Flex Application for PSB With Attachments 2

APPLICATION Certification Programs For Leaders in Education

14 DE Admin. Code 1595

Submitted by: SSS: Supporting School Success, LLC Program Name: FLEX: Fostering Leadership Excellence An alternative certification program for aspiring building administrators

Contact Information: Sandy Smith, FLEX Program Director, [email protected] Lois Hobbs, FLEX Associate Director [email protected] Juanita Wilson, FLEX Associate Director [email protected]

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APPLICATION Certification Programs For Leaders in Education

14 DE Admin. Code 1595 Submitted by: SSS: Supporting School Success, LLC Program Name: FLEX: Fostering Leadership Excellence An alternative certification program for aspiring building administrators Program Contact: Sandy Smith, FLEX Program Director, [email protected] Program Leadership: Sandy Smith, Lois Hobbs, and Juanita Wilson

Application Purpose: This application is designed specifically for certification of Principal/ Assistant Principal candidates only.

FLEX Program Overview

For more than a decade, the Wallace Foundation has been extensively studying the issue of administrator certification, and has found that “all too often, training has failed to keep pace with the evolving role of principals.” Michael Fullan in his new book, The Principal, Three Keys to Maximizing Impact, shares that the expectations for principals have increased. He states that the principal is “expected to run a smooth school; manage health, safety, and the building; innovate without upsetting anyone; connect with students and teachers; be responsive to parents and the community; answer to their districts; and above all, deliver results.” With these changes in the knowledge and skills needed for new administrators, how will we recruit and retain strong leaders for all of Delaware schools who are ready to tackle these new expectations?

In response to current research and changes in expectations for building level administrators, Delaware took the first step for better-prepared administrators by revising the State Code for the requirements for certification for building level administrative positions. At a recent State Board of Education meeting, the Delaware Department of Education shared concerns that districts can be hiring “180 building leaders in the next three years” and that the retention rate of administrators is dramatically lower in high need schools. Delaware school districts have recognized the need to provide additional supports for new administrators by providing mentors and additional training to make successful transitions to administrative roles, but they do not always have the capacity to provide those supports and have to rely on on-the-job training.

The path to certification now allows for three options for aspiring administrators: 1. A Masters or Doctorate in Educational Leadership; 2. A Masters degree in other subject areas and a principal course of study with a 240-hour internship; and 3. A Masters degree in other subject areas and an

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alternative certification program with a 600-hour internship. Institutes of Higher Education are offering the first two options, and this application addresses the third option. In many of the smaller school districts, especially in southern Delaware, there has been a significant turnover in administrators and a limited capacity in these districts to provide an alternative route to certification for aspiring administrators. By finding the balance between theory and practice, the Supporting School Success, LLC (SSS) team is submitting this Application for the Certification Program for Leaders in Education that will lead to an alternative certification for building administrator positions. This application for certification will offer a solution to the problem and will be replicable in other districts around the state. This program entitled, FLEX: Fostering Leadership Excellence, will be hereafter referred to as the FLEX Program.

Focusing on the development of “home grown” leaders who are prepared, state-certified, and confident to step into administrative positions in the local school districts, the FLEX Team is committed to providing an alternative certification program developed and implemented by practitioners. By expanding on the experience and expertise of the team members, a program framework will be created based on the research of successful national and state administrative development programs to meet the demands of the new state regulations for certification. Two of the FLEX Team members were involved in the development and implementation of Indian River’s Administrative Development Program (ADP) and experienced firsthand how this type of program can successfully prepare aspiring administrators for the difficult task of being a learning leader. Working with administrators in southern Delaware, the FLEX Team will develop partnerships that will train exemplary educators from the districts for potential administrative placement within the public schools. This training will be aligned to the Interstate School Leaders Licensure Consortium (ISLLC) standards, as well as address the specific knowledge and skills identified as essential by the partner school districts.

The FLEX program will capitalize on the pattern of district collaboration that has been encouraged and enhanced by the Delaware Race to the Top initiative for the past four years. Participation of the current administrators in the various districts is essential. This will include identifying candidates for the cohorts, supporting the participation of the program candidates, providing internship opportunities, and in some cases, leading individual sessions or mentoring candidates for the program. The target cohort of about fifteen candidates for each cycle will first come from southern Delaware; however, it is expected that the certification program will have an appeal to other school districts in Delaware. State regulation changes and the lack of trained administrative candidates are key concerns for all districts.

Candidate recruitment, selection, and training are critical to the success of the FLEX Program. From the Wallace Report, Making of the Principal: Five lessons in leadership training, the research has shown that the success of leadership training that is based on “a more selective, probing process for choosing candidates for training is the essential first step in creating a more capable and diverse corps of future principals.” The same report highlights that successful pre-

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service programs for aspiring administrators feature these elements: internships that are anchored in real world situations; explicit school-based and standards-based activities; a development continuum from observing to leading; diverse field placements; handbooks with explicit guidelines and expectations; ongoing monitoring and feedback by the guiding team; principal coaches who model desired behaviors; and rigorous evaluation of candidates.

In the past, teachers who wanted to become a building administrator, needed a minimum of five years teaching experience, a Master’s degree in Ed Leadership, and or a Master’s degree plus six state-specified graduate level courses in school leadership to become certified as an administrator in Delaware. The teacher did not need specific leadership qualities, did not need the approval of immediate supervisors, and did not always have the practical experience needed to be a Principal or an Assistant Principal. As a result, many new administrators were unprepared for the complex job of being a building principal or assistant principal and resorted to on-the-job training.

When a new Principal/Assistant Principal is hired, the expectation is that he/she is prepared for any task ahead, including, but not limited to, the following: establishing a personal and a school vision and mission; establishing goals through the Component V process; evaluating staff using the DPAS II system; working with the staff, students and community in curriculum, instruction, accountability, and assessment; providing a safe and orderly environment where students can learn and teachers can teach; and managing the budgets, the building, and any other expectations of the Board. A new administrator with limited real building experience beyond the classroom faces challenges that may seem overwhelming.

The FLEX: Fostering Leadership Excellence Program is designed to provide a twelve to fifteen month experience for qualified candidates leading to Delaware certification as building administrators. FLEX is a program developed and facilitated by experienced practitioners who will provide the professional development and mentoring needed for candidates to be able to step into administrative positions ready to face the daily challenges of an administrator with the knowledge, skills, and confidence necessary to succeed. Most importantly, the FLEX program will focus on developing the skills needed for the candidates to become learning leaders who have a positive impact on student and school success.

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Section 1: Candidate Recruitment and Selection

1.1 Candidate Criteria

The FLEX program and the districts and schools involved in this certification process are interested in recruiting the top teacher leader candidates for this first cohort and for each subsequent cohort. The recruitment and selection process will involve leaders from the districts and schools working through a Memorandum of Understanding (MOU). Based on Delaware Code and additional FLEX criteria, the candidates must, at a minimum:

o Hold a master’s or doctoral degree from a regionally accredited college or university in any field.

o Hold a grade point average of at least a 3.0 on a 4.0 scale for that degree, or demonstrate mastery of general knowledge, including the ability to read, write, and compute by achieving a minimum score on a standardized test as defined in 14 DE Admin Code 1510.

o Have a minimum of five (5) years of teaching experience. o Demonstrate leadership experience at the local, district, and/or state levels through such

activities as grade level or department leadership, school improvement team leader, professional learning team leader, or assessment or curriculum development leader.

o Have ratings of effective or highly effective on the two most recent DPAS II evaluations. o Be willing to devote the time and energy to participate in and complete a rigorous 900-

hour certification program.

1.2 Process for Waivers

Knowing that the potential candidates will come to the FLEX program from a variety of educational and life experiences, there may be instances of strong administrative candidates, who for whatever reason do not meet one or two of the established criteria. The state code allows for a waiver for up to 10% of the candidates admitted to the program. In case of a situation where a viable candidate does not meet one or more of the criteria, the FLEX selection team will meet to determine, on an individual basis, if there are other factors that would support a waiver for acceptance into the program. The FLEX Team would also work with the DOE Certification Office to verify what specific elements would need to be added to an intervention plan and supports. If the five years of teaching experience is the issue, the intervention plan will require a DOE-approved alternative that will lead to successfully meeting the requirement. For example, if the candidate has been a guidance counselor for eight years, there will be specific responsibilities for the candidate to meet a waiver plan.

If a waiver is granted by DOE and the FLEX Team, the following steps will be taken to assure that the candidate satisfactorily completes the waiver plan:

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The FLEX Team will:

• Work with the DOE Certification Office to determine the specific elements that need to be in the detailed plan for the waiver and to determine the appropriate timeline for completion

• Supervise and coach the candidate through the waiver plan • Evaluate the candidate’s efforts to complete the waiver plan • Work collaboratively with DOE Certification Office department to assure that the

work being completed meets the standards of the department • Notify the DOE Certification Office once the candidate has successfully completed

the waiver plan • Notify the candidate in writing that the waiver plan has successfully been completed

The FLEX team and the candidate will:

• Develop and implement a personalized, detailed plan for meeting the terms of the waiver

• Sign a new Memorandum of Understanding (MOU) that specifies the reason for the waiver, the specific steps that will need to be completed, the list of any deliverables needed, the timeline for completion, and how the steps will be evaluated for completion

• Work collaboratively throughout the completion of the detailed plan to assure that the waiver is being addressed in a timely and thorough manner.

1.3 Overview of recruitment and selection process

FLEX Recruitment Process Activity Timeline Deliverables Person(s)

responsible Prepare all recruitment and partnership materials

March –April 2015

Criteria, brochures, PowerPoint, Sample Letter of Support, and flyers developed

FLEX writing team

Meet with Chiefs to provide an overview of FLEX

April 17, 2015 Packet of promotional materials for each district

FLEX Team

Meet with District teams interested in the FLEX program

April - July 2015

Criteria, brochures, PowerPoint, Sample Letters, and flyers developed and follow-up emails

FLEX Team

Meet with Teacher Leaders interested in more detail about the FLEX program

Summer 2015 (based on approval)

PowerPoint, flyers, application, and selection rubric developed

FLEX Team

Support teachers through the application process

Summer 2015 (based on approval)

Criteria, applications, and promotional materials shared with potential candidates

FLEX Team

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1.4 Recruitment process, including relevant partnerships, timeline and activities

The FLEX Team plans to select teacher leaders throughout the state, with a special emphasis on the leaders in southern Delaware. The sessions and the internship opportunities will be offered in southern Delaware for both face-to-face and online learning sessions. Since most of the candidates will be full-time teachers or specialists, FLEX wants them to focus on the requirements of this 900-hour program and not spending time traveling up and down the state.

After informational and recruitment sessions with districts and schools throughout the state, FLEX has formed partnerships with the following districts and one Institute of Higher Education (See Attachment #1: Letters of Support):

The FLEX Partners are:

FLEX Partners District/IHE Person Position Delmar School District Dave Ring Superintendent Indian River School District Susan Bunting Superintendent Milford School District Phyllis Kohel Superintendent Seaford School District Dave Perrington Superintendent Woodbridge School District Heath Chasanov Superintendent Delaware State University Marshá Horton Dean of College of Education,

Health, and Public Policy

1.5 Estimated and target cohort size

The FLEX Program will select 10 to 15 candidates for each cohort. The FLEX team wants to keep the size of the cohort small enough to personalize the professional development and the internships. The size of the cohort is also based on the needs of the districts for building administrators. One of the primary goals of the FLEX program is to prepare candidates for certification and then employment as administrators.

1.6 Ensuring a diverse candidate pool that meets the needs of partners and communities

In the selection of candidates for FLEX, it is essential to address the needs of the individual districts and schools. The meetings with the district teams to determine the needs of the school community will help to determine the potential candidate pool. The FLEX Team will also work with the district teams to encourage a diverse pool of candidates to apply. The information sessions for candidates interested in applying will be advertised in a variety of ways and open to all teachers who meet the criteria. The flyers will also include information about the possibility of waivers if the candidates do not meet one or two of the criteria.

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1.7 Application and Selection Process

For Cohort 1, the application and selection process will begin immediately upon the approval of the Professional Standards Board. The FLEX Team will keep districts and potential candidates informed about the status of the approval process and about the start of the recruitment and selection process. If the FLEX Certification Application is approved, the Cohort 1 candidates will be ready to begin the program as shown in the table below. For Cohort 2, the selection process will be completed along a similar timeline, but the candidates will be able to begin their program in August 2016. For Cohort 2, the meetings with the Chiefs will focus on any adjustments that need to be made to the selection process and/or the components of the program.

The FLEX Selection Team will consist of the FLEX Leads and a representative from DOE. The Selection Team will review the applications, interview the candidates, and review the writing samples using the FLEX Selection Criteria Rubric (See Attachment #1). Once the selection is made, the candidates and the partnering districts will be notified. The Memorandum of Understanding will then be reviewed and signed with the districts.

FLEX Application and Selection Process Timeline Activity Personnel

Involved Evidence of Completion

Summer 2015 (once application is approved)

Chiefs and principals share information with potential candidates

FLEX Team and Chiefs and principals

Information shared with candidates

Summer 2015 (once application is approved)

Meeting with interested candidates to review the details of FLEX and the application process

FLEX Team Meeting held and thank you emails sent

Three weeks after information sessions

Applications due for FLEX Cohort 1

Candidates and FLEX Team

Completed applications submitted

Fall 2015 Review of applications by FLEX Interview Team

FLEX Selection Team

Applications reviewed, candidates determined for the interview round

Fall 2015 Interviews of candidates for Cohort 1

FLEX Selection Team

Interviews completed

Fall 2015 Final Selection of Cohort 1 Candidates and Notification of Candidates

FLEX Selection Team

Selection completed and candidates and districts notified

Summer 2016 Repeat these steps for the Cohort 2 candidate selection

FLEX Team Selection completed and candidates and districts notified

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1.8 Alignment of selection criteria to standards

See Attachment #1 for the alignment of the selection criteria to the standards, including the evidence needed to meet each of the criteria.

1.9 Data collection to determine the effectiveness of the recruitment and selection process

Since the FLEX program is being newly developed, data collection and analysis is critical for determining the effectiveness of both the selection process and of the candidates selected. Data collected throughout the recruitment and selection process are:

• Number of applicants: Projected yield, Actual applied, Interviewed, Accepted, Enrolled, Completed, Dismissed, Withdrawn

• GPA (Overall / Major) • Certifications Held • Years of teaching • Types of leadership experiences • Current and previous educational experience • Number of applicants with effective or highly effective DPAS II evaluations for the past

two years • Summative score on the selection rubric • Number of applicants needing a waiver of one or two criteria

1.10 Application, selection criteria, and rubric See Attachment #1 for a copy of the application, selection criteria and rubric used to assess and evaluate an applicant’s qualifications.

Section 2: LEA and Program Partnerships

Partnerships are a critical component of the success of the FLEX certification program. The FLEX Team started the development process for partnerships by examining the types of programs that are currently available to teacher leaders and districts, especially in Sussex County. The FLEX Team is currently working with districts to define the short and long-term needs for certified administrators, the financial limitations of districts now that Race to the Top funds will no longer be available to them, and the high need for candidates who are ready to make the transition from teacher-leader to administrator. The goal for partnerships is to work with at least four districts and one institute of higher education for this initial year, and then to

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increase that number in the next few years depending on the needs of the districts. The FLEX Team believes that districts around the state will be interested in partnering for this alternative program since there are limited certification opportunities available for aspiring administrators who have graduate degrees in areas other than educational leadership.

2.1 The strategy for gaining support for the FLEX program involved plans to:

o Prepare materials for FLEX information sessions held with various groups (See Attachment #2 for sample brochures, flyers, and agendas)

o Hold a group information session with the Sussex County Chiefs o Meet with individual district teams to respond to questions and determine

individual district needs and concerns o Conduct follow-up sessions with district to get Letters of Support for the FLEX

program o Meet with potential candidates for an overview and question/answer session and

distribute applications o Meet with Chiefs to develop a Memorandum of Understanding with each LEA

interested in being a partner (See Attachment #3 for sample MOU) o Meet with the district team to develop the specific plans for the individual

internships

2.2 The partnerships between the FLEX program and the LEAs and other organizations are described as follows:

Alignment of priorities between the program and LEA(s):

After discussing the main concerns about an alternative program for building administrator certification, the LEAs and FLEX Team set priorities that are aligned to the needs and beliefs of the LEAs and the FLEX Team. The priorities are to focus on providing the following:

o a hands-on, authentic professional learning and internship experiences for each aspiring administrator

o a support system for each candidate with mentoring and feedback from experienced administrators

o a local program that will reduce costs and travel time for the aspiring administrators

o an opportunity to “grow our own” learning leaders who have the knowledge, skills, and abilities to carry out the challenging work of a building administrator

o a focus on the needs of the diverse student and community populations in Sussex County

See Attachment #3 for a list of partnering LEAs/districts and Institute of Higher Education along with a sample MOU and the letters of support.

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FLEX can be replicable and portable, so it is assumed that other districts will want to join the FLEX program. Communicating the successes and challenges of this alternative certification program to districts across the state will be necessary to continue to grow the partnerships. It is the belief of the FLEX Team that there is a need in many districts across the state for an alternative certification program that provides an authentic experience for aspiring school leaders.

Procedures and requirements to add additional LEA partnerships.

• Share annual results of the FLEX program with LEAs statewide • Advertise for additional districts by highlighting the successes of the initial partnerships • Require new LEA partners to agree to the same terms listed in the Memorandum of

Understanding (MOU), Attachment # 3 • Notify PSB/DOE immediately of new LEA partnerships and provide a copy of any

MOUs

2.3 Roles and responsibilities for each party at each step of the program (recruitment, selection, ongoing evaluation)

Partnership Responsibilities are defined for each of the different partners as follows:

FLEX Team Roles and Responsibilities:

• Design, develop, implement, and evaluate a state-approved alternative certification program for aspiring building administrators Develop and communicate information about the FLEX program to all stakeholders

• Recruit, screen and select the candidates for Cohorts 1 and 2 • Develop and implement the training modules based on ISLLC Standards to prepare

the candidates for administrative certification • Participate in both the face-to-face and online components of the professional

development modules and make adjustments to the program on an as-needed basis • Create a description of the required standards for the internship • Train the mentors on how to work with the candidates during the internship (See the

plans for mentor training below) • Meet with the mentor and the candidate on a regular basis to discuss the purpose and

progress of the internship • Assist in developing solutions to any problems or concerns that arise during the

program • Communicate regularly with the districts on the progress of the candidates

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District Partners’ Roles:

The overall role of the FLEX district/charter partners is to identify strong candidates for the cohort and as mentors for the FLEX certification program, and support opportunities for the candidates to participate in meaningful experiences.

