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The Professional Certificate for Administrators

Welcome!

• You are…

• Your work is… (where and what)

• One interesting fact about you is…

• One detail we should know to work well together is…

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Today you will…Know/Understand:

Rule differences between new/old admin cert;

The ISLLC standards;

About credible and convincing evidence;

Products/performances you’ll complete;

SMART goals.

Do:

Learn more about each other;

Examine sample work and develop rubrics for three products;

Write and revise one Portfolio entry (with potential artifacts);

List potential PGP focus area;

Develop a draft Action Research for Student Learning proposal.3

Administrivia• Admission Verification

• How the NWESD Admin ProCert Program came to be…and how we make improvements

• About the NWESD Admin ProCert Program web presence

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Second-Level Certificate

Old System New system

• 1 year of successful administrative experience

• 15 credits/150 clock hours earned after the initial certificate (having some relationship to 21 domains)

• Completion of approved professional certificate program

• 3 contracted years employment as a principal or assistant principal or program administrator

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Current status• Pro Cert framework approved by PESB,

7/06

• First : programs approved, 7/07 20 candidates in three programs,

07-08 panel training and assessment, 6/08

• Program refinement/improvement based on feedback and program evaluation (ongoing)

• Currently have 10 programs

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Guiding Principles

• Student learning = measure of success

• Job-embedded professional development aligned with school improvement needs in Washington

• Partnership: Higher education, AWSP, WASA, OSPI, districts

• Support

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Candidate• Take ownership of his/her certification and

professional development process

• Actively participate in the process

• Continually seek areas for professional growth

• Demonstrate performance at the professional level

• Prepare for panel assessment

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School and District

• Provide support and opportunities to expand leadership

• Experiences• Responsibilities• Skills

Entry Seminar 2013• Timelines and responsibilities

• Theoretical FrameworkInstructional Rounds in Education

(City, Elmore, Fiarman, and Teitel)

Situational Leadership (Hershey and Blanchard)

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Required Products/Performances• The Portfolio

Reflective analysis and evidence – each ISLLC standard/strand

• The Professional Growth PlanNeeds Assessment/Goal

Selection, Plan (with activities and evidence), Approval

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Required Products/Performances

• The Action Research on Student Learning Project and DocumentFocus on increasing student learning by improving the systemMeasured by SMART goalISLLC Standard II

• The PESB Panel PresentationAction Research on Student Learning oral presentation and PowerPoint

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The Portfolio: Requirements

Purpose: Describe and offer evidence of how you meet proficiency on each ISLLC standard/strand

Report and analyze

Consider phrases within each strand

Gather appropriate artifacts

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ISLLC StandardsA 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

Understanding the Standards

Exemplar and non-exemplars – developing a rubric

Writing and revising your first reflection for Standard III/Strand 1

Determining appropriate artifacts for each strand

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Quality Evidence

What constitutes high quality evidence?

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Quality Evidence is . . .

A CREDIBLE collection of Artifacts

Allows the assessor of the evidenceto be CONVINCED that the candidate demonstrates competency for each

of the standards/strands

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How is quality evidence credible?

Demonstrates the standards/strands described at the “meets standard” or above

Shows stakeholder voice

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How is quality evidence convincing?

• All stakeholders have opportunities for learning, leadership, …

• In more than one context

• Over time. . . and

• Relates to school improvement goals and the School/District Learning Context Profile

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Categories of Data• Achievement – impact on student

learning

• Contextual (learning context profile) - district, site, program, budget, historical, and other applicable information

• Demographic- who the stakeholders are

• Perceptual- stakeholder voices

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Some Artifact Evidence Examples

Leadership Team norms, notes, etc.School Improvement Plans, (with monitoring

updates)Data charts, analysis, narratives/prioritiesStaff handbookProfessional development documents (ppts,

notes, handouts, etc.)Anecdotal evidence, observation notesDistrict curriculum alignment documentsPhotos of student work, school projectsVideos of group processes, meetings, etc.

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In summary, Quality Evidence is…?

Credible• All standards/strands have evidence at

“Meets” levels• Stakeholder voice is evident

Convincing• Opportunities exist for all stakeholders• More than one context is evident• Evidence shows impact over time• Evidence relates to Context & School

Improvement Plan

Portfolio Timeline/Expectations• Standard III/Strand 1, with artifacts

referenced: August 27 • Standards III and IV (all strands – 7

total) with artifacts referenced: October 21

• Standards I, V, and VI (all strands – 6 total) with artifacts referenced: December 13

• Remember: first person singular perspective

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LUNCH!

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Digesting your learning

Your big questions?

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The Professional Growth Plan (PGP)• Requirements:

◦Purpose: Determine (based on data) your ISLLC standard strengths and needed areas of growth to create, execute, and analyze an approved plan

◦Written from first person singular perspective

◦Align the need, the goal, the learning activities, and the evidence to collect

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Review Existing Evidence• POLE 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?)

• Complete a Personal Capacity Inventory (PCI), analyzing your strengths and needs on the ISLLC Standards

• SIP (How can the school improvement plan inform my focus?)

• Other: Evidence that shows my impact on student learning and well-being. e.g., a discipline plan reducing suspensions; implementation of a new math curriculum improving student learning; development of an after-school tutoring program; etc.

Evidence: 360° assessment; evaluations; other

Personal Capacity Inventory (PCI)

ISLLC Standards/Benchmarks

Professional Growth Plan

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Gathering Data about your Practice

• The POLE 360

• Evaluations

• The PCI

• Surveys

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Understanding the PGP• Exemplar and non-exemplars –

developing a rubric

• Considering which strand may be your PGP focus…What do you think….?

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PGP Timeline/Expectations

• Conduct the POLE 360, with input from others: October 7

• Submit steps 1-3: January 30

• Remember: first person singular perspective

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Action Research on Student Learning• Requirements

Purpose: To illustrate your ability to lead within a system to improve student achievement based on a target of identified need

All of Standard IISMART goalSections 1 and 2: Past tense voice

and third personLast section: present tense and first

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SMART GOALS ARE:

S pecificM easurableA ttainableR ealisticT imely

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Original: Every student will show evidence of one year of growth in mathematics each year in attendance.

SMART GOAL: During the 2013-14 school year, all students will improve their math problem-solving skills as measured by a 1.0 year gain in national grade equivalent growth from the 2012-13 to the ITBS math problem-solving sub test. 34

Sample ‘SMART’ goals• In the 2013-14 school year, reduce

the number of total students failing one or more classes by 25% as compared to the data from 2011-2012.

• During the 2013-14 school year, the unexcused absence rate at Sample School will decrease by 50% as compared with the same data for 2011-2012.

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Understanding the Action Research on Student Learning

• Exemplar and non-exemplars – developing a rubric

• Consider what your area of focus might be

• Develop a SMART goal for that need area

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Action Research on Student Learning Timeline/Expectations

• Examine data to determine solid project area ASAP

• Submit two-page draft ‘Description’ section: September 18

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Pro Cert Process:Presentation of Evidence

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

• Recommendation for certification

Closing• Plus-Delta Feedback

• October 22, 2013 Session II Expectations◦PCI◦Portfolio Reflections◦Action Research on Student Learning

’Description’ Section

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Ready??