How Will Leadership Preparation, Certification, and Training in Georgia CHANGE During 2008-2009

How Will Leadership Preparation, Certification, and Training in Georgia CHANGE

During 2008-2009

Educational Leadership:Redesign in Process

The Desired State Our new leaders have to hit

the halls running! They must be tested against

rigorous performance requirements during a challenging internship supervised by experts in the field.

They need to lead real teachers in real work in real schools.

Redesign --- Why?• Disconnect between local school system needs

and candidate skills upon program completion• Closing the Knowing – Doing gap• Short supply of leaders BUT significant number

of individuals “certified”• Currently, program completers are paid on

highest certification level regardless of job assignment

• ???

Timeline for Change• 2004 – 2006 Bi-annual meetings of EDL faculty

& advisory committee• Fall 2005 Announcement of programs

sunset in 2008• Spring 06 PSC convenes advisory

committee for development of standards and framework

• January 07 Standards and framework initiated by PSC

• March 07 Standards approved, effective April 15, 2007

• Spring 07 Test development for GACE• Spring 07 PSC Leadership/Partnership Task Force

established

Timeline for Change• Oct 1, 07 Progress report due to PSC• Jan 22, 08 Application for program

approval due• Mar 1, 08 2nd Application for program

approval due• Fall 08 If approved, new preparation

programs enroll first cohort of candidates

• Fall 09 “Grandfather” process ends for students under the old rules

Changes to come . . .

• New Certificate Structure• Performance-based Preparation• University/District Partnerships• Teacher Leadership Endorsement• District- and School-level Certification

Special Note:

• The PSC rules do not change the GADOE salary rules – no impact on salaries.

• Does not impact anyone who holds a valid L5, L6 and L7 certificate issued prior to September 30, 2009 – may serve in any leadership capacity.

• The following endorsements sunset in Fall 08:– Director of Special Education– Director Vocational Education– Instructional Supervision (IS)– Director of Media Services– Director of Student Services

• ASSESSMENT

LEADERSHIP REDESIGN

• CERTIFICATE STRUCTURE

• PREPARATION STANDARDS AND APPROVED PROGRAMS

AN INDIVIDUAL WHO HAS THE AUTHORITY AND/OR RESPONSIBILITY,

IN A SUPERVISORY ROLE, FOR BOARD-APPROVED EDUCATIONAL

PROGRAMS AND/OR PERSONNEL REQUIRED TO HOLD CERTIFICATION

FOR THEIR ASSIGNED JOBS AS DETERMINED BY THE PSC (Proposed)

LEADER DEFINITION

FOR THE PURPOSE (ONLY) OF ACCEPTING CANDIDATES INTO AN L-6/7

PERFORMANCE-BASED PROGRAM,

LEADERSHIP POSITION DETERMINED BY THE LOCAL SCHOOL SYSTEM

IN PARTNERSHIP WITH THEIR COLLEGE/UNIVERSITY PROVIDER

LEADER DEFINITION

LeadershipEndorsements

Incoming

“Out of State”

Certificate

Almost Finished“Old”

Cert Program

“Old”

Certificate

“NEW”

Certificate

Certificate Redesign

• Similar structure to existing programs.

• Emphasis on Leadership Core Knowledge.

• Content must be aligned with new standards.

• GACE Leadership Assessment must be passed.

• An NL-5 Certificate will be issued.

L-5 Programs and GACE Assessment

L-6 or L-7 Program

• Performance-Based

• Building or System level, based on leader’s area of job responsibility

• Building Leader programs emphasize Instructional Leadership skills focused on student achievement.

• System Leader programs emphasize Management of Resources to facilitate student learning.

