Final Cacp Participant Manual 8

Participant Manual
2018-19
These materials are developed and produced by the Association of California School Administrators
(ACSA) for the training and support of ACSA leadership coaches and Local Programs in the California
Network of School Leadership Coaches and their candidates.
We encourage the duplication and use of these materials by coaches and candidates, provided that the
credit is attributed to ACSA. Please do not post any of the documents in this packet on public websites,
distribute copies outside of the candidate’s school, district or program or use any of these materials for
commercial professional development training.
For further information about use of this material, and other tools to support new administrator practice,
please contact ACSA Education Services office at 916-329-3839 or credentialing@acsa.org.
Association of California School Administrators

Educational Services Department
1029 J Street, Suite 500,
Sacramento, CA 95814
Phone 916-329-3839
Copyright  2018 Association of California School Administrators (ACSA) unless otherwise noted. All rights reserved. Do not
reproduce without permission.
*Association of California School Administrators* July 2018 1

Table of Contents
Program Personnel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Program Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
California Professional Standards for Education Leaders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Individual Induction Plan Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Section I: Coaching Agreement & Professional Experience and Work Context . . . . . . . . . . . . . . 11
Section II: System of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Section III: Leadership Learning Goal .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Section IV: Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Section V: Progress Monitoring and Program Completion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Policies and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Appendices
Appendix A: California Professional Standards for Education Leaders. . . . . . . . . . . . . . . . . . . . . 36
Appendix B: Coaching Agreement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Appendix C: Professional Experience and Work Context. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Appendix D: Supervisor Input Meeting Protocol and Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . 39
Appendix E: CPSEL Self-Assessment and Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Appendix F: Collaborative Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Appendix G: Leadership Learning Goal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Appendix H: Professional Development Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Appendix I: End of Year One Progress Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Appendix J: Verification of Program Completion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Appendix K: Candidate Data Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Appendix L: Sample Letter of Verification Two Years Administrative Service . . . . . . . . . . . . . . . 54

Program Personnel
Tracy Robinson, Ed. D ❏ Program orientation and oversight

Educational Services Executive
❏ Candidate acceptance and recommendations
Clear Administrative Credential Program Director
trobinson@acsa.org ❏ Local Program applications
916-329-3837
❏ Coach applications and hiring
916-709-4413 (mobile)
Joan Ruzic ❏ Coach professional development

Senior Administrative Clerk
❏ CNET and ALC scheduling and registration
jruzic@acaa.org
916-444-3843 ❏ Coach Service Agreements - ACSA Local Program
Kim Rhoden ❏ Candidate Services

Administrative Assistant
❏ Application and Enrollment
krhoden@acsa.org
916-329-3839 ❏ Registration and Program Fees
❏ Learning Management Support
Christina Cruz ❏ Coach Applications

Administrative Assistant
ccruz@acsa.org ❏ Coaching Service Fees – ACSA Local Programs
916-970-7045
❏ Coach Certification
Christina Hochleitner ❏ Learning Management System Consultant

Educational Consultant
chochleitner22@gmail.com ❏ Professional Development
626-297-7433

Program Overview
Welcome to the Association of California School Administrators’ (ACSA) Clear Administrative Credential
Program (CACP), the largest provider in California of coaching, professional development and assessment
for attaining the Clear Administrative Services Credential.
In order to be eligible to enter an Administrative Services Credential Clear Induction Program, candidates
must possess a valid California Preliminary Administrative Services Credential (Ed Code section 44270.1
(a) (1) and have verification of an offer of employment in a full or part-time administrative position in an
employing agency as defined by Title 5 of the California Code of Regulations section 80054 (g) (1).
Our Clear Administrative Credential Program is designed to identify and address the needs of all
administrators in the program while developing their administrative leadership skills. The program is
grounded in California Commission on Teacher Credentialing (CCTC) Clear Induction Program Standards
and California Professional Standards for Education Leaders (CPSEL). The six CPSEL are:
1. Development of a Shared Vision
2. Instructional Leadership
3. Management and Learning Environment
4. Family and Community Engagement
5. Ethics and Integrity
6. External Context and Policy
The two-year Clear Administrative Credential Program (CACP) includes three professional learning
components required for administrator induction programs that serve candidates seeking to clear their
Administrative Services Credential. Candidates extend their leadership knowledge, skills and attitudes
through coaching, professional development and assessment. These three components are organized into
an Individual Induction Plan (IIP). The CACP components and outcomes are job embedded and not just
another thing to do.
Coaching
All ACSA Clear Administrative Credential Program (CACP) leadership coaches are well trained, certified
and informed about current research, trends and policy issues. These skilled practitioners are carefully
matched with a credential candidate and committed to supporting the candidate’s development and
leadership capacity for long-term success. Leadership coaches work with candidates side-by-side, at the
school site, on-the-job and are available via email and phone. Over the span of two years, collaborative
coaching activities are embedded in the candidate’s day-to-day work. Leadership coaches are required to
spend approximately 4-6 hours coaching per month each year or 40 hours during each of the two years.

Professional Development
Professional development is an induction program component required by the California Commission on
Teacher Credentialing (CCTC). Credential candidates must complete twenty hours of professional
development for each of the two years in the Clear Administrative Credential Program (CACP). The
professional development component consists of high quality professional learning opportunities and
choices. These professional development choices are guided by the candidate’s unique work setting, the
organization’s goals, individualized goals and the California Professional Standards for Education Leaders
(CPSEL) program outcome attainment. A candidate’s Leadership Learning Goal (LLG), action steps and
professional development choices are determined and jointly agreed upon by the candidate and
leadership coach. Professional development options are flexible and are determined by needs of each
candidate.
Assessment
Leadership coaches collaborate with candidates to assess strengths, growth and the attainment of the
Clear Administrative Credential Program (CACP) outcomes through ongoing assessment. These outcomes
are directly related to the Individualized Induction Plan (IIP). Candidates and leadership coaches collect
data regarding the candidate’s competency and application of California Professional Standards for
Education Leaders (CPSEL) elements. Candidates demonstrate their competency of CPSEL attainment
throughout the program by documenting evidence in a digital portfolio. At the end of the program, the
candidate will participate in an exit presentation or interview to share their CPSEL competency and
learning experiences.
Professional Learning
Coaching, professional development and assessment are essential components in the credential
candidate’s two-year induction program that focuses on professional learning. This growth-oriented
approach assesses the needs of each candidate and responds to their needs.
Two-Year Growth Oriented Induction Program

Program Overview and Outcomes
Candidates demonstrate competency in each of the six California Profession Standards for
Education Leaders

California Professional Standards for Education Leaders (CPSEL)
The California Commission on Teacher Credentialing (CCTC) sets program standards for all approved
Administrative Services Clear Induction Programs. The CCTC program standards require Clear
Administrative Service Credential candidates to demonstrate competency in each of the six California
Professional Standards for Education Leaders (CPSEL). West Ed’s Descriptions of Practice (DOP)
describe the standards as, “The six CPSEL identify what an administrator must know and be able to do
to demonstrate effective and sustained leadership” (Kearney, 2015). The CPSEL are organized into six
broad leadership areas that address expectations for effective practice. Each standard is further
delineated by specific elements and indicators. The elements reflect administrator responsibilities and
provide examples of the action or indicators of practice (CDE, 2015; Kearney, 2015). A complete list of
the standards, elements and indicators is found in Appendix A. The six CPSEL are:
California Professional Standards for Education Leaders
● Standard 1: Development of a Shared Vision
● Standard 2: Instructional Leadership
● Standard 3: Management and Learning Environment
● Standard 4: Family and Community Engagement
● Standard 5: Ethics and Integrity
● Standard 6: External Context and Policy
Program Completion
Candidates must demonstrate competency in each of the six California Professional Standards for
Education Leaders (CPSEL). Candidates will engage in all standard elements; however, they must
select at least one element from each standard to document competency for program completion.
Documentation for program completion is collected and recorded throughout the two-year program
and housed in a candidate digital portfolio. The candidate program portfolio is shared at the end of
the program during an exit presentation or interview. Section V provides more information about
program completion, portfolio requirements and recommendation for a Clear Administrative Services
Credential.

