2012 WSU Principal Certification Handbook

7/29/2019 2012 WSU Principal Certification Handbook

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Table of Contents

Page

Preface 3

Introduction 3

Conceptual Framework .

4

Professional Education Advisory Board (PEAB) 5

Application and Program Completion Process 6

Residency Principal Certification Requirements 7

Residency Program Administrator Certification Requirements 8

Expectations of Residency Principal and Program Administrators Participants 9

Tips for Mentoring Principal Interns 12

Washington State Residency Certification Performance Indicators/Products 14

Professional Certificate (Pro Cert) for Principal and Program Administrators 15

Campus Contact Information 16

Educational Leadership Faculty 17

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

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Preface

This handbook is a general reference to supplement the Washington State University Graduate Catalogfor the faculty and students in the Department of Educational Leadership and Counseling Psychology(hereinafter referred to as the Department) regarding departmental and college policies andrequirements. The handbook is intended to aid the students orientation and progress in the developmentof 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 themselvesfor following procedures, and for meeting the requirements to qualify for an administrative certificate asapproved by the Department, the Professional Educational Advisory Board and the State Board ofEducation.

Introduction

The Washington State University Residency Principal and Program Administrator Certification program isoffered through WSUs three campuses: Pullman/Spokane, Vancouver and Tri-Cities. The threecampuses 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 athird year of internship. WSU Pullman/Spokane and WSU Tri-Cities offer a two-year cohort-basedprogram with a two-year internship offered simultaneously.

The Washington State University Principal and Program Administrator Professional Certificate program isoffered at the Vancouver and Spokane campuses. Washington State University Spokane is a member ofthe Northeast Washington Educational Leadership Consortium. The Master of Education degree programis available at each campus.

The WSU educational leadership faculty (p.17) has a strong commitment to provide an exemplarypreparation 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 HighPerforming Schools (p. 19) as endorsed by the Washington State Board of Education provides an overallframework for the purposes of Washington State Universitys administrative preparation program. Theprogram is committed to preparing school leaders who have a passion about the importance of qualityleadership 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 learningin 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.

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Conceptual Framework

The College of Education contributes to the theory and practice of the broad field of education, anddedicates itself to understanding and respecting learners in diverse cultural contexts. We facilitateengaged learning and ethical leadership in schools and clinical settings. We seek collaboration withdiverse constituencies, recognizing our local and global responsibilities to communities, environmentsand future generations.

The Washington State University Educational Leadership Program prepares practitioner-scholars forleadership 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 utilizeresearch, 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 educationalleaders who work together toward the goals of school improvement and social justice.

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Professional Education Advisory Board

The purpose of the Professional Education Advisory Board (PEAB) is to develop cooperative programs forthe selection, preparation and certification of school administrators under guidelines established by theWashington 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 threetimes a year. Regular meetings utilize a variety of communication media, including telephoneconferences, 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 whenthe candidate enters the program and again at program completion. The following is an overview of theprogram application process and PEAB involvement in candidate selection:

Graduate students may apply to the Residency Principal or Program Administrator certificationprogram 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 reviewmust be evidence of the districts support for the candidates application.

The faculty coordinator presents the candidates application to the PEAB, providing additionalinformation 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 evidenceof successful completion of culminating projects, collection of evidence, ISLLC Standards-Final

Assessment (Appendix J) and completion letter and makes a recommendation to the PEAB forfinal approval.

Students receive a letter indicating they have been granted final PEAB approval for completingtheir administrative internship and may apply for administrative certification.

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Application and Program Completion Process

The applicant should complete the following steps to apply for admission and to complete theadministrative 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 otherappropriate district personnel for support of the candidates application.

2. Make application to the WSU Graduate School, either for certification only or certification andmasters degree.

3. Make application to the certification program (and masters degree if applicable) at any of WSUsfour 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 forPrincipal and Program Administrator Certification. Five additionalcourses (15 semester hours) beyond the certification program and a comprehensive written examinationare required for completion of the Master of Education Degree (Ed.M.) at WSU.

Required (8 credits):EdPsy 505 Research Methods I 3EdAd 501 Philosophy of Education 3 or EdAd 503 Values and Ethics for Educational Leaders 3 or EdAd 507 Social Foundations of Education 3EdAd 702 Masters Exam 2

Selected Electives (9 credits):EdAd 584 Human Resource Management 3EdAd 510 Improvement of Instruction 3EdAd 514 Basic Principles of Curriculum Design 3EdAd 515 Curriculum Implementation 3EdAd 520 Seminar in Curriculum and Instruction 3

EdAd 580 School Organization and Administration 3EdAd 587 Seminar in School Administration 3

(may be repeated for 3 additional credits)

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 theCollege of Education website.

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Residency Principal Certification Requirements

Prerequisite Experience: Must hold or have held a valid teaching certificate or an ESA certificate withappropriate documentation of successful school-based experience in aninstructional role with students.

Academic Prerequisite: A masters degree from an accredited institution.

Moral Character: Required only if applicant does not hold a valid Washington certificate at thetime of application. (See WAC 180-79A-155)

Performances/ Candidates must document successful performance in each of the ISLLCCollection of Evidence: Standards. Documentation of ISLLC standards and other requirements shall

be presented in a collection of evidence.

Field Experience: A minimum of 540 hours ofadministrative intern-related activities is required.

