EXAMINING THE CHANGING DEMOGRAPHICS IN CALIFORNIA

What do these changes mean for Latino students and their families?

*DEVELOPING AND MENTORING LATINO EDUCATIONAL LEADERS

ACSA Region 8 ForumSanta Clara County Office of Education

Dr. David J. VerdugoCalifornia Association of Latino Superintendents and

AdministratorsCALSA Executive Director

Association of Latino Administrators and Superintendents

ALAS Superintendents Leadership Academy Director

OBJECTIVES/SHARE

• CALSA MISSION• BELIEF STATEMENT • 41YEARS AS AN EDUCATOR• REVIEW CALIFORNIA HISPANIC POPULATION DATA• DEVELOPING AND MENTORING LATINO

EDUCATIONAL LEADERS• STATE LEVEL• NATIONAL LEVEL

MISSION STATEMENTThe California Association of Latino Superintendents and Administrators (CALSA) is a community of diverse educational leaders skilled in addressing the needs of Latino/a students and dedicated to increasing the number of highly effective Latino/a administrators.

CALSACALSA has been in existence since 1989 and members include superintendents and administrators from throughout California. The California Association of Latino Superintendents and Administrators is a professional association that advocates for the continued development and placement of Latino educational leaders who are committed to quality public education. CALSA’s purpose is to promote leadership, unity, and mentorship for educators.

CALSA

• Leadership Development• Mentoring• Networking with Colleagues• Job Assistance• Legislative Advocacy• Las Hermanas• Coordinating Partners• Collaborative Advocacy

ACSA ALAS CABE CAAASA

Belief Statements• The educational landscape of California continues to transform into one

where the skills development for children of color demands our commitment. The ability of our students to succeed requires that we work towards Redefining Leadership to build the future.

• The goal of an effective education for Latino students—including Latino English Learners (ELs) is more critical than ever to their future and to California’s social and economic health.

• External influences have strong effects on the local school system. These influences can come from parents, political and legal patterns, and demographic characteristics, to name a few.

• Because of these changing demographics, the growing diversity, the growing diversity of communities, and other external influences, the role of the superintendent is faced with even greater challenges in the 21st century.

• Organizational health is most effective when the schools mirror the norms, values, and philosophies of the surrounding society.

• Successful leadership recognizes and cultivates collaborative leadership within these diverse groups committed to a course of action that builds learner-centered schools.

DEMOGRAPHIC TRANSFORMATIONMY 41 YEARS AS AN EDUCATOR

• Sea of White• Becoming more colorful• Rise of non-White students (overwhelming growth)• Resistance to change• School and District culture (Leaders)• Come together right now• Become successful together• Demands of Diversity are complex• How to meet the challenge

California Hispanic Population Will Be State’s Largest Ethnic Group in 2014 According to State Budget released by

Governor Jerry Brown

• Hispanics, for the first time will become largest ethnic group by the end of the year (2013-2014 Budget Report)

• “It’s a seismic shift, period”, Larry Gerston, Professor of California Politics at San Jose State

• 24 Million Hispanics are eligible to vote in the 2012 Presidential Election (Pew Research Center)

• The growth of California’s Hispanic population presents significant challenges for the state, especially when it comes to education

• A study by Washington-based Excelencia in Education found that only 16 percent of California Latinos hold a college degree, lagging well behind the 39 percent figure of the state as a whole

• Worse, the Excelencia study noted, the percentage of Hispanics attaining college degrees is by some measures declining

Continued:

• As of 2011, over half of all K-12 students in California are Hispanic (Pew Research Center)

• It’s increasingly urgent for this state (nation) to get serious about Hispanic kids because they are the ones doing the least well in school, Patricia Gandara, UCLA Professor and author of “The Latino Education Crisis”

• The high school dropout rate of Hispanics in 2012 was 16.2% (California Department of Education)

CALSA MENTORING PROGRAM

• Based on collaboration between veteran and new or aspiring leaders• Promotes an environment that is conducive to high levels of student

achievement• Focused on the development and sustainability of the mentor/protégé

relationship• Investment of resources in mentoring program to attract, develop and

retain future Latino/a leaders• Entails proactive yet thoughtful, individual, and networked support

structures• Widely recognized benefits include understanding and expectations,

suitable match, making time to ensure engagement• Goals and outcomes of the program are properly communicated and

align with CALSA mission• Contains a CALSA participant commitment

IMPACTING LATINO STUDENTS AND LEADERS AT NATIONAL LEVEL ASSOCIATION OF LATINO ADMINISTRATORS AND SUPERINTENDENTS

(ALAS)

Superintendents Leadership Academy ProgramMission:To provide leadership at the national level that assures every school in America effectively serves the educational needs to all students with an emphasis on Latino youth by building capacity, promoting best practices, and transforming educational institutions.

