
EDAD 589: Leadership Case Study
Survey techniques Interview techniques Shadowing techniques Data collection, analysis, and presentation (including triangulation) APA format for references and citations
#6 Understands political, social, economic, legal, and cultural contexts
EDAD 588: Policy Analysis Study
Case study analysis skills
Approved by Education Department Faculty: April 22, 2009
Appendix G ISLLC Self-Inventory
pages 38-44
36
ISLLC Self-Inventory
(To be completed with your building Principal)
Instructions: This self-inventory is designed to provide a personal profile of your school leadership assets based on the ISLLC Standards for School Leaders. The inventory consists of statements that describe the knowledge, dispositions, and performances contained within the ISLLC Standards for School Leaders. You are asked to respond to each statement by reflecting on what you have learned, what you believe and value, and what you are accomplishing as a school leader. Read each knowledge, disposition, or performance statement carefully. Circle the number that indicates the extent to which the statement represents your practices at this current time. In responding to each question: 1 represents Little extent; 2 represents Some extent; 3 represents Sufficient extent; 4 represents Exemplary extent. Use the space provided to describe areas for additional focus. Circle only one number per question. Respond to every statement.
Developing Your School Leadership Profile

Purposes:
To provide school leaders with the opportunity to examine their own school leadership practices with respect to the knowledge, dispositions, and performances contained within the ISLLC School Leader Standards. This self-examination should lead to greater familiarity with the Standards and provide a starting point to assist you in identifying potential areas of focus for professional development planning.
Directions:
1. Complete the School Leadership Self-Inventory rating scale. 2. After completion, go back and add the ratings under each standard (1 through 6). Add the scores within each standard. Fill in the average rating at the end of each standard.
Standard 1.
37
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.
To what extent do I have a current personal mastery of the following functions:

LITTLE SOME SUFFICIENT EXEMPLARY
collaboratively develop and implement a shared vision

and mission
collect and use data to identify goals, assess

organizational effectiveness, and promote organizational learning
create and implement plans to achieve goals promote continuous and sustainable improvement monitor and evaluate progress and revise plans
Notes:
1 1 1
2 2 2
3 3 3
4 4 4
Standard 1. Average = Total/5
Average = _______
Standard 2.
38
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.

nurture and sustain a culture of collaboration, trust,

learning, and high expectations
create a comprehensive, rigorous, and coherent

curricular program
create a personalized and motivating learning

environment for students
1 1 1
2 2 2
3 3 3
4 4 4
supervise instruction develop assessment and accountability systems to

monitor student progress
develop the instructional and leadership capacity of

staff
1 1 1
2 2 2
3 3 3
4 4 4
maximize time spent on quality instruction promote the use of the most effective and appropriate
technologies to support teaching and learning
monitor and evaluate the impact of the instructional

program
Notes:
Average = _________
39
Standard 3. A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. To what extent do I have a current personal mastery of the following functions:
monitor and evaluate the management and operational

systems
obtain, allocate, align, and efficiently utilize human,

fiscal, and technological resources
promote and protect the welfare and safety of students

and staff
1 1 1
2 2 2
3 3 3
4 4 4
develop the capacity for distributed leadership ensure teacher and organizational time is focused to
support quality instruction and student learning
Notes:
Average = _________
40
Standard 4. A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

collect and analyze data and information pertinent to the

educational environment
promote understanding, appreciation, and use of the
communitys diverse cultural, social, and intellectual resources
build and sustain positive relationships with families and

caregivers
build and sustain productive relationships with

community partners
Notes:
Average = _________
41
Standard 5. A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

ensure a system of accountability for every students

academic and social success
model principles of self-awareness, reflective practice,

transparency, and ethical behavior
1 1 1
2 2 2
3 3 3
4 4 4
safeguard the values of democracy, equity, and diversity consider and evaluate the potential moral and legal
consequences of decisionmaking
promote social justice and ensure that individual student

needs inform all aspects of schooling
Notes:
Average = _________
42
Standard 6. A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

