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The Professional Certificate for Administrators

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Curriculum design. Staff development. Resource allocation. Student guidance. Etc. ... New system (Residency certificate) is based on ISLLC standards (Interstate ... – PowerPoint PPT presentation

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Title: The Professional Certificate for Administrators


1
The Professional Certificate for Administrators
  • An Overview

2
Washington School Reform
3
First-level certificate (old system)
  • Initial certificate based on 21 domains, which
    emphasize managerial functions such as
  • Curriculum design
  • Staff development
  • Resource allocation
  • Student guidance
  • Etc.

4
First-level certificate (new system)
  • New system (Residency certificate) is based on
    ISLLC standards (Interstate School Leadership
    Licensure Consortium), which emphasize student
    learning as the ultimate standard.

5
ISLLC Standards
  • A school administrator is an educational leader
    who promotes the success of all students by
  • Facilitating a vision of learning
  • Sustaining a school culture conducive to learning
  • Ensuring a safe and effective learning
    environment
  • Collaborating with families and community
  • Acting ethically
  • Influencing the larger political, social,
    economic, legal and cultural context

6
And.
  • Programs are now performance-based, not
    credit-based
  • Core goal Must demonstrate a positive impact on
    student learning.
  • Candidates must demonstrate skills, not count
    credits

7
Second-level certificate (old system)
  • 1 year of successful administrative experience
  • 15 credits/150 clock hours earned after the
    initial certificate (having some relationship to
    21 domains)

8
Second-level certificate (new system
  • Completion of approved professional certificate
    program
  • Satisfactory evaluations while serving as
    principal or assistant principal
  • 3 contracted years employment as a principal or
    assistant principal

9
Eligibility
  • Requirement applies to holders of the principal
    or program administrator certificate
  • Must have completed two years in the role
    (principal/assistant principal or program
    administrator)
  • Must hold contract to serve in the role

10
Timelines
  • Residency certificates are undated at the time of
    issuance and remain valid until the holder has
    served two years in the role
  • After two years in the role, the certificate has
    a five-year validity term
  • Can be extended for two years if the individual
    is enrolled in a Pro Cert program

11
Certification timeline

5-year residency certificate
Undated (provisional) certificate
ProCert (Valid for 5 years)
End of 2nd year
Residency certification
Pro Cert Program (1-3 years)
Hiring
12
Pro Cert ProcessEntry seminar
  • Review personal professional growth needs in
    light of ISLLC standards
  • Initial evidence includes 360º feedback
  • Development of professional growth plan
  • Professional growth team not required

13
Review Existing Evidence
  • 360 assessment (How does my perception of my
    leadership skills compare to the perceptions of
    others?)
  • Job evaluations (What strengths and needs has my
    supervisor identified?)
  • SIP (What does the school improvement plan tell
    me I should be focusing on?)
  • Other Any other evidence that shows my impact on
    student learning and well-being. E.g., a
    discipline plan that has reduced suspensions
    implementation of a new math curriculum that has
    resulted in improved student learning
    development of an after-school tutoring program
    etc.

14
Profile of Leadership Effectiveness
  • Survey developed by AWSP in collaboration with
    the Center for Educational Effectiveness
  • Provides feedback aligned with ISLLC standards
  • Completed by the candidate, the candidates
    supervisor, and a number of teachers selected by
    the candidate
  • Candidate results can be compared with aggregate
    results of all other leaders who have taken the
    assessment

15
Profile of Leadership Effectiveness
  • Designed to be used as a formative professional
    development tool, not as a summative evaluation
  • The candidate chooses the teachers to whom the
    survey is administered
  • Results are owned by the candidate they are
    typically shared with the university advisor, but
    not the candidates supervisor (unless the
    candidate wishes to share and discuss with the
    supervisor)

16
(No Transcript)
17
Pro Cert ProcessImplementation of growth plan
  • Professional development activities as
    appropriate courses, workshops, projects, etc.
  • Guiding principle the candidate owns the
    process

18
Pro Cert ProcessPresentation of evidence
  • Presentation of evidence to panel that includes
    higher education faculty, principals,
    superintendents
  • Recommendation for certification

19
Differences Between Teacher and Administrator Pro
Cert
20
Current status
  • Pro Cert framework approved by PESB, 7/06
  • Programs under development PESB approval
    anticipated by July 2007
  • OSPI developing handbook and other supporting
    materials

21
Challenges.
22
Designing meaningful work
  • Identifying real-world tasks that exemplify ISLLC
    standards
  • Determining what will count as evidence that
    benchmarks have been met
  • Balancing commonality and flexibility
  • Meeting the needs of all candidates (does this
    process work equally well for those serving as
    assistant principals?)

23
(What we dont want.)
24
Assuring capacity support
  • What resources are needed for all partners to
    carry out their roles?
  • What support will be provided to candidates?
  • How do we sustain the partnership?

25
Program delivery and access
26
District connections
27
  • The goal providing high quality, job-relevant
    professional development that is aligned with
    school improvement needs in Washington

28
Guiding principles
  • Student learning the measure of success
  • Job-embedded professional development
  • Partnership Higher education, AWSP, WASA, OSPI,
    districts
  • Support

29
Pro Cert Meeting 3 sets of needs
Pro Cert exists where the needs of practicing
administrators, school districts, and state
policy come together.
30
  • All three share the need for focused
    professional development that leads to improved
    student learning. However, each also has unique
    needs not necessarily shared by the others.

31
The goal is to avoid imbalances
32
Or the worst-case scenario
Pro Cert
33
Feedback needed
  • From a district perspective, what do you see as
    the major strengths of this approach?
  • What are the major concerns you have about it?
  • What are the unanswered questions that you have?
  • What do you need from the state to help you
    advise and support the eligible administrators in
    your district?
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