District Partners’ Roles and Responsibilities:

• Recruit and identify potential candidates for the FLEX program • Provide opportunities for the candidate to participate in an internship that will benefit

the students in the district • Appoint a qualified administrator in conjunction with the FLEX Director to become a

mentor for the candidate during the internship • Support the FLEX program candidates through the payment of substitutes and the use

of meeting space for FLEX as defined in the MOU • Allow visitations throughout the district to various programs which are conducive to

supporting aspiring administrators • Provide opportunities for the candidates to shadow, participate in, and lead various

school meetings and activities

School Partners’ Roles and Responsibilities

• Allow the candidate to participate in the training modules, the internship, and the site visits

• Provide the FLEX candidates an opportunity to visit exemplary school programs and to participate in building learning walks

• Allow the candidates to observe and critique lessons taught by volunteer teachers

Internship Mentors’ Roles and Responsibilities (Frequency of feedback in discussed in Section 8)

• Attending and engaging in the training sessions for mentors • Assisting the candidate to create the goals and objectives of the internship • Working with the intern to mutually develop an activity plan based on the needs of

the candidate, the school, and the requirements of the FLEX program. • Scheduling time for weekly meetings with the candidate to discuss the progress of the

internship and assisting them to address any problems or issues encountered • Being candid and open with the intern when providing formative feedback • Facilitating opportunities for the intern to engage in administrative tasks and to

collaborate with other administrators and the school staff • Training and empowering the FLEX candidate to build his/her capacity and

confidence as a school leader • Assisting in the formative and summative assessments of the performance of the

candidate

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Institute of Higher Education’s Responsibilities

• Provide expertise in special training sessions as needed • Develop online sessions that meet the needs of the FLEX Program • Support the development of school-based, research-oriented modules and practices • Promote a cooperative venture to facilitate mock interviews and peer coaching • Support in identifying emerging trends in educational leadership

Guest Presenter and Contracted Session Facilitators’ Responsibilities

• Consult with the FLEX Team to plan and present special sessions for the candidates as needed in the program

• Develop and deliver program sessions that are interactive and standards-based using the model created by the FLEX Team

2.4 Training and support for LEA mentors

The FLEX Team believes that the success of the candidates will depend on the skills of qualified mentors. FLEX candidate mentors will be practicing principals and will participate in an initial training session, and two follow-up sessions focusing on specific skills needed to support the candidate’s performance. The mentors and the candidates will meet regularly with the Team Leads to discuss the progress of the candidates and the ongoing challenges in the process. The FLEX Program is based on the belief that with mentoring, targeted feedback, and a supportive environment, the aspiring administrators will have a strong leadership foundation.

The formal FLEX Mentoring Training will be done in three sessions with the following topics highlighted:

Initial Training Session

• Understanding the responsibilities of a mentor • Developing an understanding of the ISLLC Standards and how they apply to the

work of the candidates • Collaborating in developing the internship plans • Establishing trust with the candidate • Developing questioning techniques that will enable the candidate to think critically • Developing listening techniques that will promote reflection • Providing appropriate feedback that encourages the candidate to adjust the project as

needed

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Second Training Session

§ Sharing the progress on the internship § Providing applicable feedback to the candidates § Giving appropriate praise and encouragement § Resolving conflict with team members § Monitoring and evaluating the final product § Resolving conflicts with team members

Third Training Session

§ Reviewing the final project presentations by each candidate § Critiquing the projects with the group of candidates and mentors § Evaluating the candidates’ progress on the Competency Rubric and providing

feedback for growth

2.5 Process for the monitoring and evaluation of the FLEX Program

Ongoing monitoring and evaluation of all aspects of the FLEX program are essential to the success of the candidates for certification. The continual review process for the FLEX Program involves the following steps:

• analysis of the needs of the districts and the candidates • design of the modules and internships • implementation of the training • monitor and provide feedback for the candidates, mentors, and partnerships • analysis and communication of the data collected • evaluation of the effectiveness of the program • adjustments to the program as needed

The details of the monitoring and evaluation process for recruitment and selection, for professional learning and internships, and for the partnerships are described below.

Recruitment and Selection Process Activity Frequency Person(s)

Responsible Action Required

Review of applications and essays As submitted FLEX Team Notify candidates Check references Prior to interviews FLEX Team Calls to references Review interview rubrics Prior to making

selections FLEX Interview Team

Notify candidates selected for Cohort

Conduct data analysis on recruitment and selection

At conclusion of the selection process and of the program

FLEX Team Communicate results to stakeholders

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Activity Frequency Person(s) Responsible

Action Required

Review of candidates’ progress in the program

Ongoing FLEX Team and mentors

Provide additional supports

Develop final report on certification and administrative placement

At conclusion of the program for Cohort

FLEX Team Communicate results to stakeholders

Review candidates’ success as an administrator

Ongoing and at the end of each year

FLEX Team and mentors

Communicate results to stakeholders

Use data analysis to revise recruitment and selection as needed

At conclusion of each Cohort

FLEX Team, LEA, and mentors

Communicate results to stakeholders

Professional Learning and Internships

Review of reflections and evaluation feedback from each module

Ongoing FLEX Team and guest presenters

Use feedback to make adjustments to modules

Review rubrics for each project Ongoing FLEX Team and mentors

Provide feedback and additional supports

Review responses, interactions, and artifacts on Schoology

Weekly FLEX Team and mentors


Review candidate self-assessment and peer assessment on ISLLC Standards

Three times during the program

FLEX Team, candidates and mentors


Review results of the final presentations by each candidate

At conclusion of the FLEX program

FLEX Team and mentors


Review of expectations for candidates for completion and level of expertise

Monthly FLEX Team and mentors


Determine if certification requirements have been met

At the conclusion of the FLEX program

FLEX Team Communicate results to the state and the candidates, mentors, and districts

Review and revise FLEX program as needed

At the conclusion of the FLEX program

FLEX Team Communicate results to the state and districts

Develop final report on Cohort At the conclusion of the FLEX program

FLEX Team Communicate results to the state and districts

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FLEX Partnerships Activity Frequency Person(s)

Responsible Action Required

Review of MOUs and specific needs of partners

A least three times a year

FLEX Team and LEAs

Revise plans as needed

Review of internship opportunities Twice a year FLEX Team and LEAs

Revise plans as needed

Share successes of partnerships At the conclusion of the school year

FLEX Team and LEAs

Invite others to participate

Section 3: Program Curriculum and Standards

After many years of recruiting, selecting, mentoring, and working directly with Delaware administrators, the FLEX Team members have extensive experience that has led to the belief in the importance of growing your own instructional leaders to follow in your footsteps. The changes in the State Code for the building administrator certification process also confirm the belief that graduate courses are not enough to help teachers make a successful transition from the classroom to administration without some practical, authentic experiences in leading schools.

The FLEX Team has reviewed the current research on programs around the country for aspiring administrators, as well as research into the strengths and weaknesses of training programs used for the important job of preparing building administrators. One of the many reports that has guided the decisions for the FLEX Program is the Wallace Foundation Report entitled, Making of the Principal, Five Lessons in Leadership Training. The question “What will it take to ensure that all public schools have leaders equal to the challenges facing them?” is one of the concerns raised in the report that resonated with the FLEX Team. That question has placed a renewed urgency on addressing some of the weaknesses of principal training programs nationwide, which the report criticized as “unselective in their admissions, academically weak and poorly connected to school realities.” The Team believes that all students and families in Delaware have the right to expect highly qualified and prepared candidates to lead their schools. But the research has also shown that most of the successful alternative certification programs are designed in the larger, mainly urban school systems that have a very high need for qualified administrators and the capacity to develop and deliver a viable preparation program. Most districts in Delaware, especially in southern Delaware, do not have the capacity to plan and deliver a program of this nature. The FLEX Team is working in partnership with districts to overcome the issue that the small size of many districts contradicts the idea that the aspiring administrators engage in a collaborative environment on authentic tasks in real school settings.

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3.1 FLEX program’s ability to prepare candidates to effectively serve as a Delaware educational leader

The FLEX Team is composed of three former Delaware administrators who are practitioners experienced in leading professional development for educational leadership through district, state, and national forums. (See Attachment # 8 for the résumés of the FLEX Team members Lois Hobbs, Sandy Smith, and Juanita Wilson.) The Team members have a strong belief in the need to develop strong Professional Learning Communities (PLCs) as the foundation of all work to improve schools and learning.

The FLEX Program has been created using the best elements of the current national research, and on the best features of the programs in which the Team has been involved, such as Meet the Challenge, Vision 2015, BRINC, and Indian River’s Administrative Development Program (ADP) and Leadership Institutes. The FLEX Team has learned specific lessons from each of these award-winning programs to guide the development of the FLEX training: Meet the Challenge taught us that a schoolwide focus on data analysis, common assessments, and goal setting can lead to dramatic improvements in teacher and student performance; Vision 2015 taught us specific skills on building instructional leadership teams, student efficacy, and instructional feedback and the importance of district collaboration; BRINC, a partnership started among four districts focusing on personalized learning, taught us the power of district collaboration and how to overcome key partnership issues; Administrative Development Program (ADP) was designed for teacher leaders who were certified under the old Delaware Code, but did not have the practical experience needed to be ready to tackle the variety of tasks they are expected to handle starting the first day of their new jobs. ADP taught us that expecting newly certified aspiring administrators to undertake targeted training and authentic leadership experiences in schools can lead to a more confident and skilled administrator who is less likely to make “rookie” mistakes; and the Leadership Institutes have taught us the importance of finding common ground through book studies and reflective activities, the importance of building PLCs as an administrative team and in the individual schools; and the importance of goal-setting and decision making based on data analysis.

The FLEX Team also realizes that there are topics that are best addressed by current practitioners, so these administrators will be brought in to lead specific module sessions and to act as mentors or model administrators for the internships for each candidate. The FLEX Team and the district partners will work to identify and select the strongest candidates for each topic.

The FLEX Team recognizes that with the rapid changes occurring in schools nationwide and the increased challenges for administrators to be learning leaders, it is critical to be constantly evaluating the effectiveness of the program and making adjustments based on the needs of the candidates and of the districts.

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3.2 FLEX Program’s theory of action

The FLEX Program will form partnerships with districts to determine the needs of the schools and to allow candidates to have a wide range of leadership opportunities and experiences during the professional development sessions and for the internships. The FLEX Team plans to:

• recruit and select teacher leaders for the program who are dedicated, focused, and resilient.

• provide professional development sessions, both face-to-face and online, that address current and future concerns facing building administrators.

• provide time for reflections to connect learning to future use through the FLEX Future Ideas reflections.

• conduct internship projects after each module to provide focused practice on each ISLLC Standard.

• offer major internship opportunities that will put all of the professional development skills together in real life settings

• offer internships that provide a sampling of experiences in elementary , middle, and high school settings with coaching and modeling by highly effective principals and administrative teams.

3.3 FLEX program’s philosophy related to educational leadership preparation

The FLEX philosophy is based on the belief that every student deserves school leaders who are prepared and committed to stay focused on student and school success. Based on both research and experience, the FLEX Team philosophy is that candidates will be trained and coached to be:

• prepared and confident as instructional leaders on the first day on the job • committed to staying focused on school and student success • dedicated to make decisions based on data analysis and a commitment to the school

vision and mission • committed to ethical leadership that recognizes and addresses the needs of the diverse

school community • coached to bring out the best in others and build capacity through teamwork

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3.4 Brief Description of Courses, Activities, Timeline, and Standards Alignment

Hours Brief Description of Courses and Activities with Sample Evidence or Artifacts

Timeline Standards Alignment

Pre Clinical Coursework

140 Six Modules are described in Section 3.8 below, Artifacts and evidence are described in Section 5

Approximately October 2015 to October 2016

DE Administrator/ ISLLC Standards 1-6

DPAS Training and Calibration (part of Pre Internship Coursework)

60 DPAS II Training is described in Section 4

Summer 2016 DE Administrator/ ISLLC Standards 1-6

Graduate-level Credit Hours

Optional The DSU partnership will explore the offering of graduate courses that will support the work of FLEX

2015-2016 school year


Internship 600 Focused internships to address each Standard and then the major internship to address all of the Standards linked

After School and Summer


Ongoing Professional Development

100 Professional Development provided during/after internships, résumé reviews and participating in interviews

Summer and Fall 2016


As part of the application process for the delivery and implementation of this alternative to administrative certification, the FLEX Team will design modules that are based on the DE Administrator/ISLLC standards as well as some key themes of data analysis, assessment, accountability, DPAS II and staff evaluation, leadership skills, school improvement, parent involvement, and case studies of real world administrative experiences. Practical skills will also be addressed through the support of current practitioners with sessions on finance, personnel, curriculum, time management, book talks on current trends in education, problem solving, and lifelong learning. To make certain that the modules address current concerns, the team will take the following steps: interview former administrative development program participants for insights into what worked and what was missing; interview current principals to determine what skills need to be emphasized; and pursue a partnership with an Institute of Higher Education to expand opportunities for learning leaders.

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3.5 FLEX Program Module Development

Modules will be developed based on the expectations for each of the ISLLC Standards. Each module will be modeled after best practices in Professional Learning as described in 14 Delaware Administrative Code, 1598. These best practice standards will be woven throughout the program so that the focus is on delivering professional development that is focused on purposeful and high quality content; differentiation to meet the needs of diverse learners; collaboration; development of the leadership capacity of each individual; examination of resources; analysis of multiple sources of data; integration of a variety of learning designs to impact effectiveness; improvement of teaching and learning; and establishment of high expectations for all. Each module will also be project-based so that the candidates have extensive opportunities to put what they are learning into practice. By basing each module specifically on one Standard and then providing a brief internship experience on that Standard, the candidates will be better prepared for their major internship that will expect them to put all of their learning together.

Recognizing that the ISLLC Standards are currently being revised at the national and state levels, for the purposes of this application, the six 2008 ISLLC Standards are used as the focus for the modules. All administrators will need to transition to the new Standards once the national and state approval process is complete. Once the Standards are formally accepted at the national and state levels, the FLEX modules will be revised as needed.

FLEX Modules are described in greater detail in Section 3.8.

3.6 FLEX Competencies for School Leaders

Before developing the FLEX modules, the Team determined the following competencies for each candidate. Based on the behaviors and skills listed for school leaders in the ISLLC Standards, the FLEX Team has developed a list of the key competencies from the Standards. While the competencies for each ISLLC Standard are important, the Team determined the ones that are essential competencies for aspiring administrators. A Competency Rubric has also been developed for ongoing formative assessments of the candidate. (See Attachment #4).

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FLEX Competencies for Aspiring School Leaders School leaders promote the success of every student by collaboratively and effectively exhibiting the following leadership behaviors and skills: Standard 1: Setting the Direction: Focus on shared visions in action Number Competency FLX 1.1 Develop, implement, and monitor a vision and mission. FLX 1.2 Analyze multiple data sources to set, monitor, and revise goals and action plans. FLX 1.3 Promote consistent and sustainable school improvement strategies. Standard 2: Setting the Path for Growth: Focus on culture, collaboration, and communication

FLX 2.1 Nurture and sustain a culture of trust and high expectations. FLX 2.2 Monitor and evaluate instructional programs and pedagogy. FLX 2.3 Implement assessment and accountability systems to monitor and improve student

and staff progress. FLX 2.4 Promote the instructional and leadership capacity of the staff. Standard 3: Setting the School Environment: Focus on the management of safe and effective learning environment FLX 3.1 Promote and protect the welfare and safety of students and staff. FLX 3.1 Develop the capacity for distributed leadership. FLX 3.3 Manage time and resources to provide an optimal teaching and learning

environment. Standard 4: Setting the Collaborative Framework: Focus on building a collaborative community FLX 4.1 Promote understanding, appreciation, and use of the school community’s diverse

cultural, social, and intellectual resources. FLX 4.2 Build and sustain positive relationships with all school stakeholders. Standard 5: Setting the Expectations: Focus on ethics FLX 5.1 Set high expectations for self-awareness, reflective practice, transparency, and

ethical behavior. Standard 6: Setting the Context: Focus on advocacy FLX 6.1 Assess, analyze, and anticipate emerging trends, initiatives, and resources to adapt

leadership strategies.

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3.7 FLEX Modules and Related Internship Activities

Module Number

Title/Time Involved

Big Ideas from ISLLC Standards An education leader promotes the success of every student by:

Major Topics for Modules

Standards Addressed

FLEX Competencies

Related Internship Activities

1

Setting the Direction: Focus on shared visions in action/ Two Months

facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by all stakeholders.

Create and implement a shared vision

Component V and goal setting

Data analysis and assessment

DE Administrator/ISLLC Standard 1

InTASC Standard 1

FLX 1.1

FLX 1.2

FLX 1.3

Fully described in Section 4

2

Setting the Path for Growth: Focus on culture, collaboration, and communication/ Three Months

advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Curriculum and instruction (CCSS, Smarter Assessments)

Data analysis and assessment

Technology for instruction and communication

ELL and special education topics

DPAS II and growth mindset

Learning Walks and feedback


InTASC Standards 4-8

FLX 1.2

FLX 2.1

FLX 2.2

FLX 2.3

FLX 2.4


3 Setting the School Environment: Focus on the management of safe and effective learning environment/ Two months

ensuring management of the organization, operation and resources for a safe, efficient, and effective learning environment.

Finance… minor cap, major cap, federal and local programs

Class and school management; Unit count; Scheduling; Building walks and feedback


InTASC Standard 3

FLX 1.2

FLX 3.1

FLX 3.2

FLX 3.3


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Module Number

Title/Time Involved



Standards Addressed

FLEX Competencies


4 Setting the

Collaborative Framework: Focus on building a collaborative community/ One month

collaborating with faculty, staff, and community members, responding to diverse community interests and needs and mobilizing community resources.

Communications Plans to improve home-school connections

Outreach to community

Impact of poverty on learning


InTASC Standards 2 and 10

FLX 1.2

FLX 4.1

FLX 4.2


5 Setting the Expectations: Focus on ethics/ One month

acting with integrity, fairness and in an ethical manner.

Communication and PR

Social media

Legal issues and federal, state, and local policies


InTASC Standard 9

FLX 5.1


6 Setting the Context: Focus on advocacy/ One Month

understanding, responding to, and influencing the political, social, economic, legal and cultural context.

Technology for instruction and communication

Using resources effectively


InTASC Standard 10

FLX 6.1


Summer Institute

Setting the Stage to Improve Teaching and Learning: Focus on DPAS II training, calibration, and certification/ One Week

monitoring, evaluating, and coaching staff;

preparing for the internship

DPAS II Components I through IV

Interviews, resumes, personnel issues

DE Administrator/ISLLC Standards

1-6

InTASC Standards

1, 2, and 10

FLX 1.2

FLX 2.2

FLX 3.2

FLX 6.1


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3.8 Descriptions of Modules

The face-to-face sessions for FLEX will be formatted as follows:

• Review/Preview (Interactive online sessions in Schoology with readings and activities completed prior to each session)

• Standards-related Activities (Focused hands-on activities) • Sharing Ideas and Issues (Focused on the application of the Standards to student

achievement improvement, data analysis, Professional Development analysis, PLC work, and Leadership Team development)

• Learning Walks (Focused on observing instruction and providing feedback) • Case Studies (Focused on current educational issues) • Internship Projects and Artifacts (Focused on opportunities to have authentic

experiences in each specific Standard)

Modules for the FLEX Program will include, but are not limited to the following:

Module 1: Setting the Direction

The FLEX kickoff and first module will provide participants with an overview of the program expectations and activities and an introduction to the Schoology Learning Management System that will be used for communication and assignments. Participants will complete a self-assessment on the ISLLC Standards from the School Leader Internship Handbook. Participants will examine authentic examples of district/school vision and mission statements, learn strategies for leading others through the process of creating a shared vision and mission, develop skills in communicating and monitoring and the effectiveness of a shared vision, learn how to use the district/school visions and goals to help teachers develop their DPAS II Component V goals and instructional focus.