Required Courses for Certification:

Course Course Title Semester HoursEdAd 516 Instructional & Curricular Leadership 3EdAd 583 Community and Communications 3EdAd 585 Financial Management in Education 3EdAd 588 The Law and Education 3EdAd 589 Leadership Development Seminar 3EdPsy 510 Assessment of Learning 3EdAd 590 Internship 6+

Reissue: All administrators holding a Residency Principal Certificate must have thecertificate reissued (with a five year expiration date) upon completing two

consecutive years in the role in Washington after issuance of the ResidencyCertificate. The candidate is expected to complete the Professional Certificatewithin five years.

Renewal: Holders of a Residency Certificate who do not qualify for a ProfessionalCertificate must request renewal in order to continue to serve beyond theexpiration date. Applicants who are enrolled in a professional certificateprogram may apply for a 2-year renewal if they meet requirements. Applicantswho are ineligible for enrollment in a professional certificate program may applyfor a

5-year renewal if they meet requirement. All others must appeal to the

Professional Educator Standards Board for renewal. Renewal information can befound at: http://www.k12.wa.us/certification/AdminMain.aspx

Professional Certificate:

Washington educators who hold a Residency Principal or Program Administrator Certificate and have atleast 2 years of successful administrative experience will be able to enter a Professional CertificationProgram at Washington State University at Pullman/Spokane, Tri-Cities or Vancouver campuses.

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Residency Program Administrator Certification Requirements

Academic Prerequisite: A masters degree from an accredited institution.

Moral Character: Required only if applicant does not hold a valid Washington certificate at thetime of application. (See WAC 180-79A-155)

Performances/ Candidates must document successful performance in each of the ISLLCCollection of Evidence: Standards. Documentation of ISLLC standards and other requirements shall

be presented in a collection of evidence.

Field Experience: A minimum of 540 hours ofadministrative intern-related activities is required.

Required Courses for Certification:Course Course Title Semester HoursEdAd 516 Instructional and Curricular Leadership 3EdAd 580 School Organization & Administration 3 or EdAd 589 Leadership Development Seminar 3

EdAd 584 Human Resource Management 3EdAd 585 Financial Management in Education 3EdAd 588 The Law and Education 3EdAd 590 Internship 6+

Reissue: All administrators holding a Residency Program Administrator Certificate musthave the certificate reissued (with a five year expiration date) upon completingtwo consecutive years in the role in Washington after issuance of the ResidencyCertificate. The candidate is expected to complete the Professional Certificatewithin five years.

Renewal: Holders of a Residency Certificate who do not qualify for a ProfessionalCertificate must request renewal in order to continue to serve beyond theexpiration date. Applicants who are enrolled in a professional certificateprogram may apply for a 2-year renewal if they meet requirements. Applicantswho are ineligible for enrollment in a professional certificate program may applyfor a

5-year renewal if they meet requirement. All others must appeal to theProfessional Educator Standards Board for renewal. Renewal information can befound at: http://www.k12.wa.us/certification/AdminMain.aspx

Professional Certificate:

Washington educators who hold a Residency Principal or Program Administrator Certificate and have atleast 2 years of successful administrative experience will be able to enter a Professional CertificationProgram at Washington State University at Pullman/Spokane, Tri-Cities or Vancouver campuses.

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Expectations of Residency Principal and Program AdministratorParticipants

pages 9-11

This section summarizes the expectations for participants in the program. Details will be provided duringthe appropriate classes and or site visitations from the university supervisor.

Academic ExpectationsCourses and seminars, while closely linked to the ISLLC standards and problems of practice, also reflectthe academic standards of WSU graduate programs. Program participants are expected to successfullycomplete all academic course requirements and to demonstrate their abilities to write and think clearlythrough the completion of course papers and other assignments.

Washington State-Funded Educational Leadership Intern ProgramIt is very important that an intern has release time from his or her other responsibilities to experience andpractice the role of the principal, to be involved in the day-to-day operation of the school, and to participatein 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 managedby the Washington School Principals Education Foundation, an affiliate of the Association of WashingtonSchool 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 aredistributed to school districts, universities and Educational Service Districts in mid January from OSPI anddue back to AWSP in mid March. Successful grant recipients are usually notified in May regardingrelease time funding for the following academic year. Grant recipients are also expected to respond tovarious 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 theyare planning to do an internship.

Pullman/Spokane and Tri-Cities interns are expected to apply for this grant in January of the first year ofthe two-year internship to support their second-year internship activities.

Funding for the Washington State-Funded Educational Leadership Program is dependent onlegislative appropriations.

Developing the InternshipPrior to each semester of the internship, program participants should use the ISLLC School LeadershipSelf Inventory(Appendix G: ISLLC Self Inventory ) to assess their personal skills and performances inrelationship 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 ofinternship activities. The objectives of the internship activities are: (1) to assist the candidate inacquiring the skills identified for each of the standards, and (2) to provide additional valuable learningexperiences relative to the administrative position as jointly determined by the mentor, the candidate andthe university supervisor. During the course of the program, candidates must complete at least one majorproject related to each of the six program standards.

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University SupervisionDuring the candidates internship, the university supervisor will conduct site visitations with the internand/or mentor. The purposes of these visitations are to assist the intern and mentor in developingmeaningful intern-related activities and experiences, monitor progress toward program requirements andprovide support for both the intern and mentor administrator.