National Snap-ShotBy the year 2025, Latino children will make up 25 percent of the school age population. In the nation’s largest states—California, Texas, Florida, and New York– Latino’s already have reached that level. Addressing the needs of the fastest growing community in the United States—the Latino Community--is vital to our national interest.

CALSA and ALAS is committed to identifying, recruiting, developing, and advancing Latino school administrators in order to improve the educational accomplishments of Latino youth.

SUPERINTENDENTS LEADERSHIP

ACADEMYGOALTo recruit and prepare Latino school system leaders to become superintendents of school districts in the United States with an emphasis on Hispanic serving school districts, those school districts having a population of Hispanic students 20% or higher.

VISIONCreate an exclusive year long leadership training institute that allows participants to continue in their present jobs while being trained, coached, and mentored by high-powered successful practitioners.

MISSIONThe mission of the ALAS Superintendents Leadership Academy (SLA) is to improve and expand opportunities for emerging school systems leaders by providing coaching, mentoring, and support to acquire the knowledge and skills necessary to assume high level roles especially in high poverty and minority serving school systems.

SLA Program Overview

OBJECTIVESAt the end of SLA, participants will have a portfolio containing the following drafts:

• A vision for student learning• A mission elucidating the meaning of student learning• A personal leadership profile• A personal values and beliefs statement• A set of principles governing accountability with a specific focus on Els and

another subgroup of their choice• A set of principles governing curriculum alignment with state standards and

assessments• A set of principles governing staff development• A set of principles governing ethical decision-making• An entry plan

SLA CONTENT STRANDS

• Leadership• Governance Issues and Strategic Planning• Curriculum, Instruction and Assessment• Management Systems and Structures• Preparing To Become a New Superintendent• Characteristics of Equity Leadership and Working

With The Community

SLA CURRICULUM CONTENT EXAMPLES• Characteristics of Personal and Professional Leadership• Developing Entry Plans• Strategic Planning Process• Board Governance Issues• School Board Relations• Instructional Technology• Operations and Systems• Characteristics of Successful Districts• Decision Making Process• Trends and Issues• Achievement GAP and ELL Best Practices• Advocacy and Equity• Parent and Community Engagement• 90 Day Plans• Challenges• Working With Consultants

SLA NATIONALLY RECOGNIZED

SPEAKERS

• Dr. Thelma Melendez de Santa Ana• Mr. Jose L Banda• Dr. Maria Ott• Dr. Lee Vargas• Mr. Alberto M. Carvalho• Mr. Eduardo B. Soto• Dr. Arturo Delgado• Dr. Darline Robles• Dr. Richard A. Carranza• Dr. Christina Kishimoto

EXAMPLE SLA COHORT CALENDAR• Session No. 1 July 27-28, 2013 – New Orleans, LA• Session No. 2 September 12-14, 2013 – Seattle, WA• Session No. 3 October 16-19, 2013 – Denver, CO• Session No. 4 November 21-23, 2013 – Washington,

DC• Session No. 5 January 16-18, 2014 – Miami, FL• Session No. 6 February 13-15, 2014 – Nashville, TN • (AASA National Conference on Education)• Session No. 7 April 10-12, 2014 – Coralville, ACT

Campus, Iowa City, IA• Session No. 8 May 15-17, 2014 – San Antonio, TX

ALAS SLA PARTICIPANT

COMMITMENT• Attend all eight program sessions• Be punctual and attend entirety of each session• Be committed for learning and personal growth• Be courteous and respectful to class members, faculty,

speakers, staff, sponsors, guests, and alumni• Interact with class members and participate in program

activities such as assignments, presentations, and discussion sessions

• Be willing to listen respectfully to speakers or class members with different ideas, beliefs, and value systems

• Actively participate in ALAS events and SLA alumni activities following graduation

WHY CALSA? WHY SLA?

• Data on the Demographic trends in California and the United States

• Latino students growth across California and the United States

• Georgia and North Carolina displaying highest growth• Data on drop-out rates, college completion rates, etc.• Achievement Gap: 17 year old Latino students perform

at the same level as White 13 year olds (NAEP and Ed.Trust reports)• Service to our students and Latino educational leaders

WHY CALSA? WHY SLA?

• 14,000 school districts in the United States• 1400 are considered Hispanic serving School

Districts (HSSD) with 25% Hispanic• 230 Latino Superintendents and only 50 women

(July 2012 ALAS data)• Builds capacity of aspiring Latino/a California

public education leaders

WHY CALSA?

THE ANSWER IS CLEAR…• If we do not act now, then when?• If not us, then who?

MISSION STATEMENTCALSA is a community of diverse educational leaders skilled in addressing the needs of Latino/a students and dedicated to increasing the number of highly effective Latino/a administrators

NEXT STEPS CALSA MEMBERSHIP

WWW.CALSA.ORG

CONTACT INFORMATIONDr. David J. Verdugo

CALSA Executive Directordverdugo@calsa.org

562-810-6249