Module 1 books planned for reflection and discussion … Finding Your Leadership Style, Jeffrey Glanz or StrengthsFinder 2.0, Tom Rath; Lincoln on Leadership, Donald Phillips; School Leader Internship Handbook, Martin, Danzig, et.al

Module 2: Setting the Path for Growth

This module is very content heavy and will need extensive work over the course of three months. The participants will examine the following topics: addressing the culture of the community, the school, and the classroom and what steps to take to improve the culture; examining the impact that curriculum, especially Common Core, and the new state assessments are having on instructional programs; investigating the pedagogical changes for improved instruction for all learners; examining multiple data sources and resources to make informed decisions about

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changes in instruction; focusing on the importance of informal and formal evaluations and how to provide feedback; and promoting a growth mindset for teachers and students. Module 2 books planned for reflection and discussion … Mindset, Carol Dweck: Others TBD when Module is fully developed Module 3: Setting the School Environment

Another key concern for the participants is to be able to learn skills for best practices in both classroom and school management. The operation of a school that is safe and an effective learning environment is the foundation of sound instructional programs. Participants will learn about the management side of the administrator’s duties through the following topics: handling the financial matters in the schools from Federal, state, and local budgets to individual budgets for the departments and classrooms; making financial decisions and future planning; scheduling of classes, as well as, teacher and student time; managing time and other resources for effective operations; understanding the impact of the state’s Unit Count on the operation of a school; managing the physical plant from the building operations to the cafeteria and transportation; managing the behavior and discipline of teachers and students in a positive manner; preparing and implementing plans for emergency crisis management; and analyzing case studies in management issues for administrators. Module 3 books planned for reflection and discussion: TBD when Module is fully developed Module 4: Setting the Collaborative Framework

Participants will examine successful programs and practices that improve family and community involvement through the following topics: examining the demographic data for the schools and districts to determine trends and future needs of students and schools; studying the impact of poverty on teaching and learning; determining resources available to families in the community and ways to communicate about those resources; finding ways to involve the larger community in the school vision and mission; developing a plan to effectively communication both in side and outside the school; and investigating ways to use student-led conferences and communications technology to improve home-school connections.

Module 4 books planned for reflection and discussion … A Framework for Understanding Poverty, Ruby Payne: Others TBD when Module is fully developed

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Module 5: Setting the Expectations

Participants will tackle some of the most difficult issues facing administrators through a hands-on look at the following topics; examining “fairness” and what it means in the school and community; reviewing legal issues facing schools and the importance of understanding and adhering to federal, state, and local policies; investigating the positive and the negative impact of social media on teachers and students; examining the importance of the administrator’s words and actions in the school and in the community serving as a role model for ethical behavior; focusing on the administrator’s non-verbal, verbal, and written communications as a public relations tool; and reflecting on case studies that address legal, social, and ethical dilemmas faced by administrators.

Module 5 books planned for reflection and discussion: TBD when Module is fully developed

Module 6: Setting the Context

Participants will focus on the school operations in a larger context by considering the issues that face schools today, and how the principal can be the leading advocate for change. Participants will be able to examine how global, federal, state, and local initiatives impact the teaching and learning in each building. Participants will reflect on case studies that demonstrate how political, economic, and social decisions impact the future of public education. Participants will also prepare for the next steps in becoming an administrator by reviewing feedback on their résumés, observing interviews, participating in mock interviews, and receiving feedback on the interviews.

Module 6 books planned for reflection and discussion: TBD when Module is fully developed

Summer Institute/DPAS II Training

Participants will have the opportunity to put all of the Modules together in authentic settings through their internship experiences. In preparation for the internships, they will also have training on all aspects of the DPAS II for teachers and principals. The DPAS II training is described extensively in Section 5 of this application.

Summer Institute book planned for reflection and discussion: TBD when Institute is fully developed

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3.9 FLEX coursework description and the relationship to job of an educational leader

Most current research on effective educational leadership recognizes that school leaders are expected to be instructional leaders who not only monitor and observe classrooms and instruction, but also give targeted feedback and set expectations for improvement. Michael Fullan makes a strong case for determining ways for leaders to move the entire staff in contrast to evaluation systems that attempt to move one individual teacher at a time. When reviewing the leadership programs from across the nation, the FLEX Team found that most of the programs are similar since they all adhere in one way or another to the ISLLC, the InTASC, and the Professional Development Standards established for each state. FLEX coursework will focus on the ISSLC standards but will be project-based and authentic. The coursework will give aspiring administrators time to

• reflect on the problems school leaders face and how to find the resources, including human resources, to solve those problems.

• reflect on each standards-based activity to determine how the activity can be used in schools, how it would need to be adjusted, and how they would monitor its effectiveness.

• participate in and communicate through Schoology, the state’s Learning Management System. All communication, course materials, and portfolio artifacts will be shared on Schoology and monitored by the FLEX Team.

• provide feedback to Cohort team members to practice constructive feedback and courageous conversations.

• reflect on the feedback from the FLEX Team and mentors that will be provided on an ongoing basis, not just at the end of the program.

3.10 FLEX alignment and coherence of program to the Standards

Alignment and coherence of the FLEX program will provide a model for the work of the future school leaders.

• The readings, reflections, professional development, and internship opportunities will be aligned to the standards and to each other.

• While each module will focus on one primary standard, the modules will be designed to focus on the interconnections of all of the standards.

• Professional development sessions will be consistent, thoughtful, and purposeful • Internship projects and artifacts from each module will focus on the specific standard to

illustrate how the standard works in real schools, not just in theory. • Internship activities will include opportunities for candidates to identify the specific

standards addressed in the activity.

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3.11 FLEX Program Map linking coursework and experiences with Standards

See Attachment #6 for the Program Map.

Section 4: Internship Experiences

The FLEX Program internship will provide aspiring school administrators the opportunity to gain practical experience by applying the theory, knowledge, and skills that are presented in the modules of study and that reflect the Delaware Administrator/ISLLC Standards in actual school settings under the mentorship of a qualified and effective educational leader. Through the internship experience, FLEX participants will become effective instructional and managerial school leaders.

4.1 Internship Mentors

Each aspiring administrator will be assigned to work with a building principal approved by the district superintendent and the FLEX Team. The internship will be conducted during after-school and summer hours and will be supervised by the assigned mentor.

Criteria for Mentors

Each mentor will be chosen based on the following criteria:

• Current school principal with a minimum of three years of administrative experience • Approval of his/her superintendent to serve as a mentor for an aspiring administrator

candidate in his/her district • Effective or higher ratings on DPAS II evaluations for the past two years • Delaware administrative license under14 DE Admin. Code 1592 • Evidence that he/she is a continual learning leader focused on the success of students and

staff • Experience in the teacher and administrator evaluation process (DPAS II) • Willingness to serve as a mentor committed to the success of his/her protégé

Selection Process for Mentors

The selection process for the mentors will include completion of an application with reference to the individual criteria listed above. In addition, each applicant will be requested to provide a current resume, the latest school profile, and a copy of his/her most recent DPAS evaluation. Matching of mentors and teacher candidates will be based on the number of qualified mentors for the candidates in each cohort with preference given to grade level interest.

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Training for Mentors

The FLEX Team will conduct the training of the mentor principals. The training content is described in Section 2.4 of this document. The initial session will be scheduled prior to the start of the Module workshops for the FLEX participants. The first session will include understanding the responsibilities of a mentor, developing an understanding of the ISLLC Standards and how they apply to the work of the candidates, collaborating to develop the internship plans, establishing trust, developing questioning techniques, and strengthening listening skills to promote reflection. Sessions two and three will be conducted during the months of candidate training allowing for relevant topics to be shared after the internship has begun. Session two will focus on monitoring and sharing progress of the internships, providing feedback, conflict resolution, and the process for evaluating the final product/presentation. The final training session will focus on the summative assessment process for the FLEX interns.

Internship Roles and Responsibilities

FLEX Intern roles and responsibilities

• Planning the internship activities with the site mentor principal and FLEX personnel • Meeting and communicating with the site mentor on a regular basis • Fulfilling the internship activities in a conscientious, ethical manner • Asking questions/giving and receiving feedback • Documenting and completing reflections on the internship activities • Completing all portfolio requirements

Principal Mentor roles and responsibilities

• Attending and engaging in the training sessions for mentors • Assisting the candidate to create the goals and objectives of the internship • Working with the intern to mutually develop an activity plan based on the needs of the

candidate, the school, and the requirements of the FLEX program. • Scheduling time for weekly meetings with the candidate to discuss the progress of the

internship and assisting them to address any problems or issues encountered • Being candid and open with the intern when providing formative feedback • Facilitating opportunities for the intern to engage in administrative tasks and to

collaborate with other administrators and the school staff • Training and empowering the FLEX candidate to build his/her capacity and confidence as

a school leader • Assisting in the formative and summative assessments of the performance of the

candidate

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FLEX Team roles and responsibilities

• Working with the District Superintendent or his/her Designee to determine candidates for the program and appropriate internship settings

• Selecting highly qualified principal mentors, providing training, and supporting them throughout the internship period

• Assuring that the intern has appropriate experiences • Supervising the internship and meeting regularly with the interns • Completing formative and summative evaluations of the intern • Working with the mentor to evaluate the intern’s performance in a summative report • Verifying completion of the internship for certification as a building administrator in the

State of Delaware

4.2 Internship Descriptions

All candidates will be required to participate in and complete the six module trainings provided in face-to-face and online formats, a weeklong summer institute focused on DPAS II, and to complete six hundred hours of internship experiences. For each module, participants will complete a project designed to demonstrate their understanding of the skills and knowledge necessary to meet or exceed that standard. The program matrix identifying the content of the modules, aligned competencies, and dedicated time is located in Attachment #5. The program is designed to offer interactive workshop sessions covering specific standards and the related competencies, skills, and knowledge. The recommended module projects will require 20 to 60 hours of work (depending on the scope of the module) and will provide opportunity for practical application of the competencies studied and discussed. The projects are described more fully below, but examples include: review mission and vision statements of their schools and determine how they drive teaching and learning; collect and analyze student achievement data with selected school teams and design interventions or instructional strategies to improve student learning; help to develop a school budget based on student and teacher data. Participants can design and submit for approval (by the FLEX team and their mentor) their own projects within the scope of the recommended projects and based on their particular interests or need. All participants will develop an electronic portfolio on Schoology. Therefore, participants will record a digital description of their projects, and maintain a reflective journal during completion as a part of their portfolio. They will also share their work and the insights gained from their experiences with the other members of the cohort during monthly group sessions. All projects will be designed and evaluated in accordance with a FLEX Project Rubric (See Attachment #7) that will be shared during the initial group session and throughout the program. This program rubric will be used to evaluate all of the internship projects. During the work on the projects, the mentors will provide formative and summative assessments using the Competency Rubric (See Attachment #4). The module projects will fulfill two hundred hours of the required six hundred

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hours of internship for the FLEX program. Descriptions of recommended module internship projects are provided below in this document.

The remaining four hundred hours of internship will be completed in additional after-school and summer school activities. If a district chooses to offer a residency program for an aspiring administrator instead of the after school and summer programs, the FLEX Team will work with the school and the intern to determine a personalized plan. Each candidate will develop an Internship Activity Plan in collaboration with the principal mentor and the Flex Team. The plan will be based on the needs of the school and the required competencies outlined in the FLEX program and will include a major project/assignment that will be considered the “keystone” of each internship. Internship activities will be focused on improving student achievement and school culture and will include opportunities to analyze student achievement data, identify achievement gaps and needs of regular and special populations, identify research-based instructional practices, design and lead professional development, and observe, evaluate, and coach teachers. School operation activities will be included requiring participants to link human and financial resources to school goals and school improvement strategies. Each FLEX participant will develop, implement, and, at its conclusion, present their major project to a panel of peers, district partnership personnel, and the FLEX team.

4.3 Internship Requirements

The internship experience will be comprised of two components

1) projects aligned to the standard and associated competencies for each of the modules will be completed over the course of the program and will require two hundred internship hours. Each project will be designed and evaluated based on a standard rubric.

2) an internship activity plan developed in collaboration with the principal mentor and the FLEX associates based on school-wide needs, research-based instructional strategies, and student achievement. This plan will include a major project that will serve as a keystone of the internship and will be used as part of the final evaluation of the candidate’s success in the program. The four hundred hour internship will be completed during summer and after-school activities.

4.4 Module Projects

All projects and activities will be aligned to the Delaware Administrator/ ISLLC Standards. The projects for curriculum and collaboration and community engagement will be completed in an action-research format.

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Expectations for Each Project

Project work will be maintained on Schoology and will include:

o Project description and design (at least one action research project included) o Journaling on progress o Collection of artifacts and data related to project development and implementation o Completed project report o Reflection and self-assessments of key learning o Rating on Project Rubric of Basic or Proficient

The recommended projects described below were developed based on the skills, knowledge, and competencies aligned to each module and were designed to meet the time requirements for that portion of the internship. FLEX participants may propose an alternative project of a similar scope in accordance with his/her own interest, topic, or school need. Alternative proposals must be submitted for approval by the FLEX Associates and, when relevant, the individual’s mentor and/or building principal.

Sample Module Projects

I – Mission and Vision Two projects are recommended for this module. Project # 1 - School Mission and Vision Identify and site how the vision, mission, and goals are communicated to the stakeholders of the school community – teachers, staff, parents, student, and school community, District Office. Determine how the Mission and Vision are demonstrated in the school setting and community; select and record actual examples that reflect the beliefs inherent in the mission and vision statements. Identify areas for improvement in regard to the Mission, Vision, and Goals. Discuss these items with the principal. Present the findings to the school leadership team. Lead the team to design and implement a plan that will ensure that all stakeholders understand the Vision and Mission of the school and can demonstrate examples of it in their classrooms and programs. Project Expectations/Guiding Questions: Use the following sample questions to critique the school’s vision and mission: “Is it a compass to inform reflective practice, goal-setting, and decision-making?” (adapted from ISLLC Standard I). Who created the vision, mission, and goals? Is the vision and mission a living document? Do the stakeholders know it? Does it align with the district’s vision/mission? Does the vision and mission reflect the administration’s and the staff’s beliefs and/or their actions? Can the mission and vision be observed in classrooms and throughout the school? Has the vision been revised since it was established? What can be done to improve the statements of vision and mission and to ensure that it provides direction for improved teaching and learning?

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Module 1 Project #2 – Data Analysis and Goal Setting (DPAS II – Component V)

Examine school data including achievement, grades, attendance, discipline, and parent participation to look for patterns/trends. Develop potential goals for school administration that are aligned to district goals. Design strategies for goal implementation (as if you are the school principal). Meet with the Mentor Principal to examine the data analysis, review the goals and implementation plan and discuss the process. Project Expectations/Guiding Questions: What does Component V require of administrators? What are the district goals? What data is used to determine principal/teacher goals? What process will you use to analyze the data? How will the goals be linked to the data analysis? What strategies will be linked to the goals?

Module 2 Culture, Collaboration, and Curriculum Project Recommended: Action Research Format– Using Data with a Teacher Team to Improve Teaching and Learning. Work with an identified teacher team to analyze their achievement data (multiple sources) to determine instructional needs of students (or groups of students). Determine the instructional interventions or instructional strategies needed. Lead the team to design and conduct staff development to support the implementation of the instructional strategies/interventions. Design or identify pre and post assessments to demonstrate the effectiveness of the newly implemented strategies. Work with the team to analyze the data and draw conclusions about next steps. Project Expectations/Guiding Questions: What is an Action Research Format? How will I determine the hypothesis to be tested? How can I develop trust and credibility to become a part of this team? How can I engage teachers in productive discourse? What guiding questions might I use to help teachers discuss the data? What learning strengths or weaknesses exist in the data provided? Do we have the data necessary to guide the work or do we need to create an assessment to identify student needs? What strategies are needed to improve teaching in the areas of identified need? What will teachers need to implement the strategies selected? How will we monitor our progress on the implementation of the strategies? Would learning walks benefit this project? If so, how can we structure them? Have I followed the action research format?

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Module 3 Project 1 Management and operations Project Recommended: 1) Instructional Priorities and School Budget – Interview the school principal about the process used to develop the school budget. Review the current or previous year’s budget to view what monies are allocated to the school and the restrictions and requirements for use. Determine how expenditures have been linked to instructional priorities. Develop a process for ensuring that expenditures are aligned to student achievement needs and school goals. Share the plan with the principal and ask for his/her feedback. When the plan is accepted, share the process with the school leadership team. Project Expectations/Guiding Questions How is the school budget currently developed? What data was considered when developing the budget? How were priorities set? What are the sources of the funds that are discretionary to the school? How could a school budget be developed to ensure that the school instructional goals and priorities are included as major factors?

Module 3 Project 2 Technology Use, Planning, and Purchasing (adapted from School Leader Internship by Martin, Danzig, et.al) Observe the use of technologies in the classroom, library, and/or computer lab. Discuss the strengths and weaknesses of technology use and access with staff responsible for technology use, service, and or purchasing such as classroom teachers, media specialist, technology specialist, etc. Compare and contrast the different perspectives of those individuals on the technology needs of the school. Summarize your observations and for the school principal for possible use in school planning in the areas of budget, instruction, and building management.

Project expectations/Guiding Questions: How is technology used in the classroom(s), computer lab, and media center according to your observations and teacher interviews? Is there enough technology to meet teacher and student needs? How is the technology maintained? How are the perspectives of the interviewed staff alike or different? What suggestions could be offered to support change in the way technology and equipment are purchased, used, accessed and maintained?

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Module 4 Project 1 Community Involvement Projects Recommended – 1) Parent Involvement and Attendance at School Events – Study the history of parent involvement and/or participation in specific school events or teacher requests (ex. signing a weekly folder or checking daily homework). Using teacher and administrative input, lead a committee to design strategies to improve parental involvement and/or attendance at school events. Coordinate an event that implements the strategies identified. Project Expectations/Guiding Questions: What issues exist for a particular school? What data is available about parent involvement and or participation? How will you prioritize the issues/needs? What has been tried in the past? What strategies may have shown promise? What strategies will teachers and administrators commit to? How will you know if the strategies are successful (what data can be collected)?

Module 4 Project 2 Welcoming new and prospective families to the school Lead a teacher and parent committee to design and develop a packet of information for the purposes of marketing for parents considering School Choice and for new families to the school. Include newly created materials such as a flyer about the school or a newsletter specifically for new or potential parents and students. Determine the costs and explore resources to cover the expenses. Project Expectations/Guiding Questions What materials are currently provided to new or prospective families? How are they distributed or made available? What “advertising” is done to encourage families to choose the school? What information would be helpful to parents and/or students? What data should be included? What are the costs associated with making and printing the materials? What are the free resources available? How will you know if the materials have been examined or have been effective?

Module 5 Integrity, Fairness, and Ethics Project Recommended: Student Code of Conduct and Discipline Data – Conduct a review of the Student Code of Conduct and the Policies that are specifically noted. Examine the most recent school discipline data. Design a professional development session in which school staff can discuss the data and the most frequent infractions. Develop discussion questions that encourage staff to examine those areas in the Code of Conduct and to brainstorm ways to support students in order to decrease the number of infractions. Lead the discussion with the appropriate school team (instructional leadership, PBS, etc.) to develop a plan of action based on the data and discussion.

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Project expectations/Guiding Questions: After reviewing the Code of Conduct, examine the places that give teachers and administrators direction about classroom management and student discipline. Are there suggestions for how students can be guided or supported when they have “broken school/district rules”? Looking at school data, what are the areas of greatest infraction? Do teachers refer students at the same or similar rates? What factors might impact the way teachers refer or report student misconduct? What type of professional development session could lead teachers and administrators into a constructive conversation about the differences? What discussion points would lead to positive problem solving?