Individual Induction Plan
The two-year induction program focuses on professional learning through a composite of three key
overlapping components: coaching, professional development and candidate assessment as
documented in an Individual Induction Plan (IIP). After gathering baseline data, candidates develop
and maintain a plan to track their personalized goals, induction experiences and progress toward
leadership competency and expected performance. Specific goals and details for each candidate
depend on what he or she needs to be successful in his or her current administrative position. The
Individual Induction Plan (IIP) is collaboratively developed by the candidate and leadership coach and
serves as an organizational and monitoring tool throughout the program. The Individual Induction Plan
(IIP) is grounded in the California Professional Standards for Education Leaders (CPSEL) and considers
employer's priorities, individual job responsibilities and prior professional experience.
The Individual Induction Plan (IIP) connects the three components of coaching, professional
development and assessment into a learning plan for the candidate. It is a working document that is
revisited to check on progress and revised when needed. The candidate and leadership coach may
choose to revise an Individual Induction Plan (IIP) at any time. The Individual Induction Plan (IIP) is
used to determine completion of the Clear Administrative Credential Program (CACP) and to
recommend candidates for a Clear Administrative Services Credential.

Individual Induction Plan Overview
Section I: Coaching Agreement and Professional Experience and Work Context
Together with the leadership coach, the candidate discusses, reviews and signs a Coaching Agreement and
then reviews his or her educational background, professional experiences as well as needed skills and
knowledge to identify specific performance outcomes. In addition, data relative to the candidate's
placement, job requirements and employer expectations are documented. This initial activity,
documented in the Professional Experience and Work Context, is intended to be a “snapshot” and offers
the leadership coach a perspective of other experiences, opportunities and guidance the candidate may
require.
Section II: Assessment
The Clear Administrative Credential Program (CACP) incorporates a system of assessment to measure
candidate competence and takes into consideration the highly variable nature of administrative
responsibilities. Our assessment tools are both quantitative and qualitative and use both traditional
paper-and-pencil instruments as well as alternative forms of assessment.
Throughout the two-year program, assessment of candidate knowledge and skills is conducted. An initial
self-assessment is the first activity in the induction program and is used to form a baseline profile of the
new administrator. Formative assessment occurs throughout the program through self-reflection,
coaching activities and individualized professional development. A benchmark self-assessment at the
midpoint of a candidate's experience allows the candidate, coach and local program coordinator to track
progress toward completion and identify additional support that might be needed. A final self-assessment,
a summative review of the candidate's work, occurs at the end of the two-year induction program,
verifying that the candidate has demonstrated competency for a clear credential recommendation.
Our program utilizes a continuum of leadership development, West Ed's, Moving Leadership Standards
Into Everyday Work: Descriptions of Practice (DOP) (Kearney, 2015) along with other forms of assessment
to determine growth, knowledge, skills and application of CPSEL competency. ACSA’s assessment system
provides flexibility for candidates to incorporate participating school, district or program assessments
already in use.
Section III: Leadership Learning Goal (LLG)
Goal development is a process that requires the best thinking of the candidate and the leadership coach
to determine growth areas to focus on in a Leadership Learning Goal (LLG) for the year. The Leadership
Learning Goal (LLG) outlines the actions a candidate engages in as he or she works toward attainment of
CPSEL competencies. Goals and activities are collaboratively set and agreed to by both leadership coach
and candidate. The action steps are continually revised to reflect added activities and related professional
development. The Leadership Learning Goal (LLG) incorporates the CPSEL to be addressed to document
progress. During the beginning of the second year, it is expected that the leadership coach and candidate
review Leadership Learning Goal(s) and activities to make appropriate adjustments.

Section IV: Professional Development
Professional development is another component of the induction experience and provides an avenue to
build leadership competencies. Professional development supports the development of professional
networks to share best practices, challenges and build collegial support.
ACSA’s Clear Administrative Credential Program (CACP) professional development offerings address the
needs common to new administrators and they are also differentiated and flexible. The professional
development learning opportunities are outlined in the candidate's Individual Induction Plan (IIP). A
minimum of 20 professional development hours for each of the two years of the program are required.
Professional development options may include:
● Reflection on current practice

● Research-based instructional best practices
● Modeling, problem-based practice
● Planning and adaptation to current leadership responsibilities
● Attendance at trainings, workshops, webinars, employer professional development,
seminars or conferences
● Visitations to schools, districts or programs
● Participation in a book study group
● Enrollment in graduate courses
● Job shadowing of another administrator
● Participation and review of online webinars or resources such the ACSA Resource Hub
● Participation in or development of a Personal Learning Network (PLN)
This list is not exclusive to other professional development needs. Additional professional development
opportunities are available within Schoology and are organized by the California Professional Standards
for Education Leaders (CPSEL). Credential candidates record professional learning on the Professional
Development Reflection Form and document hours on the Professional Development Reflection Log.
Section V: Progress Monitoring and Program Completion and Credential Recommendation
The summative assessment for program completion and credential recommendation is a review of the
observed and documented Individual Induction Plan (IIP) progress and evidence of CPSEL competency. It
is collaboratively assembled by the candidate and leadership coach, and includes the candidate’s
reflection on the induction experience and leadership practice. Candidate assessments, self-reflections
and documentation of required coaching and professional development hours are kept in the candidate’s
digital portfolio. In addition, the candidate must include, on letterhead from his or her employer, a letter
verifying successful completion of two years in a full-time administrative position. Upon completion of the
portfolio, candidates participate in an exit presentation or interview to review the portfolio with his or her
leadership coach and local program coordinator. The final recommendation is sent to the ACSA program
director.

Section I: Coaching Agreement & Professional Experience and
Work Context
Coaching Agreement IA
The Coaching Agreement is a signed commitment of expectations and responsibilities between the
candidate and the leadership coach. It should be completed within 30 days of the candidate’s
enrollment in the program and at the first meeting with a leadership coach and candidate. A copy of
the signed Coaching Agreement is placed in the candidate portfolio. A sample of the Coaching
Agreement is found in Appendix B.
Professional Experience and Work Context IB
The Professional Experience and Work Context assessment is an overview of the candidate’s prior
professional experience, skills, knowledge and areas for growth. A sample of this assessment is in
Appendix C. The Professional Experience and Work Context assessment provides an opportunity to
learn about the candidate’s preparation route for the preliminary administrative credential, areas of
strength and areas for growth. This assessment is completed at the initial meeting with the candidate
and the leadership coach. It is the foundation for building a relationship of trust and provides an
opportunity to listen to the candidate’s story.
There are three parts to the Professional Experience and Work Context assessment. The first section
contains a place to review the candidate’s prior professional experience, skills, knowledge and areas
for growth. The second section is to document the school, district or program data and the final section
provides an opportunity to enter school, district or program priorities and supervisor input.
Section IB-1: Candidate’s prior professional experiences, skills, knowledge and area(s) for
growth
o Describe the candidate’s experiences, preparation route for a preliminary administrative
credential and areas of strength and growth.
Section IB-2: School, District or Program Data
o Review and document school, district or program data relevant to the candidate’s assigned
work. Create a shared understanding of the candidates work context. A review of the data
may help develop the rationale for a Leadership Learning Goal (LLG).
Section IB-3: Supervisor Input Meeting

o The leadership coach and candidate, working in partnership with the candidate’s employer will
schedule an initial meeting with the candidate’s supervisor within the first 30 days of program
enrollment (see Appendix D). This initial meeting between the candidate, leadership coach
and supervisor (or designee) is required to provide an opportunity for the leadership coach to
introduce his or herself, share information about the Clear Administrative Credential Program

(CACP), discuss CACP outcomes and engage in a conversation about the candidate’s job
responsibilities. As the program is designed with job-embedded coaching in mind, it is essential
to find out the supervisor’s expectations, ask questions about resources and support and
discuss school, district or program priorities. The candidate, leadership coach and site
supervisor will meet again, at minimum, at the end of year one to discuss progress toward
leadership goals and at the completion of the candidate requirements at the end of year two.
o A sample protocol for the Supervisor Input Meeting is found in Appendix D.

