Executive Leadership Program

Transcription

1 Executive Leadership Program Initial Administrator License (IAL) Portland State University Graduate School of Education Educational Leadership and Policy Department P.O. Box 751 Portland, OR December 2010

2 EQUAL OPPORTUNITY PSU supports equal opportunity in admissions, education, and use of facilities by prohibiting discrimination in those areas based on age, color, disability, gender, marital status, national origin, religion, and sexual orientation. This policy implements state and federal law (including Title IX), and inquiries about it should be directed to the Affirmative Action Office, 122 Cramer Hall. A major goal of this program is to provide a diverse pool of qualified applicants for administrative positions in Oregon. Minorities and women are strongly encouraged to apply. Retention of Student Documents All documents submitted to PSU become the property of the University and may not be copied or returned to a student. Transcripts from other institutions cannot be copied. (PSU Bulletin , p. 49)

3 Initial Administrator License Guiding Principles The Initial Administrator License specialty prepares educational leaders to respond positively, creatively, and proactively to the diversity within our communities. This program offers prospective school leaders an experience that reflects the faculty s commitment to teaching, research, and service along with the department s mission to provide and develop responsive leadership. Underlying the work of our faculty is the assumption that at every level, traditional approaches to education and schooling should be challenged. Six core beliefs drive the knowledge, skills, and practices we seek to develop in IAL participants: All learners can be successful. Learning activities must build on individual strengths and life experiences rather than deficiencies. Curriculum and instructional practices must be designed to include and facilitate the personal development of the increasingly diverse population of learners served in metropolitan areas. Reflective practice is a characteristic of the professional educator. Life-long learning and personal responsibility are goals of the professional educator. Schools are fluid organizational systems that must adjust internally to be responsive to the communities they serve. Initial Administrator License Learning Outcomes The IAL curriculum and methods of instruction are responsive to the special needs of adult learners. Participants are expected to assume much of the responsibility for their learning and to cultivate within themselves the habit of reflection and the desire to grow personally and professionally throughout their lives. Initial Administrator License Program Offerings Convenience- Academic year Cohort classes are held one evening a week for three consecutive terms. Cohort class- Participants enter as a cohort (learning community) and remain together throughout the program. This feature enhances the opportunity for personal growth and professional development by giving students the chance to get to know a few colleagues colleagues they can rely on while in the program, and on whom they can call in the future as working administrators. Practical experience- The IAL specialty integrates formal and informal learning opportunities and offers administrative candidates many occasions to apply ideas discussed in the classroom to actual practices in the field throughout an on-going practicum.

4 Problem-based learning- The IAL specialty incorporates an integrated curricular approach that focuses on actual problems of practice rather than on traditionally discrete academic disciplines/courses. Portfolio development- The IAL specialty experience results in artifact-creation a collection of materials that attest to a participant s administrative beliefs, accomplishments, and experiences. This portfolio could be invaluable in seeking administrative employment. Career guidance- Participants will have numerous opportunities too interact and speak with successful school principals and superintendents in the area school districts about prospective career plans. They will help students identify personal strengths and limitations, and will offer suggestions for achieving goals as professional educators. Initial Administrator License Curriculum Students work to complete a program that includes Prerequisites (8 credits*) and (24 credits) License Cohort. The IAL academic year cohort begins fall term (late-september) and ends spring term (mid- June). The summer session cohort takes two consecutive summer sessions with an administrative practicum during the intervening school year. Each summer session begins mid- June and ends in July and the coursework is offered at the PSU campus. Newly admitted students must agree to complete the entire program even though they may have already completed courses with numbers or titles similar to those required. The curriculum in this program reflects the new TSPC standards and is very different from what you may have completed previously. The summer session cohort is only offered in alternate years. Prerequisites Courses that must be completed prior to beginning Cohort ELP 569 Introduction to Educational Administration (4 credits) ELP 511 Principles of Educational Research (4 credits) or *an equivalent course. * If you have previously completed a graduate-level Research course in your master s program, it may qualify for substitution of this research credit. To have a course substituted for a prerequisite requirement you must submit a Petition for Course Substitution (form is available on the ELP website) and indicate which course you feel is comparable, provide an official transcript AND also a syllabus or catalog description of the course taken. Many universities provide this information on their website. COURSES OLDER THAN 10 YEARS DO NOT QUALIFY. Please include with your application.