DocumentationCandidates should maintain both a time log and a reflective journal to document their internshipexperiences. The time log should be maintained on a weekly basis, recording the hours spent oninternship-related activities and indicating which ISLLC standards apply. The journal is expected to showevidence 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 forcompletion of the program. The most important criterion for evaluating the internship is the demonstrationof satisfactory performance related to each of the six ISLLC standards. Completion of ISLLC StandardsFinal Assessment (Appendix J) and Collection of Evidence are required for satisfactory completion of the

program.

Professional Development ExpectationsIt is expected that interns participate in professional development opportunities to improve administrativeknowledge and skills. Workshop hours may be documented in the Collection of Evidence explained in alater 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 valuableinformation, training and reduced conference and workshop registration fees.

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Collection of Evidence

The Collection of Evidence is a cumulative record of internship and program accomplishments that focuson the ISLLC Standards. It should demonstrate knowledge in the following areas: vision, teaching and

learning, culture, resource management, collaborating with diverse learners and families andcommunities, 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 anadministrative position.

The following Collection of Evidence items are recommended; however, the university supervisor mayhave supplemental requirements.

Section 1: Program Completion ChecklistLetter of successful completion of internship on school letterhead from mentorISLLC Standards Final Assessment signed by mentor and University supervisorFinal reflective paper

RsumLetter of application

Section 2: Documentation of ISLLC Program StandardsLearning environment profile and analysisRecord of Engagement with Diverse PopulationsPresentation of Collection of Evidence products for ISLLC Standards and activities

Section 3: Internship DocumentationSummary of classroom observations and supervision experiences

Section 4: Final AssessmentInternship logReflective journal

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Tips for Mentoring Principal Internspages 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 LicensureConsortium (ISLLC) standards and the skills defined in the Washington Administrative Code. The internwill complete 540 hours of internship related activities. The experience includes working on the job beforeschool starts and additional hours after school ends.

The purpose of the principal intern mentor is to teach, give helpful feedback, and counsel the principalintern. 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 demonstratecompetency 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.

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What are Mentor Responsibilities?

1. Assist the intern to develop a plan of standards-based activities

2. Meet regularly with the intern3. Collaboratively complete a summative intern evaluation4. Communicate concerns to the university supervisor

What do effective mentors do?

Provide appropriate opportunities to learn leadership skillsWork with the intern to establish a calendar of experiences over the course of the internshipMonitor progressProvide timely feedback through coaching and reflective discussionsSet up regularly scheduled conference times (weekly)

6. Encourage and arrange for professional growth activities including workshops, trainings and

professional readingAssess leadership skills, knowledge, and performance

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Washington State Residency Certification PerformanceIndicators/Products

Background

Educational accountability is a reality in Washington State and in the nation. In 2001, a work grouprepresenting various state educational agencies and professional associations was formed to revise theadministrative certification process. The State Board of Education charged this group to develop a meansof accountability for principal certification processes that would include some common products among allpreparation programs to ensure consistency and quality.

The Office of the Superintendent of Public Instruction (OSPI) agreed that the Washington Council ofEducation Administrative Programs (WCEAP) was the group that should develop these common

measures. The 13 principal preparation programs throughout the state of Washington were already usingmany effective practices to train school administrators. It was determined that these practices would notbe discarded, but should be purposefully aligned with the new standards and strands. Agreement amongthe 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 thestate. Additionally, the collaboration of all preparation programs could only enhance the quality of each asgreat ideas were exchanged and refined.

OSPI funded this project by awarding a grant to WCEAP and also provided ongoing participation fromOSPI staff. It has become a true partnership between OSPI and the 13 principal preparation programs inour state.

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Professional Certificate (Pro Cert) for Principal and Program

Administrators

The Professional Certification Program is committed to preparing school leaders who have a passionabout quality leadership and a clear understanding of how to positively impact student learning and reunderserved populations.

The higher education institutions offering educational leadership certification programs approved thefollowing Guiding Principles for the Professional Certificate:

With the steadily escalating demands on schools and the continuing need for improving studentlearning, the preparation and development of school leaders is a higher priority than ever. Theprofessional certificate process provides a significant opportunity to help principals and assistantprincipals not only to perform their daily work more effectively, but also to be leaders in creating aschool system that meets the need of all students. To accomplish this goal, we believe theprofessional 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

improvement goals.

The process should foster reflectiveness and a commitment to research-based

strategies.

While programs will include university coursework, candidate success should be

measured by performance on standards.

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

associations, and districts.

The process should model what it teaches.

Application Process

Candidates should contact the program coordinator for Professional Certification Program for Principaand Program Administrators at a specific campus to discuss program requirements and applicationprocess.

In addition to state program requirements and university requirements, candidates will need to submit letter from their school district superintendent identifying the candidates district mentor and ensuring tcandidate will be provided with appropriate resources and support.

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The candidate will need to make arrangements (through AWSP) to complete the POLE 360 assessmeprior to enrolling in the Entry Seminar.

