Principals' Preparation Program For Educators

Transcription

1 Principals' Preparation Program for Educator Licensure Program Description There exists a compelling need for excellent educators to ensure that all students in the schools of the Commonwealth of Massachusetts are provided optimal opportunities to learn. The need is especially acute for administrators at all levels, Elementary 1-6, Middle School 5-8 and High School The intent behind the development of the District Based program at the South Shore Educational Collaborative is to address this need for administrators in public schools in the Commonwealth. The fundamental purpose of educator preparation programs, as stated in the August 2002 Guidelines for Approval of PreK-12 Educator Preparation Programs, is "to assure the public that teachers and other educators who complete these programs in Massachusetts are prepared to educate PreK-12 students according to the learning standards in the Massachusetts Curriculum Frameworks." The South Shore Educational Collaborative Administrator Licensure Program is designed to address the Regulations for Educator Licensure and Preparation Program Approval 603 CMR 7.10 Professional Standards for Administrators. The series of experiences included in the program are designed to provide opportunities for candidates to gain a deep working knowledge of the Professional Standards for Administrators. The expectation is that the knowledge gained throughout the program will enable the administrator candidates to hold themselves and other school personnel accountable to parents and the community for the learning of all students. The focus will be to develop administrators who are leaders in their communities. Candidates in the program are provided continuous opportunities: I. To acquire the knowledge and skills necessary to develop minimal proficiency in the Professional Standards for Administrators which are detailed in 603 CMR 7.10 through participation in nine-10 hour seminars and two 40 hour courses. II. III. IV. To participate in a 300 hour practicum in which the candidate will have opportunity to apply the knowledge and skills learned through the coursework as well as expand his/her knowledge base through continuous reflection during the experience. The practicum will be supervised by a Program Supervisor from the South Shore Collaborative Team. To practically apply learnings that have occurred throughout the coursework in the actual day to day operation of the school in which the candidate is doing the practicum. The candidate will be mentored by an experienced Supervising Practitioner at the practicum site. To demonstrate the knowledge gained through the coursework and the practicum via a candidate developed performance portfolio. The portfolio will provide evidence indicating the candidate's competency in the 603 CMR 7.10 Professional Standards for Administrators. The pages that follow will outline the South Shore Collaborative program, following the Guidelines for Approval of Educator Preparation Programs. 1

2 Administration Program Narrative SSEC/ENC Collaboration Eastern Nazarene College and South Shore Educational Collaborative are forming a partnership/collaboration for the purpose of preparing School Principal/Assistant Principals to serve in the public schools of Massachusetts. The collaborative program will require candidates who enter the program to take ten, 10 hour modules (100 hours) dealing with a number of topics from the Professional Standards for Administrators. In addition, two 40 hour courses (80 hours) will be offered, one focusing on leadership and one on issues for administrators. The total "class time" hours for the program will be 180 hours. A 300 hour practicum experience in the role of a School Principal/Assistant Principal will also be a critical part of the program. Component 1: Preparation in Subject Matter and Professional Knowledge Candidates desiring to enter the collaborative Program must meet the following requirements before admittance to the Program: 1. Possession of an Initial License in another educational role. 2. Completion of three years of teaching/supervisory experience in a school based or alternative setting in a role in which the candidate holds a license. 3. Passing all MTEL requirements for the administrative license, if that has not occurred. Narrative to accompany the matrix showing how required topics for the Administration Program are addressed by the Program s Curriculum. The Collaborative Administration Licensure Program prepares educators for administrative and supervisory positions in the following areas: elementary principal, middle school principal, and secondary principal. Candidates in the program study foundational principles for becoming effective leaders in schools. The following topics will be the focus on the nine modules: SSEC 1 Budget and Finance Issues 10 hours SSEC 2 Curriculum Development and Supervision 10 hours SSEC 3 Professional/Staff Development 10 hours SSEC 4 Teacher Evaluation/Supervision 10 hours SSEC 5 Planning/Organizational Behavior 10 hours SSEC 6 Human Resource Management 10 hours SSEC 7 Student Support Services 10 hours SSEC 8 Data Analysis 10 hours SSEC 9 Safe and Orderly Climate 10 hours SSEC 10 School Law 10 Hours Subtotal Hours: 100 hours The two 40 hour class sessions will focus on the following topics: SSEC 11 Leadership 40 hours SSEC 12 Issues for Administrators 40 hours Subtotal Hours: 80 hours Full Program Total Hours of Instruction 180 hours EVIDENCE: Course Descriptions and Course Syllabi found in the supporting documents 2