5 Oregon Standards for Advanced Programs in Educational Leadership for Principals, Superintendents, Curriculum Directors, and Supervisors [OAR ] Standard 1.0. Visionary Leadership: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. Standard 2.0. Instructional Improvement: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. Standard 3.0. Effective Management: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. Standard 4.0. Inclusive Practice: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources in order to demonstrate and promote ethical standards of democracy, equity, diversity, and excellence, and to promote communication among diverse groups. Standard 5.0. Ethical Leadership: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by acting with integrity, fairly, and in an ethical manner. Standard 6.0. Socio-Political Context: Candidates who complete the program are educational leaders who have the knowledge, ability, and cultural competence to improve learning and achievement to ensure success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Standard 7.0. Practicum Experience: The practicum provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.

6 Initial Administrator License 24 credits Academic Year Cohort is currently offered in five locations: Portland campus, Metro East), Metro West, Salem, and Southern Oregon. Direct instruction and group problem-solving assignments will be completed through weekly meetings for the entire year, commencing fall term. In addition, each cohort member completes a full-year guided administrative practicum. Fall Term 8 credits ELP 571 Human Relations & Educational Foundations (4) ELP 573 Educational Leadership Project I (1) ELP 509 Practicum: IAL (3) Winter Term 8 credits ELP 572 Teaching, Learning & Curriculum (4) ELP 574 Educational Leadership Project II (1) ELP 509 Practicum: IAL (3) Spring Term 8 credits ELP 570 Human Resource Development & Org. Change (4) ELP 575 Educational Leadership Project III (1) ELP 509 Practicum: IAL (3) Summer Session Cohort is only available at the Portland downtown campus. This program extends over two consecutive summer sessions with a guided practicum during the intervening school year. Participants convene several times (to be arranged) during the academic year to discuss practicum experiences. Summer I (4 weeks) ELP 570 Human Relations & Educational Foundations (4) ELP 582 Teaching, Learning & Curriculum I (2) Intervening School Year (4 credits for 3 terms) ELP 573 Educational Leadership Project I FALL (1) ELP 509 Practicum: IAL (3) ELP 574 Educational Leadership Project II WINTER (1) ELP 509 Practicum: IAL (3) ELP 575 Educational Leadership Project III SPRING (1) ELP 509 Practicum: IAL (3) Summer II (4 weeks) ELP 572 Human Resource Development & Org. Change (4) ELP 583 Teaching, Learning & Curriculum II (2) The Administrative Practicum The 360-hour field-based practicum is the equivalent of working about 120 hours per quarter or 12 hours per week in a building-level or district/agency administrative capacity. During the practicum, the administrative intern seeks opportunities to develop fully as an educational leader and to acquire proficiency in the seven areas of administrative responsibility as outline by TSPC s Performance Standards.

7 Initial Administrator License Candidates seeking recommendation from PSU for the Initial Administrator License must: Have been admitted to the Initial Administrator License and Portland State University. Submit a signed letter of acceptance and non-refundable tuition deposit of $150. Complete a supervised 360-hour practicum. Demonstrate an acceptable level of competency in the knowledge and performance domains specified by the most recent TSPC standards. Receive a passing score (600+) on the Praxis II Specialty exam Educational Leadership: Administration and Supervision. Have completed at least 2 years of successful full-time experience in a licensed school personnel position (such as teacher or counselor) at the time of application for the administrative license. Other TSPC Requirements Application for the Initial Administrator License must be made within 1 year of completing the IAL program. Recency of your course work is a consideration by TSPC in granting licensure. Contact the Graduate School of Education Educational Licensing, (Room 606A ED). Applicants must hold a valid first aid card and demonstrate knowledge of Oregon and federal anti-discrimination statutes. The Graduate School of Education can provide information on fulfilling this requirement,

