1 1 HANDBOOK FOR THE POST MASTERS CERTIFICATE PROGRAM FOR LEADERSHIP IN EDUCATION CONCEPTUAL FRAMEWORK AT A GLANCE Consistent with our mission to promote quality teaching and learning in P-12 school settings, the Department of Education prepares educators who possess intellectual autonomy and professional responsibility. To this end we emphasize the following: content knowledge and pedagogy; engagement of all students; demonstration of professional dispositions.
2 2 POST MASTERS CERTIFICATE PROGRAM FOR LEADERSHIP IN EDUCATION Welcome to the Post Masters Certificate Program. For the next five semesters, you will read, write, discuss, share, problem-solve, and become part of a group of people who will be your support in the coming years. About the Leadership Program The Post Master s Certificate Program for Leadership in Education at CSI, prepares individuals with a commitment to urban, diverse educational settings to become constructivist leaders with the skills, knowledge, and dispositions necessary for systemic school reform. Through study grounded in sound research, exemplary practice knowledge, and reflection, we prepare students with the ability and will to develop a shared vision for schools and districts that achieve the public purposes of education, including: high academic achievement; preparation of citizens for active participation in the economic, political, and social lives of their communities; and preparation of students for rich and rewarding personal lives. These skilled and caring leaders are committed to democratic values and view schools as inclusive learning communities dedicated to continuous learning and growth for students, teachers, administrators, and the larger community. The program focuses on learning and teaching, including assembling and coordinating resources necessary to support learning, collaboration within the school and with families and communities, and is consistent with standards and policies of the New York City, New York State, and United States Departments of Education, as well as the Educational Leaders Constituent Council (ELCC).
3 3 The mission of the Post Masters Certificate program is grounded in the mission of the Department of Education and the mission of the College of Staten Island. From these missions, we have developed three standards (goals) to guide all programs in the Department of Education: Goal 1: Gain Content Knowledge and Develop Pedagogy Acquire an understanding of subject matter across the curriculum and apply it in pedagogically appropriate ways. Goal 2: Engage All Students - Design and implement instruction that motivates and engages all students. Goal 3: Demonstrate Professional Dispositions Conduct oneself in contextually appropriate ways. Program Description The program is designed to prepare you for leadership positions in schools and districts in New York State, with an emphasis on effective leadership in urban settings. Upon successful completion of the program, you will have met the statutory requirements of the New York State Department of Education for certification as School Building Leader and School District Leader and will be prepared to successfully complete the New York State Examination Assessments required for certification. You will move through your course of studies with your cohort. We focus on several areas in the program, integrating these areas into all courses across the five semesters. These areas are learning and relationships; constructivist teaching and leading processes; diversity; systemic change and systems thinking; educational policy; technology; reflective practice; and action research. These areas will be explored in readings, writing assignments, reflective journals, class discussions, group projects,
4 4 and school/district-based activities. Our goal is to bring theory and practice together in the real, chaotic, and exciting world of New York City s schools. Although the requirements for each course will vary, there are certain policies that are consistent throughout the program. 1. Attendance matters. We do so much together during class, that you can not make up missed class work. 2. We do not give incompletes (except in extremely rare circumstances such as prolonged illness). Therefore, you must hand in assignments in time for them to be thoroughly evaluated for your grade. 3. Students must have a 3.0 GPA in order to be placed in the internship in semester 3, and to receive the Post Masters Certificate at the end of the program. If we are concerned, we will alert you by the end of semester 2. If you are concerned, please ask. 4. All students must do a FULL TIME FIELD EXPERIENCE, 8:00-1:00, during Summer School in semester 4 (EDA 728). [See description below] 5. One of the best (if not the best) things about our program is the relationships we develop with one another. This requires both honesty and confidentiality. Please tell us what you are thinking, share with your cohort-mates, and leave everything said during our meetings in the room when you leave. (We will do the same) 6. You are required to create a Program Portfolio as part of your final assessment. Items required for the Portfolio will be assigned and explained in each course.