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Campus Contact Information

PULLMAN/SPOKANE CAMPUSES

Jim Howard, Ph.D. (509) 358-7948 [email protected]

Jeanine Butler, PhD. (509) 668-6420 [email protected]

Kelly LaGrutta (509) 358-7942 [email protected]

TRI-CITIES CAMPUS

Danny Talbot, Ed.D. (509) 372-7237 [email protected]

Helen Berry (509) 372-7396 [email protected]

VANCOUVER CAMPUS

Gay Selby, Ed.D. (360) 430-5863 [email protected]

Jill Homme (360) 546-9075 [email protected]

PUYALLUP CAMPUS

Glenn E. Malone, Ed.D. (253) 318-6793 [email protected]

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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 [email protected]

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

Research. (WSU Pullman) (509) 335-8412 [email protected]

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

Qualitative Research. (WSU Spokane) (509) 358-7749 [email protected]

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

Law. (WSU Spokane) (509) 358-7948 [email protected]

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 [email protected]

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 [email protected]

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

Counseling Psychology. (WSU Vancouver) (360) 546-9418 [email protected]

Gay Selby,Associate Professor, Ed.D.Washington State University. Educational Leadership and

Finance. (WSU Vancouver). (360) 546-9668 or (360) 430-5863 [email protected]

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

(WSU Spokane) (509) 674-9776 or (509) 670-3222 [email protected]

Danny Talbot, Associate Professor, Ed.DUniversity of Utah. Organizational Theory and School Law.

(WSU Tri Cities) (509) 372-7237 [email protected]

Kelly Ward, Chair, Ph.D.Pennsylvania State University. Educational Leadership and Counseling

Psychology. (WSU Pullman) (509) 335-9117 [email protected]

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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

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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 schoo

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 theinstructional 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

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Appendix B The Interstate School Leaders LicensureConsortium: Standards for School Leadership

Standard 1: A school administrator is an education leader who promotes the success of all students byfacilitating the development, articulation, implementation, and stewardship of a vision of learningthat 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


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


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). Collaborativeprofessional process for school leaders: The interstate school licensure consortium. Washington, D.C.

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Appendix C Washington Principal and Program AdministratorStandards-Based Benchmarks

Standard Onepages 21-

STANDARD ONEA school administrator is an educational leader who promotes the success of each student by leading thedevelopment, articulation, implementation, and stewardship of a vision of learning that is shared andsupported by school and community stakeholders.

Criterion 1 Advancing a district-wide shared vision for learning

Residency CertificateArticulates 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 CertificationDevelops the vision with and among stakeholders at a specific site using demographics, recognition of componof quality instruction, student performance, and other relevant data to overcome barriers to promoting the succeof all. Ensures that this vision is aligned with the broader district-wide vision.

CareerContinually reviews and restructures the vision to address changing circumstances and relevant data reflective the learning community. Guides others in establishing the vision.

Criterion 2 Putting the vision for learning into operation

Residency CertificateIdentifies objectives and strategies to implement a school vision. Analyzes how systems are affected by a sharevision and suggests changes to an existing system. Demonstrates ability to develop school improvement plansalign structures, processes, and resources with a vision.

Professional CertificationUses action plans and timelines to communicate the school vision to all stakeholders. Uses the vision to create School Improvement Plan that in collaboration with the district shapes education programs, systems, andresources. Evaluates the effectiveness of the School Improvement Plan in moving the school community towarvision of promoting success of all students.

CareerImplements a vision in multiple settings. Uses data to continually monitor and revise systems to reflect the visioSolicits from and gives feedback to other administrators to analyze the effectiveness of the school vision in shaeducation programs, systems, and resources to positively impact student learning.

Criterion 3 Developing stewardship of the vision

Residency CertificateDemonstrates understanding of the leaders role as keeper of the vision while establishing a means to involvestakeholders in keeping the vision. Evaluates how the vision serves the needs of students, staff and communityDemonstrates understanding of how to use the vision to facilitate effective communication, nurture and maintaitrust, develop collaboration among stakeholders and celebrate efforts and achievement of the vision.

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Professional CertificationAccepts responsibility for role as a keeper of the vision. Communicates, through a variety of media and formatsincluding 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 andownership of the vision. Evaluates match between vision and progress toward promoting success of all studentwithin the district wide learning community. Facilitates, guides, and celebrates progress toward the vision.

CareerContinually evaluates match between vision and the learning community. Expands base of stakeholders andempowers their participation in shaping education programs, systems, and resources to move the learningcommunity toward the shared vision of promoting success of all students. Stakeholders take responsibility forrenewing the vision and designing supporting systems, as well as acknowledging and celebrating progress towthe vision.

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Standard Twopages 23

Standard II: A school administrator is an educational leader who promotes the success of each student byeading through advocating, nurturing, and sustaining district/school cultures and coherent instructionalprograms that are conducive to student learning and staff professional growth.

Criterion 1 Advocating, nurturing, and sustaining an effective school culture

Residency CertificateDemonstrates understanding that student learning is the fundamental purpose of schools. Identifies features oforganizational cultures promoting student learning. Uses a variety of skills and strategies to design systems tharespect 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 continulearning. 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 SchoolImprovement 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 succesall students. Uses understanding of the school and district culture to analyze the ways current systems andprograms, including technology, are affecting student learning.

CareerEmpowers the stakeholders to define, maintain, and monitor the ways in which the site-specific culture is affectstudent learning. Collaborates with other administrators to give and receive feedback on effectiveness ofexpectations, implementation, respect and fairness in improving the overall systems and programs reflective of school learning culture.

