Portland State University Graduate School of Education. Initial Administrator License Program Student Hand Book

Transcription

1 Portland State University Graduate School of Education Initial Administrator License Program Student Hand Book Table of Contents Page Program Greeting and Faculty 1 Graduate School of Education Mission Statement, Conceptual Framework, 2 Conceptual Framework and Dispositions Initial Administrator License Program Overview 4 Guiding Beliefs of Initial Administrator License Program 6 TSPC Performance Standards of Administrative Competency 6 TSPC Program Standards by Quarter Emphasis 9 Administrative Practicum Guidelines 10 The Administrative Intern Responsibilities The Site Supervisor Responsibilities The Portland State University Supervisor Responsibilities Performance Standards and Related Activities for TSPC Standards 15 Fall Quarter Theme Teaching, Learning and Curriculum Supervision Winter Quarter Theme Organizational Change and Human Resource Management Spring Quarter Theme Educational Foundations and Human relations Across All Quarters (Ethics and Practicum) General Program Policies 27 Instructions for Applying For the Initial Administrative License 28 Appendices A. TSPC COMPETENCIES AND PSU DISPOSITIONS Scoring Guide 29 B. Site Visit Checklists (1 each for Fall,Winter, Spring Quarters) C. Practicum Log Template (Excel Spreadsheet Model) D. Educational Leadership Project Scoring Guide

2 E. Platform Scoring Guide F. Platform Check List G. Presentation/Project Scoring Guide H. Comprehensive Observation Scoring Guide I. Community Service Learning Activity Guidelines (CSLA) J. Community Service Learning Activity (CSLA) Scoring Guide K. Professional Portfolio Scoring Guide L. Professional Portfolio Guidelines M. The Ethical Educator [OAR ]

3 August 2015 Welcome to the Initial Administrator License Program! The coming year promises to be exciting, educational, growth-filled, and illuminating for you as students and for the faculty as well. The Initial Administrator License Program has established a reputation as an outstanding course of study, demonstrating national leadership in modeling best practices for administrator preparation. Our program has been recognized with a Congressional Award and the Oregon Department of Education has designated it as an Oregon Demonstration Preparation Program. You will experience a spiraling curriculum with carefully integrated content and a practicum unlike others in Oregon. Your instructors are experienced administrators who bring you high quality instruction and keep you on the leading edge in practitioner preparation. The following faculty members will mentor you in preparation for your career as a school administrator in Susan Carlile, Educational Leadership & Policy Program Coordinator Cohort Leader, PSU Saturday cohort [email protected] Deborah Peterson, EdD, Assistant Professor Cohort Leader, PSU Thursday cohort Amy Petti, EdD, Associate Professor Cohort Leader, PSU Saturday cohort Robin Stoutt, Instructor Cohort Leader, Mid Willamette Valley Tuesday cohort Darin Drill, Instructor Cohort Leader, Mid Willamette Valley Tuesday cohort Susan Adams, Instructor Cohort Leader, Mid Willamette Valley Tuesday cohort [email protected] [email protected] [email protected] [email protected] [email protected]

4 Portland State University Graduate School of Education MISSION STATEMENT The School of Education challenges itself and others to meet the lifelong educational needs of diverse urban communities. Conceptual Framework 1. We create and sustain educational environments that serve all students and address diverse needs. 2. We encourage and model exemplary programs and practices across the life span. 3. We build our programs on the human and cultural richness of the University s urban setting. 4. We develop collaborative efforts that foster our mission. 5. We challenge assumptions about our practice and accept the risks inherent in following our convictions. 6. We develop our programs to promote social justice, especially for groups that have been historically disenfranchised. 7. We strive to understand the relationships among culture, curriculum, and practice and the long-term implications for ecological sustainability. 8. We model thoughtful inquiry as a basis for sound decision-making. 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: 2

5 Dispositions for the Graduate School of Education Portland State University 1. advocacy for fairness and respect 2. professionalism: conduct, honesty/integrity, flexibility, responsibility, collaboration 3. commitment The Graduate to School learning of Education and dedication/positive has identified the above focus dispositions as critical for Educational leaders 4. reflection preparing to be life-long learners, professionals, and leaders in the community. Positive dispositions promote personal growth, respect for diversity, positive professional relationships, and community engagement. Each department in the GSE is committed to supporting Educational leaders who are seeking degrees and licensure at PSU in developing these dispositions through coursework and experiences in the field. The following statements explain the sources of and reasons for our adopting these dispositions: 1. These dispositions are consistent with standards and practices outlined by professional organizations, and PSU Student Codes of Conduct and Responsibility PSU/GSE Behavior and Performance Guidelines fand the GSE Conceptual Framework 2. These dispositions define the community standards of behavior in the university, schools and professional communities. 3. Dispositions should become habitual ways of behaving in our complex professional lives. 4. Awareness and reflection of these dispositions in practice is essential for GSE Educational leaders to development positive dispositions. 5. Experience and judgment about appropriate professional behavior and dispositions develops with feedback and reflection over time. 6. All members of the university, schools and professional communities are aware of the importance of these dispositions in professional life. 7. All members of the university, schools and professional communities are committed to helping Educational leaders understand and demonstrate these dispositions in preparation for professional life. 3

6 GSE Conceptual Framework and Dispositions GSE Conceptual Framework GSE Dispositions 1. Diversity & Inclusiveness: 1.1 to work in diverse settings 1.2 to promote inclusive and therapeutic environments 2. Research-Based Practices & Professional Standards 2.1. to critically analyze and implement researchbased practices 2.2. to demonstrate appropriate professional knowledge, skills, & dispositions 1. Advocacy for Fairness and Respect a) Demonstrate the commitment to work for equity and fairness across race, class, ethnicity, language, sexual orientation, religion, and ability levels; b) Honor, value and demonstrate consideration and respect and regard for diverse patterns and expectations of learning and communication; 2. Professionalism a) Follow codes of professional ethical conduct; Maintain appropriate professional appearance and demeanor. b) Demonstrate honesty, trustworthiness, and maintain confidentiality. c) Demonstrates flexibility, a willingness to listen, accept and adapt to change, and a tolerance for ambiguity. d) Act independently and responsibly, demonstrating accountability, reliability, and sound judgment; Accept responsibility for own actions; Meet work and school schedule demands; Be dependable, conscientious and punctual; Model appropriate, positive, and respectful verbal and written communication. e) Demonstrate the ability to engage in discourse and work collaboratively with others in a manner that honors and respects all participants. 3. Impacting Learning and Development 3.1 to ensure all learners and clients succeed 3.2 to use technology to enhance learning 3.3 to influence policy and provide leadership for organizations 4. Evidence-Informed Decision Making 4.1. to use evidence to address problems of practice and make educational & therapeutic decisions 3. Commitment to Learning a) Demonstrate commitment to ongoing professional learning and demonstrate a belief that everyone can learn and construct knowledge; b) Demonstrate the dedication, energy, drive, determination to overcome obstacles and continually learn in every setting; Demonstrate initiative, motivation and commitment to become a professional educator. 4. Reflection a) Review, analyze and evaluate the outcomes of past decisions to make better decisions in the future; Demonstrate responsiveness to feedback. 4

7 INITIAL ADMINISTRATOR LICENSE PROGRAM OVERVIEW The Initial Administrator License Program prepares educators for leadership roles and responsibilities in elementary, secondary, district, and agency settings. Through the collaborative efforts of university faculty and staff and administrators in cooperating schools and districts, the Initial Administrator License Program offers prospective administrators an intellectually engaging, highly integrated, research-based set of experiences that are congruent with Oregon s Teaching Standards and Practices Commission s (TSPC s) Requirements for the Initial Administrator License. The Initial Administrator License program integrates twelve (12) credit hours of academic coursework and twelve (12) credit hours of field practicum. Participants enroll in the program as a cohort a group of educators who experience the academic coursework and field practicum together, support one another, learn from each other, and grow personally and professionally as individuals and as a community. Cohort enrollments may range from individuals. The IAL cohort spans fall, winter, and spring quarters. Participants meet regularly to fulfill academic course requirements (4 credit hours per quarter) and discuss practicum experiences. In addition, students take three credit hours of practicum experience and one credit hour of seminar each quarter (to complete the Educational Leadership Project). Each administrative intern completes 360 hours of a field-based practicum over the three academic year quarters; included within these 360 hours is the expectation that interns will spend a minimum of 40 hours at a level other than their primary placement, and a minimum of 20 hours in community service learning. The practicum requirement is equivalent to working about 120 hours per quarter or 12 hours per week in a building-level or district/agency administrative capacity. (Note: All practicum experiences must be approved by the University Supervisor and may not begin prior to program admission without special arrangements with the Cohort Leader.) Students should register for the following courses: Fall Term 2014: (8 credit hours) ELP 571 Teaching, Learning and Curriculum 4 credits ELP 509 Practicum: Teaching, Learning, and Curriculum 3 credits ELP 573 Seminar: Educational Leadership Project I 1 credits Winter Term 2015 (8 credit hours) ELP 572 Human Resource Development and Organizational Change 4 credits ELP 509 Practicum: Human Resource Development and Organizational Change 3 credits ELP 574 Seminar: Educational Leadership Project II 1 credits Spring Term 2015: (8 credit hours) ELP 570 Human Relations and Education Foundations 4 credits ELP 509 Practicum: Human Relations and Educational Foundations 3 credits ELP 575 Seminar: Educational Leadership Project III 1 credits IAL Cohort Formats The various cohorts follow a seminar/hybrid format. Students: Meet on Tuesdays, Thursdays, or Saturdays (from three to eight times per term) Use technology, i.e. work online and may share ideas via the online interface of Desire To Learn (D2L) Engage in both face-to-face learning time and online learning time Participate in an extended field preparation Experience job-embedded practicum feedback and coaching 5

8 GUIDING BELIEFS OF INITIAL ADMINISTRATOR LICENSE PROGRAM The Initial Administrator License Program (IAL) is grounded in the following beliefs: 1. A good school administrator cares about teachers, children, and families in the diverse school community. 2. A school administrator s first responsibility is to collaborate with teachers, families, students, and the community to create a school climate that fosters good teaching and learning for all members of the diverse school community. 3. If school or district conditions are not supportive of good teaching and learning, a good school administrator works to change the conditions so that all children and members of the school community have many and varied opportunities to learn and succeed. 4. The Initial Administrator License Program is primarily a school based, leadership development experience. What the best and wisest parent wants for his child, that must the community want for all of its children. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy. John Dewey, The School and Society, TSPC PERFORMANCE STANDARDS OF ADMINISTRATIVE COMPETENCY Educational Leadership for Administrator Licensure Standards These standards align with the Educational Leadership Constituents Council (ELCC) standards for Educational Leadership published at: The knowledge and skill abilities required for each program standard are found within the full document of the standards. These standards are aligned with the Interstate School Leader Licensure Consortium (ISLLC). Oregon programs must demonstrate integration of principles of cultural competency and equitable practice in each standard through the entire educational leadership and school administration licensure programs. (1) Visionary Leadership: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by stakeholders. [ISLLC Standard 1] Educational Leaders: (a) Collaboratively develop and implement a shared vision and mission; (b) Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning; (c) Create and implement plans to achieve goals; (d) Promote continuous and sustainable improvement; and (e) Monitor and evaluate progress and revise plans. 6