5 5 7. You are also required to complete a Professional Development Plan at the end of each course. In your plan, you will describe one area which you intend to study further as an outcome of material covered in the course just completed. This will be explained in greater detail. Sequence of Courses EDA 724 Organization and Administration of Schools Part I (3 cr.) EDA 726 Organization and Administration of Schools Part II (3 cr.) EDA 731 Research Seminar in Educational Supervision and Administration (3 cr.) EDA 735 Law and Finance in Contemporary Schools (3 cr.) EDA 710 Curriculum Design and Development (3 cr.) EDA 720 Supervision and Improvement of Instruction in Schools (3 cr.) EDA 728 Field Experience I (3 cr.) EDA 732 Educational Leadership Part I (3 cr.) EDA 729 Field Experience II (3 cr.) EDA 733 Educational Leadership Part II (3 cr.) Program Portfolio You will compile a portfolio of artifacts representing ELCC Performance Standards and providing evidence of your possession of the nine essential characteristics of effective leaders as your exit performance assessment. Items required for the portfolio are listed in the table below, and will be assigned and explained in each course. You will receive guidance in the final preparation of the Program Portfolio in EDA 733.
6 6 POST MASTERS CERTIFICATE PROGRAM FOR LEADERSHIP PORTFOLIO ASSESSMENTS/ STANDARDS ALIGNMENT COURSE ASSESSMENT ELCC STANDARDS EDA 710 Curriculum Map 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 4.2 EDA 720 Clinical 1.3, 1.4, 2.1, Observation Cycle 2.2, 5.1, 5.2, 5.3 EDA 724 Leadership 1.1, 1.2, 1.3, EDA 726 EDA 728 EDA 729 EDA 731 EDA 732 EDA 733 EDA 735 Platform 1)PowerPoint Lobby Display 2)Me and My Community Field Experience Log/Artifact Action Research Project Action Research Proposal Field Experience Reflections Professional Development Exercise 1)Legal Case Study Description 2)Special Education School Audit 3)Simulated Budget 4)Simulated Grant Application , 4.2, 4.3, 6.1, , 3.2, 3.3, , 1.4, 2.1, 2.2, 2.3, 2.4, 5.1, 5.2, , 1.4, 2.1, 2.2, 2.3, , 2.2, 3.1, 3.2, 5.1, 5.2, , 1.4, 2.1, 2.2, , 3.2, 3.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3 NYS CSI STANDARDS GOALS d1, d2, d3, d4, 1.A, 1.B, 1.C, d5, f, g, h 2.A, 2.B, 2.C, 2.D, 3.A, 3.B, 3.C B, c, d6, h 1.B, 2.B, 2.D, 3.A, 3.B, 3.C a, b 3.B, 3.C d5, d8 3.A, 3.B, 3.C g, h, i 1.A, 1.B, 1.C, 2.A, 2.B, 2.C, 2.D, 3.A, 3.B, 3.C D (any 3.B, 3.C subcategory from 1, 2, 3, 4, 5, 6, 7, 8) D (any 3.B, 3.C subcategory from 1, 2, 3, 4, 5, 6, 7, 8) a 3.A h 1.A, 1.B, 1.C, 3.A, 3.B, 3.C i, j 3.B, 3.C
7 7 Field Experience Description Purpose The purpose of the field experience (also known as the Administrative Internship) is to provide students with an intensive opportunity to build on prior activities connecting the theories of administration and supervision studied in coursework to the real world of the school. CSI students, through their full time participation in supervision of the New York City Summer Schools program, receive a unique experience. School leaders must be able to maintain a focus on supervision and improvement of instruction in the face of the demands of management, building operations, and external pressures. The internship allows prospective school leaders to observe and learn from practicing administrators and use these experiences to shape their own leadership styles. Students are also required to complete at least one of the required activities at the program, district, or network level. These activities may include curriculum development, coordination of Special Education Services or Pupil Personnel Services, or student achievement data analysis and strategic planning. Skill Areas Field experience activities will be focused primarily on improvement of instruction. Summer school can be extremely hectic, particularly during the first two weeks. Interns are therefore expected to participate in all areas of the program, including transportation, attendance, materials distribution, and scheduling. Interns are asked to frame these activities in a context of optimizing the teaching and learning experience for students and teachers. Interns should spend the majority of their time working directly with instructional improvement. Experiences should include the following areas. 1. Supervision of instruction Accompanying official supervisors on observations; observing the writing of observation reports; facilitating curriculum design and implementation where appropriate; observation and participation in level/department meetings; long and short range instructional planning 2. Personnel support/development Planning and participating in the facilitation of staff development workshops; working with teachers on planning, materials; providing disciplinary support; personnel planning 3. Community relations Fielding parent concerns; communicating with parents regarding the goals and progress of the program; parent-teacher activities; dissemination of program information 4. Organizational Leadership/Management Analysis of school policies; participation in administrative team activities; development of master schedule or schedule changes; scheduling and supervision of student testing and examinations; development or analysis of plans for building security/fire drills/bus safety; assisting in coordination of plant maintenance