Module 6 Project 1 Political, Legal, Social, and Cultural Advocacy Project Recommended: Local School Boards – Responsibilities, Procedures, Policies, Influence – Conduct a research project on the responsibilities, procedures, work, and influence of the local school board. Interview a Board Member, appropriate District Office personnel (Superintendent, Assistant Superintendent, Business Manager, Directors/Supervisors) to get their perspectives. Complete a report of the findings including specific artifacts and examples of School Board decision-making and impact. Expectations/Guiding Questions: Attend at least one monthly school board meeting. What are the observable responsibilities of Board Members, the Superintendent, and School and District Administrators? What are the specific responsibilities of the Board Members? How is district policy made and how is it related to Delaware Law? How can the community influence district policy and board decisions? How can/do district administrators influence Board decisions? Do national issues have an impact on local decision-making? Module 6 Project 2 Review of ELL Programming Interview a professional responsible for ELL programs. Discuss major requirements for, concerns about, goals of the program, and ways that all staff can support ELL students. Observe an ELL class and interview the teacher to discuss the goals of the program, the approaches she/he has employed, the requirements under which she/he works, and any concerns or issues that impact the program and/or student progress. Write a summary of the interviews and observations. Develop a Power Point Presentation to use with the faculty and staff to describe your findings and to show how they can support ELL students. Project Expectations/Guiding Questions: What are the state and district policies regarding bilingual and/or ELL services? How are those policies implemented in the classroom? How do students qualify? How are teachers funded? What approaches are used to teach ELL students? What types of assessments are involved? How and when are state assessments administered? What data does the ELL teacher use to determine student progress?

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4.5 Internship Activities - Activity Plan and Major Project

In collaboration with the mentoring principal and the FLEX Team, the intern will develop a detailed plan that describes the goals, strategies, and timing of the internship activities. The 400 internship hours must be above and beyond the typical job responsibilities of the intern and are therefore, to be designed for after-school and summer hours. The activity plan will be developed around the needs of the principal mentor, the school staff, students, parent community, and designed to strengthen specific skills and knowledge for the intern as identified by a self-assessment and reflection process. The activities that have been selected for module projects and for the after-school and summer internships will ensure that candidates receive exposure to and practice in developing skills and knowledge. The activities that have been selected for module projects and for the after-school and summer internships will ensure that candidates receive exposure to and practice in developing skills and knowledge. Interns are required to identify and satisfactorily complete at least one internship activity or project for each of the following:

o Student Achievement Data and Results: Driving measurable student achievement results through instructional leadership

o Diverse Student Populations: adjusting instruction for diverse student populations, general, special education, and ELL

o Curriculum, Instruction, and Assessment: Instructional leadership, including observing and evaluating teachers, leading professional development and PLCs, and driving assessment, curriculum and instruction

o Management and Operations: Resource management, including talent acquisition and retention, financial decision-making, strategic planning and school operations.

For the purpose of the 400-hour internship, the following are examples of activities that can support the candidates’ continuous growth as assessed by the Competency Rubric (See Attachment #4). An extensive, although not complete, listing of possible internship activities/projects is provided below:

After-School Activities

o Based on student achievement data, design and implement an afterschool extra time program for students needing academic support. Determine the curriculum or tutorial programming, assessments, and progress benchmarks, and the required budget. Assist in the hiring/selection of staff and develop and provide the professional development needed. Provide supervision for students, staff, and the budgeting process.

o Provide professional development for novice staff members in their areas of need; for example: technology, instructional strategies, discipline and classroom management, and/or lesson planning.

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o Design and offer an afterschool program in areas that meet student social/emotional/behavioral needs such as restorative disciplinary class for students that need additional supports to change behaviors. The afterschool program would replace a school suspension to allow them to get their instruction during the day.

o Design and offer parent workshops that are relevant to school goals and needs such as understanding Smarter Assessments and the state’s DeSSA system, use of technology, and study skills.

o Participate in work around master scheduling – collaboratively working to get input, use enrollment data, confirm course availability and requirements, determine need and teaching units available, communicating schedules with stakeholders.

o Work with a new teacher or a teacher who is having trouble with classroom management to develop and implement a plan for solving the concerns.

o Work with the administrative team to analyze data (from academics, related arts, extra curricular activities, teacher requests, facility needs, and previous financial expenditures, etc.) to develop a school budget for the coming school year.

o Work with the school’s administration to coordinate the summer school program. Assist in determining student eligibility including programs for ESY and ELL students, selecting curriculum, planning for instruction, developing a budget, hiring and training staff, purchasing materials, arranging transportation, etc.

o Participate in IEP meetings and select a student sample to monitor implementation plans. o Participate in the ELL meetings for placement and transition and follow-up to provide

program supports. o Gather, from written evidence or from someone responsible for staff development, the

yearly school/staff development plan. Analyze the plan with respect to school mission, student achievement, and teacher evaluations. Prepare a report to discuss with the principal mentor. (adapted from School Leader Internship by Martin, Danzig, et. al)

Summer Activities o Assist in the design and implementation of a back-to-school program for students such as

“Jump Start” which provides previewing of standards, expectations for new students (ex. students transitioning from middle school to high school or elementary to middle) and for new initiatives for returning students (ex. project-based learning). Develop and supervise the resources, including the budget, that are needed to implement the program.

o Serve as part of the administrative team that supervises the school’s summer program. Take a leading role in supervision of instruction, management of staff and the budget in addition to supporting discipline and attendance matters.

o Lead a team to develop or arrange and supervise summer professional development for teachers based on need determined from data, teacher surveys, teacher evaluations, and administrative recommendations.

o Supervise teacher cadres that are focused on curriculum review and revision, assessment development, etc. aligned to Common Core and Smarter Assessments.

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o Assist in summer administrative duties such as revising handbooks, communications to students and parents, planning for the year, planning for opening days of school.

o Assist in the design and organization of a yearlong professional development plan including design and topics for PLCs for the school year.

o Work with School Leadership teams to review data and plan for interventions and support for students.

o Participate in interview and hiring process; assist in the development of questions, engage in mock interviews, and serve on an interview team.

o Plan an online activity with staff using Schoology. o Work with the Positive Behavior Support team to revise and refine the plan for the

upcoming year. o Review discipline referrals for a specific period; compile the data with regard to grade

level, special education classification, race, ELL, and gender. Analyze and summarize your findings. Make recommendations for improvement. Discuss with your principal mentor. (Adapted from School Leader Internship by Martin, Danzig, et. al)

Keystone Project As part of the Internship Activity Plan, FLEX participants will choose one of the activities above and the identified standard and competencies associated to develop a Keystone Project for their internship. This major project will be developed in collaboration with the principal mentor, require leadership responsibilities, and a minimum of 150 hours for completion. As with the module projects, the participant will record the project description, goals, process, strategies, journaling of progress, and outcomes on Schoology. The intern will be supervised and supported in this project by the principal mentor and the FLEX team during regularly scheduled meetings and at monthly workshops. The culminating activity for the internship will be a presentation of the Keystone Project to a panel of their peers, district partnership personnel, and the FLEX Team.

Section 5: Educator Performance Evaluation System Training

The Delaware Performance Appraisal (DPAS-II) is described on the Delaware Department of Education website as follows:

“The Delaware Performance Appraisal System, or DPAS-II, is Delaware’s statewide educator evaluation system. It provides performance expectations for students, educators, and leaders across the state’s schools. DPAS-II provides educators with feedback that is designed to:

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• Foster professional growth by providing educators with actionable feedback and opportunities to improve and refine their teaching and support their students’ growth;

• Ensure that there are quality educators in every school building and classroom; and • Continue to help students grow and succeed through targeted interventions and

individualized educator professional development opportunities.”

As described above, one of the primary responsibilities of the school principal and assistant principal is building teacher capacity to ensure high quality instruction in every classroom. The Delaware Performance Evaluation System II (DPAS II) offers school administrators the tools and the opportunity to provide feedback, coach, support, and maintain an accountability record with and for teachers. Therefore, the DPAS II System must be implemented not just as an accountability tool, but also as a means for strengthening teachers’ skills and knowledge in pedagogy, practice, and content.

Administering DPAS II is an expectation and job responsibility of building Principals and Assistant Principals. In most situations in the past, new building administrators are first hired and then provided opportunities for credentialing to administer DPAS II in their buildings. Training by DOE associates or their designees generally takes place during the summer months prior to the start of school year. In many cases, late hires are often provided the necessary training after the school year begins which delays their ability to begin DPAS II responsibilities until credentialing is complete.

In the FLEX program, aspiring administrators will complete the credentialing process as part of the established professional development workshops. In addition, they will be provided opportunities to participate in observations and conferences during their scheduled internships. Each aspiring administrator will receive a minimum of 20 hours of training provided by FLEX Team (credentialed DPAS-II evaluators) and by guest presenters including DOE staff from the Teacher and Leader Effectiveness Unit and current school administrators who are experienced with the DPAS-II system.

DPAS II training will include a study of the relevant Delaware Code, the current state regulations, and the DPAS official guide including all available forms, timelines, scoring procedures, and Component Rubrics. The curriculum will include a review of the history and philosophical basis of the framework as adopted by the State of Delaware. Participants will be provided interactive sessions to discuss previous experiences with the evaluation system from a teacher’s perspective and learn effective observation and feedback skills and strategies. After an opportunity to study and discuss the rules, regulations, and tools, participants will practice observing, recording, gathering evidence, and participating in conferencing simulations. Candidates will be expected to perform multiple observations of classroom lessons and work in collaborative teams to simulate pre and post conferences as well as write completed

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observations. Calibration activities will be based on the DPAS II Component Rubrics using observation of videos of classroom lessons and samples of completed teacher evaluations. Participants will critique model reports and identify appropriate types of evidence. The collaborative nature of the DPAS II system will be stressed and will include effective techniques for providing feedback, use of questioning and listening skills. In addition to workshop training, an internship expectation will be for on-site, co-observation and conferencing with a mentoring principal in pre-approved teacher evaluation events. In addition, participants will be introduced to and given practice with the data collection platform used by their mentoring principals (Bloomboard or Data Service Center).

5.1 DPAS II Training

DPAS II training will be provided throughout the FLEX program as it applies to relevant standards and competencies. Formal training will be conducted as indicated in the chart below:

DPAS II Element Sessions Module Focus Timeline

Component V Module 1 Vision and Mission as related to goal setting for school year

Fall 2015/Winter 2016

DPAS Regulations and Technical Aspects

Module 3 Collaboration, Culture, and Curriculum

Winter 2016

DPAS II Project School Internship expectations Winter 2016 through Fall 2016

DPAS II Basic Training (for Teachers and School Administrators)

Summer Institute

Major focus of the Summer Institute (18 hours)

Summer 2016

DOE Online Credentialing Course and Assessment

TBD Preparation and certification to be a Delaware-certified evaluator

Summer/Fall 2016

5.2 DPAS II Trainers

FLEX team members who meet the criteria below and have experience implementing the DPAS II system will provide training and support to the cohort members. Additional trainers will be identified based on the following:

o Experienced school administrator who has implementation DPAS II o Credentialed through the DOE assessment to implement DPAS II o Previously served as a trainer for teacher/administrator evaluation tools and

techniques

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Guest presenters will be invited to participate in DPAS II training and will include:

o DDOE personnel directly assigned to DPAS II o Guest Presenters on School Law, an Attorney currently providing services in

School Law o Current School Administrators with experience in DPAS II o Development Coaches who have served school administrators during the past

three years

Additional supports that will be provided to the FLEX participants will include:

o Use of informal observations through learning walks o Training in observation and feedback skills o Defining and calibrating “effective instruction” o Opportunities to observe current administrators implementing the process

including pre and post conferences o Focus on courageous (difficult) conversations o Role-playing with current administrators for the pre and post conferencing o Critiquing model evaluation reports

5.3 Interventions and Consequences for candidates who do not meet the credentialing requirements

o Personalized plan focused on areas of difficulty which is developed collaboratively by the candidate and FLEX Team members

o Additional three hours of training opportunity provided by the FLEX Facilitators and/or the Principal Mentor based on the personalized plan.

o Participants who do not pass the credentialing assessment after the additional training opportunities, will not be eligible for building administrator certification.

Section 6: Faculty and Instructors

The FLEX Team consisting of Sandy Smith, Lois Hobbs, and Juanita Wilson has created this alternative certification program based on research, experience, and lessons learned from other programs. The members of the FLEX Team serve as the leadership team for the program by handling the following workload: leading the development and facilitation of the FLEX modules; monitoring and evaluating the progress of the partnerships, the candidates and the mentors;

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leading the recruitment and selection of the candidates; communicating with all stakeholders concerning the progress of the candidates; recruiting and selecting the guest presenters for key topics in the modules; providing training and feedback to the candidates and mentors; analyzing data on the effectiveness of the program and communicating the results to all stakeholders; and revising the program based on data analysis and input from the partners.

While it might seem to some that this workload would be very overwhelming to the three FLEX Leads, each of the Leads has had years of experience developing and implementing programs for hundreds of teachers and thousands of students at a time. (See Attachment #8) for the résumés of the FLEX Team members.) The cohort size planned for FLEX is for about 15 teacher leaders at a time, so that personalized attention can be given to each candidate. Most of the work will be done as a collaborative effort, but the Team recognizes the need for each one to take on specific roles based on her strengths and interests. The specific roles and responsibilities for recruitment, selection, partnerships, internships, DPAS II, and evaluation have been spelled out in other parts of this application. For the purposes of the organization of FLEX, these roles and responsibilities have been placed into major categories for each FLEX Team member to oversee.

Through our work with other administrators throughout the state, the FLEX Team members are aware of the work and expertise of exemplary leaders in specific educational topics. The team will collaborate with the FLEX partners to select and provide the best facilitators from school and district offices for specific module topics. If this alternative certification application is approved, the FLEX Team will meet with the partners to determine the strongest instructional leaders to support the modules. It will also be essential to build a strong team of mentors since they will have a major impact on the development of the aspiring administrators. Through the three-day training with the internship mentors, the FLEX Team will also be able to develop a Professional Learning Community (PLC) among the mentors to allow for them to share best practices and resolve any problems.

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The three FLEX Leads will assume the roles of the primary developers, facilitators, and administrators of the program and will divide the workload according to the following chart:

FLEX Leadership Workload

Person Title Roles Experience: See résumés in Attachment #8

Workload

Lois Hobbs

Associate Director of FLEX

Recruitment and Selection of candidates Partnerships and Communication with partners Co-developer for Modules 1 and 2 Lead developer for Module 3

Former Superintendent of Schools, Indian River School District, Selbyville, Delaware; former Regional Administrator, Charles County, Maryland; and former Assistant Superintendent and Principal, Prince Georges County, Maryland

Development of sessions Facilitator of modules Communication with partners and candidates Monitoring and feedback

Sandy Smith

Program Director of FLEX

Overall supervision and communication of FLEX Data Collection, Analysis, and Evaluation Organize, Train, and Monitor on Schoology for Communications and Portfolios Co-developer for Modules 1 and 2 Lead developer for Module 5

Former Director of Assessment and Accountability and former Director of Instruction, Indian River School District, Selbyville, Delaware

Oversight, communication, and evaluation of program Development of sessions Facilitator of modules Communication with candidates through Schoology Monitoring and feedback

Juanita Wilson

Associate Director of FLEX

Internships Selection and Training of Mentors and Monitoring of Mentors and Candidates Co-developer for Modules 1 and 2 Lead developer for Modules 4 and 6

Former Supervisor of Curriculum and Instruction and former Principal, Capital School District, Dover, Delaware

Oversight of all aspects of internships and mentors Development of sessions Facilitator of modules Monitoring and feedback

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Section 7: Organization Governance and Resources

7.1 FLEX Organization

While the FLEX Program is a new venture, the leaders of the program are recognized in the state for their expertise in a variety of leadership areas. FLEX is a subsidiary of a larger organization, the Supporting School Success, LLC. The LLC has contracted with an attorney who supervises any contracts and legal issues and a CPA who supervises any financial matters for the group.

The Team members have extensive experience to develop and implement the FLEX Program in the following areas:

• handling multi-million dollar budgets involving federal, state, and local funds and regulations.

• developing and facilitating the curriculum and materials for a wide variety of district programs, including the alternative leadership program.

• developing and facilitating PLCs among the partners, the candidates, and the mentors. • promoting strategies for open and honest feedback leading to instructional improvement. • analyzing data to manage, evaluate, and improve programs. • developing and facilitating new teacher mentoring programs that also have to follow

Delaware Code for certification.

7.2 FLEX Resources

Major Resources needed for FLEX

Resource needed Person(s) needing

the resources Purpose Provided by

Access to books, journals, reports, curriculum, and materials

Candidates, Mentors, and Facilitators

To support the work for the Modules

FLEX Team from fees

Access to technology and equipment for the Module sessions


To support the appropriate technology needs for the Modules

FLEX District Partners as stated in MOU

Access to mobile devices Candidates, Mentors, and Facilitators

To support communication, reflection, feedback, and all

Each individual

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The greatest resource for the program is the human one. The success of this type of program relies on the dedication, expertise, and enthusiasm of the facilitators and on the development of a culture for sharing and reflecting in a safe setting. It also relies on the development of the partnerships so that there is an open exchange of ideas and concerns.

7.3 FLEX Sustainability

FLEX is intended to be a self-sustaining certification program with a set fee paid by the candidate and/or the district. At this stage, districts are examining whether there are resources to support any full or partial funding or scholarships for this alternative certification program.

Growing and maintaining the partnerships for FLEX are critical to the sustainability of the program. While the MOU does set expectations for the partners, the partners benefit from the FLEX program by:

• being able to offer new opportunities for exemplary teacher leaders • developing a cadre of “home grown” candidates for administrative positions • choosing and guiding the top candidates to follow in your footsteps • assuring targeted, practical professional development focused on Sussex County teacher

leaders • having an “extra hand” to work on key district and school projects during the 600 hour

internship

Resource needed Person(s) needing the resources

Purpose Provided by

Access to Schoology Learning Management System


To support the communication and activities of FLEX

FLEX District Partners as stated in MOU

Access to the state’s PDMS system for the DPAS II training modules and the DPAS II Assessment


To prepare the candidates for the DPAS II administrator certificate

FLEX Team, DDOE, and District Partners

Access to meeting space for monthly Module training


To support the authentic professional development sessions

FLEX District Partners as stated in MOU (See Attachment #3)

Reimbursement for travel to meetings

Candidates and Mentors

As handled in each district FLEX District Partners

Payment for contracted services Facilitators of Sessions

To provide exemplary facilitation of each topic

FLEX Team from fees

Stipend for after hours mentoring Mentors To recognize the efforts of the mentors “above and beyond”

FLEX Team from fees

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• observing the aspiring administrator “in action” throughout the program, before he/she is hired for an administrative position

• having candidates ready to “hit the ground running”, including being certified to evaluate staff members

Most importantly, the sustainability of the program depends on the quality of the recruitment, selection, training, hiring, and retention of the candidates. The district and the candidate satisfaction with the quality of the program will also assure sustainability. For example, in Indian River School District, the first question that the School Board asks is “Has this candidate been through the ADP program?” before considering the individual for an administrative position.

7.4 FLEX Governance and Fiscal Control

The FLEX Team will be led by Sandy Smith as Program Director and Lois Hobbs and Juanita Wilson as Associate Directors. Their qualifications, resumes, and roles and responsibilities have been defined in other parts of this application. These three individuals have worked successfully as a team on this application and the development of the program, and the governance of the program has been described in the legal documents and attachments that were established for the LLC. With the guidance of a Delaware attorney, the FLEX Team has tried to anticipate any issues or concerns that might occur in the operation of a program of this type. In like manner, the Delaware CPA has also advised us on the proper fiscal controls for the LLC. The company conforms to all applicable federal and Delaware state regulations for operations and reporting.