8 Initial Administrator License Faculty Faculty members for the Initial Administrator License Program have been chosen for their practical experience as well as their academic background. Participating school districts, administrative mentors, clinical faculty teaching in the program, and Portland State University faculty collaborate in the design and delivery of this program to assure the highest quality instruction that is timely, informed, relevant, and practical given the challenges of contemporary school district administration. Susan Carlile, M.A. University of Oregon Program Coordinator Instructional leadership; organizational change; principal leadership; curriculum and staff development; supervision and evaluation Tom Chenoweth, Ph.D. Stanford University Principalship; supervision and evaluation of instruction; school change and leadership; problembased learning; high school reform Dan Johnson, Ed.D. Portland State University Off-Campus Program Advisor Instructional leadership; principal and superintendent development; school law; community relations; organizational change ADVISING To schedule an appointment with a specific faculty advisor, please call the Graduate School of Education receptionist, ext or You may also contact the Executive Leadership Program Coordinator, Susan Carlile at scarlile@pdx.edu.

9 When to Apply It is to your advantage to submit your application for early admission. On July 1, a final admissions screening will admit students to the Academic Year Cohort on a space available basis only. In this case, the student is still responsible for taking the prerequisite courses before beginning the fall cohort. Summer Cohort (alternate years only) Program you are Applying to: Initial Administrator License Requires taking ELP 569 and 511 prior to beginning the cohort Beginning Quarter of Cohort SUMMER 2012 Application Deadline Early Admission: November 1, 2011 Final Admission Feb 1, 2012 Academic Year Cohort 2010 Academic Year Cohort 2011 Initial Administrator License Requires taking ELP 569 and 511 prior to beginning the cohort Initial Administrator License Requires taking ELP 569 and 511 prior to beginning the cohort FALL 2011 FALL 2012 Early Admission November 1, 2010 February 1, 2011 Regular Admission May 1, 2011 Late Admission June 1, 2011 Early Admission November 1, 2011 February 1, 2012 Regular Admission May 1, 2012 Late Admission June 1, 2012 Once all application requirements have been received, an Admissions Committee will review the completed file. This process may take a minimum of 4 weeks. To register for the prerequisite courses, download the Quick Entry application. Once processed, this will allow registration for courses while waiting for the committee s final decision. Once a decision has been made, the applicant and the University s Office of Admissions will be notified. It is a University requirement that students register and pay for at least one credit in the term they are admitted. Failure to do so will cancel your admission. Please advise the ELP Department if there is a change of term for which you intend to begin classes. If there is a change after admission, you must notify the ELP Department, (elpdept@pdx.edu) and the Office of Admissions, for this change to take effect, and to avoid having your admission cancelled.

10 IAL Admission Checklist Compile materials and send to the ELP Department at: Portland State University Grad School of Education ELP Department P.O. Box 751 Portland, OR Department Application Form Official transcripts from every accredited institution ever attended, including community colleges Except PSU If PSU already has copies of your transcripts from previous applications, you ll only need to send the ELP Department unofficial copies. We recommend you have your previous institutions send the transcripts to your home. You can add them to all other application materials so everything arrives in the ELP Department at the same time. Current Resume Personal Goal Statement Copy of Teaching License Designation of Mentor Form This can be mailed to the department by you, or by your mentor with their Letter of Reference University Application and fee If you decide to fill out the University Application online, please indicate so on the Department Application If you wish to fill out a paper version of the University Application, please include the $50 University Application fee Three Letters of Reference Each reference should be mailed or faxed to the ELP Department directly from the reference provider. Portland State University Grad School of Education ELP Department P.O. Box 751 Portland, OR Fax: If you have any questions regarding the application process, please call or elpadmit@pdx.edu. Applicants are responsible for ensuring all application materials are received by the department.