9 (2) Instructional Improvement: leader integrates principles of cultural competency and equitable practice and promotes the success of every student by sustaining a positive school culture and instructional program conducive to student learning and staff professional growth. [ISLLC Standard 2] Educational Leaders: (a) Nurture and sustain a culture of collaboration, trust, learning and high expectations; (b) Create a comprehensive, rigorous and coherent curricular program; (c) Create a personalized and motivating learning environment for students; (d) Supervise and support instruction; (e) Develop assessment and accountability systems to monitor student progress; (f) Develop the instructional and leadership capacity of staff; (g) Maximize time spent on quality instruction; (h) Promote the use of the most effective and appropriate technologies to support teaching and learning; and (i) Monitor and evaluate the impact of instruction. (3) Effective Management: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. [ISLLC Standard 3] Educational Leaders: (a) Monitor and evaluate the management and operational systems; (b) Obtain, allocate, align and efficiently use human, fiscal and technological resources; (c) Promote and protect the welfare and safety of students and staff; (d) Develop the capacity for adaptive leadership; and (e) Ensure teacher and organizational time is focused to support quality instruction and student learning. (4) Inclusive Practice: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by collaborating with faculty and 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. [ISLLC Standard 4] Educational leaders: (a) Collect and analyze data pertinent to equitable outcomes; (b) Understand and integrate the community s diverse cultural, social and intellectual resources; (c) Build and sustain positive relationships with families and caregivers; and (d) Build and sustain productive relationships with community partners. 7

10 (5) Ethical Leadership: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by acting with integrity, fairness, and in an ethical manner. [ISLLC Standard 5] Educational leaders: (a) Ensure a system of accountability for every student s academic and social success; (b) Model principles of self-awareness, reflective practice, transparency and ethical behavior; (c) Safeguard the values of democracy, equity and diversity; (d) Evaluate the potential ethical and legal consequences of decision-making; and (e) Promote social justice and ensure that individual student needs inform all aspects of schooling. (6) Socio-Political Context: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. [ISLLC Standard 6] Educational leaders: (a) Advocate for children, families and caregivers; (b) Act to influence local, district, state and national decisions affecting student learning; and (c) Assess, analyze and anticipate emerging trends and initiatives in order to adapt leadership strategies. (7) Practicum Experience: The practicum provides significant opportunities for Educational leaders 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. (a) The practicum will be substantial. Educational leaders: (A) Demonstrate the ability to accept genuine responsibility for leading, facilitating, and making decisions typical of those made by educational leaders. The experience(s) should provide Educational leaders with substantial responsibilities that increase over time in amount and complexity and involve direct interaction and involvement with staff, students, parents, and community leaders; and (B) Each candidate should have a minimum of six months or equivalent of full-time practicum experience in at least two non-congruent authorization levels (e.g., ECE/ELE and ML or HS). (b) The practicum will be sustained. Educational leaders: Participate in planned practicum activities during the entire course of the program, including an extended period of time near the conclusion of the program to allow for candidate application of knowledge and skills on a full-time basis. 8

11 TSPC PROGRAM STANDARDS BY QUARTER EMPHASIS The Initial Administrator License Program P = Primary focus and s = secondary focus FALL (571) WINTER (572) SPRING (570) 1. VISIONARY LEADERSHIP s P P (a) Develop and Implement a Vision s P P (b) Collect and Use Data P P P (c) Create and Implement Plans s s P (d) Promote Continuous Improvement s s P (e) Monitor and Evaluate Progress s P P 2. INSTRUCTIONAL IMPROVEMENT (a) Nurture and Sustain Culture P s s (b) Create Curricular Programs P s s (c) Create Personalized Learning Environment P s s (d) Supervise & Support Instruction P P s (e) Develop Assessment Systems P s P (f) Develop Instructional Leadership Capacity P P s (g) Maximize Time on Instruction P P s (h) Promote Technology to Support Learning P P P (i) Monitor Impact of Instruction P P s 3. EFFECTIVE MANAGEMENT s P s (a) Monitor & Evaluate Systems s P s (b) Obtain, Allocate Align Resources s P s (c) Promote Welfare & Safety s P s (d) Develop Adaptive Leadership s P P (e) Ensure Time is Focused on Instruction P P P 4. INCLUSIVE PRACTICE (a) Collect & Analyze Data for Equity P s P (b) Understand Diverse Community Resources P P s (c) Build Positive Relations with Families P s s (d) Build Relations with Community Partners P s s 5. ETHICAL LEADERSHIP (a) Ensure Accountability for Success s P s (b) Model Reflective & Ethical Behavior s P s (c) Safeguard Democracy, Equity & Diversity P P P (d) Evaluate Consequences of Decisions s P s (e) Promote Social Justice P P P 6. SOCIO-POLITICAL CONTEXT (a) Advocate for Children and Families s s P (b) Act to Influence Decisions s s P (c) Adapt Leadership Strategies s s P 7. PRACTICUM EXPERIENCE (a) Substantial P P P (b) Sustained P P P 9

12 ADMINISTRATIVE PRACTICUM GUIDELINES The Initial Administrator License Program Collaboration among University Supervisors, Administrative Interns, and Site Supervisors, who are themselves practicing administrators, is essential to meet program and licensure requirements and to prepare dynamic educational leaders of the future. A clear understanding of respective roles, responsibilities, and expectations of each is the first step to developing positive and productive partnerships. PSU faculty offers the following descriptions of roles and responsibilities to enhance coordination of efforts and to bring about a meaningful practicum experience for all partners. The Administrative Intern Responsibilities The Initial Administrator License Program cohort members fulfill a broad array of roles and responsibilities in diverse educational settings across the state. Some of you may already be carrying out administrative responsibilities as program coordinators, counselors, community liaisons, deans, student management specialists, and team leaders. Some of you may be teaching in regular education or special education classrooms; some may work in alternative educational settings, private schools, or non-k-12 school settings. Each of you, however, has made a commitment to develop your leadership potential and take the next step in your professional journey as an educator. As an aspiring school leader and adult learner, you will become deeply involved in assessing your own leadership potential and qualities, articulating the ideas, values and beliefs that comprise your educational philosophy, and exploring your own learning processes and needs. These important dimensions of your professional and personal growth provide the foundation for basic program requirements, which are described below: Based on PSU s quarter system for completing the activities and meeting TSPC Performance Standards, link your practicum activities to the TPSC Performance Standards emphasized each quarter such as: Teaching, Learning and Curriculum (Fall Quarter) Developing an understanding of the application of state standards and benchmarks in your school and the role of the principal in student success Developing skills in interpretation and communication for explaining the assessment process in your school Participating in special programs such as Title I and II, 504, special education, vocational education, ELL, migrant education and gifted education. Learn the referral processes for each of these and the role of the principal in each. Participating in observation and supervision of certified and non-certified personnel Organizational Change and Human Resource Management (Winter Quarter) Participating in such management functions as budgeting and financial accounting, hiring personnel, and facilities management as they relate to change Visiting Central Office and interviewing key persons in personnel, curriculum, student services, food services, transportation, and finance Participating in implementing policies and processes related to attendance, records, discipline, student activities, and community services Substituting for school principal and managing related activities Attending district leadership team meetings and board meetings 10

13 Educational Foundations and Human Relations (Spring Quarter) Becoming familiar with the demographics of your district and school Becoming familiar with the school achievement data of your school and district Being involved with activities related to equity and diversity Enhancing school community relations and parent involvement Participating in decision-making groups, including site councils Developing or revising school handbooks, publications, or newsletters Participating in job shadowing of principals at elementary and secondary levels Attending professional development conferences at state/district levels Participating in crisis management and conflict resolution functions Developing or increasing administrative technology skills Schedule formal quarterly site visits with the Intern, University Supervisor, and Site Supervisor. The site visit (Appendix B) offers your University Supervisor a chance to see you in action, meet with you and your Site Supervisor, review your work (professional development plan, portfolio, practicum log, journal, educational leadership project, etc.), and talk informally about your practicum experience. Prior to the site visit, meet with your Site Supervisor and complete the TSPC Scoring Guide (Appendix A) indicating your current level of proficiency in each of the TSPC Standards. To plan for the site visit, you will need to provide your University Supervisor with a map and detailed directions to your school/workplace, your school/work phone number, and a brief agenda/outline of activities. Send a reminder to both your Site and University Supervisor at least a day before. Please note that some school districts have special procedures regarding practicum activities. You are responsible for complying with district policies and procedures. Find ways to volunteer your services to assist the administrative team at your site placement. For example, go in to the building in August when the team does ahead of the other staff and help with the opening of school. Stay with the team after school closes in June to learn about the closing of a school for the year. You learn and demonstrate initiative and willingness to extend your learning. Maintain a detailed log of your administrative practicum activities each quarter. The computer generated Excel spread sheet log (Appendix C) should include the date, number of hours, location, a brief description of the nature of the activity, your role in the activity and the related TSPC standard and sub-element. For example, if you spend an hour investigating student referrals, you should list the activity as related to Performance Standard # 6 (a). If you facilitate a site council meeting, list the activity as related to Performance Standard #4 (d). Some activities may relate to more than one performance standard, so list each area. The coding will give you and your supervisors a better sense of the breadth and depth of your practicum experiences and will be helpful as you plan future practicum experiences. At the end of each quarter or at your quarterly site visit (Appendix B), your University Supervisor will review your practicum log. To facilitate this review, please tally your practicum hours for each TSPC standard, as well as the total hours for the quarter. Maintain an online discussion or participate in regular online discussion that captures the nature of your practicum activities as well as your thoughts on the decisions and decision-making processes you observe and participate in during your practicum. This is also a place where you can reflect upon your class assignments and readings. The online discussion provides a safe place where you can speculate on alternative approaches you might implement or why chosen solutions or strategies appear to be the best or worst, given the situation. Reflection is a valuable habit not only for your own personal development as a reflective practitioner but also as a professional resource that documents events and decisions. Your entries should be ongoing and regular. Your University Supervisor or Cohort Leader may ask to see your reflections or discuss it them with you during the quarter. Your cohort leader will determine if the online reading/discussion group or a separate journal is required. They respect the need for confidentiality regarding information and reflections shared in your journal. Initiate and carry out an Educational Leadership Project Confer with your Site Supervisor to identify a need in your school which addresses a goal related to teaching and learning in your school s improvement plan (SIP) or district s continuous improvement plan (CIP). The project must have a potential teaching-learning impact. The project may span the school year, with different stages of implementation parallel to each quarter. In addition to improving some 11

14 aspect of school functioning, the project provides a valuable experience in carrying a project from conceptualization to implementation and completion, and working with a team of colleagues. In the fall, winter and spring of the practicum year, complete a personal assessment of your level of preparation as an administrator, which includes completion of the TSPC Competencies and PSU Dispositions Scoring Guide (See Appendices) with your Site Supervisor and University Supervisor. Have these forms prepared for each site visit of your University supervisor. Your final spring conference will review your accomplishments and utilize this instrument along with your professional portfolio (See Appendices) to assess your proficiency levels on the TSPC performance standards. The Educational Leadership Project will also be an important part of this final assessment. Assemble a professional e- portfolio that includes evidence of your administrative activities and accomplishments. The portfolio (See Appendices) includes your resume, your leadership platform, and reflections on your administrative experiences and accomplishments. You will find examples of administrative activities and ways to document your participation and contributions later in the handbook. Your University Supervisor will provide guidance as your assemble your portfolio. During the final quarter you will develop an overview of your Administrative Accomplishments related to the six TSPC standards. This should be a brief description of four to six significant accomplishments and a thoughtfully written reflection on what you learned about yourself as a leader and what leadership skills you gained through the licensure program. Develop a leadership platform that conveys your deeply held beliefs and values about education, schools, and teaching and learning. Your platform is an evolutionary document, based upon what you have gleaned from readings, people, and experiences during your professional journey. Cohort activities and assignments offer a springboard for developing and sharing your platform with others. Each quarter you will write two sections of your platform. Topics included in the platform are: vision of leadership, instructional improvement, effective management, inclusive practice, ethical leadership and socio-political context (Note: There are specific guidelines for the educational platform topics and format each quarter. See D2L for the scoring guide). Develop proficiency in the use of computer and other relevant technology. Your facility with technology is an important tool for a future school administrator. To encourage development of this expertise, all written assignments must be word-processed. In order that regular and efficient communication with your University Supervisor and other interns in the cohort may be maintained, and Internet access are requirements for each intern. When presenting in class, always consider appropriate use of technology, such as Power Point and the Internet. Your log of practicum hours must be recorded on an Excel spreadsheet. Initiate and carry out a Community Service Learning Activity. Required. (See Appendices) Spend a minimum of 20 hours (of the required 360) in a community setting focused on a marginalized group during the academic year. Because of the lack of adult presence in the lives of many school children, school administrators and staff are increasingly expected to become involved in student lives beyond regularly scheduled school hours. Consequently, our faculty feels strongly that it is important for you to broaden your experiences by getting involved in some worthwhile community service learning activity outside of school. We require that you do something new and not something you have done before. For example, past students have become involved with the Oregon Food Bank, Habitat for Humanity, and local homeless centers. See Appendices for Community Service Scoring Guide. The Site Supervisor Responsibilities Licensed, practicing administrators who agree to supervise the Initial Administrator License Program administrative interns are very important people. As a Site Supervisor, you will introduce the cohort member to the daily challenges of administrative work. You will also integrate this person into the daily lives of the people who work in your school, district, and/or agency. Your commitment to sharing your expertise and providing guidance and supervision is vital to the success of administrative internships and Portland State University s Initial Administrator License program. Each administrative intern-site Supervisor relationship is unique. Differences in schools, districts, workplaces, and personalities will contribute to shaping your relationship with the cohort member and her/his practicum experiences. Your role, as a Site Supervisor, is complex and multifaceted. It will involve fulfilling specific program requirements as well as serving as a supportive mentor. 12