Coaching Agreement: Professional Experience and
Appendix B Work Context: Appendix C
Include in Candidate Portfolio:

• Coaching Agreement
• Professional Experience and Work Context

Section II: System of Assessment
The Clear Administrative Credential Program (CACP) candidate participates in a system of assessment
designed to support and guide his or her Leadership Learning Goal (LLG), professional development
choices and coaching conversations. The flowchart below illustrates how the system is incorporated into
the candidate’s Individual Induction Plan (IIP) and is followed by a brief description of the assessment
purpose.
The CPSEL Self-Assessment and Reflection

The CPSEL Self-Assessment and Reflection is one piece of the system of assessment that provides a
powerful technique to define, clarify and improve leadership effectiveness. The CPSEL Self-Assessment
and Reflection is found in Appendix E. Utilized in conjunction with the WestEd’s Descriptions of Practice
(DOP), the CPSEL Self-Assessment and Reflection will:
● Provide a scaffold of knowledge, skills and dispositions to identify specific practices on which to
compare performance against proficiency standards and program outcomes;
● Identify discrepancies between actual and desired performance;
● Help to confirm strengths and identify areas of growth; and
● Provide concrete examples of desired practice and identify gaps.
The completion of the CPSEL Self-Assessment and Reflection facilitates collaborative conversations
between the candidate and the leadership coach to develop a common understanding of CPSEL

knowledge, skills and application. The conversation will focus on moving the candidate along a continuum
of practice with four levels to illustrate knowledge, skills and application of the CPESL indicators. The four
levels move from practice that is “directed toward”, “approaching”, “meeting” or “exemplifying” each
CPSEL to identify learning and growth areas and professional development needs. This conversation leads
to the development of the candidate’s Leadership Learning Goal (LLG) and action steps. The candidate
and the leadership coach complete the CPSEL Self-Assessment and Reflection three times during the two-
year program, charting progress on the Descriptions of Practice continuum.
Initial Assessment (completed in the first 90 days):

● Review professional experience and preliminary credential pathway
● Understand job expectations and school, district or program priorities
● Analyze school, district or program profile data
● Read, analyze and reflect on a continuum of CPSEL leadership development
● Examine leadership practice in relation to the CPSEL (Initial Self-Assessment and Reflection)
Benchmark Assessment (completed after the first year):

● Analyze and reflect on the continuum of CPSEL leadership development
● Examine leadership practice in relation to the CPSEL (Benchmark Self-Assessment and Reflection)
● Assist in determining candidate growth and area for growth
● Record descriptors or examples that best illustrate CPSEL attainment
Final Assessment (end of second year):

● Analyze and reflect on the continuum of CPSEL leadership development
● Examine leadership practice in relation to the CSPEL (Final Self-Assessment and Reflection)
● Record descriptors or examples that best illustrate CPSEL competency
● Exit presentation or interview to document leadership learning and impact
● Review of candidate portfolio
● Determines program completion and recommendation for Clear Administrative Services
Credential
Collaborative Summary – Formative Assessments
For each coaching session, the credential candidate and the leadership coach complete a Collaborative
Summary to document the coaching conversation, discuss successes and obstacles and determine the
focus for the next meeting. At these meetings, leadership coaches and candidates discuss the candidate’s
issues of urgency or concerns, focus on the Leadership Learning Goal (LLG), review professional
development needs and examine progress towards California Professional Standards for Education
Leaders (CPSEL) attainment. The Collaborative Summary also includes a place to record the coaching time.
Candidates keep all collaborative summaries in their learning management digital folder as a record of
their induction experience. Candidates must include a minimum of three samples in their portfolio at the
end of year two to demonstrate growth and CPSEL competency. A sample of the Collaborative Summary
is found in Appendix F.

CPSEL Self-Assessment and Collaborative Summary:
Reflection: Appendix E Appendix F

Section III: Leadership Learning Goal
A Leadership Learning Goal (LLG) is a major component of the Individual Induction Plan (IIP) and is
collaboratively developed, revisited and revised by the candidate and the leadership coach during the two
years of the program. The Leadership Learning Goal (LLG) is based on information gathered during the
beginning months of the program from the candidate’s Professional Experience and Work Context and the
CPSEL Self-Assessment and Reflection. The Leadership Learning Goal (LLG) form is found in Appendix G.
Using the initial CPSEL Self-Assessment and Reflection, the candidate and the coach work together to
develop the Leadership Learning Goal(s) and action steps for the year. The action steps will highlight one
or more standards and elements from the California Professional Standards for Education Leaders (CPSEL).
Throughout the program, the candidate collects evidence and records examples of knowledge, skills,
application and growth around CPSEL attainment. The Leadership Learning Goal (LLG) is reviewed at the
end of year one and at the end of year two.
Goal Setting
The candidate CPSEL initial Self-Assessment and Reflection should be completed within 90-days of the
start of the program to provide a clear idea of priority areas for goal setting. Other data sources for goal
setting can come from school, district or program priorities; student or climate data; or feedback from
colleagues and supervisors. The Leadership Learning Goal (LLG) should have clear and measurable
outcomes and be achievable to provide opportunities for a candidate to demonstrate growth and
attainment of CPSEL skills, knowledge and dispositions. Candidates are encouraged to focus on
Appreciative Inquiry design concepts of valuing the best of what is, envisioning what might be, dialoguing
about what should be and innovating what will be. What one focuses on becomes reality (Whitney, D. &
Trosten-Bloom, 2010).
It is advised that the candidate use SMARTER goal criteria to develop his or her Leadership Learning Goal
(LLG). The criteria for a SMARTER goal are outlined below:
● Specific - Target a specific area

● Measurable - Quantify or suggest an indicator of progress
● Achievable - Specify who will do it
● Realistic - State what results can realistically be achieved, given available resources
● Time-related - Specify when the results can be achieved
● Evaluate - Observe and learn during implementation of the goal
● Refine - Modify goal, strategies and actions based on evaluation
Goal Components
A Leadership Learning Goal (LLG) can focus directly on a school, district or program effort, or on a specific
leadership practice or competency. Regardless of the goal focus, the candidate and coach will need to
consider:

● California Professional Leadership Standards for Education Leaders (CPSEL) and the elements
that will be addressed
● Expected outcomes and how to measure progress and attainment
● Artifacts and evidence to demonstrate progress or attainment
● Strategies and actions that will help the candidate accomplish the goal
● Specific timelines for achievement and milestones
● Professional development and resources available to accomplish the goal
● Reflection on learning and impact
Leadership Learning Goal: Appendix G
At the end of the two-year program the candidate must 1) review each standard and select at least one
element per standard to be addressed; 2) clarify the types and the sources of artifacts or evidence to
support performance and; 3) review the professional development guidelines and criteria for action steps.