Criterion 2 Advocating, nurturing, and sustaining student learning

Residency CertificateDemonstrates understanding of how to engage and support each student in meaningful learning that is regularlassessed to improve instruction. Supervises instruction and knows how to use a continuous cycle of assessmeimprove instruction and ensure that each student has equitable and sufficient opportunities to learn and to meehigh standards. Works with staff to align curriculum, instruction and assessment with state and local learning goManages learning systems to assure their responsiveness to students cultural, cognitive, and linguistic needs

Professional CertificationUses EALRS, GLEs, research, assessment data, and district recommendations to help make district widecurriculum 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 astudents have equitable opportunities to learn and to meet high standards.

CareerEstablishes role as instructional leader. Supports skillful teaching that empowers students to take ownership of to monitor their learning processes. Builds greater capacity for system support for student learning in collaboratwith parents, peers, and district staff.

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Criterion 3 Advocating, nurturing, and sustaining coherent, intentional professional development

Residency CertificateUses evidence of student learning to create professional development systems. Understands that professionaldevelopment increases the instructional and leadership capacity of staff. Uses district-wide and school improveplans to support professional development, including the use of technology. Knows processes for coaching staconducting staff evaluation, and for using a professional growth plan to improve student learning. Demonstratesunderstanding of how to build leadership capacity to improve student learning.

Professional CertificationUses a continuous cycle of analysis to create and monitor professional development systems that have a positiimpact on student learning. Takes responsibility for effectively supervising and coaching staff to ensure only queducators are in the classroom. Supports staffs' capacity to use technology to analyze student learning data toestablish building goals and direct creation of professional growth plans. Uses professional growth plans to constaff evaluations.

CareerFocuses staff dialogue on student learning using a variety of sources of information. Facilitates systems that fostaff on reflection, collaboration, and peer mentoring to support successful completion of teachers' professionalgrowth plans. Builds staff leadership in creating and maintaining student-centered building goals. Learns from a

with peers to gather and interpret data to build greater capacity for professional development support.

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Standard Threepages 25

Standard III: A school administrator is an educational leader who promotes the success of each student byensuring management of the organization, operations, and resources for a safe, efficient, and effectiveearning environment.

Criterion 1 Uses a continuous cycle of analysis to ensure efficient and effective systems

Residency CertificateUses a continuous and repeating cycle of analysis for evaluating the effectiveness of school programs, systemand issues. The continuous cycle of analysis includes problem framing, data collection and interpretation, synthuse of data to outline options for action, implementing chosen action, and gathering evidence to check progressto judge effectiveness.

Professional CertificationUses the continuous cycle of analysis for evaluating multiple programs, systems, and school issues. Models an

inspires others in the learning community to use the cycle of analysis to examine difficult school issues and toimprove student learning.

CareerCreates and sustains a culture of continuous analysis in every aspect of the learning community. Coaches andmentors emerging leaders. Collaborates with other administrators to use the continuous cycle of analysis toimprove structures, procedures, and resources to positively impact student learning, adult professionaldevelopment, 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, behavmanagement, and other site-specific issues. Demonstrates understanding of developmentally appropriate behaexpectations and discipline policies that are balanced with students emotional and personal needs. Assures thschool policies and practices result in equitable treatment of each student.

Professional CertificationDesigns and implements structures for effective and efficient operations including: school safety, classroom andschool-wide behavior management, and other site-specific issues specifically targeted to improve student learnopportunities. Maintains high behavioral expectations and develops a school-wide discipline and support prograCreates 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 sand positive learning environment. Continually improves disciplinary procedures. Seeks feedback from and givefeedback to other administrators. Shares organizational expertise with others and actively mentors othereducational leaders.

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Criterion 3 Ensuring efficient and effective management of the operations

Residency CertificateDemonstrates understanding of knowledge and skills necessary for effective building-wide operations, includingincluding awareness of legal and ethical issues, problem-framing and problem-solving, bargaining and othercontractual agreements, and group process and decision-making.

Professional CertificationGuides others to establish procedures related to legal and bargaining issues, student learning, confidential andefficient record keeping, and effective communication plans. Regularly collects data on implementation andeffectiveness of the procedures, makes subsequent corrective action based on the data.

CareerEstablishes practices that become ingrained in school systems and daily life to ensure that everyone in the learcommunity actively carries out the management procedures outlined in the School Improvement Plan. Collaborwith other administrators to seek and give feedback to improve the effectiveness of management proceduressystem-wide.

Criterion 4 Ensuring management of the resources for a safe, efficient, and effective learning environment

Residency CertificateDemonstrates understanding of procedures necessary for management and maintenance of a safe and orderlylearning environment. Identifies the responsibilities related to financial, human, and material resources as requby state law, Board policy, and employee contracts. Engages in the creation and/or implementation of plans toensure responsible and equitable management of resources.

Professional CertificationManages and aligns school equipment, time (schedules), technology, human, material, and fiscal resourcesresponsibly. Uses technology to collect the relevant data needed to monitor use of resources effectively. Monitoprocedures 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 schooimprovement in response to the changing environment. Collaborates with other administrators to seek and givefeedback to increase available resources for the school.

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Appendix C Washington Principal and Program AdministratorStandards-BasedBenchmarks

Standard Fourpages 27

Standard IV: A school administrator is an educational leader who promotes the success of each student bycollaborating with families and community members, responding to diverse community interests and needand mobilizing community resources.

Criterion 1 Collaborating with families and community members

Residency CertificateDemonstrates understanding that family support affects student success in school. Demonstrates understandinthat sustaining successful family partnerships is challenging, and knows the critical partnership issues that musaddressed, the barriers to success, and ways to overcome them. Demonstrates collaboration skills with diversestudents and families in support of student academic performance.