15 Program requirements include the following: 1. Site Supervisors must have at least two years of experience in a position that requires an administrator license. 2. Meet with the administrative intern and University Supervisor at least once each quarter to discuss the practicum experience. The intern is responsible for scheduling this meeting, which usually coincides with the University Supervisor s site visit. 3. Communicate with the intern on a regular basis. We suggest at least bi-weekly dialogues with the intern to discuss professional issues and practice. 4. Assist the intern with the selection of a topic related to the school improvement plan (SIP) or district continuous improvement plan (CIP) for the required Educational Leadership Project. This project should address a real need or problem in your school for which the intern will develop a solution or plan a set of interrelated enhancement activities. The project should address some aspect of the SIP or CIP related to the instructional program, school operations, or working conditions for school staff, and must have a potential teaching-learning impact. 5. Assist the intern with the selection of a worthwhile community service learning activity outside the school which enables the intern to work with an unfamiliar group in our diverse community. 6. Assist the intern to locate a practicum setting at a level other than the primary placement for a minimum of 40 hours, a TSPC licensure requirement. Communicate with the intern regarding this placement experience on a regular basis. 7. Be prepared to assist in the determination of whether or not the administrative intern has fulfilled practicum requirements and TSPC requirements regarding the number of hours accumulated and the development of competency. The intern must demonstrate knowledge and proficiency in all seven Performance Standards. Complete the TSPC Competencies and PSU Dispositions Scoring Guide (see Appendices) at the beginning of the practicum and again at the end of each quarter in preparation for the University Supervisor site visits. 8. Assist in facilitating practicum experiences at the site and in the district. Key activities to assist the intern are those related to the seven TSPC Standards, and include those assignments listed by quarter in this handbook. As a supportive mentor, your role will involve: Communicating maintaining open lines of communication, actively listening to the intern s concerns and questions, and responding to requests for information in a timely manner; Coaching demonstrating the skills of effective performance and creating opportunities for the intern to practice these skills in non-threatening situations; Guiding orienting the intern to the unwritten rules, norms, and culture of administration and the organization/workplace; Teaching instructing the intern in specific areas of administrative competency and knowledge necessary for successful performance and career progression; Modeling displaying attributes and behaviors that exhibit professionalism and patterns for the intern to emulate; Motivating encouraging the pursuit of goals the intern has set for his/her practicum; Protecting serving as a buffer by providing a safe environment where risks can be taken and mistakes can be made without posing a danger to others and jeopardizing self-confidence; Sponsoring using influence in the educational organization and professional circles to advance the intern s career through information sharing and providing recommendations; Supervising delegating responsibility to the intern and then providing assistance and feedback as the intern carries out tasks; and Appraising formally and informally evaluating the intern throughout the practicum and providing meaningful, constructive feedback. 13

16 The Portland State University Supervisor Responsibilities PSU University Supervisors are anchors in the three-way relationships among administrative interns, Site Supervisors, and the University as the credentialing institution. PSU supervisors include full-time School of Education faculty and adjunct faculty who have extensive experience in educational administration. University Supervisors may be cohort leaders who teach in the academic year and in the summer programs. To the administrative intern, the University Supervisor is her/his primary advocate, intervening when necessary and appropriate to ensure a positive, comprehensive and meaningful practicum experience. To the Site Supervisor, the University Supervisor conveys the importance of authentic administrative experiences and professional support for practicing administrators who know firsthand the ups and downs of life in schools and educational organizations. To TSPC and professional organizations, the University Supervisor validates the accuracy and authenticity of practicum experiences, as well as the competency of aspiring administrative interns pursuing the Initial Administrator License. The roles of both the University Supervisor and the Site Supervisor are multifaceted and complex. In making a commitment to supervise Initial Administrator License Program cohort members, they agree to: 1. Maintain a practicum file for each intern. The file includes the intern s Quarterly TSPC Scoring Guides, Educational Leadership Project Forms, and other relevant documents, forms, and correspondence. 2. Provide the intern with written materials and information pertinent to the completion of the Initial Administrator License Program practicum. The University Supervisor also responds to questions, concerns, and requests for information from the intern and Site Supervisor. 3. Visit the intern at least once a quarter at the school or worksite where the intern is fulfilling the practicum requirement. The fall visit should occur by the end of October; the spring visit occurs at the end of the spring quarter. During the site visit, the University Supervisor meets with the intern and Site Supervisor to discuss the practicum experience and review the intern s log, online discussion, portfolio, Educational Leadership project and completes other relevant materials such as the TSPC Scoring Guide (See Appendices). The Cohort Leader records the TSPC Scoring Guide proficiencies each quarter and other key assignment scores in appropriate GSE records. 4. Guide and advise the intern in demonstrating proficiency in all seven TSPC Performance Standards. The assessment of each performance standard is based upon a thorough review of the intern s professional experiences, accomplishments, self-assessment, and opportunities for leadership during the practicum. (See Appendices) 5. Convene regular meetings with the group of administrative interns for whom s/he is responsible (at least once per quarter.) This may include attending the Cohort classes on occasion. 6. Review and provide feedback on the intern s progress during the practicum and required written materials each quarter, including: a. Practicum Log (Excel spreadsheet (See Appendices) b. Reflection Journal c. Portfolio (including Executive Summary at end of practicum, (See Appendices) d. Leadership Platform Essays e. Educational Leadership Project f. Community Service Learning Activity (See Appendices) g. Other relevant assignments 7. Evaluate the intern s quarterly progress and recommend a grade of PASS, NO PASS, or INCOMPLETE for the IAL Administrative Practicum credit (3 hours per quarter). Evaluation is of a subjective and formative nature and based on the intern s individual progress made toward fulfilling program requirements and administrative performance standards. Ongoing dialogue between the University Supervisor and administrative intern is an essential part of the practicum. In addition students earn one graded credit each quarter for the seminar class; evaluation is based on successful completion of the reading, participation, and written assignments on the seminar syllabus including the Educational Leadership Project. 14

17 PERFORMANCE STANDARDS AND RELATED ACTIVITIES FOR TSPC STANDARDS The Initial Administrator License Program Practicum is an intensive, field-based internship that places aspiring educational administrators in school, district, and agency locations at both the elementary and secondary levels. As administrative apprentices, participants encounter the authentic challenges of day-to-day life in various educational settings and develop the confidence and competency to work with and through all members of the school community to bring about better teaching and learning. The Oregon Teaching Standards and Practices Commission requires that applicants for the state s Initial Administrator License complete a 360 hour practicum or internship. PSU requires at least 40 hours of the 360 must be at a different level than your primary practicum placement. In addition, PSU requires a minimum of 20 hours of community service learning within the total 360 hours. During the practicum, the administrative intern seeks opportunities to develop fully as an educational leader and to acquire proficiency in TSPC s Performance Standards. The standards are delineated at PSU by three broad themes. PERFORMANCE STANDARDS AND RELATED ACTIVITIES FOR TSPC STANDARDS The Initial Administrator License Program Practicum is an intensive, field-based internship that places aspiring educational administrators in school, district, and agency locations at both the elementary and secondary levels. As administrative apprentices, participants encounter the authentic challenges of day-to-day life in various educational settings and develop the confidence and competency to work with and through all members of the school community to bring about better teaching and learning. The Oregon Teaching Standards and Practices Commission requires that applicants for the state s Initial Administrator License complete a 360 hour practicum or internship. PSU requires at least 40 hours of the 360 must be at a different level than your primary practicum placement. In addition, PSU requires a minimum of 20 hours of community service learning within the total 360 hours. During the practicum, the administrative intern seeks opportunities to develop fully as an educational leader and to acquire proficiency in TSPC s Performance Standards. The standards are delineated at PSU by three broad themes. Fall Quarter Theme Teaching, Learning and Curriculum Supervision Elements 1. Visionary Leadership Meets Standards for Initial Administrator License b. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning; Activities to Meet the Standards Educational leaders collect aggregated and disaggregated data to apply analyze patterns, and draw conclusions about organizational effectiveness. (Assessment ELP Scoring Guide) Educational leaders assess organizational learning by analyzing individual and group achievement data to inform and make recommendations to schools regarding their current and proposed school improvement goals. (Assessment: School Improvement Plan Review Process, ELP Scoring Guide) Educational leaders collect and analyze data in the comprehensive observation process to observe the teaching learning process and set appropriate individual teacher and school-wide goals. (Assessment: Weekly Observation 15

18 Elements 2. Instructional Improvement Meets Standards for Initial Administrator License (a) Nurture and sustain a culture of collaboration, trust, learning and high expectations; (b) Create a comprehensive, rigorous and coherent curricular program; (c) Create a personalized and motivating learning environment for students; (d) Supervise and support instruction; (e) Develop assessment and accountability systems to monitor student progress; (f) Develop the instructional and leadership capacity of staff; (g) Maximize time spent on quality instruction; (h) Promote the use of the most effective and appropriate technologies to support teaching and learning; and (i) Monitor and evaluate the impact of instruction. Activities to Meet the Standards Reflections) Educational leaders nurture and sustain a culture of collaboration and trust and learning and high expectations by developing a professional development plan for their work groups to build capacity of participants. (Assessment: ELP Scoring Guide). Educational leaders use the Educational Leadership Project to create a personalized and motivating learning environment for students by applying best curriculum and instructional practice. (Assessment: ELP Scoring Guide). Educational leaders analyze individual and group achievement data to monitor, inform and make recommendations to schools regarding student progress. (Assessment: School Improvement Plan Review Process, ELP Scoring Guide) Educational leaders develop an Educational Platform to address their understanding of human development theory, learning and motivational theories and diversity. (Assessment: Platform Scoring Guide). Educational leaders identify staff development needs required to embed strategies in daily teacher practice. (Assessment: Weekly Observation Reflection ) Educational leaders review and demonstrate understanding of best practices related to teacher supervision and evaluation of instruction. (Assessment: Observation Process and Weekly Observation Reflection) Educational leaders use latest instructional technologies, including the use of the Web and teaching strategies to monitor instructional practices and provide staff the assistance needed for improvement. (Assessment: presentation, using current technologies, to community forum) Educational leaders maximize time spent on instruction by identifying and encouraging effective student discipline and classroom management techniques for both the classroom and the school. (Assessment: Weekly Observation Reflection, Project Scoring Guides, Educational Platform Scoring Guide) Educational leaders monitor and evaluate the impact of instruction through the year-long implementation of the ELP. (Assessment: ELP Scoring Guide) 16