• Leadership Learning Goal
o Develop using CPSEL Self-Assessment and DOPS
o Review and Revise End of Year One
o Review and Finalize End of Year Two

Section IV: Professional Development
The purpose of professional development in the Clear Administrative Credential Program (CACP) is to
extend a candidate’s knowledge, skills and competencies in the California Professional Standards for
Education Leaders (CPSEL). Through coaching sessions, the candidate and the leadership coach
collaborate to determine and select appropriate professional development opportunities to support the
candidate in their Leadership Learning Goal(s) and action steps. Professional development should also
coordinate with the candidate's job assignment and responsibilities and help bridge the gap in his or her
CPSEL competencies. Each candidate is required to complete a minimum of 20 hours per year of
professional development. Professional development selections emerge over the course of time and from
a variety of tools and measures including, but not limited to, candidate prior experience, needs identified
in program self-assessments, coach observations, employer training and school district or program data.
Guidelines for Selecting Professional Development
The following guidelines for selecting professional development are used:
● Professional development must be grounded in the CPSEL
● Professional development must be documented in the Individual Induction Plan (IIP)
● Professional development must be collaboratively determined by candidate and leadership coach
● Professional development must address common beginning administrator needs
● Professional development may provide differentiated learning opportunities
● Professional development may be individualized for the candidate needs
In the Clear Administrative Credential Program (CACP) the candidate and the leadership coach have the
opportunity to choose the professional development that will best support the candidate. In addition,
they can determine how the candidate will engage in the new learning through a menu of choices
including, but not limited to, selections listed below.
Professional Development Opportunities and Choices
Within Schoology, there are optional, free professional development opportunities and units of study
aligned to the California Professional Standards for Education Leaders (CPSEL) for your convenience and
use. In addition, the following activities provide a variety of choices that may satisfy the professional
development requirements:
● Reflection on current practice
● Research-based instructional best practices
● Modeling, problem-based practice
● Planning and adaptation to current leadership responsibilities
● Attendance at trainings, workshops, webinars, district professional development, seminars
or conferences
● Visitations to other schools, districts or programs
● Participation in a book study group
● Enrollment in graduate courses

● Job shadowing of another administrator
● Participation and review of online webinars or resources such as ACSA’s Resource Hub
● Participation in or development of a Personal Learning Network (PLN)
Professional Development Reflection

Candidates complete a Professional Development Reflection for each professional development activity
they participate in that is aligned to their Leadership Learning Goal or job responsibilities to document the
application of the new learning. Professional development reflections span over the two years of the Clear
Administrative Credential Program (CACP) and should reflect a minimum of 20 hours per year (40 hours
over two years). Professional development is in addition to coaching and activities related to assessments
and goal development. Below you will find a sample of the Professional Development Reflection Form as
well as the Professional Development Log. Each of these documents are to be included in the candidate
portfolio. The Professional Development Reflection Form is also found in Appendix H.
Professional Development Reflection: Professional Development Log:
Appendix H (Online)
UPDATE
• Three Professional Development Reflections

• Professional Development Log of Hours for Year 1 (20 hours)
• Professional Development Log of Hours for Year 2 (20 hours)

Section V: Progress Monitoring and Program Completion
In order to ensure a quality program for candidates and allow for collaboration across statewide programs,
there are several methods of progress monitoring to determine candidate competency in the California
Professional Standards for Education Leaders.
Throughout the program, the leadership coach and local program coordinator work closely with
candidates to monitor attainment of the required number of professional development and coaching
hours as well as progress toward mastery of CPSEL elements. Formative assessments include the planning,
implementation and assessment of Leadership Learning Goal(s), Collaborative Summary reflections and
feedback on candidates’ CPSEL Self-Assessment and Reflections.
End of Year One Portfolio

At the end of year one, candidates submit an End of Year 1 Portfolio as part of a progress review. This
digital portfolio contains preliminary and benchmark documents required for program completion and is
used to assess candidate progress toward successful program completion (For required documents, see
Credential Candidate Portfolio Documents on p.22). Leadership coaches include a reflection on candidate
progress and both leadership coaches and local program coordinators provide feedback to each candidate
on his or her progress. Candidates are also required to complete an End of Year 1 Survey as part of our
ongoing program effectiveness and quality of coaching services review.
End of Year 1 Progress Check: Appendix I

Program Completion
At the end of the program, candidates participate in a final reflection through an exit presentation or
interview and present their portfolio to the local program coordinator and leadership coach. This process
is the summative assessment for the program and a time when the candidate presents evidence from
completed work throughout the program of his or her competency and growth in the California
Professional Standards for Education Leaders (CPSEL). Candidates discuss evidence and provide examples
of growth and competency from any of the program components. The Verification of Program Completion
Form shown below lists all required documents as well as an end of program reflection (see Appendix I).
Verification of Program Completion: Appendix J
Letter of Verification of Two Years as a Successful Administrator

Another required component for program completion and credential recommendation is a letter verifying
two years of successful experience in a full-time administrative position. This letter must be on district
letterhead from the candidate’s employer and it must be signed by either the superintendent, assistant
superintendent or the director of human resources (see sample in Appendix L).
Candidate Portfolio
The portfolio is designed to have a candidate present his or her leadership experiences and to reflect in a
manner that represents his or her thinking and professional learning. A completed portfolio is required
for each candidate and is used to verify CPSEL growth and competency. It is also used to validate that
candidates have completed all required program components for the Clear Administrative Services
Credential recommendation. The chart below lists the documents to be included in the candidate
portfolio.

Credential Candidate Portfolio Documents
Section Portfolio Components Information End of Year 1 Final
Portfolio Portfolio
I Coaching Agreement First coach meeting x x
I Professional Experience and First month x x
Work Context
II CPSEL Self-Assessment and Initial – first 90 days x x
Reflection Benchmark – end of year 1 x x
Final – end of program x
II Collaborative Summaries Minimum of 3 1-2 3-5
II Coaching Logs 40 hours year 1; 40 hours year 2 x x
III Leadership Learning Goal First 90 days x x
Review end of year 1 x x
Review end of program x
IV Professional Development Minimum of 2 1-2 2-4
Reflections
IV Professional Development 20 hours year 1; 20 hours year 2 x x
Log
V CACP Surveys Available at conclusion of each year EOY 1 Graduate
V Verification of Program Exit interview or presentation x
Completion
V Verification Letter of Employer letterhead and signed by x
Successful Administrative Superintendent, Assistant Superintendent or
Employment Human Resources personnel
Exit Presentation or Interview

One of the strengths of the Clear Administrative Credential Program (CACP) is the reflective process built
into the program. The exit presentation or interview is designed for the candidate to reflect and celebrate
his or her learning, growth and CPSEL competency as an educational leader. Local programs determine if
candidates participate in an exit presentation or interview and are responsible for submitting the final
paper work to the ACSA office for a credential recommendation.
Exit Interview or Presentation Prompts
During the exit presentation or interview, the candidate will use the Verification of Program Completion
form to address the following prompts.
1. Identify portfolio contents
2. Demonstrate California Professional Standards for Education Leaders (CPSEL) mastery
3. Celebrate knowledge, skills and behaviors of two elements in two standards:
o Share evidence of competency in two CPSEL and corresponding elements
o Provide examples or evidence of CPSEL knowledge, skills, behaviors and dispositions
o Reflect on CPSEL and induction experience
o Describe growth and impact as a leader
o Discuss future learning goals and intended actions toward achieving goals
These prompts are found on the Verification of Program Completion exit form in Appendix J which is to
be completed by the candidate prior to the exit presentation or interview.