Teacher Leader

Superintendent

Building Leader System Leader

Georgia’s Leadership Model

Pre-Service Leadership Candidate

Employment in an Educational Leadership Position

TEACHER LEADER ENDORSEMENT

• Optional

• Not prerequisite for PL Certification

• Obtained by:

• Part of Master’s Program in Applicant’s Teaching Field, OR

• Stand-alone Endorsement Program

Superintendent (PL-6/7)

Building Leader (PL-6/7)

System Leader (PL-6/7)

New Georgia Leadership Certificates

Pre-Service Leadership Candidate (NL-5)

Employment in an Educational Leadership Position

NPL

NPL

NOTE:

• Persons who hold a PL certificate at one job-assignment level (building or system) and change assignments to the other level OR individuals with one level hired as Superintendent, will be given a 1 year non-renewable performance-based (NPL) certificate to acquire an add-on designator at the appropriate job-assignment level.

What is performance-based?

Provides developing and new school leaders…

opportunities to practice and demonstrate proficiency in real work, in real time, in the real school working environment

support by a performance coach who provides specific feedback against clear, written performance criteria

Standards from 505-3-.58

(i) Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating a continuous change process to improve the educational program through facilitating the development, articulation, implementation, and stewardship of a shared school or system vision of learning supported by the school community.

Standards from 505-3-.58(ii) Candidates who complete the program are

educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program based on Georgia standards, applying research based best practice to student learning, and designing comprehensive professional growth plans for staff.


(iii) Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by implementing a continuous organizational improvement approach to developing and managing the organization, operations, and resources as prescribed in Georgia law, rules and regulations and in a way that contains costs and maximizes benefits for students, parents and tax payers.


(iv) Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, managing conflict and mobilizing community resources.


(v) Candidates who complete the program are educational leaders who have demonstrated the knowledge and ability to promote the success of all students by acting with integrity, fairness, and in a legal and ethical manner based on knowledge and understanding of Georgia and federal laws, regulations, and judicial decisions affecting education in Georgia.


(vi) Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by demonstrating an understanding of, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Standards from 505-3-.58Applicable only to Specialist’s or Doctoral Level Preparation:

(vii) Candidates participate in an internship that provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, and standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit. (University-District Partnership)

Supervised Residency … Specialist & Doctoral Level

Guideline 1: Trained and qualified coach …a. Conference … 4 timesb. BLCS Team … at least 3 times …c. On-site coaching sessions … 4 timesd. Examine portfolio documentation … Standards

1-6 … feedback.e. Guide the beginning leader to apply the

knowledge and skills


Guideline 2: Supervisor/building or system (or designee)a. Support institution personnel & activities of BLCb. Assist the institution …arranging conferences.c. Provide time …to fulfill the responsibilities of

the residency.d. Serve on the BLCSTe. Meet with the beginning leader …36 clock hours f. Observe … 6 timesg. Guide the beginning leader to apply the

knowledge and skills

Supervised Residency … Specialist & Doctoral LevelGuideline 3: Beginning Leader Candidate

Support Team a. Meet at least three times (B/M/E)b. Create the Individual Induction Plan.c. Establish observation experiencesd. Examine portfolio.e. Evaluate progress and establish areas of

needf. Determine if requirements for the

residency have been satisfactorily met


Guideline 4: Develop a portfolio a. artifacts to address skills, knowledge, and research contained in Standards 1-6b. Institution personnel sets specific requirements


• Guideline 5: Individual Induction Plana. Experiences based on Standards 1 – 6;

substantial responsibilities that increase over time in amount & complexity

b. Occur in multiple settings to demonstrate K & S working with community groups

Induction Plan

• The Individualized Induction Plan must:1. Be based on Leadership Standards/Elements 1-6

and demonstrated in a way that quality performance can be objectively assessed.

2. Include a timeline that reflects time and responsibility and that evidence completion of all performances as required by the end of the residency.

3. Clearly describe for the Beginning Leader Candidate how performance will be assessed and at what points in the program assessments will occur.

Induction Plan

• The Individualized Induction Plan must:4. Include description, evidence, and artifacts sufficient

to evaluate the performance.5. Address substantive issues that have already been

empirically determined as important or that are determined by the Beginning Leader Candidates based on real world data.