19 Elements 3. Effective Management 4. Inclusive Practice Meets Standards for Initial Administrator License e. Ensure teacher and organizational time is focused to support quality instruction and student learning. (a) Collect and analyze data pertinent to equitable outcomes; (b) Understand and integrate the community s diverse cultural, social and intellectual resources; (c) Build and sustain positive relationships with families and caregivers; and (d) Build and sustain productive relationships with community partners. Activities to Meet the Standards Educational leaders demonstrate understanding of teacher and organizational time strategies that promotes student achievement. (Assessment: Conference with University and site supervisor, log, and discussions online) Educational leaders collect and analyze data related to diverse groups of the school community (cultural, ethnic, racial, economic, and special interest groups) to improve school programs and meet the diverse needs of all students. (Assessment: ELP, Parts I-II;, Educational Platform Scoring Guide; Community Service Learning Activity Scoring Guide) Educational leaders organize and facilitate parent and teacher focus groups and/or informational meetings on community and educational needs. Groups will include diversity cultural, ethnic, social class etc. (Assessment: Presentation of Culturally Relevant Leadership) Educational leaders demonstrate positive communication skills in working with media and community. (Assessment: Student evidence of successful encounters with media and community) Educational leaders initiate a Community Service Learning Activity. This project engages the candidate and community in new ways not yet experienced by the candidate. The project work focuses on the relationship of district and school goals and community needs and strategies for bringing the two together. (Assessment: Discussions online,, Community Service Learning Activity Scoring Guide, student reflections on Community Service Learning Activity) Educational leaders demonstrate understanding of diverse student learning needs related to English Language Learners and special Education. (Assessment: Student Log, Comprehensive Observation Project Scoring Guide, Educational Platform) Educational leaders build and sustain productive relationships with community 17

20 Elements Meets Standards for Initial Administrator License Activities to Meet the Standards partners by developing a school public relations and marketing program relating to each component of the school s C-SIP plan. (Assessment: ELP Scoring guide) 5. Ethical Leadership (c) Safeguard the values of democracy, equity and diversity; (e) Promote social justice and ensure that individual student needs inform all aspects of schooling. Educational leaders safeguard the values of democracy, equity and diversity by applying knowledge of legal principles and ethical practices to promote equity in schools and school districts (Assessment: Practicum experience, project/presentation scoring guide) Educational leaders safeguard the values of democracy, equity and diversity by applying knowledge and understanding of The Ethical Educator as detailed in OAR (Assessment: TSPC Competencies Scoring Guide) Educational leaders promote social justice and ensure that individual student needs inform all aspect of schooling by applying knowledge of district finance structures and models to ensure adequate and equitable resource allocation (Assessment: School Budget and Finance Exercises) Educational leaders promote social justice and ensure that individual student needs inform all aspects of schooling by applying knowledge of local, state, and federal policies, laws, and regulations related to school administration (e.g., open meetings laws, liability, reporting requirements) and student and staff rights, protections, and responsibilities (e.g., due process, free speech, sexual harassment) (Assessment: reflections following School Law Conference, School Law case studies) Winter Quarter Theme Organizational Change and Human Resource Management Elements 1. Visionary Leadership Meets Standards for Initial Administrator License (a) Collaboratively develop and implement a shared vision and mission; (b) Collect and use data to identify goals, assess organizational effectiveness, and Activities to Meet Standards Educational leaders shadow a principal and interview members of a school staff where there is a stewardship of a shared vision and analyze how this vision is developed, articulated, and implemented. (Assessment: presentation to colleagues, Online discussion) 18

21 Elements 2. Instructional Improvement Meets Standards for Initial Administrator License promote organizational learning; (d) Supervise & support instruction (f) Develop the instructional and leadership capacity of staff; (g) Maximize time spent on quality instruction; (h) Promote the use of the most effective and appropriate technologies to support teaching and learning; and (i) Monitor and evaluate the impact of instruction. Activities to Meet Standards Educational leaders design or adopt a system for using data-based research for the purpose of monitoring, evaluating and revising the vision. (Assessment: ELP Scoring guide) Educational leaders identify and define stewardship of vision. (Assessment: Education Platform Scoring Guides; Community Service Learning Scoring Guide) Educational leaders supervise and support instruction by analyzing individual and group achievement data to inform and make recommendations to schools regarding their school improvement plans. (Assessment: School Improvement Plan Review Process, ELP Scoring Guide) Educational leaders develop the instructional capacity of staff by using a clinical supervision model to observe the teaching learning process. (Assessment: Comprehensive Observation Project Scoring Guide Winter) Educational leaders understand and apply principles of adult and child development when observing and conducting the Clinical Supervision project. (Assessment: Comprehensive Observation Scoring Guides) Educational leaders identify best teaching practices that promote powerful learning and incorporate current standards across major content areas including reading, writing, mathematics, science, social studies and the arts. (Assessment Comprehensive Observation Scoring Guides) Educational leaders develop personal Educational Platform which conveys their vision, beliefs, and values about supervision and evaluation and curriculum, instruction and assessment. (Assessment: Platform Scoring Guides & e-portfolio). Educational leaders identify teacher performance activities that do not meet performance standards and develop corrective measures. (Assessment: Comprehensive Observation Scoring Guide) Educational leaders identify staff development needs required to embed strategies in daily teacher practice. (Assessment: Platform Scoring Guide,discussions online, Comprehensive Observation Scoring Guides) 19

22 Elements 3. Effective Management Meets Standards for Initial Administrator License (a) Monitor and evaluate the management and operational systems; (b) Obtain, allocate, align and efficiently use human, fiscal and technological resources; (c) Promote and protect the welfare and safety of students and staff; (d) Develop the capacity for adaptive leadership; and (e) Ensure teacher and organizational time is focused to support quality instruction and student learning. Activities to Meet Standards Educational leaders create vision, beliefs, and values about supervision and evaluation and curriculum, instruction and assessment. (Assessment: Platform Scoring Guide & Professional e- Portfolio, Comprehensive Observation Project Scoring Guides) Educational leaders analyze state and federal legal parameters related to hiring, staffing and staff evaluation, comparing them to best assessment practices (Assessment: discussions online, critical friends process, and document analysis) Educational leaders use latest instructional technologies, including the use of the Web and teaching strategies to monitor instructional practices and provide staff the assistance needed for improvement. (Assessment: presentation, using current technologies, discussions online) Educational leaders monitor and evaluate the management and operational systems by applying best practice for student learning, focusing on effective organization and management of fiscal, human, time, and material resources. (Assessment: ELP Scoring guide) Educational leaders work collaboratively where they apply data driven organizational models and then develop action plans for implementing change in a school environment. (Assessment: ELP Scoring guide) Educational leaders demonstrate understanding of key employment issues related to harassment, intimidation, and appropriate and inappropriate behaviors and are able to describe courses of action they would take as school leaders to deal with these kinds of situations within their sites. (Assessment: TSPC Competencies Scoring Guide) Through practicum experience, Educational leaders demonstrate time management skills and understanding of effective resource deployment that promotes student achievement. (Assessment: Conference with University and site supervisor, log, and discussions online) Educational leaders apply knowledge of fair and equitable practices and procedures for recruiting, hiring, assigning, retaining, evaluating, disciplining, and dismissing staff, 20

23 Elements 4. Inclusive Practice 5. Ethical Leadership Meets Standards for Initial Administrator License (b) Understand and integrate the community s diverse cultural, social and intellectual resources; (a) Ensure a system of accountability for every student s academic and social success; (b) Model principles of self-awareness, reflective practice, transparency and ethical behavior; (c) Safeguard the values of democracy, equity and diversity; (d) Evaluate the potential ethical and legal consequences of decision-making; and (e) Promote social justice and ensure that individual student needs inform all aspects of schooling. Activities to Meet Standards including state and federal legal requirements. (Assessment: Class activities) Educational leaders demonstrate knowledge of principles and procedures for initiating. managing, and evaluating change in educational environments (Assessment: ELP) Educational leaders conduct Community Service/Learning Project. This project engages the candidate and community in new ways not yet experienced by the candidate. The project work focuses on the relationship of district and school goals and community needs and strategies for bringing the two together. (Assessment: CSLA Scoring Guide and Discussions online) Educational leaders examine relationships and partnerships with community agencies including: civic, government, social agencies, social services; businesses. (Assessment: CSLA Scoring Guide ; ELP Scoring Guide; School Improvement Plan Analysis) Educational leaders participate in cooperative learning groups, focusing on issues of poverty, diversity and social justice including racism, classism, ableism, anti-semitism, sexism and others as appropriate. (Assessment: Instructor observation, Culturally Relevant Leadership Presentation, Discussions online). Educational leaders ensure every student s academic and social success by demonstrating knowledge of legal principles and ethical practices for promoting equity in schools and school districts (Assessment: Practicum experience, project/presentation scoring guide) Educational leaders reflect on and seek feedback regarding their own behaviors (Assessment: Practicum experience and Online discussion) Educational leaders develop a code of ethics using Educational Platform, professional leadership association examples, Teacher Standards and Practices Codes of Ethics as well as a variety of additional source documents focusing on ethics. (Assessment: Educational Platform with Scoring Guide) Educational leaders demonstrate 21

24 Elements Meets Standards for Initial Administrator License Activities to Meet Standards knowledge, understanding, and application of healthy ethics, ethical dilemmas, and ethical behavior. (Assessment: Feedback from colleagues, site and university supervisors, as well as self assessment) Educational leaders describe decisions using inclusive processes in their ELP. (Assessment: ELP Parts III, V, VI) Educational leaders promote social justice and ensure that all individual student needs inform schooling by developing a presentation demonstrating and analyzing how they promote teaching and learning that recognizes learning differences, multicultural awareness, gender sensitivity, and appreciation of ethnic diversity. (Assessment: Educational Platform) Educational leaders describe decisions using inclusive processes in their ELP. (Assessment: ELP Parts III, V, VI) Spring Quarter Theme - Educational Foundations and Human Relations Elements 1. Visionary Leadership Meets Standards for Initial Administrator License (a) Collaboratively develop and implement a shared vision and mission; (b) Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning; (c) Create and implement plans to achieve goals; (d) Promote continuous and sustainable improvement; and (e) Monitor and evaluate progress and revise plans. Activities to Meet the Standards Educational leaders demonstrate ability to collaboratively develop and communicate a shared vision to school and community. (Assessment: ELP, Parts I & II Scoring Guide, Journal reflection of Focus Group Activity). Educational leaders develop a personal Educational Platform which conveys their vision, beliefs, and values about: the leadership and school culture. (Assessment: Scoring Guides & Professional Portfolio). Educational leaders analyze data from an equity audit to develop an action plan with specific goals, strategies, and resources. (Assessment: ELP Part III Scoring Guide). Educational leaders present their data driven action plan to the school community. (Assessment: ELP Part III Scoring Guide) Educational leaders review documents relating to school and district goals, i.e., vision, mission, and belief statements; school improvement plans; curriculum frameworks, state standards, etc. (Assessment: Journal reflections on their school vision and improvement plan) Educational leaders conduct school and program evaluation. (Assessment: Educational Leadership Project [ELP] Scoring Guide Parts I, II, and III) Educational leaders work with colleagues, families, and community members through discussion, collaboration, and the use of data based decision making to determine where the school is now and where it wants to be in the future. (Assessment: Journal reflection on vision development and ELP Parts I, II, and III Scoring Guide). Educational leaders demonstrate ability to communicate vision to school and community. (Assessment: ELP, Parts I & II Scoring Guide, Journal reflection of Focus Group Activity). Educational leaders begin application process for administrative positions identifying their vision. (Assessment: completed application including 22