Clear Administrative Services Credential Recommendation Rubric
After completion of the program, candidates will be recommended to the California Commission on
Teacher Credentialing (CCTC) for a Clear Administrative Services Credential. Successful completion of the
program is measured using the rubric below. Candidates who are not recommended for a credential have
the opportunity to appeal the process and may work with the local program coordinator to develop a plan
of support for credential recommendation (see Appeal Process under “Grievance and Appeal” p. 28).
Clear Administrative Services Credential Rubric
Meets Does Not Meet
Portfolio ● Complete portfolio: all documents ● Missing/incomplete required documents
included and hours met ● Incomplete professional development or coaching
● Clearly articulated reflections noted on hours
the Leadership Learning Goal and ● Little or no evidence of reflections on Leadership
Professional Development Reflection Learning Goal or PD Reflections documents
documents ● Little or no evidence of reflection or learning
● Reflections directly linked to CPSEL related to CPSEL
Exit Presentation ● Examples or evidence provided for two ● Unable to provide examples or evidence in at
or Interview CPSEL knowledge, skills or behaviors least two (2) CPSEL standards
● Clearly articulates growth and learning ● Does not articulate growth or learning over the
over course of program course of the program
● States future learning goals/actions ● No future learning goals or actions identified
Candidate Data Sheet
The Candidate Data Sheet (Appendix K) is completed by the candidate and returned to the Local Program
Coordinator at the exit interview or presentation. The information on the Candidate Data Sheet is
required by the California Commission on Teacher Credentialing (CCTC) and used to process the
recommendation for a Clear Administrative Services Credential. A recommendation for the Clear
Administrative Services Credential is determined by the candidate’s successful demonstration of meeting
the Clear Administrative Credential Program (CACP) outcomes. The information on the Candidate Data
Sheet is submitted to the California Commission on Teacher Credentialing (CCTC) database in July by the
ACSA credentialing office. Candidates must hold a valid Preliminary Credential with CCTC to be
recommended for a Clear Administrative Services Credential.
End of Program Survey
Candidates and leadership coaches complete an End of Program Survey to provide feedback about their
experiences in the Clear Administrative Credential Program (CACP). The survey is a valuable tool and is
used to make program enhancements. Candidates must include verification that they have completed the
survey in their portfolio. This may be accomplished by printing or capturing a screen shot of the message
indicating they have completed the survey and include it in the portfolio.

Policies and Procedures
Acts of Dishonesty
Participants are expected to act with integrity and engage in honesty in all aspects of their credential work.
Dishonestly, including plagiarism; falsification of information, records or documents; or personal
misinterpretation or evasion of ACSA’s financial obligations will be considered cause for removal from the
Clear Administrative Credential Program.
Adequate Progress Toward Completion of Program Requirements
All Clear Administrative Credential Program (CACP) candidates are expected to successfully complete all
required program components.
• Fulfillment of coaching agreement commitment (40 hours for each of the two years = 80 total)
• Regularly attend scheduled coaching sessions and participate in documentation
• Timely completion and collaboration of:
o Professional Experience and Work Context
o Initial, Benchmark and Final CPSEL Self-Assessment and Reflection
o Development and Implementation of Leadership Learning Goal and action steps
o Documentation of Professional Development
▪ (20 hours for each of the two years = 40 hours)
• Development of candidate portfolio and participation in exit interview or presentation
If, at any time, it is discovered that a candidate is not making adequate progress toward program
completion, a meeting with the leadership coach and the local program coordinator will be held to
determine mutually agreed upon support.
In the event the candidate continues to not make adequate progress toward program completion, the
candidate will be provided up to one additional year to fulfill program requirements. This will result in the
candidate’s placement on administrative probation, their progress towards adequate completion will be
monitored and additional coaching and program fees may apply. While on administrative probation, if a
candidate is not demonstrating adequate progress toward completion, he or she can be dismissed from
the Clear Administrative Credential Program (CACP).
Administrative Experience
Two years of successful experience in a full-time administrative position on a California public school, non-
public school, or private school of equivalent status, while holding the Preliminary Administrative Services
Credential. Verification of experience must be on the district or employing agency letterhead and signed
by the superintendent, assistant superintendent, director of personnel, or director of human resources.
School or district personnel other that the applicant must verify all experience.

Attendance
Regular attendance is required and expected. Prompt attendance is required at all organized meetings by
leadership coaches, school, district or county representatives. Missing a coaching session, pre-planned
professional development or any other activity must be communicated to your coach and local program
coordinator.
Business Procedures
Refunds will be given to individuals who are formally dis-enrolled in the program. Attendance and
participation in the program for more than 50% will disallow a candidate for a refund. Participants who
are not able to participate in a required activity due to personal or family illness, maternity or paternity
leave, death in the immediate family, relocation, relocation due to job transfer, or other family or personal
crisis that prevents them from successfully participating in and completing the program, may receive
credit for participation in a future program activity with a different cohort. It is the responsibility of the
participant to communicate all challenges, issues and concerns that might prevent them from completing
the program to the coach and local program coordinator. The local program coordinator and the ACSA
Clear Administrative Credential Program (CACP) office are responsible for documenting issues and
concerns upon notification by the candidate.
Certificate of Eligibility
An individual who has completed the requirements for a Preliminary Administrative Services Credential
but does not have an offer of employment in an administrative position may apply for a Certificate of
Eligibility which verifies the completion of the requirements and authorizes the holder to seek
employment as an administrator. The Certificate of Eligibility has no expiration date. Once securing an
offer of employment, the holder of a Certificate of Eligibility may apply for the preliminary credential by
submitting an application (form 41-4) and processing fee to CCTC.
Coach Change Request
Every attempt is made to make an appropriate and successful match between the candidate and a
leadership coach. However, it may be necessary to request a coach reassignment. In this event, the
candidate or coach contacts the local program coordinator to inform him/her of their request for a coach
reassignment. The local program coordinator may assign a new coach. The Request for a Change in
Coaching Assignment form may be filled out by the candidate or the coach.
Complaint Procedure
All attempts will be made to resolve complaints. Complaints may be submitted to the local program
coordinator first. If an attempt to resolve issues and concerns is unsuccessful, then the local program
coordinator will arrange to meet with all parties to resolve issues and concerns. A formal complaint will
be investigated by ACSA’s Clear Administrative Credential Program (CACP) Director (or designee) and the
local program coordinator. To resolve the complaint, a meeting may be scheduled to develop a mutually
agreed upon plan of action. Submit complaints in writing to:
Association of California School Administrators (ACSA)
Attention: Educational Services/CACP
1029 J Street, Suite 500

Completion of the Program
Program participants are expected to fulfill the requirements of the Clear Administrative Credential
Program (CACP) in a timely and professional manner. All requirements outlined in the program will be
subject to review by assigned leadership coaches and local program coordinators. Evaluations, surveys
and questionnaires may be requested electronically and documentation will be considered as part of
program completion. The Clear Administrative Credential Program is a two-year, job-embedded induction
program and there is not an option for early completion.
Disability
Candidates who are unable to perform the essential functions of their job because of a disability or
qualified medical condition should notify the local program coordinator and ACSA program director of the
need for an accommodation. The candidate may be required to provide medical certification regarding
the disability or medical condition and need for accommodation. All medical information is kept in a
confidential file and shared only on a need-to-know basis. While ACSA welcomes candidate suggestions
for accommodations to complete the program, ACSA will make the final decision as to what, if any,
accommodations will be provided.
Employer Support
Employers are expected to provide support to all candidates accepted into the Clear Administrative
Credential Program (CACP). Opportunities for support include guidance, providing opportunities for
candidates to demonstrate California Professional Standards for Education Leaders (CPSEL) competencies
and arranging time and locations for coach meetings. Local program coordinators are expected to
facilitate all meetings and activities with assigned leadership coaches and candidates.
Emergency Medical Procedures

All participants are required to provide necessary medical information or documentation that may cause
interference with program progress or completion of the program to his or her local program coordinator
prior to the start of the program, or at the time it becomes known during the program.
Fees
All candidates pay two annual program fees. The first is the Clear Administrative Credential Program
(CACP) Fee of $1,000.00 per year which can be paid in full at registration, or in two payments each year,
with $500.00 due at official registration and $500.00 due in six-month increments. The CACP Fee is paid
to ACSA. A separate Leadership Coach Fee and Local Program Fee, determined by the local program, is
paid to the local program and varies depending on each local program.
Program Fees and Coaching/Local Program Fees can be paid by the candidate, by the employer, or an
agreed upon split. Many districts throughout California support new administrators through a variety of
funding sources to offset costs.
Full-Time Service
Full-time service means service for a minimum of four hours per day for at least three-fourths of the total
days in the school year. Substitute or part-time service does not apply.