Professional CertificationViews parents as full partners in the education of their children. Identifies the diverse parent groups within theschool community and actively invites them into the various roles parents should play in their student's learningprocess, involves them in school decision-making, and utilizes family resources for the benefit of student growtUses a variety of means, including technology, to communicate with parents.

CareerRegularly seeks information and responds to families' concerns, expectations, and needs. Validates differencesvalues, opinions, and views, acknowledging that families and educators have the best interests of the children imind, leading to common goals for providing learning opportunities for all students.

Criterion 2 Collaborating with and responding to diverse communities

Residency CertificateRecognizes the diversity within the school and the district. Understands the complex characteristics of ethnic, raand cultural groups and the challenges faced by immigrant communities. Understands that knowledge is socialconstructed and reflects the personal experiences and the social, political, and economic contexts in which studlive and work. Demonstrates understanding of the importance of each student having opportunities to participatco-curricular activities that are congruent with the academic and interpersonal goals of the school.

Professional CertificationEnsures that the school is an inclusive learning community that develops mutual respect among students, teacparents, and all other stakeholders. Ensures students are taught about stereotyping and other related biases thhave negative effects on racial and ethnic relations; values shared by virtually all cultures, such as justice, equa

freedom, peace, compassion, and charity; and social skills that are needed to interact effectively with students other racial, ethnic, and cultural groups. Students are provided opportunities to interact with students from differacial, ethnic, cultural, and language groups under conditions designed to reduce fear and anxiety.

CareerLeads teachers in examining the personal, social, and cognitive consequences of policies and practices on equthe schools. Works on the district level to assure district policies encourage the use of multiple ways of assessinstudent learning that are culturally sensitive and that measure complex cognitive and social skills. Advocatesrecruitment of a racially, culturally, and ethnically diverse administrative and teaching staff.

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Criterion 3 Mobilizing community resources

Residency CertificateRecognizes the importance of funding and distribution of resources to ensure that each student has equalopportunities to access learning. Engages in the creation and/or implementation of plans to obtain adequateresources, including technology. Investigates potential community resources appropriate to the plan.

Professional CertificationUtilizes funds and distributes resources, including technology, to ensure that all students have equal access tolearning. Values resources of diverse community groups. Identifies and nurtures relationships with communityleaders. Establishes mutually beneficial relations with businesses, higher education institutions, agencies, andcommunity groups to support the School Improvement Plan.

CareerDevelops 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 populationsDevelops and maintains effective media relations. Prioritizes high visibility, active involvement, and regularcommunication, using technology, to facilitate the school and community serving one another as resources.

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Standard Fivepage 2

Standard V: A school administrator is an educational leader who promotes the success of each student byacting with integrity, fairness, and in an ethical manner.

Criterion 1 Using the continuous cycle of analysis for self-assessment of professional leadership

Residency CertificateUnderstands and exemplifies the standards, responsibilities, and indicators for the principals role in a democraschool. Creates a professional growth plan, identifies needed growth, plans professional growth activities, andgathers evidence to document that professional growth leads to school improvement and increased studentlearning. Engages in self-analysis of own values, behaviors, and dispositions, including awareness of ownethnicity/culture as it relates to others.

Professional CertificationUses the continuous cycle of analysis to assess personal progress and revise professional growth plan to includ

increasingly complex goals. Continually explores better cognitive coaching skills and more successful pre-and pconferences with teachers. Continually gathers evidence that professional growth has led to increased productiin the school.

CareerUses the professional growth plan to collaborate with other professionals to identify and sustain neededprofessional growth. Coaches and mentors emerging instructional leaders. Contributes to the advancement of tprofession through sharing experience, advancing best practice, and extending learning beyond the ISLLC andWashington State standards.

Criterion 2 Acting with integrity, fairness, and courage in upholding high ethical standards.

Residency CertificateUnderstands the career expectation for leading within legal, ethical, and moral frameworks. Articulates and usepersonal values and beliefs to guide actions. Treats people fairly, equitably, and with dignity.

Professional CertificationActs responsibly within legal, ethical, and moral frameworks. Responds to moral dilemmas and treats people faequitably, and with dignity.

CareerServes as a role model for the educational community. Responds to moral dilemmas and inspires others todemonstrate integrity and exercise ethical behavior.

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Standard Sixpage 3

Standard VI: A school administrator is an educational leader who promotes the success of each student byunderstanding, responding to, and influencing the political, social, economic, legal, and cultural context.

Criterion 1. Understanding the role of schools in a democracy.

Residency CertificateDemonstrates understanding of the role of education in renewing a democratic society and the leadersresponsibility in influencing the larger political, social, economic, legal, and cultural context. Advocates for equitand inclusive policies that benefit children, families, and caregivers. Acts to influence local, state, and nationaldecisions affecting learning. Adapts leadership strategies to reflect emerging trends and initiatives.

Professional CertificationEstablishes equitable systems within the school that value diversity and prepare citizens for participation in ademocratic 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, PTSAwithin the district).

CareerActively participates in influencing the quality of a democratic education beyond the local level (e.g., state andfederal policy and legislation, professional associations, shares knowledge and experience through workshops written work, mentors fellow educators through a continuing dialogue around educational issues). Empowers otto create school-based accountability models using the continuous cycle of analysis that goes beyond statestandards for improvement of student learning (e.g., character development, the arts, culturally responsivecitizenship.