advocate for children, families, and caregivers act to influence local, district, state, and national
decisions affecting student learning
1 1
2 2
3 3
4 4
assess, analyze, and anticipate emerging trends and

initiatives in order to adapt leadership strategies
Notes:
43
Average = _________
Appendix H Collection of Evidence Product Template for ISLLC Standards

pages 45-48
ISLLC STANDARD 1 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.
Major Project:
Supporting Activities:
Description of Project:
44
Needs Assessment (data, evidence, feedback that contributed to selection of project)
Action Plan (what, strategies, activities, results, evaluation):
45
Impact on Student Learning (data, evidence, feedback):
Impact on Interns Professional Growth:
46
Executive Summary:
Reflective Summary:
47
Appendix I Internship Collection of Evidence Template Rubric

Standard: _____________________________ Major Project: _______________________________________ 1 2 Criteria Below Standard Meets Standard Incomplete description of project Clearly identifies and describes Description of project or why selected project and why it was selected Incomplete description of data, needs assessment, and demographics Incomplete as to what will be done or connection to School Improvement Plan Incomplete information with little or no evidence of impact on student learning Incomplete information and no connection to role of the principal Clearly identifies data, evidence, and feedback and demographics for students, parents and faculty Clearly identifies the steps to be taken including connection to School Improvement Plan, describes stakeholders, barriers and events Provides evidence of impact on student learning and consistent with school culture Provides evidence of what intern learned and its application to role of the principal Succinctly summarizes the project Thoughtful and clear as to what learned Clearly related to project Total Points: ______________________ 3 Above Standard Contains clear description of project, why it was selected, and analyzes implications for students and/or staff Contains clear description of needs assessment and links data to project selected; identifies boundaries and limitations Thoughtful analysis of the steps to be taken, including connection to School Improvement Plan, connected to research, possible conflicts and consequences Provides evidence of impact on student learning and continuous improvement, related to school culture, and disaggregates various student populations Provides evidence of what intern learned and its application to role of the principal, including challenges and opportunities, and new understandings of social justice issues Succinctly summarizes the project and provides rationale as to why important Thoughtful and clear as to what learned, examines ethical and legal aspects and raises questions as to what next? Related to project and enhances understanding Average: ____________________
Needs assessment
Action plan
Impact on student learning
Impact on interns professional growth
Executive summary Reflective summary Artifacts and evidence 2009
Does not provide a summary of the project Superficial and/or not focused on what learned Do not relate to project
48
RECORD OF EXPERIENCES WITH DIVERSE STUDENT AND ADULT POPULATIONS EDUCATIONAL LEADERSHIP PROGRAM WASHINGTON STATE UNIVERSITY
Conceptual Framework: The College of Education contributes to the theory and practice of the broad field of education, and dedicates itself to understanding and respecting learners in diverse cultural contexts. We facilitate engaged learning and ethical leadership in schools and clinical settings. We seek collaboration with diverse constituencies, recognizing our local and global responsibilities to communities, environments, and future generations. The Washington State University Educational Leadership Program prepares practitioner-scholars for leadership in education at the local, state, national, and international levels. A team of academic and field-experienced faculty blends scholarship and practical expertise to prepare school leaders who utilize research, implement policy, and reform practice to improve learning and achievement for all students. The statewide program serves students from all WSU campuses and fosters a community of educational leaders who work together toward the goals of school improvement and social justice.
Learners
Learning
Leadership
PURPOSE & DIRECTIONS: Your course work and internship experiences should provide you with opportunities to work with a diverse group of student and adult populations. These groups may include: highly capable, special needs, 504 plans, ELL/ESL, low income, ethnicity and culture, religious affiliation, sexual orientation or other. This record of your experiences is to be submitted with you portfolio (collection of evidence).
Student Name: ____________________________________________________
49
Type of Experience
Date
Location
Comments
Signature of Student __________________________________________
Date________________________
Signature of University Supervisor _______________________________ Date ________________________ Adopted: Spring Semester 2009
50
Appendix J ISLLC StandardsFinal Assessment and Rubrics