11 PORTLAND STATE UNIVERSITY Post Office Box 751 Graduate School of Education-ELP Portland, OR APPLICATION Initial Administrator License Name: Previous Names (If applicable): SSN - - PSU ID# - - Date of Birth / / Address: Number and Street City State Zip Home Phone ( ) Work Phone ( ) District of employment: School: Practicum site: School: District: Mentoring supervisor: Phone: ELP 569: Intro to Ed Admin ELP 511: Principles of Ed Research #1 Prerequisites *To substitute, see prerequisite Have Taken Will Take Have Taken Will Take instructions. You must submit a Petition for Course Where Where Substitution with an official When When transcript and either a course syllabus or course description. #2 Cohort Term (Check one) #3 Cohort Location (Indicate 1 st, 2 nd and 3 rd preferences for Portland Metro Locations only) Academic Year: Fall 2010 Fall 2011 Fall 2012 Summer Cohort: Su [available in alternate years] Portland Metro Area Locations: Please rank in order your preferences to attend the Metro Area locations listed below (1, 2, and 3). # PSU (Downtown Campus) # PSU East # PSU West If admitted, I understand that my placement in the Portland Metro Area is guaranteed. PSU will do everything possible to honor my preferences. Signature required: Outside of Portland Metro Area Locations: If you would like to be considered for the Mid- Willamette Valley (Salem) Cohort, please omit the Portland Metro Area Locations ranking above and check the box below Mid-Willamette Valley (Salem) Ethnicity (Optional): Asian/Pacific Islander Black, Non-Hispanic Caucasian Hispanic Native American Non-resident International Other

12 All Community Colleges, Colleges, & Universities Attended Dates Major Degree Professional Experience (Begin with your most recent position--list years) Other Work Experience References Request three letters of reference, using the forms provided, from supervisors who can speak to your potential for instructional leadership and school management. One reference must be from your principal/mentoring supervisor, indicating their willingness to provide support by signing Designation of Mentor form regarding the 360-hour practicum and specifying the practicum site. Have reference forms mailed or faxed directly to ELP Department list names, addresses, and telephone numbers of all references below. 1. Principal/Mentoring Supervisor (must be Oregon licensed administrator with 3 years administrative experience): 2. Central Office Administrator or any other supervising administrator: 3. School leader who can offer specific information about your contribution to school improvement: Please check which version of the University Application you intend to submit. * Online (Submitted: mm/dd/yyyy) ---or---- Paper (With check or money order) *All applicants must submit a University Application and University Application $50 Fee. You may do so online at or you may use the paper version attached to this packet, with a check or money order. Send ALL documents to: Portland State University Graduate School of Education ELP Department PO Box 751 Portland, OR ELP Contact Information: TOLL FREE (800) ext 4716 FAX Department Secretary (503) elpdept@pdx.edu Admissions Assistant (503)

13 PERSONAL GOAL STATEMENT Initial Administrator License Portland State University Applicant Name: Date: The Graduate School of Education s Conceptual Framework: Our program will prepare professionals to meet our diverse communities lifelong educational needs in the following ways: Use this conceptual framework as an organizer, and refer to each of the four elements specifically as you write a personal goal statement that addresses the following topics: 1. Your specific career aspirations and why those are important to you. 2. Give specific examples of school improvement efforts in curriculum, instruction or change in your school and/or district that you initiated and implemented that relate to each of the four elements of the conceptual framework. 3. Describe other professional experience that demonstrates potential for educational leadership. 4. Please tell us about any additional information about your personal or professional circumstances that would be helpful for us in evaluating your application. (The statement must be word-processed, approximately 500 words. Attach additional sheets as needed. Please note: Essays will be reviewed in terms of alignment with the Conceptual Framework, your ability to communicate, and the connection between your career goals and our program.

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15 DESIGNATION OF MENTOR Initial Administrator License Portland State University Name of Licensure Candidate The Initial Administrator License Program requires Principal/Mentoring Supervisor (or designee) to endorse intern applicants by signifying willingness to help facilitate the required 360-hour practicum. Please indicate your willingness to provide this support by signing below and identifying the anticipated practicum site placement. (Note: The Principal/Mentoring Supervisor must be an Oregon licensed administrator with a minimum of 2 years administrative experience.) Principal/Mentoring Supervisor Practicum Site Placement District Signature of Principal (or Designee) Title Date Mentoring Supervisor s Contact Information: ( ) - Daytime Phone Mailing Address PLEASE MAIL or FAX directly to: Portland State University Graduate School of Education ELP Department P.O. Box 751 Portland, OR FAX (503) TOLL FREE (800) ext 4716 DEPARTMENT (503)