Grievance and Appeal
All candidates are offered an appeal process if there is a question about the completion or non-completion
of the requirements. To appeal, the candidate must inform the Clear Administrative Credential Program
local program coordinator and the ACSA CACP Director in writing. Upon receipt of the notice, the Clear
Administrative Credential Program office will review and investigate the complaint and determine
appropriate action.
Leave of Absence
A candidate may request a leave of absence. The leave may be granted upon review of the request by the
local program coordinator and ACSA CACP Director. The leave will be in accordance with the employer
and follow the conditions afforded to the candidate in their local contract and in collaboration with the
Clear Administrative Credential Program (CACP) agreements. Candidates request a leave of absence by
submitting the Candidate Request for Program Extension, Withdraw, Transfer of Leave of Absence form.
Non-Discrimination
ACSA considers all applicants for the Clear Administrative Credential Program without regard to race,
color, religion, sex, national origin, age, marital or veteran status, the presence of non-job related medical
conditions or disabilities or any other legally protected status. The ACSA Clear Administrative Credential
Program employee charged with coordinating efforts to comply with this practice and investigate
complaints regarding non-compliance is the Educational Services Executive and Clear Administrative
Credential Program Director.
Probation and Review of Progress
During the program, established requirements will be made available to the candidates. If at any time
during the program and/or at the end of the first year of the program, the candidate is not meeting
requirements, a review meeting will be conducted by the local program coordinator and leadership coach
to determine further participation and possible probation. After a 30, 60 and 90-day review, progress will
be evaluated and either a participant’s probation will be lifted, additional support provided or the
candidate will be asked to withdraw from the program.
Program Extension Request
A candidate may request a Clear Administrative Credential Program (CACP) extension. After review by the
local program coordinator and the ACSA CACP Director the program extension request will be approved
or denied. The extension period may be granted in increments for up to one year. It should be noted that
approved extensions may require additional fee payment. All costs associated with an approved extension
are the responsibility of the candidate.
Program Withdraw Agreement
A candidate can request a withdrawal from the Clear Administrative Credential Program (CACP) at any
time under certain conditions. The nature of the withdrawal request must be described in detail and
submitted to the local program coordinator for initial review and approval. The ACSA Program Director
grants final approval. Candidates are to complete the request to withdraw, transfer or extend form and
submit it to their local program coordinator. It should be noted that any and all costs associated with a
withdrawal are the responsibility of the candidate. Additional payments may be incurred upon further
review and assessment.

Record Retention
Student records are maintained at the local program level as well as at the ACSA credential office.
Candidates have access to records to provide verification of attendance and program completion upon
request. All candidate records are maintained at the ACSA office and kept securely in locked cabinets or
on a server located in a room not accessible by the public.
Candidates who wish to have access to their records may request in writing from the ACSA office for a
copy of verification of program completion or attendance. The Candidate Record Sheet is used to verify
program components should a candidate request to withdraw, transfer or leave the program prior to
completion of the two years. Student records maintained in the learning management system will be
accessible to the candidate for up to six months upon program completion. Candidates are encouraged to
download all completed work from their digital folders and portfolio.
Term of the Preliminary Credential
The Preliminary Administrative Services Credential is valid for five years from the date of issuance. The
valid period of the Preliminary Administrative Services Credential is limited by the expiration date of the
prerequisite credential. The preliminary credential may be renewed for any time remaining up to the five
full years allowed at the same time of renewing the prerequisite credential by submitting an application
(form 41-4) and processing fee to CCTC. By the end of the five-year preliminary period, the holder must
meet the requirements for the Clear Administrative Services Credential.

Definitions
Adult Learning
Adult learning is the process by which adults gain knowledge and expertise. Adults learn best when they
participate in activities from six key principles: 1) the learners need to know, 2) self-directed learning 3)
prior experience of the learner 4) readiness to learn 5) orientation to learning and problem solving and 6)
motivation to learn (CTC, 2014).
Appreciative Inquiry
Appreciative Inquiry is a way of thinking, seeing and acting for powerful and purposeful change in
organizations. The Appreciative Inquiry process (discover, dream, design, destiny) works on the
assumption that whatever you want more of already exists and can be amplified.
Assessment
A system of assessment is utilized to provide the candidate information on the skills and knowledge
throughout the two-year program. Initial assessments provide baseline information. Formative
assessments occur throughout the program through self-reflection, coaching and individual professional
development. A benchmark assessment takes place at the midpoint of the program to track progress and
a summative assessment occurs at the end of year two. Assessments are a collaborative measurement of
a candidate’s competence and impact on student achievement and are aligned to outcomes described in
the California Professional Standards for Education Leaders (CPSEL) (CTC, 2014; CTC, 2016).
California Professional Standards for Educational Leaders (CPSEL)

Adopted by the California Commission on Teacher Credentialing (CCTC), the CPSEL describe standards for
site and district leaders and provide an overview of how successful leaders perform. Achievement of these
standards is required for licensure as an administrator in California (CCTC, 2014). The six CPSEL are 1)
development and implementation of a shared vision, 2) instructional leadership 3) management and
learning environment 4) family and community engagement 5) ethics and integrity and 6) external context
and policy. The CPSEL are organized into three levels: the standard, the elements and the indicators.
Standards address broad categories of leadership competency. The elements reflect administrator
responsibilities and the indicators provide examples of the leader action (CDE, 2015; Kearney, 2015).
Candidates must demonstrate development and growth in all six standards and provide documentation
in at least one element of each CPSEL for a minimum of six areas of competence.
California Commission on Teacher Credentialing (CCTC or CTC)

The California Commission on Teacher Credentialing (CCTC) is the agency responsible for: setting the
standards for educator preparation, accrediting the programs that offer it, licensing educators and, when
necessary, disciplining license holders.

Clear Administrative Credential Program (CACP)
The primary purpose of a clear administrative credential program is focused on job-embedded, real-life
experiences of education leaders. The program is a coaching-based professional induction process
contextualized for whatever job the administrator currently holds. A Clear Administrative Services
Program builds on the work done in the preliminary credential program and is driven by an Individual
Induction Plan (IIP). Professional development and reflection of practice are also required (CTC, 2014).
Credential Candidates
Credential candidates are novice administrators in an initial administrative assignment seeking a clear
administrative services credential (ASC) and licensure as an administrator by completing a two-year
individualized, job-embedded, coaching-based program that provides opportunities for the candidate to
demonstrate growth and competence as a leader. The administrator may be employed in a variety of roles
such as assistant principal, principal, director, coordinator or superintendent (CCTC, 2014).
California Network of Leadership Coaches (CNET)