7.5 Budget Model and Business License

See Attachment #9 for the budget model for FLEX and Attachment #10 for the Supporting School Success LLC Delaware business license. FLEX is a subsidiary of the Supporting School Success LLC.

Section 8: Candidate Assessment & Evaluation

8.1 Evaluation of the Candidates for the FLEX Program

The FLEX Program provides candidates with ongoing opportunities to participate in authentic school leadership work in actual school environments. The candidates will participate in professional development sessions and modules based on the ISLLC Standards and a problem-based school internship to provide the candidate with an opportunity to practice and internalize their skills needed for school leadership.

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o The candidate’s evaluation will be based on the assignments throughout the program, which they have successfully completed according to the program matrix. They will also be judged on their willingness to participate in group discussions, presentations, and peer reviews. During the module activities and internship, the candidates will be evaluated on their ability to prioritize, reflect, and adjust to maintain a focus on the best interests of students and schools.

o Their mentors and the FLEX Team will monitor the candidates throughout the year. This effort will allow for a systematic, ongoing collection of information to be shared with the candidate in order to promote success in the program. The candidate will know and be able to increase his/her efforts in order to make continuous improvement.

o Throughout the program, the candidates will be critiqued and assessed on program activities. The following are examples of the types of authentic activities based on the ISLLC standards that candidates will be expected to perform:

• Develop and present a staff development session for the faculty based on student data.

• Monitor to see that the instructional strategies stressed in the ongoing staff development plan are being used by the faculty.

• Assist in developing a staff development plan for the school year based on the school goals and student data.

• Lead a PLC using class data to make instructional adjustment. • Observe and critique a lesson taught by a volunteer teacher. • Coach a teacher in an area of need that is suggested by the mentor. • Conduct classroom walkthroughs and give appropriate feedback to teachers. • Analyze and present their findings and their experience from participating in the

internship. • Assist in developing a school schedule that promotes effective instructional time. • Complete any class assignments, research projects and school assignments to the

satisfaction of the FLEX Team.

Input from the mentor, district office designee and the FLEX Director will be used in the final assessment of the candidate. Their observations and input will be gathered throughout the year about the candidates’ successful completion of each assigned activity based on the FLEX Program standards. Assessments and feedback will be completed according to this chart.

FLEX Assessment and Feedback Activity Assessment Feedback provided

by Timeline and/or Frequency

Baseline data on candidates

Self and peer assessments on ISLLC Standards

Candidate and FLEX Team

Beginning and end of the program

Module Session Activities

Schoology activities FLEX Team Weekly

Module Internships Internship project rubric FLEX Team and Mentors

Weekly

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Activity Assessment Feedback provided by

Timeline and/or Frequency

Internships Internship project rubric (Attachment #7)

FLEX Team and Mentors

Weekly

FLEX Competencies Competency rubric

(Attachment #4)

FLEX Team and Mentors

Formative weekly and summative at the conclusion program

Activity Assessment Feedback provided by

Timeline and/or Frequency

DPAS II Certification Online DPAS II assessment

FLEX Team Weekly during the DPAS II training

Assessment of progress Individual conferences with candidates

Candidate and FLEX Team

Three times during the program

8.2 FLEX Assessment of candidate’s competencies in meeting or exceeding program Standards

See Attachment #4 for FLEX Competencies Rubric

8.3 Describe the program’s participant assessment system

To be fully approved for certification through this alternative program, each candidate will be assessed on their successful participation in and the successful completion of the following elements of the FLEX program:

• Program participation and attendance • Mentor evaluation of the candidate • Completion of assignments • Completion of mini-internships and major internships • Completion of reflections and portfolios • Evaluation of participants for competency (successful application of skills and

knowledge attained by program participation)

8.4 FLEX formal assessment matrix

FLEX Formal Assessment Matrix Assessment Point

Criteria/ Tool Assessment

Sources of Evidence

Evaluators/ Participants

Review Processes

Impact – Decisions on Data

Selection for Program

Selection Criteria Rubric

See Attachment # 1

FLEX Selection Team

FLEX Team review of data and discussions with FLEX Partners

Potential for changes in program criteria or expectations for next cohort

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Assessment Point

Criteria/ Tool Assessment

Sources of Evidence

Evaluators/ Participants

Review Processes

Impact – Decisions on Data

Pre-internship Module participation

Schoology Metrics

Schoology metrics on discussions, feedback, reflections, and participation

FLEX Team FLEX Team review of data and discussions with FLEX Partners

Potential for changes in program expectations for next cohort

Internships Internship Rubric

See Attachment #

FLEX Team, Mentors, and Candidates

FLEX Team review of data and discussions with FLEX Partners and Mentors

Potential for changes in internship expectations for next cohort

DPAS II Certification

Delaware DPAS II Certification Assessment

Passing score from DPAS II certification

FLEX Candidates

FLEX Team review of data and discussions with FLEX Partners

Potential changes in DPAS II supports as needed

Assessment of ISLLC Standards

Self and peer assessments from School Leader Internship Handbook

Evidence of growth from beginning to end of the program


FLEX Team review of data and discussions with FLEX mentors and candidates

Potential changes in Modules or supports as needed

Completion of program

Portfolios, FLEX Competencies, and Scorecard

See Attachment #4 and #11


FLEX Team review of data and discussions with FLEX Partners, mentors, and candidates

Potential for changes in program expectations for next cohort

8.5 Candidate intervention, support and dismissal procedures

The purpose of the FLEX Program is to work with district partners to identify and select candidates who are showing the potential to become effective school leaders. Once the selection process is complete, the FLEX Team will divide the cohort into three groups, with each member of the Team being responsible for the oversight of a maximum of five candidates. The Team recognizes that candidates will come with different strengths, knowledge, abilities, and interests, so each will be able to soar in some ISLLC Standard Competencies and may need supports in others. Through the face-to-face and online sessions, ongoing review of their reflections and work in Schoology, and ongoing monitoring with their mentors, the Team should be able to individualize the supports or address the concerns with the larger group.

Dismissal procedures should be needed in only the most extreme circumstances. The selection process is so critical in not only getting the best candidates for the Cohort, but also making sure that the potential candidates are fully aware of the extensive expectations of this alternative

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certification program. Three hundred hours of professional development and six hundred hours of internship experiences cannot be entered into without serious consideration on the impact on the individual and his/her family. Experience has shown us that there is always a possibility that there can be changes in personal circumstances that impact participation in the program. For example, a candidate could have a serious health issue or have financial difficulties that keep him/her from fully participating in FLEX. In that case, the FLEX Team would meet with the candidate, the mentor, and a representative of the district to determine the best course of action. If the group determines the person should be dismissed, the Team will summarize the decision in a formal letter to the candidate. If the group determines that the candidate should drop the program for a specified period of time, the candidate would be eligible to request reentry into a later Cohort. The FLEX Team will summarize the decision in a formal letter to the candidate.

8.6 Communication plan with candidates throughout the assessment process

Timely and targeted feedback is important for the candidates to gauge their progress on each of the competencies and expectations. The FLEX communication plan to support continuous improvement involves, at a minimum, the following:

• A review of the FLEX handbook for candidates with clear expectations and timelines • An overview of the format and expectations of all communications for the program in

Schoology • The division of the Cohort into three smaller teams for more individualized online and

face-to-face feedback • The training of the mentors in the importance of timely and targeted feedback • The development of a culture of giving and accepting feedback, including those

courageous conversations that are difficult to conduct • The participation of at least two FLEX Team members in each face-to-face and online

training with the interactive pre-work for each session being available at least one week in advance and the post-session feedback provided to each candidate

• An individual conference with each candidate at least three times during the program to assess progress and any issues and concerns

Section 9: Program Assessment, Evaluation & Measures of Success

The evaluation of the FLEX Program will be critical to continuing to offer an alternative certification that is relevant to the knowledge, skills, and experiences that aspiring administrators will need to become effective school leaders. The input from all stakeholders will be collected,

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analyzed, and implemented to promote a more rigorous program to better prepare FLEX future cohorts. By giving the candidates the opportunities to practice and reflect on their experiences, the FLEX Team will ensure that the modules and the tasks stay connected to the reality of leading challenging schools. Following the successful candidates as they begin their administrative careers will also be an important method for evaluating the success of the FLEX program. The answer to the question “Did the FLEX program prepare the candidate to meet the daily challenges of leading a school?” will help to determine the effectiveness of this alternative certification program.

The FLEX Team will be responsible for the ongoing monitoring of the program based on the DE Administrator/ISLLC Standards. These Standards outline the skills and competencies that aspiring school leaders need in order to be effective administrators. To guide the evaluation process, the FLEX Team developed a Competency Rubric (See Attachment #4). This rubric will be used by the FLEX Team, the candidates, and mentors to monitor and assess the progress of the candidates.

The FLEX Team members, the candidates, the district leaders, and the mentors are the key stakeholders involved in determining the effectiveness of the overall program. Each group will have specific roles and responsibilities in this process as detailed below.

9.1 Roles and Responsibilities for Evaluation of the Program

FLEX Team will evaluate the program by:

o collecting and analyzing data on each module and training session to ensure the candidates are meeting the ISLLC standards

o monitoring and coaching each candidate on a regular basis to assess his/her growth in each of the standards using the rubrics

o collecting and analyzing data about the program effectiveness, and communicating the results with all stakeholders

o collaborating with the school mentors to determine the progress of each candidate o collaborating with districts on a regular basis to review the effectiveness of the

program and the progress of the candidates in their development as potential school leaders

o reviewing the competency rubric with mentors and candidates to monitor progress Candidates will assist in the evaluation of the program by:

o providing feedback after each module and training session o participating in an ongoing self-assessment on their progress on the Competency

Rubric

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The evaluation of the FLEX program will continue after the candidates leave the program. Once each candidate acquires a leadership position, a program associate will mentor him. During this time candidates will again be asked to assist in the program evaluation.

Candidates who receive administrative positions will be asked to assess the FLEX program in the following areas:

o recommending the resources needed to improve the program o describing areas of the program that best prepared him/her for the school

leadership position o suggesting the topics that would better prepare future candidates

Mentors will assist in the evaluation of the program by:

o providing feedback after each training session o assessing the progress on the internship activities and assignments o reviewing the candidate’s progress on the program matrix

9.2 FLEX Program Scorecard In order to collect, analyze, and communicate the key measures of success, the FLEX Team developed a Program Scorecard. This scorecard will provide the FLEX Team, the candidates, the mentors, and the district and school partners with regular updates on the status of the program. The frequency of the updates is listed in the scorecard with the key measures and targets. The FLEX Team and District Partners will set these targets at the beginning of each cohort cycle.

FLEX Program Scorecard Key Measures of Success

Description Target Actual Data

Target Met?

Interest in Alternative Certification Program

Number of FLEX Applications Number of FLEX Partners Partner satisfaction with FLEX

Quality of the Modules

Ratings of the training sessions by participants

Completion of Internships

Percent of Candidates who successfully completed the internships

ISLLC Knowledge and Skills

Percent of candidates who meet or exceed the FLEX Competencies


Percent of candidates who earn DPAS II certification

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Key Measures of Success


Target Met?

Delaware Certification for Building administrators

Percent of candidates who receive administration certification

Administrative Placement

Percent of candidates placed in administrative positions within one year of completion of the program

New Administrator Ratings

Percent of candidates who are rated as Effective or Highly Effective as first year administrators

9.3 Using data to make program adjustments Using the Program Scorecard to document, collect, and analyze the evaluation data. Then the FLEX Team will use the information gathered to do the following:

• meet quarterly with the mentors to share strengths and weaknesses of the program and make needed adjustments

• meet three times a year with the District Partners to communicate the progress and make adjustments as needed

• communicate annually on the progress and adjustments of FLEX to other DDOE and districts around the state

• submit reports on data and content referred to in this application, in a format and method to be provided by the Professional Standards Board

The old adage of “What gets monitored (or measured), gets done” has been attributed to many different authors and speakers. But for the FLEX Team, this adage is one that stands at the heart of our work. Monitoring key performance measures and then using that information for continuous improvement is essential to supporting school success.

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Attachments

Attachment 1: FLEX Sample Application Selection Criteria Rubric Attachment 2: New Certification Information Flyer FLEX Sample brochure (See separate attachment) FLEX Sample flyer for teachers Attachment 3: Partnerships Letters of Support Sample MOU Attachment 4: FLEX Competencies Rubric Attachment 5: FLEX Modules and Related Internship Activities Attachment 6: FLEX Program Map Attachment 7: FLEX Project Rubric Attachment 8: Résumés for FLEX Leads Attachment 9: FLEX Resources and Budget Model Attachment 10: SSS Business License Attachment 11: FLEX Program Scorecard Attachment 12: Bibliography

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Attachment #1 FLEX Sample Application FLEX Selection Criteria Rubric

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Application for FLEX: Fostering Leadership Excellence An Alternative Certification Program for Aspiring Building Administrators

Name: _______________________________________________________ Current School District: ___________________________________ Current School or Office: __________________________________ Contact Information Email: ______________________________________________________________ Phone Number: ___________________________________________________ Home Address: ______________________________________________________ Education: Degree University Subject area (s) Date conferred Bachelors Masters Doctorate Additional Degrees University Subject area (s) Number of credits Additional graduate coursework

Teaching Experience: Total number of years in teaching: _______________ Elementary ______________ Middle _______________ High School _______________ K-‐12 ______________ Other List teaching experience beginning with most recent: Dates District School Subject(s) Grade

Level(s) Teacher Leadership Experience: List leadership experiences beginning with most recent:

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Dates of experience

Describe Leadership Role

School, District, or State

List any programs or products created

Specialized professional development experience: Please rate your knowledge and skills in each of the following: Novice Intermediate Advanced Could teach

others Professional Learning Communities:

Data Analysis: Learning-‐focused Strategies:

DPAS II/Component V:

Delaware Common Core Standards:

What non-‐educational leadership roles have you held? DPAS II Evaluations: Please list your ratings for the past two school years Effective Highly Effective 2014-‐2015 2013-‐2014

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Essay questions: (Please address each question in an essay format in 1000 words or less.)

1. Why do you want to be selected for the FLEX Program?

2. Where do you see yourself professionally in 5 to 10 years?

3. What is your vision of an effective learning leader?

4. Describe a time when you led a group of teachers to a better understanding of a topic. How did you determine the effectiveness of this professional learning?

Letters of Reference: Please submit three current letters of reference on or before the required deadline. At least one letter should be from an immediate supervisor and each letter should address your leadership skills. Letters of reference should be sent to Sandy Smith FLEX Program Director, at [email protected]. Return this application by XXXX 2015 to Sandy Smith, FLEX Program Director, at [email protected].

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FLEX Selection Criteria Rubric Evaluation

Criteria/Dimensions 3- Excellent 2 -Average 1- Minimal Rating

Advanced Degrees Master’s Degree Plus or Doctorate in Ed but not in Ed Leadership

Master’s Degree in Education but not in Ed Leadership

Bachelor’s Degree working toward a Master’s (within six credits.)

State Certifications Two or more certified areas

One certified area. State certification pending or lapsed.

Experience beyond the classroom

Specialist, Instructional Coach, Dept. or Grade Level Chair

Multiple examples of teacher leadership as a classroom teacher

Little experience cited in the area of leadership.

Experience as teacher More than five years teaching experience

Five years teaching experience.

Less than five years teaching experience.

Professional Development Experience

Multiple examples of professional development exp.

Some examples of professional development exp.

Few examples of professional development experience

Non-educational leadership Experience

Multiple examples of non-educational leadership

Some examples of non-educational leadership

Few examples of non-educational leadership

Scores from Writing Samples: (evaluated with criteria attached)

Letters of recommendations. (3)

Three strong letters of recommendation for outstanding performance including one from current supervisor.

Three letters of recommendation indicating acceptable performance including one from current supervisor.

Missing letter from current supervisor and/or weak recommendations.

Interview: Verbal Communication and Personal Demeanor

• Extremely articulate and clear in responses to all interview questions

• Responds fully and effectively to all questions and provides additional relevant information

• Extremely comfortable, at ease, personable

• Exceptional interpersonal skills and interactions

• Extremely enthusiastic and energetic

• Articulate and clear in responses to all interview questions

• Responds fully and effectively to all questions

• Comfortable, at ease, and personable

• Excellent interpersonal skills and interactions

• Shows great enthusiasm and energy throughout interview

• Articulate & clear in responses to most interview questions

• Sufficiently responds to all questions

• Appears generally comfortable, at ease, and personable

• Good interpersonal skills and interactions

• Appears enthusiastic regarding prospects for enrollment in the program

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FLEX Essays Rubric Evaluation

Criteria 3 - Excellent 2 - Average 1 - Minimal Rating

Completeness

Fully and completely answers all aspects of essay questions.

Addresses 50% or less of essay questions in a coherent manner.

Addresses less than 50% of essay questions in coherent manner.

Communication of Thought

Thoughts are very well connected demonstrating sophistication in self-expression; with minor, non-repeated writing errors

Thoughts are somewhat connected with few aspects unclear; with occasional writing errors

Thoughts are unclear, demonstrating poor ability to express ideas; with persistent or repeated writing errors

Knowledge about effective

leadership

Identifies self with high expectations in leadership roles and identifies characteristics of effective leaders.

Identifies self as a leader but with moderate expectations and average characteristics described.

Describes low expectations of self as a leader and fails to identify effective leadership characteristics.

Statements on Professional

Learning

Demonstrates understanding of adult learners and how to effectively lead their professional growth.

Demonstrates some understanding of how adults learn and how to lead their professional growth.

Demonstrates little understanding of how adults learn and how to lead their professional growth.

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Alignment of Selection Criteria, Standards, and Evidence Selection Criteria Educational

Leadership Standards Evidence to demonstrate proficiency

Hold a Masters or Doctorate DE Administrator/ISLLC Standards 1-6

Information listed on the application and a check of DEEDS

Demonstrate mastery of knowledge and skills in reading and math (As defined in Delaware Code 1510)


GPA or Praxis scores and a review of writing skills and the data analysis problem for the selection team

Have at least 5 years of teaching experience

DE Administrator/ISLLC Standards 1-6

Information listed on the application and the letters of recommendation

Have 2 years of effective or highly effective evaluations

DE Administrator/ISLLC Standards 1-6

Application essay to address the lessons learned from evaluations

Demonstrate leadership experience on the local, district, and/or state levels

DE Administrator/ISLLC Standards 2 and 6

Description in application and in the letters of recommendation

Be committed to participating in and completing the certification program


Application essays to address this commitment

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Attachment #2 New Certification Information Flyer FLEX Sample Brochure (See separate attachment)

FLEX Sample Flyer for Teachers

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Revised Delaware Certification Process for

School Assistant Principals and Principals

Standard Certificate for Building Administrators in 14 DE Administrative Code 1591 In accordance with 14 Delaware Code §1220(a), the Department shall issue a Standard Certificate as a School Principal or an Assistant School Principal to an educator who has met the following:

§ Holds a valid Delaware Initial, Continuing, or Advanced License; or a Professional Status Certificate issued by the Department prior to August 31, 2003; and

§ Has met the requirements as set forth in 14 DE Admin. Code 1505 Standard Certificate, including any subsequent amendment or revision thereto; and

§ Has satisfied the additional requirements in this regulation.