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17 REFERENCE FORM Initial Administrator License Portland State University Name of Applicant Name of person completing this form Date Your position/title Organization Address City State ZIP Phone The applicant named above is applying for admission to the Initial Administrator License Program at PSU and has given your name as a reference. Your candid appraisal of the applicant s personal qualities and professional promise is requested. Please be objective, frank, and specific regarding both the strengths and the limitations of the candidate. Also carefully consider their fit with the Conceptual Framework of the Graduate School of Education shown below. Your assessment of the following items will be seriously considered in the final selection of candidates. (Please note that the applicant may see this recommendation unless he or she has signed the following waiver.) Applicant s access waiver: Please note that the following waiver is not required as a condition of admission. I waive my right, provided by the Family Educational Rights and Privacy Act of 1974 to examine this Recommendation. Applicant signature Date The Graduate School of Education s Conceptual Framework: Our program will prepare professionals to meet our diverse communities lifelong educational needs in the following ways:

18 Please check one box in each row. Please feel free to use No Basis for Judgment when applicable. Unsatisfactory = has no or limited skill in this area; Emerging = is currently or will be able to do this adequately following instructions; Proficient = is above average in this area/has or will be able to master it showing initiative, Exemplary = is or will be exceptional in this area, so that others will ask this person s advice beyond his or her own work setting. 1 Unsatisfactory 2 Emerging 3 Proficient 4 Exemplary Knowledge/Skill/Disposition No Basis for Judgment Diversity and Inclusiveness ******* ******* ******* ******* ******* Work in diverse settings Promote inclusive environments Recognize and value student, staff and community diversity Work with students with special needs and capabilities Research-based practices and professional standards ******* ******* ******* ******* ******* Critically analyze and implement research-based practices Demonstrate appropriate professional knowledge, skills, and dispositions Impact on learning & development ******* ******* ******* ******* ******* Set high, but reasonable, standards for all students/clients and expects them to be met Use technology to enhance learning Influence policy and provide leadership in his or her organization Develop curriculum Provide instructional leadership Conduct student assessment Conduct supervision of instruction Demonstrate teaching skills with a variety of audiences Evidence-informed Decision-making ******* ******* ******* ******* ******* Use evidence to address problems of practice Synthesize data in decision-making Administrative Skills ******* ******* ******* ******* ******* Express ideas orally Express ideas in written form Handle job-related pressure without losing composure Demonstrate management and organization skill Demonstrate creativity Demonstrate delegation skill Demonstrate collaborative planning and decision-making

19 Knowledge/Skill/Disposition No Basis for Judgment 1 Unsatisfactory 2 Emerging 3 Proficient 4 Exemplary Demonstrate flexibility Interpersonal Competence ******* ******* ******* ******* ******* Works well with students, parents, administrators and co-workers Acts with integrity, fairness, and in an ethical manner Has confidence in his/her ability to solve problems s/he encounters with others Manages change in routine and adapts to new experiences/situations easily Looks for good in students and uses social praise rather than negative criticism Demonstrates enthusiasm, warmth (i.e., smiles, eye contact, positive regard, attention) when working with students 1. How long have you known the applicant, and in what capacity? 2. Considering the GSE conceptual framework, describe the strengths of the applicant for administrative work. A. Diversity and Inclusiveness: B. Research-based practices and professional standards: C. Impact on learning and development: D. Evidence-informed decision making:

20 3. Describe the candidate s involvement in specific leadership roles in improving teaching and learning in your school and/or district. 4. Indicate your level of recommendation for this applicant s acceptance to Initial Administrator License Program compared with other administrative candidates whom you know. Circle the appropriate number along the continuum below: No basis for judgment/ Recommend with Recommend Strong Highest Cannot Recommend Reservation Recommendation Recommendation (Top 25%) (Top 10%) (Top 5%) 5. Please write comments below explaining your level of recommendation in question #4 for this applicant. Your comments are very much appreciated and are very important in the selection process. Attach another page if needed. PLEASE MAIL or FAX directly to: Portland State University FAX: (503) Graduate School of Education TOLL FREE: (800) ext 4716 ELP Department DEPARTMENT: (503) P.O. Box 751 DEPARTMENT elpdept@pdx.edu Portland, OR ADMISSIONS ASSISTANT: elpadmit@pdx.edu