8 8 5. Research and Communication Preparation of records; interpretation of district and/or school data; data gathering; assisting in public relations/preparation of new releases; development of needs assessments These experiences will be planned by each student in collaboration with the site supervisor and college instructor so that they demonstrate meeting CSI, New York State, and ELCC Standards. Student Responsibility The intern is expected to actively participate in all activities requested by the supervisor, and to seek opportunities to engage instructional improvement. Interns keep a Journal, which includes a daily log of activities as well as reflections on their experience (frequency and specifics to be assigned by the course instructor). The purpose of the journal is to give students a place to reflect and dialogue with the course instructor. The Journal is not graded. Any concerns or questions about the internship experience should be taken immediately to the field experience course instructor and/or the internship coordinator. Role of the Site Supervisor The site supervisor's primary role is that of a mentor, not an evaluator. In this capacity, the site supervisor will provide the intern with a broad experience focused on improvement of instruction. The full time internship is a unique opportunity for the prospective leader to develop the skills and confidence necessary to be effective when s/he obtains an administrative position. The site supervisor, by providing multiple experiences and spending time with the intern reflecting on those experiences, plays an invaluable role in leadership preparation. The summer internship may be the only fulltime supervisory experience students have before entering the field of school administration. Any concerns or questions about the internship experience should be taken immediately to the field experience course instructor and/or the internship coordinator. The Site Visit The field experience instructor will visit interns at their sites early in the program, and make additional visits as needed or as time permits. During the visit, the instructor will meet with the intern and the site supervisor to discuss the intern's experiences, progress in the development of competencies, and areas targeted for growth. Interns may wish to take the instructor on a walking tour of the site. This is an appropriate time for the intern to share particular organizational issues that s/he has been exploring. Evaluation Evaluation of the field experience is performed by the instructor through observation of the student's ability to 1) perform the duties of a site, program, or district leader 2) connect theories of leadership to practice and 3) participate meaningfully in the field experience seminar. Our goal is for interns to have opportunities to take risks and learn from both successes and failures. We expect them, therefore, to demonstrate the
9 9 capacity to reflect on their growing sense of leadership using the context of the internship site. Site Supervisors are asked to complete a standards-based rubric evaluation of the intern s performance upon completion of the internship. Assessment and Remediation Procedure for Key Assignments Each exhibit and reflection will be evaluated through the use of rubrics. Each rubric is a matrix with four levels of performance: distinguished, proficient, emerging, and unacceptable. Work that is judged unacceptable can not provide evidence of having met standards, and therefore can not be entered in the portfolio. In case the exhibit(s) that fulfill a specific standard are evaluated as unacceptable (a rubric score of 1) the following remediation procedure is to be followed: 1. If the standard can be met by an alternate assignment (indicated in the program s matrix on p.6 of the Handbook) you can use the other assignment to meet the standard. 2. If there is not an alternate assignment or if you received a rubric score of 1 on the alternate assignment(s), the instructor will obtain a second, qualified opinion through the Program Coordinator. This is to ensure the fairness of the evaluation. 3. If the second grader s score contradicts the instructor s score, the Unit s Chair or a person designated by him/her decides the score of the key assignment. 4. If the key assignment is indeed found not to meet the standard (i.e., the final rubric score is a 1), you will be notified within seven days of the end of the course both through your CSI and the HigherEd database of the following: - The score on the key assignment, - The process that has been conducted to arrive at the decision, - The reasons why the key assignment was unacceptable, and - What you can do to improve your score within seven days and resubmit the assignment. 5. If this process is completed, the new rubric score becomes the final grade on the key assignment. 6. If after the remediation process you do not meet the standard, you will not be considered as a program completer or recommended for certification Final assessment of the program portfolio is conducted through a Final Checklist, in which faculty determine that everything is complete. Policies for Handling Student Complaints Students who would like to raise an issue about courses, programs, departmental operations, or the manner in which they have been treated by a member of the Education Department's faculty or staff may do so by completing a Student Communication Report form. These forms are available in the department's main office (3s-208) and can be submitted at any time of the year. Through this form, you can comment on any aspect of the department's operations and programs. Submitted Student Communication Report forms are evaluated and filed by the Chair, who will works directly with you to resolve any outstanding issues. Your confidentiality is maintained if you request it on the form. Submitting a form will not impact how you are treated by the department's faculty and