An educator shall also have satisfied at least one (1) of the following additional education requirements:

§ A master’s or doctoral degree from a regionally accredited college or university in educational leadership offered by an NCATE specialty organization recognized educator preparation program or state approved educator preparation program where the state approval body employed the appropriate NASDTEC or NCATE specialty organization standards; or

§ A master’s or doctoral degree from a regionally accredited college or university in any field and the successful completion of one of the following:

§ A School Principal Course of Study, as defined in 14 DE Admin. Code 1595

Certification Programs for Leaders in Education § A School Principal Certification Program pursuant to 14 DE Admin. Code 1595

Certification Programs for Leaders in Education.

Experience requirements. § An educator must have a minimum of five (5) years of teaching experience.

Do you have additional questions about FLEX? Contact Sandy Smith, FLEX Program Director, Email: [email protected] or Cell: 302.228.2605

What are the new certification requirements?

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+

+

FLEX: Fostering Leadership Excellence

April – May 2015

Contact information: Sandy Smith at 302.228.2605 (cell) or [email protected]

Why FLEX?

Are you ready to be a building administrator?

Announcing FLEX information sessions:

• Do you have a Masters or Doctorate in an area that is not Educational Leadership?

• Have you taught for 5 or more years?

• Are you a teacher leader?

FLEX candidates must have at a minimum…

• A Master’s degree from an accredited institution of higher education.

• A Grade Point Average of 3.0 or higher on a 4.0 scale or a demonstrated mastery of general knowledge in reading, mathematics, and writing on the Praxis as defined by Delaware Code 1510.

• Five years or more of teaching experience as defined by Delaware Code.

• A demonstrated experience in educational leadership, such as Department or Grade Level Chair, School Leadership Team member, PLC facilitator, district or state leader.

• A rating of effective or highly effective on the two most recent DPAS II evaluations.

• A willingness to devote the time and energy to participate in and complete a rigorous certification program.

What is FLEX? With the changes in the Delaware state regulations for the certification process for building administrators, an alternative path was needed for potential candidates. FLEX is planned to be a 12 to 15 month certification program designed and facilitated by Delaware practitioners. FLEX is currently working through the process of being certified by the State Professional Standards Board and the State Board of Education to be recognized as an alternative certification program for Delaware Teacher Leaders.

For district leaders April 17

For district teams April 21-‐ May 14

For potential candidates Late Summer 2015

• FLEX is designed for teacher leaders who have a Masters or Doctorate in any discipline other than Educational Leadership. (See the attached Delaware Administrative Code for the current requirements for administrative certification.)

• FLEX involves face-‐to-‐face and online professional development support that is focused first on teacher leaders from Sussex County.

• FLEX offers training and certification in the DPAS II evaluation system. • FLEX offers flexible and personalized internship opportunities. • FLEX offers training based on the ISLLC Standards in all aspects of skill development.

• FLEX offers a multi-‐district cohort for candidates to learn and share from a wide range of perspectives and best practices.

• FLEX offers mentoring and support throughout the program.

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Attachment #3 FLEX Partnerships FLEX Letters of Support Sample MOU for FLEX

FLEX Partners District/IHE Person Position Delmar School District Dave Ring Superintendent Indian River School District

Susan Bunting Superintendent

Milford School District Phyllis Kohel Superintendent Seaford School District Dave Perrington Superintendent Woodbridge School District

Heath Chasanov Superintendent

Delaware State University Marshá Horton Dean of College of Education, Health, and Public Policy

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May 5, 2015 To Whom It May Concern: On behalf of the Milford School District, I strongly support the FLEX Alternative Program for Principal Certification. With the changes in the Delaware state code for building principal certification, there is a need for alternative programs for certification. There also continues to be a growing need for qualified school leaders in Delaware. This alternative program will address these needs and will lead to fully certifying new school administrators. The FLEX program will enable the candidates to participate in a problem-based internship, and professional development activities based on ISLLC Standards led by experienced practitioners. The FLEX program is designed to benefit our school district by training our local aspiring administrators and supporting the work of our district to improve student learning. Our district students and teachers will profit by having the candidate participate in an internship jointly designed by the candidate, a district representative, and a FLEX administrator. Another special advantage for the district is that after completing the program, the candidate will have met all of the requirements of the DPAS II training and will be qualified to evaluate teachers without the need for additional training. The district will be able to feature locally-designed programs for aspiring administrators, saving both time and money. The candidate will profit by experiencing 900 hours of professional development including the internship and be fully state-certified for school administration. The travel time for candidates to attend sessions will be reduced because the program will be held in close proximity to the participating school districts. Another benefit to all involved is that the program is designed and implemented by proven successful practitioners in the field. Some of the ways the district will support the FLEX program are: identifying potential candidates and mentors; providing partial funding support for candidates; and establishing internship opportunities. The FLEX program, once approved by the Professional Standards Board, will refine school administration training throughout the state of Delaware to ensure thoughtful, reflective, and goal-oriented administrators to lead our schools. I strongly support this program as an alternative certification for our future school leaders. Sincerely,

Phyllis Kohel, Ed.D. Superintendent

906 Lakeview Avenue Milford, Delaware 19963-1799 (302) 422-1600 FAX (302) 422-1608

Dr. Phyllis Kohel, Superintendent

MILFORD SCHOOL DISTRICT

Sylvia Henderson, Ed.D. Director of Student Support

Sara Croce,MBA Chief Financial Officer

Laura L. Manges, M. Ed. Director of Special

Education

Travis Moorman, M. Ed. Director of Teaching/Learning

Glen Stevenson, Ed.D. Supervisor of

Buildings & Grounds

Paul Walmsley, Ed,D. Director of Personnel

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“Quality Education for Quality Children” May 5, 2015 Sandy Smith, FLEX Program Director 1101 Smyrna-‐Leipsic Road Smyrna, DE 19977 Dear Mrs. Smith: On behalf of the Woodbridge School District, I strongly support the FLEX Alternative Program for Principal Certification. With the changes in the Delaware state code for building principal certification, there is a need for alternative programs for certification. There also continues to be a growing need for qualified school leaders in Delaware and especially in Sussex County. This alternative program will address these needs and will lead to fully certifying new school administrators. The FLEX program will enable the candidates to participate in a problem-‐based internship, and professional development activities based on ISLLC Standards led by experienced practitioners. The FLEX program is designed to benefit our school district by training our local aspiring administrators and supporting the work of our district to improve student learning. Our district students and teachers will profit by having the candidate participate in an internship jointly designed by the candidate, a district representative, and a FLEX administrator. Another special advantage for the district is that after completing the program, the candidate will have met all of the requirements of the DPAS II training and will be qualified to evaluate teachers without the need for additional training. The district will be able to feature locally-‐designed programs for aspiring administrators, saving both time and money. The candidate will profit by experiencing 900 hours of professional development including the internship and be fully state-‐certified for school administration. The travel time for candidates to attend sessions will be reduced because the program will be held in close proximity to the participating school districts. Another benefit to all involved is that the program is designed and implemented by proven successful practitioners. Some of the ways the district will support the FLEX program are: identifying potential candidates and mentors; providing partial funding support for candidates; and establishing internship opportunities. The FLEX program, once approved by the Professional Standards Board, will refine school administration training throughout the state of Delaware to ensure thoughtful, reflective, and goal-‐oriented administrators to lead our schools. I strongly support this program as an alternative certification for our future school leaders. Sincerely,

Heath B. Chasanov Superintendent

ADMINISTRATION

Heath B. Chasanov Superintendent

Jason L. Cameron

Assistant Superintendent

John W. Marinucci Director of Administrative Services

Donna R. Hall

Director of Instruction

Michele A. Marinucci Supervisor of Student Services

BOARD OF EDUCATION

Paul M. Breeding President

Walter N. Rudy Vice-President

John C. Barr

Walter P. J. Gilefski

Steve C. McCarron

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DELMAR SCHOOL DISTRICT Delaware's True "Neighborhood School!"

200 North Eighth Street • Delmar, Delaware 19940 Phone (302) 846-‐9544 • Fax (302) 846-‐2793

May 7, 2015 Dear Mrs. Smith, On behalf of the Delmar School District /Charter School, I strongly support the FLEX Alternative Program for Principal Certification. With the changes in the Delaware state code for building principal certification, there is a need for alternative programs for certification. There also continues to be a growing need for qualified school leaders in Delaware. This alternative program will address these needs and will lead to fully certifying new school administrators. The FLEX program will enable the candidates to participate in a problem-‐based internship, and professional development activities based on ISLLC Standards led by experienced practitioners. The FLEX program is designed to benefit our school district by training our local aspiring administrators and supporting the work of our district to improve student learning. Our district students and teachers will profit by having the candidate participate in an internship jointly designed by the candidate, a district representative, and a FLEX administrator. Another special advantage for the district is that after completing the program, the candidate will have met all of the requirements of the DPAS II training and will be qualified to evaluate teachers without the need for additional training. The district will be able to feature locally-‐designed programs for aspiring administrators, saving both time and money. The candidate will profit by experiencing 900 hours of professional development including the internship and be fully state-‐certified for school administration. The travel time for candidates to attend sessions will be reduced because the program will be held in close proximity to the participating school districts. Another benefit to all involved is that the program is designed and implemented by proven successful practitioners in the field. Some of the ways the district will support the FLEX program are: identifying potential candidates and mentors; providing partial funding support for candidates; and establishing internship opportunities. The FLEX program, once approved by the Professional Standards Board, will refine school administration training throughout the state of Delaware to ensure thoughtful, reflective, and goal-‐oriented administrators to lead our schools. I strongly support this program as an alternative certification for our future school leaders. Sincerely,

David C. Ring, Jr., Ed.D Superintendent

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Memorandum of Understanding

Between

Supporting School Success LLC for the FLEX: Fostering Leadership Excellence Program

And

____________________________________School District

This is an agreement between An Alternative Certification Program For Building Administrators, hereafter called FLEX and _______________School District hereafter called ____________________.

Purpose & Scope The purpose of this MOU is to clearly identify the roles and responsibilities of each party as they relate to providing Delaware alternative certification for school administration for _______________ candidates from the _______________. FLEX Responsibilities Under this MOU The FLEX Program will provide the opportunity for a successful candidate to be fully certified for a position of principal or assistant principal in the State of Delaware.

FLEX commits to:

• Provide training, site visits and mentoring for each candidate • Approve, support and monitor an internship for each candidate • Provide opportunities for candidates to participate in school visits in order

to observe various strong leadership styles

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• Build a network of collaboration among candidates mentors and school districts/charters

• Oversee the evaluation of candidates • Conduct an evaluation that will demonstrate the effectiveness of the

program • Provide regular communication with all stakeholders involved

District /Charter Responsibilities Under this MOU The district/school/charter will provide the support necessary for each candidate to attend every required training session, meeting, site visit and follow-up activity in order to complete the program requirements. District/Charter/School commits to:

• Assist in recruiting qualified candidates for the program • Provide 10 days of substitute funds for each candidate in the program • Permit the candidates to attend the weeklong Summer Institute • Provide opportunities for the candidates to participate in a purposeful

internship to promote student success in the district • Support the program by having a district representative attend both the kick

off and last session of the program • Provide a place in the district to host a full day seminar and some

afterschool meetings • Provide the funds necessary to support the candidate in the program • Provide an opportunity for candidates to visit outstanding

administrators/programs in the district/charter • Assist in assigning qualified a building administrator to mentor for the term

of the internship

Candidate Responsibilities Under this MOU The candidate understands that he/she is committing to a rigorous leadership program, which will require 600 hours of internship and 300 hours of professional development above and beyond the regular school day. The candidate commits to:

• Attend all training modules, site visits and summer institute

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• Develop an internship based on school data and approved by the district/charter and FLEX

• Complete all required project based assignments and required readings to the satisfaction of the program standards

• Participate in self reflection and open discussions with colleagues and mentors

• Meet with his/her mentor for the required number of hours • Create goals based on personal needs and program standards

It is Mutually Understood and Agreed by the Parties that: If for any reason the district/charter candidate drops out of the program the funds required to participate in the program will remain with the FLEX Program. The district/charter has full responsibility for obtaining the reimbursement of funds from the candidate Effective Date and Signature: This MOU shall be in effect upon the signature of representatives from FLEX and District/Charter authorized officials. It shall be in force from __________ to ___________. The signatures below indicate agreement with this Memorandum of Understanding. Signatures and Date __________________________ ______________ Superintendent Date ___________________________ ______________ School Principal Date ___________________________ ______________ Candidate Date ___________________________ ______________ FLEX Director Date

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FLEX Competencies for School Leaders

Based on the behaviors and skills listed for school leaders in the ISLLC Standards, the FLEX Team has developed a list of the key competencies from the Standards. These competencies are built into a rubric that is aligned to Delaware’s DPAS-II Guide for Principals and, specifically, the Principal Practice Rubric. Recognizing that the aspiring administrative interns are not fully in positions of a school principal, the behaviors were adjusted to some degree and the category of “Highly Effective” was not included. School leaders promote the success of every student by collaboratively and effectively exhibiting the following leadership behaviors and skills:

Competencies Needs Support Emerging Effective Standard 1: Setting the Direction: Focus on shared visions in action 1.1 Develop, implement, and

monitor a vision and mission.

a) Adopts a vision with minimal focus on student achievement for all students. b) Inconsistently demonstrates confidence in the potential of all students and educators to perform at high levels.

a) Creates a vision for high student achievement, but does not explicitly state that expectation for all students. b) Asserts belief that all students and educators can meet high expectations.

a) Develops and communicates a district-aligned vision for high student achievement and college and career readiness for all students. b) Consistently models values, beliefs, and attitudes that reflects high expectations for all students and adults.

1.2 Analyze multiple data sources to set, monitor, and revise goals and action plans.

Reviews annual student achievement outcomes and develops goals that are not clear and lack rigor.

Reviews summative data metrics to develop student achievement-oriented school improvement goals that are rigorous for some groups of students.

Engages with the school leadership team or specific groups of teachers to analyze quantitative and qualitative date to diagnose current patterns, inform decision-making processes, and develop rigorous and concrete student. achievement-oriented goals and strategies for improvement.

Attachment #4

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Competencies Needs Support Emerging Effective 1.3 Promote consistent and

sustainable school improvement strategies.

When assigned, monitors student achievement data but does not always relate it to progress toward student achievement goals or use it to inform adjustments to strategies.

Reviews student data, but shows limited ability to adjust and/or revise strategies to meet student achievement goals.

Assists in developing and implementing systems to analyze disaggregated formative and summative assessment data to monitor student progress and implement revised strategies as supported by ongoing assessment.

Standard 2: Setting the Path for Growth: Focus on culture, collaboration, and communication 2.1 Nurture and sustain a culture of trust and high expectations.

Demonstrates minimal interest in building relationships with students and educators; makes statements of low expectations for their capabilities.

Sometimes demonstrates ability and interest in building trusting relationships with staff and students; makes statements of belief in high expectations of both groups.

Models fairness, respect, and consistency when engaging with students and educators; demonstrates behaviors that build trusting relationships and reinforces high expectations of both educators and students.

2.2 Monitor and evaluate instructional programs and pedagogy.

a) Seldom attends planning PLCs, planning meetings, professional development; offers limited help when present. b) Provides inconsistent support in knowledge and use of instructional strategies needed to support student learning. c) Conducts teacher formal and informal observations when requested and sometimes incorporates student outcomes or evidence of teacher practice when making offering feedback.

a) Sometimes attends PLCs, planning meetings, and professional development sessions to help teachers analyze standards, curricula, and aligned assessments to develop and implement their own lesson and unit plans. b) During PLCs, planning meetings, and professional development sessions, supports the use of common instructional strategies that meet student needs and drive student learning. c) Conducts formal and informal classroom observations and uses evidence of teacher practice and/or student outcomes to offer general feedback for instructional improvement.

a) Regularly participates in PLCs, planning meetings, and professional development sessions to assist educators to analyze standards, curricula, and aligned assessments to develop and implement rigorous standards-based lesson and unit plans linked to school goals. b) During PLCs, planning meetings, and professional development sessions, shares and supports educators in planning for rigorous instructional strategies that meet student needs and drive student learning. c) Conducts frequent formal and informal observations and uses evidence of teacher practice and student outcomes to provide ongoing and actionable feedback for instructional improvement.

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Competencies Needs Support Emerging Effective 2.3 Implement assessment and accountability systems to monitor and improve student and staff progress.

Unclear about how to collect data to draw conclusions; limited understanding about disaggregated and student-specific data to ensure instruction is differentiated based on students’ needs.

Collects data from limited sources to draw conclusions about instruction; disaggregates data to determine appropriate differentiation and intervention strategies based on students’ learning needs.

Assists in creating and implementing systems for consistent monitoring and collection of data to identify student outcome trends to drive continuous improvement; analyzes student –specific data to determine differentiation and intervention strategies.

2.4 Promote the instructional and leadership capacity of the staff.

Offers limited contributions for activities focused on developing instructional and leadership capacity of the staff; participates in some staff professional development and PLC meetings.

Assists others to design professional development opportunities in the areas of instructional practice and leadership training; attends and participates in professional development sessions, leadership team meetings and PLCs.

Creates and implements high quality, interactive professional development in the areas of determined need such as data analysis, instructional practice, and leadership and collaboration skills; leads and participates in teacher professional development, leadership team meetings, and PLCs.

Standard 3: Setting the School Environment: Focus on the management of safe and effective learning environment 3.1 Promote and protect the welfare and safety of students and staff.

a) Can verbalize but seldom engages in reinforcing behavioral expectations for staff and students in accordance with the school’s vision, mission, and values. b) Can describe the school-wide behavior plan, but doesn’t engage in implementing it consistently and fairly. c) Reviews school safety procedures, but doesn’t participate in the implementation of those procedures.

a) Acknowledges and helps to reinforce behavioral expectations for staff and students in accordance with the school’s vision, mission, and values. b) Assists in implementing a school-wide behavior plan to ensure that is consistently and fairly implemented. c) Reviews school safety procedures and assists in implementing them to ensure a safe and secure learning environment.

a) Understands, acknowledges, and reinforces behavioral expectations for staff and students in accordance with the school’s vision, mission, and values. b) Regularly articulates and assists in implementing a school-wide behavior plan to ensure that it is consistently and fairly implemented. c) Reviews and assists in implementing and refining school safety procedures to ensure a safe and secure learning environment.

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Competencies Needs Support Emerging Effective 3.2 Develop the capacity for distributed leadership.

Attempts to support the leadership team and teacher leaders.

Works with leadership team members to lead teacher teams and conduct informal observations/walkthroughs; assists in identifying leadership skills and effective practice.

Collaboratively engages with the leadership team to support planning and decision-making focused on student learning; models and teaches effective leadership skills and practices.

3.3 Manage time and resources to provide an optimal teaching and learning environment.

a) Reviews and provides feedback on school budget and implementation plans to ensure responsible use of fiscal and physical resource. b) Supports some routines to maximize instructional time, but allows distractions to interfere. c) Plans own schedule to support instructional leadership activities but is inconsistent on how time is spent. d) Reviews current hiring processes and participates in the process when invited.

a)Reviews and provides feedback on school budget and implementation plans to ensure responsible use of fiscal and physical resources in alignment with student achievement-oriented school goals. b) Reviews and assists in implementing schedules and routines to maximize instructional time. c) Usually plans and monitors own schedule to prioritize instructional leadership activities focused on teaching and learning. d) Helps to develop and implement clear selection criteria and hiring processes to fill vacancies in a timely manner and to ensure appropriate placement of human resources.

a) Assists in activities that allocate fiscal and physical resources responsibly, efficiently, and effectively in alignment with student achievement-oriented school improvement goals. b) Assists in the creation and implementation of schedules and routines to maximize instructional time. c) Plans and monitors own schedule to prioritize instructional leadership activities focused on teaching and learning. d) Assists in developing and implementing hiring practices that result in a high quality, diversely skilled staff.