6. Assure that activities occur in multiple settings and require interaction with appropriate educators, parents, and community organizations such as social service groups, local businesses, community organizations, and parent groups.

Assessment

• Should include:– Include specific criteria to assure

performance on Standards 1 – 6 (quantitative and qualitative)

– Descriptions of formative & summative assessments

– Reflect on P-B responsibilities that increase with complexity and job-embedded performances

– Assign responsibilities for assuring assessments are completed & feedback given


Guideline 6: Observation Experience of highly skilled leaders


Guideline 7: The program shall meet the requirements appropriate for school leaders as specified in Rule 505-3-.01, Special Georgia Requirements.

• Technology• Special Needs Children• Ga. Code of Ethics


Guideline 8: A written agreement shall be established between the institution and systems (Partnership Agreement)

University/School System/RESA Partnership Agreement

Name of RESA: _______________________ Contact: ________________________Address: ___________________ Phone: ________________ FAX: _____________ E-Mail ___________________

1. This comprehensive partnership agreement is mutually beneficial and is supported by:

RESA Director__________________ RESA _____________________ Date _________

Superintendent __________________ System ___________________ Date _________

Superintendent __________________ System ___________________ Date _________

President/Designee ________________________________________ Date _________

Department Chair __________________________________________ Date _________

SAMPLE – SAMPLE – SAMPLE – SAMPLE

College of Education Commitment

• College of Education through its Educational Leadership Program commits to:– Collaborate with school systems/RESA to

create a program design that meets the needs of both the University and LSS/RESA

– Collaborate with RESA/system staff to develop and implement a performance-based residency program for BLC …

SAMPLE – SAMPLE – SAMPLE – SAMPLE

System/RESA Commitment

• The LSS commits to:– Collaborate with institution faculty to create a

program design that meets the needs of both the institution and the school system/RESA.

– Collaborate with institution faculty to develop and implement a performance-based residency program for BLC …

IHE

• Coach• Portfolio• Req: 505-3-.01

LSS

• Supervisor/Bldg Designee• Observation Experiences

Partnership

• BLCST• IIP• Partnership Agreement

University - District Partnership

Partnership• Coach• Portfolio• Req: 505-3-.01• BLCST• IIP• Partnership Agreement• Supervisor/Bldg Desig. • Observation Exp

University - District Partnership

Liability of School System Tapping Candidates

University-District Partnerships

“Closely coordinate candidate opportunities to practice”

Coordination Cooperation Collaboration

Co-Construction

University-District Partnerships

What can we do collaboratively to identify and create the conditions that will help us to select and prepare learning-centered leaders who meet the needs of the district and can significantly improve student achievement?

Partnership Tasks

Tap potential leaders with demonstrated knowledge of curriculum and instruction

Conduct joint selection of potential performersRedesign university curriculum to emphasize the

core functions of a high-achieving schoolProvide performance-based practice based on

needs of district and performerContinuously monitor and manage the

performance of participants and partnership

“Leadership and learning are indispensable to each other.”

John F. Kennedy

Q and A

Contacts

• Rick Eiserman: [email protected]• David Hill: [email protected]• Penney McRoy: [email protected]• Phil Blackwell: [email protected]• Randy Dobbs: [email protected]• Mona Tucker: [email protected]• Lynne McGinley: [email protected]

mailto:[email protected]







Awareness Sessions

• March 3, 2008Northwest Georgia RESAHoliday InnI-75 Exit 293 & 411 NECartersville, GA [email protected]

• March 6, 2008Oconee RESA andGa College & State UniversityOconee RESA – Media Center206 S. Main StreetTennille, GA [email protected]

• March 11, 2008Coastal Plains RESA245 N. Robinson StreetLenox, GA [email protected]

• March 14, 2008Metro RESA1870 Teasley Drive SESmyrna, GA [email protected]



How Will Leadership Preparation, Certification, and Training in Georgia CHANGE During 2008-2009

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