pages 52-57
Washington State University Principal's Certification Program ISLLC Standards - Final Assessment
Intern: Mento r: Dat e:
Please read each of the following indicators carefully. Then use the following scale that best indicates the extent of the intern's performance during his or her internship: Residency Certificate: 1 = Emerging skills 2 = Developing skills Extent of Performanc e 1 2 3 4 Professional Certificate: 3 = Proficient 4 = Sustaining
Standard 1: Articulate, implement, and steward a vision of learning 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.
Strand 1: Creating a site-specific vision for learning
Extent of Performan ce 1 2 3 4
Comments
Articulates purposes and rationale for a school vision and demonstrates how one develops the vision for the school. Strand 2: Operationalizing the vision for learning Identifies objectives and strategies to implement a school vision. Analyzes how systems are affected by a school vision and suggests changes to an existing system. Uses systems theory to understand the dynamics of change 51
promoting success for all students. Strand 3: Developing stewardship of the vision Understands principal's role as keeper of the vision. Identifies ways, including technology, to evaluate match between vision and students within the learning community. Understands how to use the vision to facilitate effective communication, to nurture and maintain trust, and to develop collaboration among stakeholders. Develops plan to celebrate efforts and achievement of the vision. Standard 2: Maintains school culture and instructional programs 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. Extent of Performan ce 1 2 3 4
Strand 1: Advocating, nurturing, and sustaining a school culture Understands that student learning is the fundamental purpose of schools. Identifies the features of a site-specific culture. Analyzes how the school culture affects student learning. Engages in the creation or implementation of a School Improvement Plan that supports a culture of continuous learning. Strand 2: Advocating, nurturing, and sustaining student learning Understands theories of how student learning is structured for understanding, learning experiences are designed to engage and support all students in learning, assessment is used to direct learning, effective learning environments are maintained, and students are prepared to live and work in our changing world. Knows how to use a continuous cycle of analysis and
Comments
52
technology to ensure that all students have equitable opportunities to learn and to meet high standards. Strand 3: Advocating, nurturing, and sustaining Professional Development Understands process for using data to create professional development systems. Understands that professional development is embedded within a continuous learning process, including technology proficiency. Knows processes for effective use of School Improvement Plans to support professional development.
Standard 3 Manages of the school's organization, operations, and resources A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Extent of Performan ce 1 2 3 4
Strand 1: Uses a continuous cycle of analysis to ensure efficient and effective systems Understands how to use a continuous and repeating cycle of analysis for evaluating the effectiveness of school programs, systems, and examining school issues. The continuous cycle of analysis includes problem framing, data collection and interpretation, synthesis, using data to outline options for action, implementing chosen action, and gathering data to check progress and to judge effectiveness. Strand 2: Ensuring efficient and effective management
Comments
53
of the organization Demonstrates understanding of organizational theory and applies these to analyzing structures within a building that promotes school safety, classroom and school-wide behavior management, and other site-specific issues. Demonstrates understanding of developmentally appropriate behavior expectations and discipline policies that are balanced with students' emotional and personal needs. Strand 3: Ensuring efficient and effective management of the operations Demonstrates understanding of legal and ethical issues impacting school operations, bargaining and other contractual agreements, group process and consensus-building, and problem-framing and problem solving skills necessary to the establishment of effective building-wide procedures. Strand 4: Ensuring management of the resources for a safe, efficient, and effective learning environment Demonstrates understanding of procedures necessary to management and maintenance of clean and orderly learning environment. Identifies the responsibilities related to financial, human, and material resources as required by state law, Board policy, and employee contracts. Engages in the creation or implementation of a School Improvement Plan to ensure responsible management of the resources.
Standard 4: Collaborates with families and community A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Strand 1: Collaborating with families Extent of Performan ce 54 Comments
1 4
Understands that parental support affects student success in school. Understands that sustaining successful partnerships with parents is not easy, knows the critical partnership issues that must be addressed, the barriers to success, and ways, including technology, to overcome them. Demonstrates collaboration and partnership skills with diverse students and families in support of student academic performance. Strand 2: Collaborating and responding to diverse communities Recognizes the diversity within the community. Understands the complex characteristics of U.S. ethnic, racial, and cultural groups. Understands that knowledge is socially constructed and reflects the personal experiences and the social, political, and economic contexts in which students live and work. Demonstrates understanding of the importance of all students having opportunities to participate in extra- and co-curricular activities that are congruent with the academic and interpersonal goals of the school. Strand 3: Mobilizing community resources Recognizes the importance of funding and distribution of resources, including technology, to ensure that all students have equal opportunities to access learning. Engages in the creation or implementation of a School Improvement Plan to obtain adequate resources. Investigates potential community resources appropriate to the furthering of the Plan.
Standard 5: Acts with integrity, fairness and in an ethical manner. 55
A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. Strand 1: Uses the continuous cycle of analysis for selfassessment of professional leadership Extent of Performan ce 1 2 3 4 Comments
Understands the standards, responsibilities, and indicators for the principal's role in a democratic school. Knows how to create a professional growth plan, identify needed growth, plan professional growth activities, and gather data to documents that professional growth has led to improvements in school systems and increased student learning. Strand 2: Acts with integrity, fairness, and in an ethical manner. Understands the career expectations for working within legal, ethical, and moral frameworks. Treat people fairly, equitably, and with dignity and respect. Standard 6: Understands political, social, economic, legal, and cultural contexts A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Extent of Performan ce 1 2 3 4 Comments
Strand 1: Articulate how the school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities. Demonstrate having influenced community perceptions of quality education for students. Demonstrate having communicated with local legislative representatives about education. Demonstrate knowledge of the legislative agenda regarding schools.
56
Demonstrate having used a number of professional venues to communicate, influence, and respond to educational issues as they impact the school and the education of students.
Mentor Internship Completion Statement:
has demonstrated evidence
of meeting the ISLLC Standards-Final Assessment and has satisfactorily completed an administrative internship.
District Mentor Signature
Date
University Supervisor Signature
Date
Intern Signature
Date
This document was developed from the following source: Council of Chief State School Officers. (2000). Collaborative professional development process for school leaders: The interstate school leaders licensure consortium. Washington, DC: Author.
57
Strand 2: Advocating, nurturing, and sustaining student learning 55
Appendix K Collection of Evidence Evaluation