25 Elements 2. Instructional Improvement 3. Effective Management 4. Inclusive Practice 5. Ethical Leadership Meets Standards for Initial Administrator License (a) Nurture and sustain a culture of collaboration, trust, learning and high expectations; (f) Develop the instructional and leadership capacity of staff; (d) Develop the capacity for adaptive leadership; and (e) Ensure teacher and organizational time is focused to support quality instruction and student learning. (a) Collect and analyze data pertinent to equitable outcomes (c) Safeguard the values of democracy, equity and diversity; (e) Promote social justice and ensure that individual student needs inform all aspects of schooling. Activities to Meet the Standards resume, cover letter, letters of recommendation, etc.) Educational leaders nurture, sustain and assess school culture by conducting a focus group with diverse community members (Assessment: Focus group participation and effectiveness form). Educational leaders develop a personal Educational Platform which conveys their vision, beliefs, and values regarding the nurture and sustainment of school culture. (Assessment: Scoring Guides & Presentation Portfolio). Educational leaders analyze the culture of a school through the lens of a cultural anthropologist. Through their research they assess the culture of the school using multiple methods and strategies. (Assessment: Oral Presentation of findings to class and school staff and written report following Scoring Guide specifications). Educational leaders develop the instructional leadership capacity of staff by identifying teacher performance activities that meet and do not meet performance standards and develop enrichment and corrective measures. (Assessment: Comprehensive Observation Project Scoring Guide Fall/Winter) Educational leaders develop leadership capacity of staff by seeking input and assistance from school decision-making groups and school staff to the design and implementation of ELP. (Assessment: ELP Scoring Guide) Educational leaders identify staff development needs required to embed strategies in daily teacher practice. (Assessment: Educational Platform, Online discussion, Comprehensive Observation Project Scoring Guides Fall/Winter) Educational leaders develop the capacity for adaptive learning by applying best practice for student learning, focusing on effective organization and management of fiscal, human, time, and material resources. (Assessment: ELP Scoring guide) Educational leaders work collaboratively where they apply data driven organizational models and then develop action plans for implementing change in a school environment. (Assessment: ELP Scoring guide) Through practicum experience, Educational leaders will demonstrate time management skills and understanding of effective resource deployment to ensure that time is organized to support instruction and learning. (Assessment: Conference with University and site supervisor, log, and Online discussion) Educational leaders collect and analyze data to assess equitable practice by conducting a focus group with diverse community members and analyzing the data (Assessment: Focus group participation and effectiveness form). Educational leaders use an equity audit to collect and analyze date pertinent to equitable outcomes and use the information to inform their ELP. (Assessment: ELP Scoring Guide) Educational leaders safeguard the values of democracy, equity and diversity by applying knowledge of district finance structures and models to ensure adequate and equitable resource allocation Educational leaders apply knowledge of local, state, and federal policies, laws, and regulations related to school administration (e.g., open meetings laws, liability, reporting requirements) and student and staff rights, protections, and responsibilities (e.g., due process, free speech, sexual harassment) Educational leaders demonstrate understanding of essential ethical issues and demonstrate due-diligence (Assessment: TSPC Rubric) Educational leaders promote social justice and ensure that individual student needs inform schooling by identify school practices that reflect 23

26 Elements 6. Sociopolitical Context Meets Standards for Initial Administrator License (a) Advocate for children, families and caregivers; (b) Act to influence local, district, state and national decisions affecting student learning; and (c) Assess, analyze and anticipate emerging trends and initiatives in order to adapt leadership strategies. Activities to Meet the Standards cultural biases and present recommendations for ways to improve or change those processes (Assessment: Activity related to marginalization such as racism, classism, ableism, anti-semitism, sexism, gender bias, and others as appropriate) Educational leaders advocate for children by collaborating with family and community members to determine ELP goals (Assessment: ELP Scoring Guide). Educational leaders inform constituency groups regarding how national and/or state reforms are being carried out in district or school. Groups include diverse perspectives and community involvement. (Assessment: Student Online discussion, presentation to class) Educational leaders act to influence local, district and state decisions by attend School Site Council and School Board meetings and observe and reflect on the meetings and the environment in which decisions are made at a micro and macro level. (Assessment: written observations of meetings and class discussions). Educational leaders assess, analyze and anticipate emerging trends and initiatives by organizing and facilitating parent and teacher focus groups and/or informational meetings on community and educational needs. Groups will represent diversity cultural, ethnic, social class, etc., in the community. (Assessment: Focus group participation and effectiveness form) Educational leaders adapt leadership strategies to meet community needs by collaborating with community agencies through initiation of a Community Service Learning Project. This project engages the candidate and community in new ways not yet experienced by the candidate. The project work will focus on the relationship of district and school goals and community needs and strategies for bringing the two together. (Assessment: CSLA Scoring Guide, Professional Portfolio, log, Online discussion) Educational leaders organize and facilitate parent and teacher focus groups and/or informational meetings on community and educational needs. Groups will include diversity from the community cultural, ethnic, social class, etc. (Assessment: Presentation to class and written documentation of process and findings) Educational leaders meet with elected officials including school board members and state legislature members to inform and understand the political process and adapt leadership strategies accordingly. (Assessment: Participation in event and class discussions and Online discussion). Educational leaders interview state legislators and/or lobbyists on emerging trends and initiatives and present a report about the state s strategies used to influence change. (Assessment: Participation in Legislative Awareness Day and Reflection Journal) Educational leaders participate in legislative awareness day at the state capitol. (Assessment: Class Debrief and Online discussion) Educational leaders develop an Educational Platform addressing political, social, economic, legal, and cultural and educational processes (Assessment: Educational Platform Scoring Guide) Educational leaders develop understanding of community context including recent history, culture, and demographics (Assessment: ELP Scoring Guide) Educational leaders increase capacity to adapt leadership strategies by identifying school practices that reflect cultural biases and present recommendations for ways to improve or change those processes 24

27 Elements Meets Standards for Initial Administrator License Activities to Meet the Standards (Assessment: Activity related to marginalization such as racism, classism, ableism, anti-semitism, sexism, gender bias, and others as appropriate) Across All Three Quarters 7. Practicum Experience The practicum will be substantial. Educational leaders: (A) Demonstrate the ability to accept genuine responsibility for leading, facilitating, and making decisions typical of those made by educational leaders. The experience(s) should provide Educational leaders with substantial responsibilities that increase over time in amount and complexity and involve direct interaction and involvement with staff, students, parents, and community leaders. The practicum experience will be at least 360 hours and will be fully integrated with the IAL curriculum and coursework. (Assessment: Practicum log) Educational leaders will maintain a comprehensive log detailing hours spent, nature of activities, and relationship of activities to standard. (Assessment: Professional Portfolio and TSPC Scoring Guide)Educational leaders will maintain a daily Online discussion through out the practicum experience (Assessment: Comprehensive Log) Educational leaders will meet weekly with their site supervisors and at least monthly with their university supervisors. (Assessment: evidence of meetings) Educational leaders are required to complete a self-inventory based on state or national standards, and develop a self-improvement plan based on the results, which serves as the basis for activities during the practicum. (Assessment: Candidate completes self inventory and shares and receives feedback from practicum colleagues, university and site supervisors) (B) Each candidate should have a minimum of six months or equivalent of fulltime practicum experience in at least two noncongruent authorization levels (e.g., ECE/ELE and ML or HS). (b) The practicum will be sustained. Educational leaders: Participate in planned practicum activities during the entire course of the program, including an extended period of time near the conclusion of the program to allow for candidate application of knowledge and skills on a full-time basis. Educational leaders conduct practicum experiences in at least two different levels (elementary, middle, and high school) and demonstrate knowledge and understanding of schooling at different levels. (Assessment: Practicum Log; Practicum groups, and University Supervisor Quarterly TSPC Scoring Guide) Educational leaders will maintain a daily Online discussion throughout the practicum experience (Assessment: Comprehensive Log) Educational leaders complete pre-program self assessment of their skills and knowledge related to the standards and will complete a summative review of their competency with each standard in collaboration with their site and university supervisors. (Assessment: TSPC Scoring Guide) Educational leaders meet on a regular basis throughout the practicum with a team of "critical friends" to discuss the achievement of the goals in their self-improvement plan. (Assessment: Reporting to their practicum groups) Educational leaders meet at least weekly with their site supervisors and quarterly with their university supervisors (mentors) as well as with their instructors on a regular basis. (Assessment TSPC Competencies & PSU Dispositions Scoring Guide) Educational leaders demonstrate knowledge of how to develop and implement plans and procedures for ensuring student and staff safety and building security 25

28 Educational leaders demonstrate an understanding of crisis planning and emergency management Educational leaders complete the program, demonstrate proficiency in their practicum work and receive practicum credit. (Assessment: TSPC Scoring Guide; ELP Scoring Guide, Professional Portfolio, TSPC Scoring Guide; Recommendations for licensure) The administrative intern documents practicum experiences in the above areas in a log and professional portfolio. Expectations for maintaining a practicum log and assembling a professional portfolio are described in a subsequent section and will be discussed in detail with cohort members during practicum group meetings. Students are expected to achieve at least a proficient level in all seven areas. Oregon s TSPC requirement is consistent with other states requirements, national standards such as those of the National Council for Accreditation of Teacher Education (NCATE)/Educational Leadership Constituent Council (ELCC) and the Interstate School Leaders Licensure Consortium (ISLLC), as well as other professional organizations recommendations for educational administration preparation programs. 26

29 GENERAL PROGRAM POLICIES 1. Program Admission, Completion, and Licensure Admission to the PSU Initial Administrator License Program does not guarantee successful program completion or administrative licensure. Each student must successfully fulfill IAL program and practicum requirements, and then make application to TSPC for the Initial Administrator License. TSPC, not Portland State University, is the licensegranting agency. 2. Professional Conduct The Initial Administrator License Program participants, faculty, and supervisors commit themselves to the highest level of professional conduct in all their relationships, activities, and endeavors. Any violation of ethical, moral, and professional standards will be reason for a full review of and subsequent decision on one s status of participation. 3. Collegiality and Conflict Resolution Cohort members are expected to share their expertise to help create a community of learners. If any member of the IAL team (cohort members, Site Supervisor, or University Supervisor) feels another member is not fulfilling role expectations or program requirements, then s/he should discuss her/his concerns with the other member and, if not resolved, with Cohort Leader/s. 4. Confidentiality All members of the IAL team carry responsibility for maintaining complete confidentiality about issues, individuals, school and district situations discussed during class, practicum meetings, site visits, and informal gatherings. School documents submitted for class assignments or included in portfolios should not contain names or identifying information about students or school staff. 5. Liability Coverage The Oregon Torts Act (ORS through ) permits the University to accept responsibility only for the acts of its officers, employees, and agents. Since IAL cohort members do not qualify as any of those classes, the University is prohibited from providing coverage with state accident insurance, liability insurance, or worker s compensation insurance. 6. Emergency Procedures Emergencies such as sudden illness or accident can arise at any time. IAL cohort members should have emergency information on file in the office of the school or worksite where they are fulfilling their practicum requirements. 27

30 INSTRUCTIONS FOR APPLYING FOR THE INITIAL ADMINISTRATOR LICENSE SUBMIT Request for Licensure Recommendation Form & Fee Please TYPE directly into the Request for Licensure Recommendation form available at once you have confirmed that ALL your GRADES are POSTED. STEP #1 STEP #2 STEP #3 STEP #4 STEP #5 To submit the FORM and FEE, either: MAIL (or bring the form in-person) with a CHECK or money order made payable to PSU for $25 for the licensure processing fee, OR ([email protected]) the form AFTER you pay the $25 licensure processing fee online with credit card at Online payments will total $25.63 with credit card fee. Forms will not be processed without payment. Before submission VERIFY: on form = you have on file with TSPC WAIT for your GSE file to be reviewed Your file will be completely reviewed once the Request for Recommendation Form is received. All items for licensure need to be in your GSE file. Your C-2 form is submitted to TSPC electronically by our office; you will not receive a paper copy of the C-2. Mid-June through September, it may take up to 3-4 weeks to review your file and recommend you to TSPC. ORDER Official PSU Transcript for TSPC Your PSU transcript must have ALL licensure courses and grades posted. TSPC prefers an electronic version of your official transcript be sent to them directly from PSU. You may order your transcript through your PSU Banweb account via the mypsu link RECEIVE from TSPC Once you have been recommended by PSU to TSPC, you will receive the following from TSPC (or something similar): Program Completion Report (Form C- SEND Documents to TSPC After you receive the confirmation from TSPC, mail the following items to: TSPC, 250 Division St. NE, Salem OR A completed C-1 form: An official (sealed) transcript for all coursework relevant to this license (or those that are new since you last applied to TSPC) if you have not sent one electronically as detailed in Step #3. If this is your first-ever Oregon license, you will need to submit score reports from a Basic Skills Test to TSPC and ORELA Civil Rights exam. A check made out to TSPC for $ Contact Information for TSPC: / OAR # (2) Applicants from Oregon approved programs must apply for licensure within three years following completion of their respective programs. If more than three years elapse before application is made, the candidate must qualify for recommendation under rules for licensure in effect at the time of application. GSE Office of Licensure Mailing Address: Office of Licensure/Graduate School of Education, Portland State University, P.O. Box 751, Portland, OR [email protected] Web: 4/2014 Contact Information for TSPC: Phone: Web: 28