10 10 staff. The Chair and Director of Assessment do keep track of the frequency and nature of issues raised so that we can establish trends and work to correct any systemic issues. Unit Policies on Student Counseling and Advisement Advisement for undergraduates who have not yet declared a major is handled by the Office of Academic Advisement in 1A-101. Once you declare a major, you are assigned an advisor from their academic major (which is outside the unit given that undergraduates do not major in Education). Nevertheless, the Education Department assigns faculty members, in addition to the Program Coordinators, to be available for advisement to undergraduate students should they seek consultation with an Education faculty member. All graduate students are assigned a faculty advisor from the unit. All faculty members schedule at least three office hours per week to be available for advisement.
11 11 LEADERSHIP STANDARDS Nine Essential Characteristics of Effective Leaders Leaders know and understand what it means and what it takes to be a leader. Leaders have a vision for schools that they constantly share and promote. Leaders communicate clearly and effectively. Leaders collaborate and cooperate with others. Leaders persevere and take the long view. Leaders support, develop, and nurture staff. Leaders hold themselves and others responsible and accountable. Leaders never stop learning and honing their skills. Leaders have the courage to take informed risks. New York State Content Standards Students will demonstrate the knowledge and skills necessary to perform the following: a. Develop and implement an educational vision, or sustain an existing one for assisting all students to meet State learning standards. b. Collaboratively identify goals and objectives for achieving the educational vision, seeking and valuing diverse perspectives and alternate points of view, and building understanding through direct and precise questioning c. Communicate and work effectively with parents, staff, students, community leaders, and other community members from diverse backgrounds, providing clear accurate written and spoken information that publicizes the school s goals, expectations, and performance results, and builds support for improving student achievement
12 12 d. Lead comprehensive long-range planning, informed by multiple data sources, to determine the present state of the school and district, identify root causes of the problem, propose solutions, and validate improvements with regard to all aspects of the school and district including, but not limited to: 1. curriculum development 2. Instructional strategies and integration of technology 3. Classroom organization and practices 4. Assessment 5. Student support services, including the provision of services to students with disabilities and students who are ELL 6. Professional support and development 7. Succession planning 8. Student, family, and community relations 9. Facilities development 10.Planning with colleges for providing curricula and experiences for college students preparing to become educators that will enhance their learning and the learning of the school s students e. Effect any needed educational change through ethical decision-making based upon factual analysis, even in the face of opposition f. Establish accountability systems for achieving educational goals and objectives g. Set a standard for ethical behavior by example, encouraging initiative, innovation, collaboration, mutual respect, and a strong work ethic
13 13 h. Develop staff capability for addressing student learning needs by effective supervision and evaluation of teachers, by effective staff assignments, support, and mentoring, and by providing staff with opportunities for continuous professional development i. Create the conditions necessary to provide a safe, healthy, and supportive learning environment for all students and staff j. Establish a school budget and manage school finances and facilities to support achievement of educational goals and objectives k. Apply statutes and regulations as required by law, and implement school policies in accordance with law l. Maintain a personal plan for self-improvement and continuous learning
14 14 Educational Leadership Constituent Council (ELCC) Standards for Leaders 1.0: Students who complete the program are educational leaders who have the knowledge and ability to promote the 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. 2.0: Students who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practices to student learning, and designing comprehensive professional growth plans for staff. 3.0: Students who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. 4.0: Students who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
15 15 5.0: Students who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner. 6.0: Students who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.