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

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 07PSC Leadership/Partnership Task Force established

Timeline for Change Oct 1, 07Progress report due to PSC Jan 22, 08 Application for program approval due Mar 1, 082 nd Application for program approval due Fall 08If 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

Leadership Endorsements 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 LeaderSystem 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

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 (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 (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.

Standards from (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.

Standards from (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.

Standards from (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.

Standards from (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 Applicable 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 times b.BLCS Team … at least 3 times … c.On-site coaching sessions … 4 times d.Examine portfolio documentation … Standards 1- 6 … feedback. e.Guide the beginning leader to apply the knowledge and skills

Supervised Residency … Specialist & Doctoral Level Guideline 2: Supervisor/building or system (or designee) a.Support institution personnel & activities of BLC b.Assist the institution …arranging conferences. c.Provide time …to fulfill the responsibilities of the residency. d.Serve on the BLCST e.Meet with the beginning leader …36 clock hours f.Observe … 6 times g.Guide the beginning leader to apply the knowledge and skills

Supervised Residency … Specialist & Doctoral Level Guideline 3: Beginning Leader Candidate Support Team a.Meet at least three times (B/M/E) b.Create the Individual Induction Plan. c.Establish observation experiences d.Examine portfolio. e.Evaluate progress and establish areas of need f.Determine if requirements for the residency have been satisfactorily met

Supervised Residency … Specialist & Doctoral Level Guideline 4: Develop a portfolio a. artifacts to address skills, knowledge, and research contained in Standards 1-6 b. Institution personnel sets specific requirements

Supervised Residency … Specialist & Doctoral Level Guideline 5: Individual Induction Plan a.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

Supervised Residency … Specialist & Doctoral Level Guideline 6: Observation Experience of highly skilled leaders

Supervised Residency … Specialist & Doctoral Level Guideline 7: The program shall meet the requirements appropriate for school leaders as specified in Rule , Special Georgia Requirements. Technology Special Needs Children Ga. Code of Ethics

Supervised Residency … Specialist & Doctoral Level 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: _____________ ___________________ 1. This comprehensive partnership agreement is mutually beneficial and is supported by: RESA Director__________________ RESA _____________________ 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: LSS Supervisor/Bldg Designee Observation Experiences Partnership BLCST IIP Partnership Agreement University - District Partnership

Partnership Coach Portfolio Req: 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 performers  Redesign university curriculum to emphasize the core functions of a high-achieving school  Provide performance-based practice based on needs of district and performer  Continuously 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: David Hill: Penney McRoy: Phil Blackwell: Randy Dobbs: Mona Tucker: Lynne McGinley:

Awareness Sessions March 3, 2008 Northwest Georgia RESA Holiday Inn I-75 Exit 293 & 411 NE Cartersville, GA March 6, 2008 Oconee RESA and Ga College & State University Oconee RESA – Media Center 206 S. Main Street Tennille, GA March 11, 2008 Coastal Plains RESA 245 N. Robinson Street Lenox, GA March 14, 2008 Metro RESA 1870 Teasley Drive SE Smyrna, GA