pages 58-59
WASHINGTON STATE UNIVERSITY

Administrator Certification Program EDAD 590 Administrative Internship COLLECTION OF EVIDENCE (PORTFOLIO) EVALUATION 2012-13 Intern_______________________ Type of Certificate___________ Date___________ Grade ________ Section 1
1. Program Completion Checklist Comments:
Needs Improvement
Completed
Rubric Score
2. Letter of Successful Completion of Internship from Mentor (original to supervisor)
3. ISLLC Standards Final Assessment
4. Final Reflective Paper on Preparation Program (5 page maximum) Comments:
5. Platform of Educational Beliefs Comments:
6. Pre-Post Internship Performance Assessment (ISLLC Standardschart growth for each standard and overall growth] Comments:
7. Resume Comments:
8. Application for Position Letter Comments:
58
Section 2
9. Learning Environment Portfolio, Analysis, and Product Comments: 10. Record of Engagement with Diverse Populations Comments: 11. Presentation of Portfolio Products and Activities for ISLLC Standards (5 page summary and reflection per standard, plus 3-5 artifacts of evidence) Comments:
Standard One --------------------------------------------------------------------------Standard Two --------------------------------------------------------------------------Standard Three --------------------------------------------------------------------------Standard Four --------------------------------------------------------------------------Standard Five --------------------------------------------------------------------------Standard Six
--------------------------------------------------------------------------------------
Section 3
12. Summary of Classroom Observations & Supervision Experiences (copy of forms used, summary, overall reflection including how can help teachers improve their practice, what learned, and what need to work on to improve skills) Comments:
Section 4
13. Internship Log (includes date, hours, description of internship activities alignment to standards) Comments:
14. Reflection Journal Comments:
15. Professional Growth Plan (two or three items from ISLLC Standard) Comments:
Comments:
59
Appendix L Reflective Paper Rubric