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Competencies Needs Support Emerging Effective Standard 4: Setting the Collaborative Framework: Focus on building a collaborative community 4.1 Promote understanding, appreciation, and use of the school community’s diverse cultural, social, and intellectual resources.

a) Provides limited interest or engagement in diversity-related professional learning. b) Attempts to advocate for students, but does not focus on all students’ needs.

a) Supports and provides whole group undifferentiated professional learning about working in and supporting a diverse community. b) Advocates on the behalf of the diverse needs of students and families.

a) Actively supports educators to improve their understanding of how their personal experiences inform their assumptions about students and the school community. b) Advocates and elicits support from other educators on the behalf of the diverse needs of students and families.

4.2 Build and sustain positive relationships with all school stakeholders.

a) Inconsistent effort to build and maintain positive, trusting professional relationships with adults and students. b) Reviews practices and expectations for welcoming families and community into the school and meets some of those expectations. c) Attempts to react when faced with immediate challenges, but struggles to follow through on problem solving strategies.

a) Works to build and maintains positive, trusting professional relationships with adults and students. b) Welcomes all families and community members into the school and sets expectations for others to do so; assists in implementing effective communication strategies with stakeholders to share progress and needs toward meeting school achievement goals. c) Engages in problem-solving processes to address challenges.

a) Actively builds and maintains positive, trusting professional relationships with adults and students. b) Actively supports a school-wide culture in which all families and community members are welcomed into the school; assists in designing implementing effective and inclusive communication strategies with stakeholders to share progress and needs toward meeting school achievement goals. c) Assists in developing other educators’ ability to proactively problem-solve to address challenges.

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Note: At the beginning of the program cycle, the criteria for successfully meeting the competencies will be determined by the FLEX Team in collaboration with the FLEX partners. These expectations will be reviewed with the candidates during their first training session. During the module activities and the internships the candidates, the mentors, and the FLEX Team will use this document for formative feedback. Then the criteria will be used as a summative assessment to measure how well the candidates have met the program competencies.

Competencies Needs Support Emerging Effective Standard 5: Setting the Expectations: Focus on ethics 5.1 Set high expectations for self-awareness, reflective practice, transparency, and ethical behavior.

a) Demonstrates a non-defensive attitude when receiving feedback, but doesn’t always make adjustments or show evidence of self-reflection. b) Verbalizes beliefs and values that reflect high expectations of self, but does not always model those beliefs; generally behaves in a professional and ethical manner. c) Engages in some professional learning opportunities aligned with the needs of the school.

a) Regularly self-reflects and adjusts own practice and thinking based on that reflection and feedback from others. b) Models values, beliefs, and attitudes that reflect high expectations of self and usually behaves in a professional and ethical manner. c) Often engages in professional learning opportunities aligned with the needs of the school.

a) Consistently self-reflects and assists in developing a school culture of professional self-reflection and motivation to adjust practice based on that reflection and feedback from others. b) Consistently models values, beliefs, and attitudes that reflect high expectations of self and behaves in a professional and ethical manner at all times. c) Engages in multiple professional learning opportunities aligned with the needs of the school.

Standard 6: Setting the Context: Focus on advocacy

6.1 Assess, analyze, and anticipate emerging trends, initiatives, and resources to adapt leadership strategies.

a) Shows some effort to seek emerging trends, initiatives, and resources to determine areas of upcoming change. b) Provides minimal time or support for self or others to process or adapt to the changes.

a) Seeks emerging trends, initiatives, policy changes, and resources through professional development and reading current journals and research to determine need for change. b) Assists in supporting staff through the change process by encouraging questions and dialogue.

a) Seeks and analyzes emerging trends, initiatives, policy changes, and resources through professional development activities, involvement in professional organizations, reading current journals and research to determine need for change in leadership strategy. b) Supports staff through the change process by encouraging questions and dialogue and collaborative planning.

1

Attachment #5

FLEX Modules and Related Internship Activities

2

FLEX Modules and Related Internship Activities Module Number

Title/Time Involved



Standards Addressed

FLEX Competencies


1 Setting the Direction: Focus on shared visions in action/ Two Months

facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by all stakeholders.

Create and implement a shared vision Component V and goal setting Data analysis and assessment

DE Administrator/ISLLC Standard 1 InTASC Standard 1

FLX 1.1 FLX 1.2 FLX 1.3


2 Setting the Path for Growth: Focus on culture, collaboration, and communication/ Three Months

advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Curriculum and instruction (CCSS, Smarter Assessments) Data analysis and assessment Technology for instruction and communication ELL and special education topics DPAS II and growth mindset Learning Walks and feedback

DE Administrator/ISLLC Standard 2 InTASC Standards 4-8

FLX 1.2 FLX 2.1 FLX 2.2 FLX 2.3 FLX 2.4


3 Setting the School Environment: Focus on the management of safe and effective learning environment/ Two months

ensuring management of the organization, operation and resources for a safe, efficient, and effective learning environment.

Finance… minor cap, major cap, federal and local programs Class and school management; Unit count; Scheduling; Building walks and feedback


FLX 1.2 FLX 3.1 FLX 3.2 FLX 3.3


4 Setting the Collaborative Framework: Focus on building a collaborative community/ One month

collaborating with faculty, staff, and community members, responding to diverse community interests and needs and mobilizing community resources.

Communications Plans to improve home-school connections Outreach to community Impact of poverty on learning

DE Administrator/ISLLC Standard 4 InTASC Standards 2 and 10

FLX 1.2 FLX 4.1 FLX 4.2


3

Module Number

Title/Time Involved

Big Ideas from ISLLC Standards

An education leader promotes the success of every student by:


Standards Addressed

FLEX Competencies


5 Setting the Expectations: Focus on ethics/ One month

acting with integrity, fairness and in an ethical manner.

Communication and PR Social media Legal issues and federal, state, and local policies


FLX 5.1


6 Setting the Context: Focus on advocacy/ One Month

understanding, responding to, and influencing the political, social, economic, legal and cultural context.

Technology for instruction and communication Using resources effectively


FLX 6.1


Summer Institute

Setting the Stage to Improve Teaching and Learning: Focus on DPAS II training, calibration, and certification/ One Week

monitoring, evaluating, and coaching staff; preparing for the internship

DPAS II Components I through IV Interviews, resumes, personnel issues

DE Administrator/ISLLC Standards 1-6 InTASC Standards 1, 2, and 10

FLX 1.2 FLX 2.2 FLX 3.2 FLX 6.1


4

Attachment #6

FLEX Program Map

5

FLEX Program Map

Hours Brief Description of Courses

and Activities with Sample Evidence or Artifacts

Timeline Standards Alignment

Pre Clinical Coursework

140 Six Modules are described in Section 3.8 below, Artifacts and evidence are described in Section 5

Approximately October 2015 to October 2016


DPAS Training and Calibration (part of Pre Internship Coursework)

60 DPAS II Training is described in Section 4

Summer 2016


Graduate-level Credit Hours

Optional The DSU partnership will explore the offering of graduate courses that will support the work of FLEX

2015-2016 school year


Internship 600 Focused internships to address each Standard and then the major internship to address all of the Standards linked

After School and Summer


Ongoing Professional Development

100 Professional Development provided during and after the internships, including résumé review and participating in interviews

Summer and Fall 2016


6

Attachment # 7

FLEX Project Rubric

7

Comments: Signature of Rater/Evaluator: ____________________________________________ Date: ________

Flex Program Rubric for Module and Keystone Projects Dimensions Level 3

Proficient Level 2 – Basic

Level 1 – Needs Support

Rating

Project: Description Provides clear

statements of purpose; includes background information and relevant standards and competencies and how they apply to this project.

Provides clear statements of purpose; includes background information related to appropriate standards and competencies

Limited in scope and coherence. Provides description as given in syllabus.

Data/Research Clear and ample evidence of data/research and evidence of synthesis of data/research (data points, interviews, observations literature research).

Evidence of data/research and evidence of synthesis of data/research (data points, interviews, observations literature research)

Limited data and information collected; limited evidence of synthesis of data/background information.

Design

Clearly and efficiently structured to meet the requirements of the assigned project; includes clear statement of purpose, steps for research, analysis of findings, conclusions recommended actions, and follow-through statements as required for the assignment.

Structured to meet the requirements of the assigned project; includes statement of purpose, steps for research, analysis of findings, stated conclusions, recommended actions, and follow-through as indicated for the assignment.

Evidence of attempts to structure the project as required but missing elements of format and process design needed to fully complete the project as assigned.

Journal/Progress Notes

Includes multiple and insightful entries in accordance with the scope of the project.

Includes adequate entries for the scope of the project to indicate progress and reflection.

Includes minimal entries for the scope of the project.

Findings/Outcomes Quality content; insightful analysis, synthesis, and evaluation; clear connections made between data and research to conclusions, recommendations, and action steps.

Substantial content; adequate analysis, synthesis, and evaluation; general connections made between data and research to conclusions, recommendations, and action steps.

Limited content; evidence of attempts to analyze and evaluate data and research but with weak conclusions, recommendations, and action steps.

Implementation/ Follow-‐through

High quality follow-through; applied skills and knowledge of relevant administrators’ standards and competencies in a professional and efficient manner; fully implemented project action steps; evidence of appropriate initiative.

Good follow-through; applied skills and knowledge of relevant administrators’ standards and competencies in a professional and efficient manner; effectively implemented project action steps.

Substandard follow-through; partially applied skills and knowledge of relevant administrators’ standards and competencies; partially implemented project action steps.

8

Attachment #8

Résumés for FLEX Leads

9

Lois M. Hobbs P. O. Box 453

Dagsboro, DE 19939

Cell: 302-542-2383

PROFESSIONAL SUMMARY • Extensive administrative and supervisory experiences at both the elementary and secondary level, including

Generalist Supervisor for Instruction (K-12); Title One Resource Specialist; member of the Superintendent’s Instructional Team for Elementary Schools; Elementary Principal; Middle School Principal; Assistant Superintendent of Schools; Regional Administrator; and Superintendent.

• Demonstrated leadership in all aspects of curriculum development, implementation, and evaluation with

emphasis in the areas of arts infusion interdisciplinary studies, at-risk populations, language experience programs, and Pre-K through adult curriculum framework development.

• Recipient of several major leadership awards, including The Washington Post Distinguished Educational

Leadership Award (1989); Outstanding School Administrator Award, presented by the Prince George’s County Chamber of Commerce and the Advisory Council for Business and Industry; and the 1988 Prince George’s County Outstanding Educator Award, Civic Star Award sponsored by American Association of School Administrators and Sodexho School Services – 2003, Magna Award sponsored by National School Boards Association and Sodexho School Services – 2003, and the Leadership for Learning Award sponsored by American Association of School Administrators and TIAA/CREF Enterprises - 2002

• Responsible for overseeing the design and implementation of the Thomas Pullen Creative and Performing

Arts Magnet School, a unique K-8 Magnet Program which provided an integrated approach to academics and the visual and performing arts. This program received national recognition and awards for its exemplary curriculum, instruction, and outreach components.

• Extensive experiences as a presenter and trainer at local, state, and national workshops. Sessions included

“Cooperative Learning;” “The Principal’s Role in Staff Development;” “Communication Skills for Administrators;” “The Effective School Process;” “Creating a School Vision;” “School-Based Management;” “At-Risk Students;” “Integrating the Arts and Academics;” “Discovering Your Potential As a Workshop Leader;” “Developing a New School Program;” and pilot presentations of “Previewing the Principalship” and “Creating a Quality School” for the National Association of Elementary School Principals.

• Teaching experiences at the college and university level, including courses in “The Effective School

Administrator;” “Stress Management for Educators;” “Current Practices in Supervision;” and curriculum courses in Language Arts, Teaching Elementary School Mathematics, and the Language Experience Approach to Teaching Reading. Staff member at the Harvard University Principals’ Center, “The Art and Craft of the Principalship.”

10

CAREER CHRONOLOGY Independent Educational Consultant 2006 to present Currently, mentoring a principal, administrative team and instructional leadership team in Prince George’s County Md. Serving on Board of Trustees for Delaware State University. Serving on the Board of Directors Of the Early College High School DSU. Formerly, served as the interim director of the Vision Network in Delaware. Served as senior consultant with Focus on Results. Trained Instructional Leadership Teams In the Vision Network in Delaware. Developed, in conjunction with the University of Delaware, a training program to support experienced principals in advanced leadership. Served as the hearing officer for the Delaware State Board of Education to hear appeal cases from the school districts. Superintendent, Indian River School District 1996-2006 Superintendent of Schools for the Indian River School District. The Indian River School District is the largest school district in Sussex County encompassing 360 square miles and serving 7600 students in 14 schools. The district has 2 high schools, 2 middle schools, 7 elementary schools, 1 magnet school for the arts (grades 1-8), 1 intensive learning center school, and 1 special education center school. The racial composition of the district’s 7600 students is 24 percent African-American, 5 percent Hispanic and 69 percent other. Forty percent of the district’s students qualify for the Free and Reduced Lunch Program. Responsibilities include overseeing a $70.8 million budget; assuring that the district policies and procedures are implemented; evaluating principals and central office staff; promoting a quality staff development program; working with state legislators to promote state educational legislation; developing district goals; providing instructional leadership; and working with a ten-member Board of Education to set school district policy. Regional Administrator, Charles County Public Schools 1994 – 1996 Regional Administrator of the Western Region of Charles County whose 12 schools include 2 high schools, 2 middle schools, and 7 elementary schools with a total student enrollment of 6,813. The racial composition of the Western Region is 20 percent minority. Responsibilities include ensuring equity in all programs; overseeing the Department of Instruction; developing the current framework for Pre-K through adult; monitoring curriculum and instruction; articulating the school system’s missions and goals; evaluating principals, pupil personnel workers, psychologists, and instructional specialists; assisting principals in the development of Effective School Plans to improve student achievement; responding to parent and community concerns; developing the school system’s budget; assuring the school system’s programs and policies are implemented; developing a new middle school instructional program; and working collaboratively with the central staff. Assistant Superintendent, Prince George’s County Public Schools 1991 – 1994 Assistant Superintendent for Area I whose 33 schools included 4 high schools, 5 middle schools, 22 elementary schools, and 2 special centers with a total student enrollment of 24,543. The racial composition of Area I was 52 percent African-American and 48 percent other. Responsibilities included monitoring the curriculum and instruction; evaluating principals and area staff; articulating the school system’s missions and goals; assisting principals in the development of Effective School Plans to improve student achievement; responding to parent and community concerns; reviewing school and system budgets; monitoring student placement; assuring the school system’s programs and policies were implemented; and working collaboratively with the central office staff.

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Principal, Prince George’s County Public Schools 1984 – 1991 Principal of Thomas Pullen Creative and Performing Arts Magnet School (1990-1991), a K-8 complex featuring an interdisciplinary approach to academic and arts instruction. Areas of concentration included visual arts, choral and instrumental music, dance, and computer graphics; duties included oversight for transforming the school from comprehensive to magnet status and managing all aspects of program development and implementation. Principal of Thomas Pullen Middle School (1987-1990). Principal of Beacon Heights Elementary School (1984-1987), working with staff to implement the Effective Schools Process with major emphasis on improving minority achievement. Instructional Supervisor and Curriculum Specialist, Prince George’ County Public Schools 1970 – 1984 Extensive experience in all aspects of curriculum, instruction, and supervision, which included a variety of supervisory roles in this county -- the 16th largest in the United States. Served as a K-12 Generalist Supervisor for Instruction (1980-1984), monitoring instruction, addressing parental concerns, completing new teacher observations, and in-servicing both principals and teachers. Worked as a County Helping Teacher and Chapter One Specialist (1970-1980), overseeing classroom management and curriculum design for at-risk populations. Classroom Teacher, Prince George’s County Public Schools 1966 – 1970 Classroom teaching experience at the first, second and fourth grade levels which included piloting a reading series for the school system, teaching the language experience approaches to reading, and serving as a demonstration teacher at the first grade level. HONORS AND AWARDS • Superstars in Education Winner – The 2% Cluster - 2006 • Odyssey of the Mind Team – First Place in World Finals - 2006 • Models of Excellence in Education Award – East Millsboro Elementary School - 2006 • Models of Excellence in Education Award – Selbyville Middle School - 2005 • National Distinguished Title I School – Frankford Elementary School – 2005 • Superstars in Education Winner – Meet the Challenge – 2005 • National Blue Ribbon School – Long Neck Elementary School – 2005 • Odyssey of the Mind Team – 2nd Place in World Finals • National Blue Ribbon School – Frankford Elementary School – 2004 • Odyssey of the Mind Team – 6th Place in World Finals • National Blue Ribbon School – Phillip Showell Elementary School - 2003 • National Distinguished Title I School – Phillip Showell Elementary School – 2000, 2002, and 2003 • Civic Star Award – 2003 • State Distinguished Title I School – East Millsboro Elementary School – 2002 and 2003 • Models of Excellence in Education Award – Elementary Mathematics Curriculum and

Implementation – 2002 • Leadership in Learning Award – 2002

12

• First National Blue Ribbon School in the State – Lord Baltimore Elementary School - 2001 • Superstars in Education Award– Ingram Pond Educational Environmental Center – 2001 • Superstars in Education Award– Project VILLAGE - 2000 • Superstars in Education Award – Indian River Eagle Company – 2000 • Governor’s Awards for Excellence in Early Care & Education – Project VILLAGE - 2000 • Governor’s Outstanding Volunteer Awards in Education – Lord Baltimore Elementary School • Lt. Governor’s Parent-Partnership Award – Lord Baltimore Elementary School -2000 • Superstars in Education Award – Lord Baltimore Elementary School - 1998 • The Maryland Arts Alliance for Arts in Education Award - March 1991 • Outstanding School Administrator, Prince George’s County Chamber of Commerce and Advisory

Council for Business and Industry - 1989 • The Washington Post Distinguished Educational Leadership Award -1989 • Outstanding Educator in Prince George’s County – 1988 PROFESSIONAL ORGANIZATIONS • American Association of School Administrators • Delaware Association of School Administrators • National Association of Elementary School Principals • Association of Supervision and Curriculum Development • Arts Networking Association STATE COMMITTEES • Governor’s Task Force on School Libraries • Lt. Governor’s Models of Excellence in Education Steering Committee • Delaware Mentoring Council • Delaware Academy for School Leaders • State Board of Education Achievement Gap Task Force • Chief School Officers’ Achievement Task Force EDUCATIONAL EXPERIENCES • M.A., Elementary School Administration, University of Northern Colorado, 1974 • B.S., Elementary Education, Frostburg State College, MD, 1966 • Additional course work and training experiences include participation in The Washington Post

Seminar on Training Issues, the IBM Education Executive program, the Harvard Principals’ Center and Virginia Tech

13

Sandra J. Smith 702 South Center Court

Bethany Beach, Delaware [email protected]

302.228.2605

Education 2005-2006 University of Delaware and Wilmington University, School Leader I courses,

Certificate conferred July 2006 2002-2005 University of Maryland University College, College Park, Maryland, Masters of

Education in Instructional Technology, Degree conferred May 2005 1971-1978 University of Maryland University College, College Park, Maryland, Graduate

work in education 1965-1969 Ohio State University, Columbus, Ohio, Bachelor of Science in Secondary