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Appendix D Educational Leadership Program Goals, Outcomes, and Assessmentspages 31-35

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34

Educational Leadership Program Goals, Outcomes and AssessmentsDegree Programs Ed.M., M.A., Ed.D. & Ph.D. and Certification Programs

onceptual Framework: The College of Education contributes to the theory and practice of the broad field of education, and dedicates itself to understanding aspecting learners in diverse cultural contexts. We facilitate engaged learning and ethical leadership in schools and clinical settings. We seek collaboration wverse constituencies, recognizing our local and global responsibilities to communities, environments, and future generations.

e Washington State University Educational Leadership Program prepares practitioner-scholars for leadership in education at the local, state, national, andternational levels. A team of academic and field-experienced faculty blends scholarship and practical expertise to prepare school leaders who utilize researchplement policy, and reform practice to improve learning and achievement for all students. The statewide program serves students from all WSU campuses asters a community of educational leaders who work together toward the goals of school improvement and social justice.

arningutcomes

udents will

identify and analyze thetheories, research, andpolicies related to the study ofK-12 educational leadership inthese strands:

Policy, politics and law

Culture, diversity andsocial justice.

Organizational theory andadministration

Inquiry - Technology

Ethics and values

Teaching/learning/Assessment

prepare, write, andpresent clear andcoherent critical bookreviews and reviews ofthe literature ineducational

leadership.

Book review courses:

Literature reviewcourses:

understand, evaluate, and applyinquiryknowledge and skills toproblems of policy and practice ofeducational leadership

design, conduct, report, andpresent clear and coherentresearch studies thatcontribute to understandingand solving problems ofpractice in educationalleadership.

articulate their core valumodel the guiding principlthe profession including:

Commitment to social j

Understanding of ethicaresponsibilities of leade

Effective and respectfuinteraction with others similar and diverse cultvalues, and perspective

Commitment to schoolimprovement.

SU Principal/Program Administrator Residency Certification Programogram Aligns with Educational Leadership Program Learning Outcomes One, Three and Five

arningutcomes

e College ofucationntributes toe theory andactice of theoad field ofucation, anddication itself

derstandingd respectingrners in

verse culturalntexts. Weilitategagedrning and

hicaldership in

hools andnical settings.e seeklaboration

th diversenstituencies,cognizing our

al and globalsponsibilities

1. Identify andanalyze thetheories, research,and policiesrelated to thestudy of K-12educational

leadership.

5. Articulate theircore values andmodel the guidingprinciples of theprofession.


leadership.



leadership.

3. Understand,evaluate, andapply inquiryknowledge andskills to problemsof policy andpractice ofeducationalleadership.



leadership.



leadership.



leadership.


1. Identify aanalyze ththeories,research, policies rethe study education

leadership

3. Understanevaluate, apply inquknowledgskills to prof policy apractice oeducationleadership

5. Articulatecore valuemodel theguiding prof the prof


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Appendix E Chart of Standards, Courses, and Assessments

ISLLC Standard Course Assessment

I. Vision of Learning EdPsy 510 Assessment ofLearning

Analyzing SchoolImprovement Plan

II. School Culture &Teaching and Learning

EDAD 516 Curriculum &Instructional Leadership

Paper on Principal asInstructional Leader

III. Management ofResources

EDAD 585 School Finance Research Paper andPresentation

IV. Engaging Families &Community

EDAD 583 Community &Communications

School and ParentEngagement Plan

V. Acting with Integrity inan Ethical Manner

EDAD 589 EducationalLeadership

Leadership Case Study

VI. UnderstandingPolitical, Social &Cultural Context

EDAD 588 School Law Policy Case Analysis

EDAD 590 Internship Collection of Evidence

Appendix F Action Inquiry Skills

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ISLLC Standard Course & Major

Assignment

Action Inquiry Skills

#1 Articulate,

implement, and steward

a vision of learning

EdPsy 510: School

Improvement

Plan and Implementation

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


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)


#6 Understandspolitical, social,

economic, legal, and

cultural contexts

EDAD 588: PolicyAnalysis Study

Case study analysis skills

Approved by Education Department Faculty: April 22, 2009

Appendix G ISLLC Self-Inventorypages 38-44

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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 theknowledge, 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. Respondto 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 ISLLCSchool Leader Standards.

This self-examination should lead to greater familiarity with the Standards and provide a startingpoint 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.

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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 mission1 2 3 4

collect and use data to identify goals, assess

organizational effectiveness, and promoteorganizational learning

1 2 3 4

create and implement plans to achieve goals 1 2 3 4

promote continuous and sustainable improvement 1 2 3 4

monitor and evaluate progress and revise plans 1 2 3 4

Notes:

Standard 1. Average = Total/5 Average = _______

Standard 2.

