The Professional Certificate for Administrators

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The Professional Certificate for Administrators

• An Overview

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Washington School Reform
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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.

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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.

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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

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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

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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)

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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

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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

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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

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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
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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

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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.

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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

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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)

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(No Transcript)
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Pro Cert ProcessImplementation of growth plan

• Professional development activities as
  appropriate courses, workshops, projects, etc.
• Guiding principle the candidate owns the
  process

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Pro Cert ProcessPresentation of evidence

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

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Differences Between Teacher and Administrator Pro
Cert
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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

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Challenges.
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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?)

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(What we dont want.)
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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?

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

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Guiding principles

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

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Pro Cert Meeting 3 sets of needs
Pro Cert exists where the needs of practicing
administrators, school districts, and state
policy come together.
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• 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.

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The goal is to avoid imbalances
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Or the worst-case scenario
Pro Cert
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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?