31 APPENDICES 29

32 Appendix A TSPC COMPETENCIES AND PSU DISPOSITION SCORING GUIDE The TSPC Scoring Guide is used each quarter by the intern as a self assessment and by the Site Supervisor, University Supervisor and Intern as a formative assessment of the TSPC competencies. Upon completion of the program Educational leaders will be proficient and/or exemplary in each TSPC standard. Each standard is rated in two categories, Knowledge and Skill, Performance in the Field. Each category is rated at four levels, Needs Improvement, Emerging, Proficient and Exemplary. Place three checks in the appropriate boxes for each standard. The exemplary category will only be awarded in exceptional cases when a candidate has been called upon to demonstrate expertise beyond his/her site placement. By the end of the program, Educational leaders will not have a needs improvement rating in any of the TSPC standards in any of the three categories. Scoring Guide for Each TSPC Standard 1. Knowledge and Skill 3. Performance in the Field Needs Improvement A=0, or (1) Demonstrates no knowledge or application. No participation/ experience Emerging (2) Demonstrates limited knowledge and application. Limited participation/ experience Proficient (3) Demonstrates adequate knowledge and analysis with application in a wide variety of ways appropriate for a first year administrator Adequate and Influential participation/ experience Exemplary (4) Demonstrates expert knowledge and collaborative leadership beyond school placement to solve problems in a creative way. Recognized and called upon beyond building level for leadership skills and contributions. The needs improvement rating would be appropriate for an intern at the beginning of the practicum. This rating should be applied when an intern is not able to consistently follow specified procedures or policies independently or when given guidance. The emerging rating is for the intern who has not completed all practicum class assignments related to the competency adequately, and may have had no additional field experience in that area.. This intern has some experience in the behavior, but skill is at a beginning or developing level. The proficient rating would be applied to an intern who can adequately follow specific directions or policies and also apply a degree of creativity and initiative, and is judged capable of being appointed as a competent first year administrator. The exemplary rating is reserved for the unusual intern who has extensive leadership in the area and is recognized and called upon beyond the school placement as advanced in competency. The exemplary category will be awarded in exceptional cases only. Ratings of knowledge and skill, dispositions, and performance in the field may be assessed at different levels if appropriate. 30

33 TSPC COMPETENCIES AND GSE DISPOSITIONS Scoring Guide ADMINISTRATIVE INTERN: TSPC Competency 1.0. Visionary Leadership: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by stakeholders Instructional Improvement: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by sustaining a positive school culture and instructional program conducive to student learning and staff professional growth 3.0. Effective Management: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment Inclusive Practice: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by collaborating with faculty and 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. 5.0 Ethical Leadership: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by acting with integrity, fairness, and in an ethical manner Socio-Political Context: An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context Practicum Experience: The practicum provides significant opportunities for Educational leaders 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 TSPC Standard Knowledge & Skill Performance in the field Knowledge & Skill Performance in the field Knowledge & Skill Performance in the field Knowledge & Skill Performance in the field Knowledge & Skill Performance in the field Knowledge & Skill Performance in the field Performance in the field Needs improvement or experience NA=0; (1) Emerging (2) Proficient (3) Exemplary (4) 31

34 GRADUATE SCHOOL OF EDUCATION DISPOSITIONS The Graduate School of Education has identified the dispositions below as critical for candidates preparing to be life-long learners, professionals, and leaders in the community. Positive dispositions promote personal growth, respect for diversity, positive professional relationships, and community engagement. PSU is committed to supporting candidates who are seeking leadership through the IAL in developing these dispositions through coursework and experiences in the field. Dispositions should become habitual ways of behaving in our complex professional lives. Please reflect and assess the Administrative Intern on his/her dispositions using the scoring guide below GSE DISPOSITION Advocacy for fairness and respect Professionalism: conduct, honesty/integrity, flexibility, responsibility, collaboration Commitment to learning and dedication/positive focus Reflection INDICATOR Demonstrates Disposition Demonstrates Disposition Demonstrates Disposition Demonstrates Disposition Needs improvement Emerging or experience (2) NA=0; (1) Comments on Dispositions & TSPC Competencies: (strengths & areas for growth) Proficient (3) Exemplary (4) Signatures of agreement: University Supervisor Date Site Supervisor (s) Title Date Intern Date End of Practicum only: Overall Practicum Assessment Level Total Practicum Hours Hours at a level other than your primary placement Community service hours I certify that has completed the Professional Development Plan and all requirements of the IAL Program which I have supervised. University Supervisor 32

35 Appendix B PORTLAND STATE UNIVERSITY FALL SITE VISIT WITH INTERN/SITE SUPERVISOR Intern Date University Supervisor Practicum Site Site Supervisor Title Holds Current OR Admin. License #Years Experience Practicum Site/District: Address Phone TOPICS OF DISCUSSION: o Review Intern IAL Handbook with Site Supervisor (Suggestion for intern: provide copies of Site Supervisor Responsibilities, and TSPC Scoring Guide). o Review seven TSPC Proficiencies, marking each standard for current level in the categories: knowledge and skill, and performance in the field. o Quarterly Theme Content Overview (see Handbook) o Review responsibilities of Intern Coursework Hourly Log Educational Platform Essays Educational Leadership Project Potential Events requiring absence: COSA Law Conference Salem Legislative Winter or Spring terms according to Legislative schedule) Practicum Experience 360 total Practicum Clock hours approximately 120 hours per term, 9-12 hours per week At least 40 of the Practicum hours at another level (early childhood, elementary or secondary); identify site(s) 20 of the Practicum hours directed to community service learning activity; identify and describe potential site o Responsibilities of Site Supervisor Mentoring of Intern-regular sessions together (suggest weekly meetings) Monitoring Suggested Intern Experiences for fall Quarterly meetings with University Supervisor/Intern Quarterly assessment of progress on TSPC Standards End of year TSPC Competency Assessment in collaboration with the University Supervisor and Intern o Responsibilities of University Supervisor Ongoing supervision and maintaining official folder of work Quarterly site visits 33

36 Seminar participation quarterly End of year TSPC Competency Assessment in collaboration with the Site Supervisor and Intern o MATERIALS TO COLLECT: - Fall TSPC Competency Scoring Guide (current proficiency levels indicated by Site Supervisor and Intern prepared collaboratively in advance of conference; - Educational Leadership Project Plan/Abstract - Educational Leadership Project Topic selected: Overview of Part 1 - Review Online discussion progress verbally (if assigned by instructor) Date of winter meeting: 34

37 PORTLAND STATE UNIVERSITY WINTER SITE VISIT WITH INTERN/SITE SUPERVISOR Intern Date University Supervisor Practicum Site Site Supervisor Title TOPICS OF DISCUSSION: Quarterly Theme and Practicum Overview Review seven TSPC Proficiencies, marking each standard for current level in the three categories: knowledge and skill, dispositions and performance in the field. Review Winter Quarter Coursework: Opportunities for classroom observations Comprehensive Supervision Project Hourly Log update Educational Leadership Project Status Report o Topic selected: o Review Parts 1,2,3 and 4 (if appropriate) Potential Events requiring absence: Salem Legislative February according to Legislative schedule) Practicum Experience Progress Checks: 360 total Practicum Clock hours approximately 120 hours per term, 9-12 hours per week At least 40 of the Practicum hours at another level (early childhood, elementary or secondary); describe progress 20 of the Practicum hours directed to community service; describe progress MATERIALS TO COLLECT: TSPC Scoring Guide consensus for winter completed by Site Supervisor, Mentor and Intern Information regarding Community Service and alternate level practicum sites ELP Parts completed to date Date of Spring Celebration Conference: 35

38 PORTLAND STATE UNIVERSITY SPRING SITE VISIT WITH INTERN/SITE SUPERVISOR Intern Date University Supervisor Practicum Site Site Supervisor Title Intern Opening Presentation: Intern s overview of practicum What have you learned about yourself as a school leader? eportfolio Presentation Title Page Cover Letter Resume Platforms Administrative Accomplishments representing six standards Practicum Log Educational Leadership Project Present written Educational Leadership Project. o Review the content of each section and the Epilogue. o Investigator Assurance Form and abstract submitted o Discuss the impact of the project on your practicum site. o All signatures on Title Page of ELP Scoring Guide for TSPC Competencies Proficiency noted in Knowledge and Skills, and Performance in the Field for each standard Summary data at bottom of form completed o Hours at another level than primary placement o Community Service Learning Activity completed; hours noted o Overall Practicum Proficiency Level noted All signatures are present and dated Closing comments and observations Your career aspirations/expectations Career guidance for you from University Supervisor and Site Supervisor Concluding remarks and expressions of appreciation to the Site Supervisor [Note: University Supervisor returns all files and documentation to Cohort Leader.) 36

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40 38 Name: Date Activity/Description Location Appendix C PRACTICUM LOG TEMPLATE [ ] FALL, [ ] WINTER, [ ] SPRING TERM, SCHOOL YEAR ENTER HOURS IN BOTH AREAS BELOW ("Program Standards" and "Level or Site/Community Service") TSPC Program Standards: Hours Completed El Level or Site/Community Service: Hours Completed Mid High Cent Off Com Srv Performance Activity, Site, Level, and Community Service Sub-Totals Total Term Practicum Hours

41 39

42 Appendix D EDUCATIONAL LEADERSHIP PROJECT SCORING GUIDE Purpose The purpose of the Educational Leadership Project (ELP) is to identify a real problem area in your school related to teaching and learning. In this project you will write an academic paper, in which you will: 1) design a project which will investigate a real school problem or lead a school/program improvement goal; 2) collect relevant data; 3) define a clear action plan; and 3) implement that action plan with the faculty, students and community, as appropriate. With this project and paper you will demonstrate proficiency in all of the seven TSPC Administrative Performance Standards--the requirement of the state of Oregon for your Initial Administrator license. In addition, you will have provided an invaluable service to the school by solving a problem, which, without your concentrated time and attention, would probably not be addressed so thoroughly, if at all. The academic paper, written in APA 6 th edition demonstrates your leadership, equity data analysis, planning, action plan implementation and reflection.. Your paper may integrate texts, data, and images. Element Exemplary Proficient Advancing Emerging Context,Audience & Purpose Includes considerations of audience, purpose, and the circumstances (context) surrounding the Educational Leadership Project(s). Content Development & Components Follows ELP outline for content; includes all parts Demonstrates a thorough understanding of context, audience, and purpose of the ELP and focuses all elements of the work, with a particular focus on interrupting educational disparities through strong data analysis, research synthesis, implementation of action plan, and analysis of outcome. Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work. Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the goals of the ELP (e.g., the ELP aligns with audience, purpose, and context). Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work. Demonstrates awareness of context, audience and purpose of the ELP (e.g., begins to show awareness of audience's perceptions and assumptions). Uses appropriate and relevant content to develop and explore ideas through most of the work. Demonstrates minimal attention to context, audience and purpose of the ELP (e.g., expectation of instructor or self as audience). Uses appropriate and relevant content to develop basic ideas in some parts of the work. Organization Demonstrates academic writing; organization, appropriate research and discussants, clarity through the use of headers, text, and data Demonstrates detailed attention to and successful execution of conventions particular to the Educational Leadership Project (s) including organization, headers Demonstrates consistent use of important conventions particular the Educational Leadership Project(s), including organization, content, presentation, and stylistic Follows expectations appropriate to the Educational Leadership Project(s) for basic organization, content, and Attempts to use a consistent system for basic organization and presentation. 40