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advocating, nurturing, and sustaining a school culture and instructional program conducive tostudent learning and staff professional growth.



nurture and sustain a culture of collaboration, trust,

learning, and high expectations1 2 3 4

create a comprehensive, rigorous, and coherent

curricular program1 2 3 4

create a personalized and motivating learning

environment for students 1 2 3 4

supervise instruction 1 2 3 4

develop assessment and accountability systems to

monitor student progress1 2 3 4

develop the instructional and leadership capacity of

staff1 2 3 4

maximize time spent on quality instruction 1 2 3 4

promote the use of the most effective and appropriate

technologies to support teaching and learning1 2 3 4

monitor and evaluate the impact of the instructional

program1 2 3 4

Notes:

Standard 2. Average = Total/9 Average = _________

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Standard 3.


ensuring management of the organization, operations, and resources for a safe, efficient, and

effective learning environment.



monitor and evaluate the management and operational

systems1 2 3 4

obtain, allocate, align, and efficiently utilize human,

fiscal, and technological resources1 2 3 4

promote and protect the welfare and safety of students

and staff1 2 3 4

develop the capacity for distributed leadership 1 2 3 4

ensure teacher and organizational time is focused to

support quality instruction and student learning1 2 3 4

Notes:


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Standard 4.

A school administrator is an educational leader who promotes the success of all students bycollaborating 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 1 2 3 4

promote understanding, appreciation, and use of the

communitys diverse cultural, social, and intellectualresources

1 2 3 4

build and sustain positive relationships with families and

caregivers 1 2 3 4

build and sustain productive relationships with

community partners 1 2 3 4

Notes:


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Standard 5.

A school administrator is an educational leader who promotes the success of all students byacting with integrity, fairness, and in an ethical manner.



ensure a system of accountability for every students

academic and social success 1 2 3 4

model principles of self-awareness, reflective practice,

transparency, and ethical behavior 1 2 3 4

safeguard the values of democracy, equity, and diversity 1 2 3 4

consider and evaluate the potential moral and legal

consequences of decisionmaking 1 2 3 4

promote social justice and ensure that individual student

needs inform all aspects of schooling1 2 3 4

Notes:


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Standard 6.


understanding, responding to, and influencing the larger political, social, economic, legal, andcultural context.



advocate for children, families, and caregivers 1 2 3 4

act to influence local, district, state, and national

decisions affecting student learning1 2 3 4

assess, analyze, and anticipate emerging trends and

initiatives in order to adapt leadership strategies1 2 3 4

Notes:

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Appendix H Collection of Evidence Product Template for ISLLCStandards

pages 45-48

ISLLC STANDARD 1

Standard 1: A school administrator is an educational leader who promotes the success of all students byfacilitating the development, articulation, implementation, and stewardship of a vision of learning that i

shared and supported by the school community.

Major Project: Supporting Activities:

Description of Project:

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Needs Assessment (data, evidence, feedback that contributed to selection of project)

Action Plan (what, strategies, activities, results, evaluation):

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Impact on Student Learning (data, evidence, feedback):

Impact on Interns Professional Growth:

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Executive Summary:

Reflective Summary:

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Appendix I Internship Collection of Evidence Template Rubric

Standard: _____________________________ Major Project: _______________________________________

1 2 3

Criteria Below Standard Meets Standard Above Standard

Description of project

Incomplete description of projector why selected

Clearly identifies and describesproject and why it was selected

Contains clear description of projectwhy it was selected, and analyzesimplications for students and/or staff

Needs assessment

Incomplete description of data,needs assessment, and

demographics

Clearly identifies data, evidence, andfeedback and demographics for

students, parents and faculty

Contains clear description of needsassessment and links data to project

selected; identifies boundaries andlimitations

Action plan

Incomplete as to what will bedone or connection to SchoolImprovement Plan

Clearly identifies the steps to be takenincluding connection to SchoolImprovement Plan, describesstakeholders, barriers and events

Thoughtful analysis of the steps to betaken, including connection to SchooImprovement Plan, connected toresearch, possible conflicts andconsequences

Impact on student learning

Incomplete information with littleor no evidence of impact onstudent learning

Provides evidence of impact onstudent learning and consistent withschool culture

Provides evidence of impact on studelearning and continuous improvemenrelated to school culture, anddisaggregates various student

populations

Impact on interns professional growth

Incomplete information and noconnection to role of the principal

Provides evidence of what internlearned and its application to role ofthe principal

Provides evidence of what internlearned and its application to role of

principal, including challenges andopportunities, and new understandingof social justice issues

Executive summaryDoes not provide a summary ofthe project

Succinctly summarizes the project Succinctly summarizes the project anprovides rationale as to why importa

Reflective summary

Superficial and/or not focused onwhat learned

Thoughtful and clear as to whatlearned

Thoughtful and clear as to whatlearned, examines ethical and legalaspects and raises questions as to wnext?

Artifacts and evidenceDo not relate to project Clearly related to project Related to project and enhances

understanding

2009Total Points: ______________________ Average: ____________________

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RECORD OF EXPERIENCES WITH DIVERSE STUDENT AND ADULT POPULATIONS

EDUCATIONAL LEADERSHIP PROGRAM

WASHINGTON STATE UNIVERSITY

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

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


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Signature of Student __________________________________________ Date________________________

Signature of University Supervisor _______________________________ Date ________________________

Adopted: Spring Semester 2009

50

Type of Experience Date Location Comments


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Appendix J ISLLC StandardsFinal Assessment and Rubricspages 52-57

Washington State University Principal's Certification ProgramISLLC Standards - Final Assessment

Intern: Mentor:

Date:

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 skills2 = Developing skills

Extent ofPerformanc

e1 2 3

4

ProfessionalCertificate:

3 = Proficient4 = Sustaining

Standard 1: Articulate, implement, and steward a vision of learningA school administrator is an educational leader who promotes the success of all students by facilitatingthe 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 ofPerforman

ce1 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

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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 instruct

Documents

2012 WSU Principal Certification Handbook