Education, Majors in Mathematics and English, Degree conferred March 1969 Work Experience 2012-2014 Director of Assessment & Accountability, Indian River School District, Selbyville, DE

2006-2012 Director of Instruction, Indian River School District, Selbyville, DE 2005-2006 Supervisor of Secondary Instruction, Indian River School District, Selbyville,

DE 2004-2005 Math/Data Specialist, District Test Coordinator, Indian River School District,

Selbyville, DE 2001-2004 Academic Resource Teacher, District Test Coordinator, New Teacher Mentoring

Coordinator, Indian River School District, Selbyville, DE 1997-2001 Curriculum Coordinator, Parkdale High School, Riverdale, MD 1995-2001 Action Research Grant Coordinator, (6 Action Research Grants) Parkdale High

School and Parkdale Community of Schools Cluster, Riverdale, MD 1990-1997 Mathematics Teacher Coordinator & Mathematics Teacher, Parkdale High

School, Riverdale, MD 1991-1995 Facilitator for Equity 2000 (National Mathematics Research Project) for district-

wide summer institutes 1971-1990 Mathematics Teacher (General Math, Functional Math, Math in the Arts and

Sciences, Introduction to Algebra, Algebra I, Geometry, Algebra II, Algebra II-Trig, Trig Analysis, PreCalculus, IB Math Studies, and AP Calculus) for special education, ESOL, comprehensive, Honors, University High School magnet, Advanced Placement, and International Baccalaureate students

1970 Mathematics Teacher (General Math and Algebra I), Tate High School, Pensacola, FL

Awards

2014 Delaware Chamber of Commerce Superstar in Education Award for the BRINC: Linking to the Future program on the partnership of four districts to implement n personalized learning in the classrooms in and among the districts

2010 Delaware Chamber of Commerce Sustainability Award for the Walk the Talk: LFS Implementation

14

2010 Delaware Model of Excellence Replication Award for Meet the Challenge 2009 Delaware Chamber of Commerce Superstar in Education Award for Home

Grown in IRSD: Administrative Development Program 2008 & 2009 Delaware Model of Excellence Replication Award for Meet the Challenge 2006 Delaware Chamber of Commerce Superstar in Education Award for the

Leadership Institute 2% Solution 2005 Delaware Chamber of Commerce Superstar in Education Award for the Meet

the Challenge program 1999 Outstanding Educator Award for Prince George’s County School District 1999 Maryland Technology Academy Fellow (Governor’s Academy for Technology,

sponsored by MSDE with Johns Hopkins and Towson Universities) 1998 Maryland ASCD Judith Ruchkin Research Award for an action research project

involving a staff development program for technology infusion in high school Professional Experience related to FLEX Program

• Development team member and facilitator for IRSD Administrative Development (ADP) program

• Race to the Top planning, development, and implementation team member • Race to the Top lead for budgets, data analysis, program analysis, and evaluation • Race to the Top co-developer of PLC Plus, Leadership Development Training • Lead developer of IRSD Consolidated Application budgets, Race to the Top Budgets,

BRINC budgets, and Stimulus funding • Participant in the University of Virginia Darden Executive Leadership Program • BRINC Lead for grant writing, program development, and program implementation for

personalized learning and district partnerships • Component V Lead for IRSD teachers and administrators • DPAS II expert evaluator to review evaluations submitted for secondary assistant

principals • DESS Advisory member (3 terms) • Vision 2025 co-lead for the student focus workgroup on personalized learning • Vision 2015 writing team and steering team • CCSS Implementation Advisory Team • Accountability Framework Workgroup • Developed and implemented the IRSD new educator mentoring program • Helped to develop and facilitate the IRSD Principal Institutes • Presentations for national conferences… IMS Global, NSBA, AASA, NSDC, School

Improvement Network • Member of School Improvement Network national focus group on CCSS

implementation • Lead for the School Improvement Network video case study of IRSD’s transition to

Common Core Implementation • Extensive training for Balanced Scorecard, Component V, CCSS Transition,

Accountability, Test Security, and DPAS II and then used the training to provide professional development sessions for IRSD school teams and/or entire school staff

15

Juanita G. Wilson 1101 Smyrna-Leipsic Road Smyrna, DE 19977 (H)302-653-9682 (C) 302-242-3224 [email protected]

Current Position: Educational Consultant; Retired School Administrator Qualifications

Bachelor of Science in Elementary Education – University of Delaware Masters of Education in Special Education – Duke University Advanced Graduate Work in Elementary and Middle School Administration – University of Alabama and University of Delaware Certifications: Teacher – grades 1-8 Teacher –Special Education grades 1-12 School Administration – Elementary and Middle District Administrator – Level 1 Experience: Thirty-nine years of service in public education -Elementary regular education teacher -Elementary and Middle special education teacher -Consulting Teacher/Case Manager -district wide -Elementary Associate Principal -Elementary Principal -Middle School Principal -Supervisor, Student Support Services -Supervisor of Curriculum and Instruction – Grades 5-12 Three years as Educational Consultant - Professional Development in School Leadership

16

Professional Experience

Educational Consultant and Partner in Supporting School Success, LLC Contract with Prince George’s County, MD to mentor a new principal for the 2014-15 school year Educational Consultant for Professional Development – Vision Network of Delaware Facilitated workshops for school leadership teams Developed and facilitated teacher leader professional development series Mentored principals and leadership teams in designated schools Mentored principals and assistant principals in Principal Leadership Initiative Supervisor of Curriculum and Instruction – Grades 5-12 Capital School District – Dover, Delaware

Responsible for revision and development of curriculum Provide and coordinate professional development to support best practice Coordinate and supervise instructional practice and curriculum implementation Conduct teacher evaluations Coordinate and supervise summer school and after school academic programs Write and supervise federal grants for after school programming Supervisor, Student Support Services Capital School District – Dover, Delaware Responsible for data analysis and program development for school climate Supervise district nurses, counselors Liaison for alternative programs District Hearing officer Coordinator, Emergency Management Plans

Principal, Middle School William Henry Middle School –Capital School District Principal for 900 student school – grades 5 and 6 Principal, Elementary School North Dover Elementary School – Capital School District Principal for 400 student school – grades K-4 Responsible for opening of new school Associate Principal, Elementary School West Dover Elementary (Booker T. Washington) – Capital School District Consulting Teacher/Case Manager Capital School District Worked with principals and teachers in six elementary schools Special Education Teacher Central Middle School - Capital School District

8-2014 to Present

8-2012 to Present

2008-2012

2007 to 2008

2005 to 2007

1995 to 2005

1991 to 1995

1987 to 1991

1984 to 1987

1979 to 1984

17

Special Education Teacher Thompson Elementary School – Shelby County Schools - Alabaster, AL Adjunct Instructor University of Montevallo, Montevallo, AL Special Education Teacher Merrick Moore Elementary School, Durham County Schools, Durham, N.C. Regular Education Teacher Merrick Moore Elementary School, Durham County Schools, Durham, NC

1981 to 1982

1977 to 1979

1973 to 1977

Education

BSED University of Delaware Newark, DE MEd. Duke University, Durham, NC Advanced Graduate Work – University of Alabama, Tuscaloosa, AL Advanced Graduate Work – University of Delaware, Newark, DE

1972 1977 1980 1990

Professional Affiliations

National Association of Elementary School Principals NAESP Representative for Delaware 2001-2005 Delaware Association for Elementary School Principals Delaware School Administrators Association Member of DASA Board President-Elect (2007-08) President (2008-09) Association for Supervision and Curriculum International Reading Association Council for Exceptional Children Phi Delta Kappa

1991- 2008

2001-2008

1992-2008

1992-2014

1992-2008

1992 - 2014

Honors and Awards

NAESP National Distinguished Elementary Principal of the Year – (representing Delaware) 2001 Title I Distinguished School Award 2001 Title I Distinguished School Parent Partnership Award 2004 Model of Excellence School Program 2004 Delaware School Counselor’s Award –Supporter of School 2004 Counselors DASA Paul Carlson Award 2010

18

Attachment #9

FLEX Resources and Budget Model

19

FLEX Business Model

The FLEX Team determined the budget for the program through the following steps:

o Identified the major resources needed for the program and the sources of funding for each as shown in the following chart

o Determined the estimated costs of the program based on a cohort of 15 candidates as shown in the second chart.

o Researched the costs of similar alternative certification programs around the country o Determined that the estimated cost of the FLEX program is $6,800 per candidate. In

discussions with the partner districts, some of these costs may be covered by the districts in the form of reimbursements or scholarships depending on their funding and contracts.

Major Resources needed for FLEX Resource needed Person(s) needing

the resources Purpose Provided by

Access to books, journals, reports, curriculum, and materials


To support the work for the Modules

FLEX Team from fees

Access to technology and equipment for the Module sessions


To support the appropriate technology needs for the Modules


Access to mobile devices Candidates, Mentors, and Facilitators

To support communication, reflection, feedback, and all

Each individual

Access to Schoology Learning Management System


To support the communication and activities of FLEX


Access to the state’s PDMS system for the DPAS II training modules and the DPAS II Assessment


To prepare the candidates for the DPAS II administrator certificate

FLEX Team, DDOE, and District Partners

Access to meeting space for monthly Module training


To support the authentic professional development sessions


Payment for contracted services Facilitators of Sessions

To provide exemplary facilitation of each topic

FLEX Team from fees

Stipend for after hours mentoring Mentors To recognize the efforts of the mentors “above and beyond”

FLEX Team from fees

20

FLEX Budget Model FLEX Budget Model was developed by first considering the resources and materials needed for the program. Next there were discussions about the items that will be covered by the partner districts as listed in the MOUs. Then the Team reviewed the cost structure for similar alternative certification programs around the country. Most of the costs for the alternative programs reviewed were between $4800 to $9800 for each participant. The FLEX Team has determined that a fee of $6800 will be assessed for each candidate in Cohort 1.

Costs to be paid by fees for the FLEX Program Deliverables Description Facilitate PD Sessions Costs for the facilitators of

the sessions Develop PD Modules Costs for the development

of modules, materials, assignments, and assessments for the PD sessions and the Summer Institute.

Mentors for 600 hour internship

Costs for the development and facilitation mentor training modules, as well as a stipend for the mentors for work outside the work day

Face-to-Face (F2F) and Online mentoring and feedback

Costs for the development and facilitation of the online training and the provision of feedback for the F2F and Online programs

Resources and indirect costs Costs for the books, journals, materials and supplies for the candidates, mentors, and facilitators.

21

Attachment #10

Supporting School Success Business License

23

Attachment #11

FLEX Program Scorecard

24

FLEX Program Scorecard Key Measures of Success


Target Met?

Interest in Alternative Certification Program

Number of FLEX Applications

Number of FLEX Partners Partner satisfaction with FLEX

Candidate satisfaction with FLEX

Quality of the Modules

Ratings of the training sessions by participants

Completion of Internships

Percent of Candidates who successfully completed the internships

ISLLC Knowledge and Skills (Using Competency Rubric)

Percent of candidates who meet the FLEX Competencies


Percent of candidates who earn DPAS II certification

Delaware Certification for Building administrators

Percent of candidates who receive administration certification

Administrative Placement

Percent of candidates placed in administrative positions within one year of completion of the program

New Administrator Ratings

Percent of candidates who are rated as Effective or Highly Effective as first year administrators

Note: The FLEX Team and its partners will meet together prior to the beginning of the program to review the criteria for meeting the Standards for each expectation on each of the rubrics used for the FLEX Program. The criteria will then be shared with all of the participants prior to starting the first module. It is essential to the success of the program to have these decisions made with input from each of the partners. The performance on the formative and summative assessments for each phase of the program, will be shared with the candidates and the partners.

25

Attachment #12

Bibliography

26

Attachment # 12

Bibliography Books Alvy, G, Robbins, P. (2010). Learning from Lincoln: Leadership Practices for School Success. Alexandria, VA: ASCD. Barth, R., DuFour, R., et.al. (2005) On Common Ground: The Power of Professional Learning Communities. Bloomington, IN: Solution Tree Press. Bloom, G., Castagna, C. et. al. (2005). Blended Coaching. Thousand Oaks, CA: Corwin Press. Brayman, J., Grey, M. (2011) Taking Flight To Literacy and Leadership!. Lanham, MD: Roman & Littlefield. Cohen, D. (2008). The Heart of Change Field Guide.- Tools and Tactics for Leading Change in Your Organization. Cambridge, MA: Harvard Business Review Press Danielson, C. (2008) The Handbook for Enhancing Professional Practice: Using the Framework for Teaching in Your School. Alexandria, VA: ASCD. Dean, B., Hubbell, E., et.al., (2012). Classroom Instruction that Works. Alexandria, VA: ASCD. Dufour, R., DuFour, R., (2012). The School Leader's Guide to Professional Learning Communities at Work (Essentials for Principals). Bloomington, IN: Solution Tree Press. DuFour, R., Marzano, R., (2011). Leaders of Learning – How District, School and Classroom Leaders Improve Student Achievement. Bloomington, IN: Solution Tree Press. Dweck, C., (2006). Mindset – The New Psychology of Success. New York, NY: Ballantine Books. Fullan, M., (2014). The Principal – Three Keys to Maximizing Impact. San Francisco, CA: Jossey Bass. Glanz, J. (2002). Finding Your Leadership Style: A Guide for Educators. Alexandria, VA: ASCD. Gruenert, S., Whitaker, T., (2015). School Culture Rewired- How to Define, Assess, and Transform It. Alexandria, VA: ASCD. Heath, C., Heath, D. (2010). Switch – How to Change Things When Change is Hard. New York, NY: Broadway Books Jensen, E. (2009). Teaching Poverty in Mind. Alexandria, VA: ASCD.

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Kotter, J., Cohen, S. (2002). The Heart of Change. Cambridge, MA: Harvard Business Review Press Kotter, J. (2005). Our Iceberg Is Melting. New York, NY: St. Martin’s Press Marquet, L.D., Covey, S. (2013). Turn the Ship Around: A True Story of Turning Followers into Leaders. New York, NY: Penguin Group. Martin, G., et.al. (2013). School Leader Internship – Developing, Monitoring, and Evaluating Your Leadership Experience. New York, NY: Routledge. Marzano, R. Waters, T., McNulty, B., (2005). School Leadership That Works. Alexandria, VA: ASCD. Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD. Payne, R. (2013). A Framework for Understanding Poverty – A Cognitive Approach. Highlands, TX: aha Process, Inc. Rath, T., Conchie, B., (2008). Strengths Based Leadership. New York, NY: Gallup Press Reeves, D. (2010). Finding Your Leadership Focus: What Matters Most for Student Results. New York, NY: Teacher’s College Press. Reeves, D. (2006). The Learning Leader: How to Focus School Improvement for Results. New York, NY: Teacher’s College Press. Reid, D., (2014). Dilemmas in Educational Leadership: The Facilitator’s Book of Cases. New York, NY: Teachers’ College Press, Silver, H., et. al. (2012). The Core Six: Essential Strategies for Achieving Excellence with the Common Core. Alexandria, VA: ASCD. Sobel, A., Panas, J. (2012). Power Questions: Build Relationships, Win New Business, and Influence Others. Hoboken, NJ: John Wiley & Sons Stader, D.,(2012). Law and Ethics in Educational Leadership (2nd Edition). Old Tappan, NJ: Pearson Publishing. Stone, D., Patton, B., Heen, S. (1999), Difficult Conversations. New York, NY: Penguin Books. Venables, D. (2014). How teachers can turn Data into Action. Alexandria, VA: ASCD. Whitaker, T., (2011). What Great Principals Do Differently: Eighteen Things That Matter Most. New York, NY: Routledge (Taylor & Francis).

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Papers and Reports Cheney, R., Davis, J., et. al. (2010). A New Approach to Principal Preparation. Fort Worth, TX: Rainwater Charitable Foundation. From http://www.anewapproach.org Educational Leadership Principal Internship Handbook. (2012-13).University of Alaska, Anchorage, AK. From https://www.uaa.alaska.edu/ Mitang. L. (2012). The Making of the Principal: Five Lessons in Leadership Training. New York, NY: Wallace Foundation. From: www.wallacefoundation.org

School Principal K-12 Administrative Certification Program (2014) University of Indiana of Pennsylvania. From http://www.iup.edu/

SREB Leadership Curriculum Modules: Professional Learning Framework and Module Summaries, Learning Centered Leadership Program. Atlanta, GA: SREB. From http://www.sreb.org

Turnbull, B, Riley, D., MacFarlane, J., (2015) Districts Taking Charge of the Principal Pipeline. Policy Studies Associates, Inc., Rand Education. Washington, DC: Policy Studies Associates

Contact: FLEX Program Leaders Sandy Smith FLEX Program Director Email: [email protected] Cell #: 302.228.2605 Lois Hobbs FLEX Associate Director Email: [email protected] Cell #: 302.542.2383 Juanita Wilson FLEX Associate Director Email: [email protected] Cell #: 302.242.3224

Application Process:

u Districts will help identify teacher leaders who meet the criteria for alternative certification.

u Teacher leaders will be invited to attend a FLEX information sessions in late Summer 2015.

u Candidates for Cohort 1 will submit a completed application to FLEX by Fall 2015.

u Candidates will then be screened by FLEX selection committee.

u Candidates will be interviewed and selected by Fall 2015.

Selection for FLEX is conditional. The FLEX Program must have approval by the Professional Standards Board for certification prior to starting with the first cohort.

1101 Smyrna-‐Leipsic Road Smyrna, Delaware 19977 [email protected]

FLEX Program is a subsidiary of the Supporting School Success, LLC

FLEX Application Process

Contact Information

FLEX: Fostering Leadership Excellence

FLEX: An alternative certification program for aspiring Delaware building administrators

• Professional Development

Leadership

Professional Development

Internship

The Path to Certification Has Changed

1

FLEX was developed to address these concerns:

u Delaware Code has changed the process for building administrator certification.

u Aspiring administrators need both theory and practice to be prepared for the demands of school leadership.

u Districts are interested in “home grown” candidates who know the Delaware initiatives.

u Candidates need training and certification in DPAS II evaluations prior to being selected for an administrative position.

u Candidates need a variety of internship experiences at the elementary, middle, and high school levels.

2

The special features of FLEX are:

u Selection of top teacher leader candidates from around the state with a focus on Sussex County

u Face-‐to-‐face and online professional development sessions based on the ISLLC Standards

u Book talks and projects based on current national educational research

u Professional Development modules developed and facilitated by practitioners

u DPAS II training and calibration leading to DPAS II certification

u Mock interviews and peer coaching u Learning walks through each participating

school u The extensive internship experience

customized to the needs of the districts and candidates

u Mentoring support for each candidate

“If your actions inspire others to dream more, learn more, do more, and become more, you are a leader.” John Quincy Adams

Criteria for FLEX Candidates

Candidates must have a minimum of …

A Master’s degree from an accredited institution of higher education.

A Grade Point Average of 3.0 or higher on a 4.0 scale or a demonstrated mastery of general knowledge on the Praxis as defined by DE Code 1510.

Five years or more of teaching experience as defined by DE Code.

A demonstrated experience in educational leadership.

A rating of effective or highly effective on the two most recent DPAS II evaluations.

A willingness to devote the time and energy to participate in and complete a rigorous certification program.

Focus on Vision & Mission


Case Studies

Mentoring

Learning Walks

Mock Interviews

Book Talks &

Reflections

Internships FLEX professional development sessions are school-‐based and are built on the ISLLC Standards

Flex Application for PSB With Attachments 2

Documents

Transcript of Flex Application for PSB With Attachments 2