43 displays. content presentation, formatting, and stylistic choices choices presentation Research Sources and Evidence (Argument & Lit/Research Review ) Demonstrates skillful use of persuasive argument for change, includes high-quality, credible, relevant research & sources to develop ideas that are appropriate for ELP topic. Is mostly persuasive, and demonstrates consistent use of credible, relevant sources to support ideas that are situated within the ELP topic Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the ELP topic Demonstrates an attempt to use sources to support ideas in the ELP topic Control of Syntax and Mechanics Uses APA style, citations and language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free. Uses APA style, citations and language that generally conveys meaning to readers. The APA language and citations have few errors. Uses APA style & language that generally conveys meaning to readers with clarity, although writing may include some errors, citations need APA revisions Uses language that sometimes impedes meaning because of errors in usage. Does not follow APA style or citations. 41

44 Appendix E EDUCATIONAL PLATFORM SCORING GUIDE The educational platform aligns with TSPC Leadership Standards and conveys critical thinking* about deeply held values,beliefs and assumptions on educa Platforms are written based on information, gleaned from readings, personal experience, and class activities, discussions. Each platform will inform and ins the school leader s beliefs, intentions and actions toward fulfilling the platform. This may be thought of as the clear, concise messaging of leadership, a bo platform should be no more than two pages, and reflect the elements of the scoring guide. *Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. Platform scoring guide developed by: Susan Carlile, Amy Petti & Vince Schreck, based on critical thinking scoring guide from Association of American Colleges & Universities Exemplary Proficient Advancing Emerging Platform Element Statement of values, beliefs & assumptions about the Leadership Standard. Sources, evidence, APA references and citations. Platform position/stance regarding organizational leadership & change Statement of values, beliefs & assumptions is clear, specific, convincing, and includes personal experience or example that promotes clarity. Demonstrates skillful use of highquality, credible, relevant sources to develop platform statement. Utilizes research-based evidence and stategies and reports using proper APA references and citations. Specific platform position acknowldeges and states the complexities of organizational leadership. From the perspective of a future principal platform integrates: 1) what will remain the Statement of values, beliefs & assumptions is clear and specific and includes personal experience. Personal experience and examples present. Information is taken from recent & relevant source(s) with enough synthesis/evaluation to support their platform. APA references and citations are mostly correct. Specific platform position takes into account the complexities of organizational leadership. Identifies an important issue related to the leadership standard. From perspective of a future principal, Statement of values, beliefs & assumptions is stated but lacks clarity or focus. Lacks personal examples or experience to clarify values statement, or examples are unrelated or unclear. Information is taken from source(s) and summarized, but not synthesized. Viewpoints of experts are taken as mostly fact, with little questioning. APA style needs considerable work. Student s position is stated with an adequate understanding of the complexity of organizational leadership. Questions regarding change are addressed inconsistently. Statement of values, beliefs & assumptions is unclear or absent. Lacks context without personal experience or examples that promote clarity. Evidence to support position is absent or irrelevant. Author offers opinion only. Demonstrates misinterpretation of credible high quality evidence, and writing shows lack of APA style, including references and citations. Student s position lacks understanding of the complexity of organizational leadership. Failed to fully articulate their position regarding change, or if change occurred at all. 42

45 same, 2), what will change, and 3) how the change will be supported. Platform conclusion Platform conclusion is compelling, logical, and inspires staff, it represents why the leader chose selected components and plan of action. Control of syntax and mechanics Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error-free. author describes what remains the same, what will change and how the change will be supported. Platform conclusion is compelling, logical, and inspiring, and is connected to opening or body of platform. Uses graceful language that skillfully communicates meaning to readers with clarity and fluency with minimal errors that do little to adversely affect the flow of the paper. Platform conclusion is vague, or introduces a new topic. Paper has enough mechanical and/or grammatical issues that adversely affect the flow of the argument/paper. Language and writing shows promise, but is inconsistent. Platform conclusion is absent or abrupt. Paper is rife with mechanical and/or grammatical errors that adversely affect the flow of the argument/paper. Paper lacks benchmarks (e.g., clear purpose, sentence & paragraph structure, transitions, topic sentences, etc.) of academic writing. 43

46 Appendix F Platform Check list: Did I organize my paper with a pre- write strategy (web, outline, mindmap)? Did I open with a compelling story, personal experience, vignette? Is it written AS IF I were already the leader (first person, present tense). Did I state in a few words my premise as it relates to the platform topic Does it read like a speech to staff? Does it inspire? Does it clarify staff roles, i.e., what will stay the same and what will change? Do I clearly let staff know how I will support them? How they will be held accountable? Do I credit my ideas to an author/theory and cite them correctly? Do I include quotes sparingly, provide a page number and integrate them into the text? Was I careful not to begin or end the platform with a quotation? Does my conclusion tie in my opening? Is my paper brief? Can I summarize three key ideas as single words or short phrases when I re- read my paper? Did I have someone read it for clarity/edits? Did I include references? And check them for APA accuracy? 44

47 Appendix G PROJECT/PRESENTATION SCORING GUIDE Projects (cultural proficiency book study, best practice assignment, problem based learning project, etc) convey critical thinking* about research, evidence, on educational leadership. Projects demonstrate group cooperation, consensus and leadership. Project presentations are based on information, gleaned from successful practices, personal experience, class activities and discussions. Each project presentation will inform colleagues and invite active participation a *Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. Project/Presentation Scoring Guide developed by Susan Carlile, Deborah Peterson, Amy Petti, Vince Schreck: April 2013 Exemplary Proficient Advancing Emerging Platform Element Central Message Sources, evidence, APA references and citations. Position/stance Presentation Organization Central message is compelling, is strongly supported by data and/or research. Precisely stated, appropriately repeated, memorable and strongly supported by evidence. Demonstrates skillful use of high-quality, credible, relevant sources to support information or position. Utilizes researchbased evidence and stategies and reports using proper APA references and citations. Specific position/stance acknowledges and states the complexities of organizational leadership. Information/platform states: 1) what will remain the same, 2) what will change, and 3) how the change will be supported. Presenter/author recognizes the influence of changes on specific groups and why the change is needed for equity. Organizational pattern (specific introduction and conclusion, sequenced Central message is clear, aligns with best practice in schools, and is consistent with the supporting material. Information is taken from source(s) withs sufficient interpretation/evaluation to develop a coherent analysis or synthesis. APA references are credible and citations are mostly correct. Specific position/stance takes into account the complexities of organizational leadership; recommendations focus on the influence of change on specific groups. Organizational pattern (specific introduction and Central message is basically understandable but is not often repeated and is not memorable. Central message can be deduced, but is not explicitly stated in the presentation. Information is taken from Evidence to support position is source(s) with absent or irrelevant. Demonstrates minimal/no evaluation. Viewpoints misinterpretation of credible high of experts are taken as mostly fact, quality evidence, and writing shows with little questioning. APA style lack of APA style, including needs considerable work. references and citations. Student s position is stated with an adequate understanding of the complexity of organizational leadership. Questions regarding change are addressed inconsistently. Organizational pattern (specific introduction and conclusion, Student s position lacks understanding of the complexity of organizational leadership. Failed to fully articulate their position regarding change, or if change occurred at all. Organizational pattern (specific introduction and conclusion, 45

48 Delivery material within the body, and transitions) is clearly and consistently observable, skillful and makes the content of the presentation cohesive. Evidence of shared responsibility for design, presentation and facilitation. Speakers use eye contact, gesture, posture, vocal expressiveness and are polished and confident. Language consistently and confidently affirms the dignity of students, colleagues, and the community, is inclusive of all racial, ethnic, SES, linguistic and other background. conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation. Shared delivery, every speaker demonstrates posture, gesture, eye contact, and vocal expressiveness to make the presentation interesting; speaker (s) are poised and articulate. Language affirms the dignity of students, colleagues, and the community, is inclusive of racial, ethnic, SES, linguistic and other backgrounds. sequenced material within the body, and transitions) is intermittently observable within the presentation. Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable, and speaker appears tentative. Group delivery is one sided with one or more members not fully participating. sequenced material within the body, and transitions) is not observable within the presentation. Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation, and speaker appears uncomfortable. One or more member is not speaking. 46

49 47 CONTENT AND ELEMENT Introduction How and why the teacher was selected. Your background in working with the teacher. Copy of Pre-Observation Planning Guide, Summary of Pre-Observation Conference including what you discussed and agreed upon in terms of purpose of the observation, the instrument for collecting data, time of observation, strategies for working with diverse students needs and focus of the Post Observation Conference. Summary of the Observation Actual observation records, analysis, findings and interpretations. Strategy, Post Conference Planning guide for Post Observation Conference. Summary of actual Post Observation Conference. Evidence intern established trust with teacher Comparison of Strategy for Post Observation Conference with actual Post Observation Planning Guide. Critique of value from teacher s point of view. Comprehensive Narrative Summary Factual, summative, narrative describing the Appendix H Comprehensive Observation Project Scoring Guide NEEDS IMPROVEMENT (1) Element missing or insufficient Element missing or insufficient Element missing or insufficient Element missing or insufficient Element missing or insufficient EMERGING (2) Partial explanation of element Partial explanation of element one or more elements are missing: lesson plan, objective, alignment, data collection method, feedback on student learning or discussion of strategies for working with diverse students needs. Intern not able to satisfactorily record agreed upon data or determine an appropriate strategy or wasn t able to offer sufficient rationale for post observation conference Little or no evidence the intern established trust with the observed teacher, or was able to recognize skills used by teacher or provide insight. Summary is objective, based on information from preconference, PROFICIENT (3) Clear indication of why teacher was selected and background Intern demonstrated clear evidence for pre-conference preparation, including lesson plan, objective and alignment with instructional goals & content standards, data collection techniques to give feedback regarding student learning Indicators of strategies for working with diverse students needs. Intern was able to record predetermined lesson data and present that data for useful feedback based on predetermined preconference agreements. Intern established trust during post conference, recognized skills used by teacher, documented evidence of student learning, and strategies of differentiation for students with diverse needs. Summary is objective, based on information from preconference, observation, EXEMPLARY (4) Intern demonstrated clear, convincing and consistent evidence for working collaboratively with the teacher in the pre-conference preparation, including lesson plan, objective and alignment with instructional goals & content standards, data collection techniques to give feedback regarding student learning Indicators of strategies for working with diverse students needs. Intern critically reflects on the preobservation process. Intern met all conditions of proficient, lesson data and observation led to specific instructional data and questioning that will enhance student learning Intern met all conditions of proficient, observations skills were articulate, specific, and detailed, teacher gained insights and could reflect on accomplishments and areas for growth, Summary met all conditions of proficient, summary is articulate, specific, detailed and reflects on

50 teacher s job performance related to four domains (Danielson Framework) Reflective Summary How would you work with the teacher in the future? What did you learn? How would you improve your skills in providing supervision in the future? Element missing or insufficient observation, post conference and miniobservations. Partial explanation of element post conference and miniobservations, includes at least one piece of information for each domain, accomplishments and areas for growth. Intern provides insightful reflection and maintains ethical leadership qualities of keeping teacher actions confidential and private. 48