The California Network of Leadership Coaches (CNET) is an ongoing professional learning community of
administrators engaged in providing face-to-face coaching and support to new administrators. Leadership
coaches in CNET are engaged in a community of practice to deepen their skills using ACSA leadership
coaching strategies. CNET meetings occur two times during the year throughout California. Attendance
at CNET training is required for all practicing ACSA leadership coaches and those seeking certification.
Coaching
Coaching is a formal professional relationship between a credential candidate and a coach. The
relationship is directed toward the attainment of professional goals and focused on leadership to
positively impact learning and teaching. Coaching can lead to change in practice of thinking and transform
dispositions, behavior and communication (CTC, 2014). ACSA leadership coaching focuses on the
candidate’s understanding and application of CPSEL-based outcomes.
The program requires 40 hours per year at a minimum of job-embedded coaching activities including: site
visits, face-to-face meetings and electronic conversations to support the development of leadership
competencies and the Leadership Learning Goals. Coaching is regular, consistent and takes place ongoing
throughout two years. Coaching is confidential, non-evaluative and focused on action planning and
attainment of goals (CTC, 2014).
Descriptions of Practice (DOP)

The Descriptions of Practice (DOP) describe effective leadership by enhancing the CPSEL and mapping out
what practice looks like along a developmental continuum. The DOP may be used as one of several
formative assessment tools to guide development and serve as a guide for planning learning goals and
self-reflection. The structure of the DOP is arranged in a four-part continuum to illustrate increasing levels
of knowledge, skills and application. The four levels are: 1) directed toward the standard, approaching the
standard, meeting the standard and exemplifying the standard (CTC, 2016; Kearney, 2015).

Evocative Coaching
Evocative Coaching is a research based coaching model grounded in trust and is both person-centered and
strength-based. There are “Two Turns,” (No-Fault and Strength-Based) and “Four Steps,” (Story, Empathy,
Inquiry, and Design) in this model (Center for School Transformation, 2016).
Individual Induction Plan (IIP)

An Individual Induction Plan (IIP) is a fluid document that guides coaching and professional learning of the
induction program. The IIP is developed and revised based on assessments and self-reflection. An
Individual Induction Plan (IIP) allows for differentiation of induction experiences for each candidate. The
IIP serves as an inquiry-based formative assessment plan developed using summative information for
preparation. It describes goals and delineates activities to reach goals.
Induction
Induction is comprised of individualized coaching, professional learning opportunities, and assessment of
CPSEL application and competency. The induction experience is informed by assessment and includes an
initial assessment, goal setting, a place to incorporate coaching and learning experiences, ongoing
formative assessments and reflection as well as benchmark and summative assessments. A minimum of
60 hours and a maximum of 90 hours are to be completed annually, which includes 40 hours of
individualized coaching plus 20 hours of professional development (CTC, 2014).
Leadership Coach
ACSA leadership coaches are trained in one of two foundational, researched-based coaching models: the
ACSA Leadership Coaching Model, grounded in Evocative Coaching/Appreciated Inquiry, or the Blended
Coaching Model. Requirements to be a leadership coach include: 1) successful service as an administrator
for 4 or more years, 2) training in either ACSA Leadership Coaching or Blended Coaching, 3) training in a
New Coach Orientation, 4) participation in CNET, ongoing coach training, and 5) completion of a portfolio
for certification.
Local Program Coordinator (LPC)

A local program coordinator aids ACSA leadership coaches, credential candidates and Local Educational
Agencies. Local program coordinators facilitate the professional learning community of practice for
coaches and candidates by arranging for professional learning and meetings as well as matching credential
candidates with coaches.
Professional Development
A minimum of 20 hours annually of professional development offerings are required and made available
to candidates. Professional development can address the common needs for beginning administrators,
provide individualized learning opportunities, and provide opportunities to network and share best
practices and challenges.
Professional Learning
Professional learning is a required component of the two-year induction process for candidates seeking
their Clear Administrative Services Credential. Professional learning provides opportunities to learn and
grow and is individualized and responsive to the needs of each candidate. The opportunity to practice
pertinent skills while working alongside other candidates increases collaboration (CTC, 2014). Professional

learning may be individual or group, in-person or online, a workshop, book/article study or networking to
name a few. Components of professional learning include initial assessment, goal setting, an IIP, ongoing
formative assessment and reflection, and benchmark and summative assessment. Candidates are to
complete a minimum of 60 hours per year of professional learning activities each year of the program
aligned to their IIP goal and or identified area of growth; 40 hours of individualized coaching plus 20 hours
of professional development.
Quality Professional Learning Standards (QPLS)

The QPLS lay the foundation for consistent professional learning to improve educator knowledge, skills,
and dispositions and ultimately increase student achievement. The standards describe the criteria for
quality professional learning with evidence-based indicators. The seven standards include: data; content
and pedagogy; equity; design and structure; collaboration and shared accountability; resources and
alignment; and coherence (Learning Forward, 2011; CDE, 2015).

References
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APPENDICES

Appendix A - California Professional Standards for Educational Leaders
California Professional Standards for Educational Leaders

Standard 1 Standard 2
DEVELOPMENT AND IMPLEMENTATION INSTRUCTIONAL LEADERSHIP

OF A SHARED VISION
Education leaders shape a collaborative culture of
Education leaders facilitate the development and teaching and learning informed by professional
implementation of a shared vision of learning and growth standards and focused on student and professional
of all students. growth.
Element 1A: Student–Centered Vision Element 2A: Professional Learning Culture
Element 1B: Developing Shared Vision Element 2B: Curriculum and Instruction
Element 1C: Vision Planning and Implementation Element 2C: Assessment and Accountability
MANAGEMENT AND LEARNING FAMILY AND COMMUNITY

ENVIRONMENT ENGAGEMENT
Education leaders manage the organization to Education leaders collaborate with families and other
cultivate a safe and productive learning and working stakeholders to address diverse student and
environment. community interests and mobilize community
resources.
Element 3A: Operations and Facilities
Element 4A: Parent and Family Engagement
Element 3B: Plans and Procedures
Element 4B: Community Partnerships
Element 3C: Climate
Element 4C: Community Resources and Services
Element 3D: Fiscal and Human Resources
ETHICS AND INTEGRITY EXTERNAL CONTEXT AND POLICY
Education leaders make decisions, model, and behave Education leaders influence political, social,
in ways that demonstrate professionalism, ethics, economic, legal and cultural contexts affecting
integrity, justice, and equity and hold staff to the same education to improve education policies and
practices.
standard.
Element 6A: Understanding and
Element 5A: Reflective Practice
Communicating Policy
Element 5B: Ethical Decision-Making
Element 6B: Professional Influence
Element 5C: Ethical Action Element 6C: Policy Engagement

Appendix B - Coaching Agreement
Section I:
Coaching Agreement
Candidate Agrees:
• To take advantage of and be open to the support offered by the coach;
• To be honest and open in the coaching relationship;
• To be accessible and on time for the coaching sessions;
• To participate fully in the coaching sessions,
• To arrange for observations of real work situations agreed upon with coach to would allow for targeted
coaching, including;
o Classroom observations of teaching and learning;
o Facilitation of staff and/or parent meeting as appropriate;
o Other as determined between coach and candidate.
• To keep time commitments and protect the coaching time;
• Maintain confidentiality within and after coaching sessions;
• To fully participate and be responsible in completing all assignments and activities as outlined;
• To develop, implement and assess meaningful goals and action plans;
• To provide honest feedback to the coach and to the CACP for continuous improvement; and
• To participate in coach facilitated off-site meetings as mutually agreed upon.
• To reflect on the Individual Induction Plan (IIP) - coaching, professional development & assessments
Coach Agrees:
• To maintain confidentiality of his or her work with the candidate.
• To provide a minimum of 40 hours per year of one-to-one, job-embedded support (3-6 hours per month);
• To be available via phone and email;
• To be accessible and on time for the coaching sessions;
• To support the candidate by providing information and/or linking them to resources as appropriate;
• To use the CPSEL as a central guide in leadership coaching and impact on school improvement and student
learning;
• To model a reflective and ethical practitioner who is open to feedback and engages in a two-way learning
relationship;
• To ask questions that encourages the candidate to examine and reflect on his or her assumptions, actions,
learning and innovative solutions to problems;
• To disclose any situation with safety or ethical implications to the candidate, or district representative (if
legally required);
• To monitor and maintain required documentation and required program hours that lead to candidate
recommendation for Clear Administrative Services Credential;
• To collaborate with candidate on professional development needs and choices and approve professional
development hours;
• To follow up on commitments from the coaching sessions;
• To engage the school, district or program representative in CACP outcomes and requirements that lead to the
success of the candidate; and
• To approve candidate’s professional development requests, records and hours.
______________________________ ______________________________ ____________________
Candidate Signature Coach Signature Date