21 REFERENCE FORM Initial Administrator License Portland State University Name of Applicant Name of person completing this form Date Your position/title Organization Address City State ZIP Phone The applicant named above is applying for admission to the Initial Administrator License Program at PSU and has given your name as a reference. Your candid appraisal of the applicant s personal qualities and professional promise is requested. Please be objective, frank, and specific regarding both the strengths and the limitations of the candidate. Also carefully consider their fit with the Conceptual Framework of the Graduate School of Education shown below. Your assessment of the following items will be seriously considered in the final selection of candidates. (Please note that the applicant may see this recommendation unless he or she has signed the following waiver.) Applicant s access waiver: Please note that the following waiver is not required as a condition of admission. I waive my right, provided by the Family Educational Rights and Privacy Act of 1974 to examine this Recommendation. Applicant signature Date The Graduate School of Education s Conceptual Framework: Our program will prepare professionals to meet our diverse communities lifelong educational needs in the following ways:

22 Please check one box in each row. Please feel free to use No Basis for Judgment when applicable. Unsatisfactory = has no or limited skill in this area; Emerging = is currently or will be able to do this adequately following instructions; Proficient = is above average in this area/has or will be able to master it showing initiative, Exemplary = is or will be exceptional in this area, so that others will ask this person s advice beyond his or her own work setting. 1 Unsatisfactory 2 Emerging 3 Proficient 4 Exemplary Knowledge/Skill/Disposition No Basis for Judgment Diversity and Inclusiveness ******* ******* ******* ******* ******* Work in diverse settings Promote inclusive environments Recognize and value student, staff and community diversity Work with students with special needs and capabilities Research-based practices and professional standards ******* ******* ******* ******* ******* Critically analyze and implement research-based practices Demonstrate appropriate professional knowledge, skills, and dispositions Impact on learning & development ******* ******* ******* ******* ******* Set high, but reasonable, standards for all students/clients and expects them to be met Use technology to enhance learning Influence policy and provide leadership in his or her organization Develop curriculum Provide instructional leadership Conduct student assessment Conduct supervision of instruction Demonstrate teaching skills with a variety of audiences Evidence-informed Decision-making ******* ******* ******* ******* ******* Use evidence to address problems of practice Synthesize data in decision-making Administrative Skills ******* ******* ******* ******* ******* Express ideas orally Express ideas in written form Handle job-related pressure without losing composure Demonstrate management and organization skill Demonstrate creativity Demonstrate delegation skill Demonstrate collaborative planning and decision-making Demonstrate flexibility

23 1 Unsatisfactory 2 Emerging 3 Proficient 4 Exemplary Knowledge/Skill/Disposition No Basis for Judgment Interpersonal Competence ******* ******* ******* ******* ******* Works well with students, parents, administrators and co-workers Acts with integrity, fairness, and in an ethical manner Has confidence in his/her ability to solve problems s/he encounters with others Manages change in routine and adapts to new experiences/situations easily Looks for good in students and uses social praise rather than negative criticism Demonstrates enthusiasm, warmth (i.e., smiles, eye contact, positive regard, attention) when working with students 1. How long have you known the applicant, and in what capacity? 2. Considering the GSE conceptual framework, describe the strengths of the applicant for administrative work. A. Diversity and Inclusiveness: B. Research-based practices and professional standards: C. Impact on learning and development: D. Evidence-informed decision making:

24 3. Describe the candidate s involvement in specific leadership roles in improving teaching and learning in your school and/or district. 4. Indicate your level of recommendation for this applicant s acceptance to Initial Administrator License Program compared with other administrative candidates whom you know. Circle the appropriate number along the continuum below: No basis for judgment/ Recommend with Recommend Strong Highest Cannot Recommend Reservation Recommendation Recommendation (Top 25%) (Top 10%) (Top 5%) 5. Please write comments below explaining your level of recommendation in question #4 for this applicant. Your comments are very much appreciated and are very important in the selection process. Attach another page if needed. PLEASE MAIL or FAX directly to: Portland State University FAX: (503) Graduate School of Education TOLL FREE: (800) ext 4716 ELP Department DEPARTMENT: (503) P.O. Box 751 DEPARTMENT elpdept@pdx.edu Portland, OR ADMISSIONS ASSISTANT: elpadmit@pdx.edu