51 Appendix I Community Service Guidelines Initiate and carry out a Community Service Learning Activity (CSLA). Spend a minimum of 20 hours (of the required 360) in a community setting focused on a marginalized group during the academic year. Because of the lack of adult presence in the lives of many school children, school administrators and staff are increasingly expected to become involved in student lives beyond regularly scheduled school hours. Consequently, our faculty feels strongly that it is important for you to broaden your experiences by getting involved in some worthwhile community service learning activity outside of school. You should do something new and not something you have done before. For example, past students have become involved with the Oregon Food Bank, Habitat for Humanity, and local homeless centers. During the fall term you are expected to identify the site you have chosen for your community service learning activity. During the three terms spend at least 20 hours learning about and providing service to a marginalized group and again describe your experience in a Online discussion entry. Also, it will be important to document them in your excel spreadsheet log. Finally, during the spring term write a 3 5 page paper that analyzes the affects of your community service activity on the group have worked with and the impact the activity has had on you as an emerging school leader. What relationship do school goals have to community needs? Be sure to link your discussion to the IAL curriculum, assigned readings, and classroom discussions on diversity and social justice Assignment Expectations: o Log, i.e., add these hours to your log o Spring Term three to five page analytical paper using scoring guide 49

52 Appendix J COMMUNITY SERVICE LEARNING ACTIVITY SCORING GUIDE CONTENT AND ELEMENT 1. Clearly articulates the purpose, significance and the focus of the service activity and clearly links it to the IAL curriculum. NEEDS IMPROVEMENT NA=0; (1) There is no evidence of the purpose, significance or the focus of the activity and there are no links to the IAL curriculum. EMERGING (2) There is limited evidence of the purpose, significance or the focus of the activity and limited links to the IAL curriculum PROFICIENT (3) There is clear evidence of the scope of this activity, its focus and purpose and links to the IAL curriculum. EXEMPLARY (4) There is clear, convincing and consistent evidence of the scope, focus and purpose of the activity and links to the IAL curriculum. [6. Socio- Political Context] 2. Clearly designs the activity to have a positive influence on a marginalized group in a community unfamiliar to the intern. [4. Inclusive Practice 6. Socio-Political Context] There is no evidence that the activity is addressing the needs of a marginalized group or that the community is unfamiliar to the intern. There is limited evidence that the activity is addressing the needs of a marginalized group in a community unfamiliar to the intern. There is clear evidence that the activity is addressing the needs of a marginalized group. The intern demonstrates knowledge and appreciation for the community. There is clear, convincing and consistent evidence that the activity is addressing the needs of a marginalized group. The intern is reflective and able to internalize how the activity influences and shapes the larger socio-political context and how it influences the intern s values and beliefs. 3. Demonstrate the ability to collaborate with representatives of diverse community groups [6. Socio-Political Context] There is no evidence of the intern s collaboration with the diverse community groups. There is little evidence of the intern s collaboration with the diverse community groups. There is clear evidence of the intern s collaboration with the diverse community groups. There is clear, convincing and consistent evidence of the intern s collaboration with diverse community groups. 4. Demonstrates an ability to write Online discussion entries on the There is no evidence of personal reflection on the experience of CSLA and There is little evidence of personal reflection on the experience of CSLA and the There is clear evidence of personal reflection on the experience of the CSLA and There is clear, convincing and consistent evidence of personal reflection on the experience of 50

53 CONTENT AND ELEMENT intent, development and impact of the community service learning activity each term. Discusses the impact on future leadership practice. [1. Visionary Leadership 2. Inclusive Practice 5. Ethical Leadership 6. Socio-Political Context] 5. Uses clear and logical organization [1. Visionary Leadership] 6. Uses appropriate language conventions [1. Visionary Leadership] NEEDS IMPROVEMENT NA=0; (1) the learning experiences that will influence and shape the intern s future practice concerning poverty, diversity, school policy and laws, school finance and developing partnerships with political leaders. There is no logical organization There are numerous errors in usage, spelling, capitalization and punctuation that impede readability. EMERGING (2) learning experiences that will influence and shape the intern s future practice concerning poverty, diversity, school policy and laws, school finance and developing partnerships with political leaders. There is limited logical organization There are conventional errors that somewhat impede readability. PROFICIENT (3) the learning experiences that will influence and shape the intern s future practice concerning poverty, diversity, school policy and laws, school finance and developing partnerships with political leaders. Organization is clear, logical, addresses the guiding question and moves the reader through the text. The writing demonstrates control of standard writing conventions (e.g. punctuation, spelling, capitalization, grammar and usage.) Minor errors do not impede readability. EXEMPLARY (4) the CSLA and the learning experiences that will influence and shape the intern s future practice concerning poverty, diversity, school policy and laws, school finance and developing partnerships with political leaders. Organization is clear, logical, addresses the guiding question and enhances the central idea and its development. The writing demonstrates strong control of standard writing conventions and uses them effectively to enhance communication. 51

54 Appendix K PROFESSIONAL e-portfolio SCORING GUIDE CONTENT AND ELEMENT 1. Organization of eportfolio Comments NEEDS IMPROVEMENT NA=0; (1) Missing or incomplete elements; did not follow directions EMERGING (2) Not well organized according to directions. No table of contents, or distinctions between sections PROFICIENT (3) Satisfactorily organized with table of contents and clear distinctions between sections as directed. EXEMPLARY (4) All proficient criteria met with personalized and creative presentation 2. Completeness of eportfolio Missing or incomplete elements; did not follow directions One or more of the required items missing: All items included All proficient criteria met with personalized and creative presentation Comments 3. Home Page Missing or incomplete elements; did not follow directions Not well organized according to directions. Handbook model followed All proficient criteria met with personalized and creative presentation Comments 52

55 CONTENT AND NEEDS IMPROVEMENT ELEMENT NA=0; (1) 4. Cover Letter Missing or incomplete elements; did not follow directions EMERGING (2) Grammatical errors, incomplete elements PROFICIENT (3) Followed directions and states goals and experiences matching job description; well written EXEMPLARY (4) All proficient criteria met with personalized and creative presentation Comments 5. Resume Missing or incomplete elements; did not follow directions Comments One or more sections missing, not professional in appearance or consistent in format Functional resume identifies educational preparation, certification, strengths and accomplishments; consistent and professional format All proficient criteria met with personalized and creative presentation 6. Educational Platform - Clarity Missing or incomplete elements; did not follow directions Thesis is unclear, Key ideas not well organized; directions not consistently followed Thesis points clear and well supported with examples from literature and personal experience All proficient criteria met with personalized and creative presentation Comments 7. Educational Platform - Reflection and Missing or incomplete elements; did not follow directions Platform is poorly constructed, rambles or doesn t address key issues Platform is clear; content is engaging, original. and personal voice authentic All proficient criteria met with personalized and creative presentation 53

56 CONTENT AND ELEMENT Personal Voice NEEDS IMPROVEMENT NA=0; (1) EMERGING (2) PROFICIENT (3) EXEMPLARY (4) Comments 8. Administrative Accomplishments Comments Missing or incomplete elements; did not follow directions Sketchy experiences, lack of relevance to work; readiness for position not demonstrated; little connection to Standards 4-6 accomplishments presented and related to 6 Standards, each adequately described; readiness for position demonstrated; personal voice and experience are rich and in depth All proficient criteria met with personalized and creative presentation; accomplishments are outstanding among peers and contributed significantly to the school 9. Practicum Log Missing or incomplete elements on the chart; did not follow directions; less than 360 total hours logged and/or CSLA hours and/or 40 hour second practicum placement not fulfilled Comments Incomplete hours in some categories; all standards not represented equitably; hours not disaggregated and totaled by standard 360 hours complete and chart completed as directed with descriptors of activities More than 360 hours logged with detailed descriptors of activities 54

57 Appendix L PROFESSIONAL E-PORTFOLIO GUIDELINES The e-portfolio is a presentation of you as a professional educator to an interviewer. Your portfolio presents who you are, what you believe education is all about, and how you practice your profession. After studying what you include in your Professional Portfolio, a prospective employer should have a very good idea about you, your beliefs, your practice and your goals. Documentation of your performance of the seven TSPC competencies is required for initial licensure Submit your Professional e- Portfolio to your University Supervisor/Cohort Leader. I. Professional eportfolio The Portfolio should include the following items: 1) Home Page: Visually appealing introduction to candidate Clear language/text aligned with core values 2) Cover Letter: Generic in format, this one page letter accompanies an application form to a school district, describes how your experience matches the position and why you should be considered. 3) Resume: Many models are available, even on software. Review these for a model which you prefer. Resumes may exceed one page. Most resumes typically consist of the following areas: - Education (degrees, endorsements and licenses) - Professional Experiences - Professional Achievements (presentations, publications) - Honors/Awards - Professional Associations - Other areas (qualities or experiences that are unique) - References (including addresses, phone numbers, ) 4) Educational Platform: Topics represented are: Visionary Leadership; Instructional Leadership; Effective Management; Inclusive Practice; Ethical Leadership, and Socio-Political Context. This section may be synthesized from the platform essays written previously during each quarter, or each platform can be included. It should be approximately six pages in length. 5) Administrative Accomplishments: Include a summary of four to six outstanding accomplishments of which you are particularly proud and that demonstrate readiness for an administrative position. You might consider having one accomplishment per standard, but this is optional. 6) Administrative Practicum Log: Include the Excel chart of your practicum hours disaggregated by standard, grade level placement and community service. General Suggestions: 55

58 As you compile your portfolio, consider overall appearance and impact on readers. Maintain a consistent businesslike appearance throughout the portfolio. Spelling, grammar and typographical errors should never appear--proofread CAREFULLY!! The title page of the Professional Portfolio should set the tone by establishing the style and format of the entire portfolio. Consider an attractive presentation of your portfolio in an appropriate folder. Use only one easily read font throughout the portfolio, though its size may vary. Do not use more than three different font sizes in the portfolio. Continually update the portfolio so that it presents the latest and best information about you as a professional educator, and can be readily available on short notice. Have extra copies of your resume available for each interview. Take your portfolio to all interviews as a way to further present your 'best foot forward.' II. PSU Database (Required at End of Year) The ELP department documents your successful completion of the Initial Administrator License Program and demonstration of competency in the TSPC Performance Standards. Your file must have all required assignments submitted and grades recorded. If your file demonstrates proficiency on the TSPC Scoring Guide and is complete, recommendation for licensure is automatic once you have submitted appropriate forms to the GSE License Specialist. 56

59 Appendix M THE ETHICAL EDUCATOR OAR The ethical educator is a person who accepts the requirements of membership in the teaching profession and acts at all times in ethical ways. In so doing the ethical educator considers the needs of the students, the district, and the profession. (1) The ethical educator, in fulfilling obligations to the student, will: (a) Keep the confidence entrusted in the profession as it relates to confidential information concerning a student and family; and (b) Refrain from exploiting professional relationships with any student for personal gain, or in support of persons or issues. (c) Maintain an appropriate professional student-teacher relationship by: (A) Not demonstrating or expressing professionally inappropriate interest in a student's personal life; (B) Not accepting or giving or exchanging romantic or overly personal gifts or notes with a student; (C) Reporting to the educator's supervisor if the educator has reason to believe a student is or may be becoming romantically attached to the educator. (2) The ethical educator, in fulfilling obligations to the district, will: (a) Apply for, accept, offer, or assign a position of responsibility only on the basis of professional qualifications, and will adhere to the conditions of a contract or the terms of the appointment; (b) Conduct professional business, including grievances, through established lawful and reasonable procedures; (c) Strive for continued improvement and professional growth; (d) Accept no gratuities or gifts of significance that could influence judgment in the exercise of professional duties; and (e) Not use the district's or school's name, property, or resources for noneducational benefit without approval of the educator's supervisor or the appointing authority. (3) The ethical educator, in fulfilling obligations to the profession, will: (a) Maintain the dignity of the profession by respecting and obeying the law, exemplifying personal integrity and honesty; 57

60 (b) Extend equal treatment to all members of the profession in the exercise of their professional rights and responsibilities; and (c) Respond to requests for evaluation of colleagues and keep such information confidential as appropriate. Stat. Auth.: ORS 342 Stats. Implemented: ORS & ORS ORS Hist.: TS , f , ef ; TS , f. & ef ; TS , f. & cert. ef ; TSPC , f. & cert. ef