page 60 INTERNSHIP COLLECTION OF EVIDENCE REFLECTIVE PAPER RUBRIC
Criteria The reflection focuses on the journey to educational leader. Discusses non-negotiable leadership beliefs. Synthesizes learning regarding instructional leadership. Unmet Met Exemplary
Writer cites examples of research, readings or experiences in paper. Conforms to no more than 5 pages in length. (double-spaced)
Total Points _____________________ Average ______________
Key: 1 Unmet Did not meet standard 2 Met Met standard 3 Exemplary In addition to met standard, student demonstrated exemplary performance
60

2012 WSU Principal Certification Handbook

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2012 WSU Principal Certification Handbook

Uploaded by

Copyright:

Available Formats

Table of Contents

Professional Education Advisory Board

Application and Program Completion Process

Residency Principal Certification Requirements

Residency Program Administrator Certification Requirements

Expectations of Residency Principal and Program Administrator Participants

Tips for Mentoring Principal Interns

Washington State Residency Certification Performance Indicators/Products

Professional Certificate (Pro Cert) for Principal and Program Administrators

improvement goals. strategies. measured by performance on standards.

associations, and districts.

Campus Contact Information

PUYALLUP CAMPUS Glenn E. Malone, Ed.D. (253) 318-6793 gemalone@wsu.edu

Educational Leadership Faculty

(Area of expertise in italics)

Gail Furman, Professor, Ph.D.Washington State University. Leadership, Ethics, Qualitative

Gordon Gates, Associate Professor, Ph.D.Washington State University. Educational Leadership,

Jim Howard, Associate Professor, Ph.D.University of Oregon. Educational Administration, School

Paul Pitre, Associate Professor, Ph.D.University of Maryland. Educational Leadership and

Gene Sharratt, Associate Professor, Ph.D.Washington State University. Educational Leadership.

Appendix A Nine Characteristics of High Performing Schools

Appendix C Washington Principal and Program Administrator Standards-Based Benchmarks

Appendix C Washington Principal and Program Administrator Standards-Based Benchmarks

Appendix C Washington Principal and Program Administrator Standards-Based Benchmarks

Appendix C Washington Principal and Program Administrator Standards-Based Benchmarks

Appendix C Washington Principal and Program Administrator Standards-Based Benchmarks

Appendix C Washington Principal and Program Administrator Standards-Based Benchmarks

Appendix D Educational Leadership Program Goals, Outcomes, and Assessments

Learning Outcomes Students will

Book review courses: Literature review courses:

Appendix E Chart of Standards, Courses, and Assessments

EdPsy 510 Assessment of Analyzing School Learning Improvement Plan

II. School Culture & Teaching and Learning

EDAD 516 Curriculum & Instructional Leadership

Paper on Principal as Instructional Leader

III. Management of Resources IV. Engaging Families & Community

V. Acting with Integrity in EDAD 589 Educational an Ethical Manner Leadership

Leadership Case Study

VI. Understanding Political, Social & Cultural Context

EDAD 588 School Law

Policy Case Analysis

EDAD 590 Internship

Appendix F Action Inquiry Skills

Course & Major Assignment

Action Inquiry Skills

#2 Maintains school culture and instructional programs

#3 Manages the schools organization operations, and resources

EDAD 585: Research Paper and Presentation

#4 Collaboration with families and community

#5 Acts with integrity, fairness, and in an ethical manner

EDAD 589: Leadership Case Study

#6 Understands political, social, economic, legal, and cultural contexts

EDAD 588: Policy Analysis Study

Case study analysis skills

Approved by Education Department Faculty: April 22, 2009

Appendix G ISLLC Self-Inventory

Developing Your School Leadership Profile

To what extent do I have a current personal mastery of the following functions:

collaboratively develop and implement a shared vision

collect and use data to identify goals, assess

Standard 1. Average = Total/5

To what extent do I have a current personal mastery of the following functions:

nurture and sustain a culture of collaboration, trust,

create a comprehensive, rigorous, and coherent

Total Points _______ Average