25 REFERENCE FORM Initial Administrator License Portland State University Name of Applicant Name of person completing this form Date Your position/title Organization Address City State ZIP Phone The applicant named above is applying for admission to the Initial Administrator License Program at PSU and has given your name as a reference. Your candid appraisal of the applicant s personal qualities and professional promise is requested. Please be objective, frank, and specific regarding both the strengths and the limitations of the candidate. Also carefully consider their fit with the Conceptual Framework of the Graduate School of Education shown below. Your assessment of the following items will be seriously considered in the final selection of candidates. (Please note that the applicant may see this recommendation unless he or she has signed the following waiver.) Applicant s access waiver: Please note that the following waiver is not required as a condition of admission. I waive my right, provided by the Family Educational Rights and Privacy Act of 1974 to examine this Recommendation. Applicant signature Date The Graduate School of Education s Conceptual Framework: Our program will prepare professionals to meet our diverse communities lifelong educational needs in the following ways:

26 Please check one box in each row. Please feel free to use No Basis for Judgment when applicable. Unsatisfactory = has no or limited skill in this area; Emerging = is currently or will be able to do this adequately following instructions; Proficient = is above average in this area/has or will be able to master it showing initiative, Exemplary = is or will be exceptional in this area, so that others will ask this person s advice beyond his or her own work setting. 1 Unsatisfactory 2 Emerging 3 Proficient 4 Exemplary Knowledge/Skill/Disposition No Basis for Judgment Diversity and Inclusiveness ******* ******* ******* ******* ******* Work in diverse settings Promote inclusive environments Recognize and value student, staff and community diversity Work with students with special needs and capabilities Research-based practices and professional standards ******* ******* ******* ******* ******* Critically analyze and implement research-based practices Demonstrate appropriate professional knowledge, skills, and dispositions Impact on learning & development ******* ******* ******* ******* ******* Set high, but reasonable, standards for all students/clients and expects them to be met Use technology to enhance learning Influence policy and provide leadership in his or her organization Develop curriculum Provide instructional leadership Conduct student assessment Conduct supervision of instruction Demonstrate teaching skills with a variety of audiences Evidence-informed Decision-making ******* ******* ******* ******* ******* Use evidence to address problems of practice Synthesize data in decision-making Administrative Skills ******* ******* ******* ******* ******* Express ideas orally Express ideas in written form Handle job-related pressure without losing composure Demonstrate management and organization skill Demonstrate creativity Demonstrate delegation skill Demonstrate collaborative planning and decision-making Demonstrate flexibility

27 1 Unsatisfactory 2 Emerging 3 Proficient 4 Exemplary Knowledge/Skill/Disposition No Basis for Judgment Interpersonal Competence ******* ******* ******* ******* ******* Works well with students, parents, administrators and co-workers Acts with integrity, fairness, and in an ethical manner Has confidence in his/her ability to solve problems s/he encounters with others Manages change in routine and adapts to new experiences/situations easily Looks for good in students and uses social praise rather than negative criticism Demonstrates enthusiasm, warmth (i.e., smiles, eye contact, positive regard, attention) when working with students 1. How long have you known the applicant, and in what capacity? 2. Considering the GSE conceptual framework, describe the strengths of the applicant for administrative work. A. Diversity and Inclusiveness: B. Research-based practices and professional standards: C. Impact on learning and development: D. Evidence-informed decision making:

28 3. Describe the candidate s involvement in specific leadership roles in improving teaching and learning in your school and/or district. 4. Indicate your level of recommendation for this applicant s acceptance to Initial Administrator License Program compared with other administrative candidates whom you know. Circle the appropriate number along the continuum below: No basis for judgment/ Recommend with Recommend Strong Highest Cannot Recommend Reservation Recommendation Recommendation (Top 25%) (Top 10%) (Top 5%) 5. Please write comments below explaining your level of recommendation in question #4 for this applicant. Your comments are very much appreciated and are very important in the selection process. Attach another page if needed. PLEASE MAIL or FAX directly to: Portland State University FAX: (503) Graduate School of Education TOLL FREE: (800) ext 4716 ELP Department DEPARTMENT: (503) P.O. Box 751 DEPARTMENT elpdept@pdx.edu Portland, OR ADMISSIONS ASSISTANT: elpadmit@pdx.edu