3 SSEC Module Descriptions The module descriptions in this section describe the course content and various experiences that will occur throughout the SSEC Administrator Initial Licensure Program. The topics, major subject areas, skills and knowledge necessary to demonstrate competency in the Professional Standards for Administrators and earn an Initial License are outlined in the following pages in the course descriptions and module/course syllabi. The 10 modules will meet once a month for ten hours over a Friday night/saturday format. Class time will be spent covering/learning the content for each module/course. Additional time will be necessary outside of class time to complete the various assignments required for each module/course. The modules/courses will be taught at the South Shore Collaborative in Hingham. All modules/courses will be taught by current licensed administrators and/or recently retired administrators who hold a license. Their practical experience will be invaluable to the candidates in the program. All of the faculty who will be teaching the modules/courses are well versed in the latest challenges administrators face and can effectively blend theory and practice for the candidates. In addition to addressing issues dealing with special education, they will also be expected to discuss the challenges administrators will face at each level of schooling in the Commonwealth, elementary school, middle school and high school. The modules/courses are designed to keep a focus on the Professional Standards for Administrators (603 CMR 7.10). All of the content, activities and assignments provide opportunities for the candidates to develop a working understanding of the material, moving toward the ability to apply their learning in a school setting. The modules/courses are meant to help candidates think about the blending of theory and practice, leading to the practical application of the theory and principles in a school. Course descriptions for each of the modules follow SSEC 1 Budget/Finance Issues The Budget/Finance module will help candidates develop an understanding of the financial issues of school districts. In particular, emphasis will be placed on district/school level budget development, budget administration, state and federal regulations, and facility planning and plan management. SSEC 2 Curriculum Development and Supervision The Curriculum Development and Supervision module will discuss the analysis of factors that influence curriculum development. Emphasis will also be placed on the Massachusetts Curriculum Frameworks and how administrators can support teachers in their work with candidates and the Frameworks. Assessment and evaluation will also be explored, including the role of the administrator in curriculum alignment and planning. SSEC 3 Professional/Staff Development The Professional/Staff Development module will foster understanding about the importance of professional development and the use of it to create change in a school. Emphasis will be focused on a brief overview of the history of professional development. The history overview will then lead into discussion of various models for effective professional development at the district/school level. 3

4 SSEC 4 Teacher Supervision/Evaluation This module is designed to investigate the various models that are available for teacher supervision and evaluation. Topics for discussion will include the processes of observation and consultation to help all teachers and candidates become successful. An additional focus will be on those elements of measurement and assessment that are essential to good teaching. SSEC 5 Planning/Organizational Behavior A general study of organizational theories and functions with a particular application to the school setting is emphasized. Attention is given to formal and informal power structures, tables of organization, school culture and change. Additionally, successful educational planning and managerial strategies to assess and define needs, establish priorities, set goals, and allocate resources will be explored. SSEC 6 School Personnel Administration Personnel issues from pre-hiring to leaving an organization are covered. This emphasis includes such topics as: interviewing, the hiring process, staff development and in-service, personnel growth and coaching, contract administration, reduction-in-force, tenure, and non-renewal. Background in organizational theory and program management is essential. SSEC 7 Student Support Services The variety of services and resources available to students, including special learner programs, utilization of resource centers, counseling services, and health services, will be emphasized. The legalities and theoretical bases for surrounding the student support services will also be covered. SSEC 8 Data Analysis It is important for administrators to have a clear understanding of the various amounts of data that are available for doing their work. The focus of the module will to help future administrators understand the importance of using data in their work. A second emphasis will be on the various tools that are available for making decisions based on available data. SSEC 9 Safe and Orderly Climate Within the past 5-10 years there have been a number of incidents in schools that significantly impact the learning environment in a negative manner. The result of violent incidents and school shootings has necessitated that those leading schools (principals) have a working knowledge of how to address the various violent disruptions that impact the learning environment. The focus of this module will be to provide aspiring principals the knowledge and skills to effectively deal with threats to the school environment, thus working toward establishing a school environment conducive to learning. SSEC 10 School Law A review of the history, concepts and terms of law set forth the framework for dealing with school issues emerging from state and federal legislation including special needs issues. Federal and state court cases, past and present, impacting schools are also emphasized. 4

5 SSEC 11 Leadership This course promotes an understanding of what it means to be an effective and ethical leader in a school. In addition to studying the experiences of veteran principals, the course includes the study of leadership theory and practice, the dynamics of building level organizations, decision-making, the planning process, school culture, the change process, and team building skills needed to develop a learning organization. SSEC 12 Issues in Administration This course will be the culminating classroom experience for the administration program. Candidates will deal with a number of case studies focusing on the day to day operations of schools. The course will first examine what a case study is and offer a template that can be used to organize information for looking at a live problem in educational administration. The following topics are covered: budgetary and finance issues, law, teacher supervision, curriculum issues, pupil personnel issues, data analysis, personnel issues, site based decision making, and leadership concerns. Candidates will be expected to apply the learning that has occurred through their courses as well as from the various practicum experiences. The SSEC District Based Administration Program will be conducted as if the courses/modules are graduate level classes (in fact, an agreement in being developed with Eastern Nazarene College whereby the students will be able to earn 24 graduate credits after completing the program). As such, it is expected that all work will be of graduate quality. Written assignments must be error free and written according to standard formal English rules as expected at that level. Additionally, any written wore required during the Practicum experience, must be error free and professional. It is also expected that any oral communication within the classes/modules and during the Practicum will be conducted using the proper rules for correct, professional oral communication. 5