Appendix C - Professional Experience and Work Context
Section I:
Professional Experience and Work Context
Candidate: Coach: Date:
Candidate's prior professional experience, skills, knowledge and area of growth:
School, District or Program Data:
Supervisor Input and School, District or Program Priorities:

Appendix D- Supervisor Input and Meeting Protocol Guidelines
Supervisor Input Meeting Guidelines

(Coach, Candidate and Supervisor)
The purpose of the supervisor input meeting is to establish a partnership, communicate program
outcomes and establish coach, candidate and supervisor roles. This conversation includes school, district
or program goals, candidate job expectations and CACP outcomes and alignment to the Leadership
Learning Goal (LLG). Meetings should be scheduled in advance and last about 30-40 minutes. A minimum
of two partnership meetings will take place: one within the first 60 days of the program and the second at
the end of the first year to review the candidate’s progress. The following is a sample agenda and may
vary based on the candidate's assigned duties.
AGENDA ITEM PURPOSE
Introductions
• To understand partner roles and to begin
• Explain that you are a certified CACP coach and participate in ongoing coach
dialogue regarding mutual support for the
training
candidate.
• Learn about supervisor's role in the school, district or program and his or
her responsibility to the candidate
• Clarify school, district or program priorities and goals • To emphasize a partnership in supporting
• Review candidate’s job responsibilities and duties the candidate success.
Purpose and Elements of the CACP and Coaching Support
• A CTC approved two-year program to obtain a Clear Administrative Services • To describe what the candidate will be
Credential responsible for and define support a coach
• Based on CTC and CPSEL (California Professional Standards for Education provides in the areas of problem solving,
Leaders) guidance and non-judgment feedback to
• Professional Learning Component: build leadership capacity.
o 40 hours coaching (annually)
o 20 hours PD (annually)
• Use of formative and self-assessment assessment tools • To field questions that the supervisor may
• Leadership Learning Goal(s) have about the Clear Administrative
• Coaching support (3-6 hours per month) Credential Program.
Partnership and Communication
• How can the Leadership Learning Goals be aligned with the school, district • To connect the school, district and program
and program goals? initiatives/expectations with CACP goals and
• What leadership experiences or skills would you like to see emphasized to candidate growth.
build the candidate’s capacity?
• Maintain communication with the supervisor while maintaining
confidentiality with the candidate (Provide the supervisor with a copy of the • To emphasize the desire for a partnership
Coaching Agreement). and the confidentiality in the agreement.
Input and Other Helpful Information from the Supervisor
• To learn more about the school, district or
• Ask about school, district/program professional development.
program context from the supervisor’s point
• What information is important to know about the school, district/program
of view.
context in relation to the candidate’s work?
• Candidate’s view of what they are looking forward to in the year and in
• Appreciation
their role.
** Thank the supervisor for his or her time and
• Explain that, at the end of the program, the candidate will need a letter
input**
indicating two years of successful, full-time work as an administrator

Appendix E- CPSEL Self- Assessment & Reflection

Appendix F- Collaborative Summary
Section II:
Collaborative Summary
Check In (professional/personal):
Success and Obstacles:
Focus of meeting - Candidate Goal(s) and CPSEL Attainment:
CPSEL(s) discussed in Coaching Session:

CPSEL 1 _____ CSPEL 2 _____ CSPEL 3 _____ CPSEL 4 _____ CPSEL 5 _____ CPSEL 6 _____
Candidate’s and Coach’s Next Steps:
Focus for next meeting:
Next meeting: Number of Hours Coached:

(Date and Time) (Be sure to log hours on Google Form)

Appendix G- Leadership Learning Goal

Appendix H- Professional Development Reflection
Section IV:
Professional Development Reflection
Title of Professional Development:
Reflection on new learning:
Application and/or implications for your work and/or CPSEL Standard:
Next Steps:
Number of PD Hours: Date Reviewed by

Coach:

Appendix I – End of Year 1 Progress Check

Appendix J – Verification of Program Completion

Appendix K – Candidate Data Sheet

Appendix L – Sample Letter of Verification of Two Years Administrative Service
Verification of Two Years Administrative Service
To Whom It May Concern:
This letter is to request a formal letter of verification of two years of successful experience in a full-time
administrative position for a credential candidate enrolled in the Association of California School
Administrators (ACSA)’s Clear Administrative Credential Program (CACP). The two-year induction program
is a California Commission on Teacher Credentialing (CCTC) approved program and upon successful
completion the credential candidate may be recommended for a Clear Administrative Services Credential.
Program components included professional learning opportunities in the form of individualized coaching,
professional learning and assessment. At the end of the two-year program, candidates participate in an
exit presentation or interview to present work completed as evidence of competency in the six California
Professional Standards for Education Leaders (CPSEL). In addition to the requirements completed in an
individualized induction plan, the candidate must have verification of two years of successful experience
in a full-time administrative position in a California public school, nonpublic school, or private school of
equivalent status, while holding the Preliminary Administrative Services Credential. The formal letter of
verification of experience must be on the district or employing agency letterhead and signed by the
superintendent, assistant superintendent, director of personnel, or director of human resources. School
or district personnel other than the candidate must verify all experience.
A letter indicating successful completion of two years may be returned directly to the credential candidate
or to the ACSA local program coordinator for the credential candidate.
Thank you in advance for your support. Please do not hesitate to contact our credential office at the
Association of California School Administrators should you have any further questions.
Sincerely,
Tracy Robinson, Ed. D.

Educational Services Executive
Director, Clear Administrative Credential Program
ACSA* Educational Services * Credential Office* 1029 J Street, Suite 500

916- 329-3839

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Participant Manual

Association of California School Administrators

*Association of California School Administrators* July 2018 1

*Association of California School Administrators* July 2018 2

Tracy Robinson, Ed. D ❏ Program orientation and oversight

Joan Ruzic ❏ Coach professional development

Kim Rhoden ❏ Candidate Services

❏ Learning Management Support

Christina Cruz ❏ Coach Applications

Christina Hochleitner ❏ Learning Management System Consultant

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Section II: Assessment

Section III: Leadership Learning Goal (LLG)

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● Reflection on current practice

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Section IB-3: Supervisor Input Meeting

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o A sample protocol for the Supervisor Input Meeting is found in Appendix D.

Include in Candidate Portfolio:

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The CPSEL Self-Assessment and Reflection

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Initial Assessment (completed in the first 90 days):

Benchmark Assessment (completed after the first year):

Final Assessment (end of second year):

Collaborative Summary – Formative Assessments

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● Specific - Target a specific area

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Leadership Learning Goal: Appendix G

Include in Candidate Portfolio:

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Professional Development Reflection

Include in Candidate Portfolio:

• Three Professional Development Reflections

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End of Year One Portfolio

End of Year 1 Progress Check: Appendix I

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Letter of Verification of Two Years as a Successful Administrator

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Exit Presentation or Interview

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Candidate Data Sheet

End of Program Survey

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Emergency Medical Procedures

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California Professional Standards for Educational Leaders (CPSEL)

California Commission on Teacher Credentialing (CCTC or CTC)

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