6 South Shore Collaborative Administrator Licensure Program Admissions Process The South Shore Education Collaborative is sponsoring a 15 month program for candidates aspiring to be school administrators. The program consists of ten, 10 hour seminars, two, 40 hour courses and a 300 hour Practicum Experience. Upon completion of the program, a candidate is eligible for Initial Licensure in the state of Massachusetts as a Principal/Assistant Principal (PreK-6, 5-8 or 8-12). In order to be considered for the program a candidate must meet the following criteria: 1. Completion of at least three full years of employment in an executive management/leadership role or in a supervisory, teaching, or administrative role in a public school, private school, higher education, or other educational setting accepted by the Department. 2. Passing of all MTEL requirements for the administrative license 3. Complete an application form. 4. Submit three letters of recommendation from individuals who can assess your potential to be successful in the program and be a successful administrator. Send official transcripts from all colleges/universities attended (BA and Master's work). Send a resume indicating employment history, volunteer work, and life experiences. Submit an affidavit relative to any criminal activity, tax return status, child abuse and knowledge of MGL 119, C51A. (Can be obtained on line at the Mass Dept of Ed Website- All materials must be submitted to: South Shore Education Collaborative 90 Industrial Park Rd. Hingham, MA

7 South Shore Education Collaborative Application for Admission Principal/Assistant Principal Program Admission Procedure The SSEC Principal/Assistant Principal program admits candidates in the spring and summer for the start of Fall cohorts. I am applying for the term beginning: Fall 2011 Please type or print clearly. P E R S O N A L I N F O R M A T I O N Social Security number - - Ms. Miss Mrs. Mr. Name: Birthday: Permanent address City State Zip Mailing address (if different) City State Zip Phone (home) ( ) (work) ( ) (Cell) address Employment position Employer Demographic Information: I would describe myself as: American Indian or Alaskan Native, Black Non-Hispanic, Hispanic, Asian/Pacific Islander, White Non-Hispanic, Other A C A D E M I C I N F O R M A T I O N List all colleges, universities and graduate schools you have attended. Please have official transcripts from the institution(s) which granted your bachelor's degree and where you have done any other course work sent directly to: SSEC 90 Industrial Park Rd. Hingham, MA Official transcripts are necessary for admission consideration. Institution (s) Attended, Year Graduated, Degree Earned: Institution Year Graduated Degree and Field 7

8 Teaching certificates or licenses held (education, counseling or other): MTEL communication and Literacy Skills Pass Date: Reading: Writing: All required forms must be completed and submitted before consideration for admission. I hereby certify that the information given in this application is complete and accurate to the best of my knowledge. Signature Date Please return this application with a nonrefundable check or money order in the amount of $35.00 to: South Shore Education Collaborative 90 Industrial Park Rd. Hingham, MA Attn: Principal/Assistant Principal Program Director Nondiscriminatory Policy Statement South Shore Education Collaborative does not discriminate on the basis of race, color, national origin, age, religion, marital status, sex or disability in employment programs, vocational programs, or activities, set forth in compliance with the Office of Civil rights, Title VI, Title VII, Title IX, ADA, and Section

9 South Shore Education Collaborative Principal/Assistant Principal Program Letter of Recommendation to Supplement Application for Admission This section is to be completed by the applicant before the form is given to writer of the recommendation. Name of Applicant: Program Entering: South Shore Education Collaborative Principal/Assistant Principal Program Signature of candidate Please rate the applicant. Compare with others of like experience and position. Please attach additional information should you want to expand further on the qualifications of the applicant. Intellectual Achievement General Knowledge Oral Communication Skills Written Communication Skills Working with Others Emotional Maturity Imagination/Creativity Upper 5% Upper 10% Upper 25% Upper 50% Lower 50% No basis for judgment Context in which I have known the applicant: from to. In addition, please include a written assessment indicating your opinion of the applicant's ability to pursue a Principal/Assistant Principal program and achieve success in that position. Any pertinent information is valuable, but a specific evaluation of strengths and weaknesses is more helpful than general praise. Please attach your written statement to this form. Name: Signature: Position: Address: Date: Return To: South Shore Education Collaborative 90 Industrial Park Rd. Hingham, MA Candidates desiring to enter the SSEC Program must meet the following requirements before admittance to the Program: 1. Completion of at least two full years of employment in an executive management/leadership role or in a supervisory, teaching, or administrative role in a public school, private school, higher education, or other educational setting accepted by the Department 2. Passing of all MTEL requirements for the administrative license. 9