1. Commission on Teacher Credentialing Ensuring Educator Excellence Administrative Services Credential Public Information Forum June 8, 2011 2

2. Commission on Teacher Credentialing Ensuring Educator Excellence Meeting Start Up  Welcome and Introductions  Logistical Information  Agenda Review 3

3. Commission on Teacher Credentialing Ensuring Educator Excellence Topics and Colored Cards  Pre-Program requirements--BLUE  Preliminary Credential routes-- GREEN  Clear Credential routes--YELLOW  Renewal options--PINK  Other—WHITE 4

4. Commission on Teacher Credentialing Ensuring Educator Excellence A Little History: THE CHARGE  The major purpose of this study is to review the content, structure and requirements for administrator preparation to ensure that these remain appropriate to the needs of administrators serving in California schools. 5

5. Commission on Teacher Credentialing Ensuring Educator Excellence THE CHARGE  An additional consideration for the proposed study will be to determine whether or not a single administrative credential authorizing all types of administrative service is still an appropriate model to meet the complexity of the demands and expectations of administrators at this time in California. 6

6. Commission on Teacher Credentialing Ensuring Educator Excellence THE CHARGE  Further, the study should also provide recommendations concerning how to effectively identify administrators who would be adept in providing instructional leadership and be able to effectively lead transformational change within California schools. 7

7. Commission on Teacher Credentialing Ensuring Educator Excellence THE CHARGE  Another important consideration would be to look at the range of role expectations for administrators and determine if these expectations can be met by a single individual, regardless of the credentialing structure. 8

8. Commission on Teacher Credentialing Ensuring Educator Excellence THE CHARGE  Other considerations for the study would be to identify who should prepare administrators for California schools and which aspects of administrator preparation should be required during pre-service and which should be required during the administrator’s beginning years of service. 9

9. Commission on Teacher Credentialing Ensuring Educator Excellence A Little History   The Panel – –23 members – –8 Institutional representatives – –11 K-12 and 10 IHE, 1 researcher, 1 CASBO – –8 males and 15 females   The Meetings – –6 meetings, covering 11 days – –Activities   Research   Reading   Collegial input outside meetings   Investigations   Conferred with other states   Discussions within panel   Consulted national leaders 10

10. Commission on Teacher Credentialing Ensuring Educator Excellence LEARNING TO LEAD SYSTEM (LTLS) From the Learning to Teach System (LTTS) to the… 11

11. Commission on Teacher Credentialing Ensuring Educator Excellence Preliminary Credential Preparation Clear Credential Preparation Credential Renewal Blended Program Subject Matter Preparation  Preliminary Preparation  Support and Supervision  Teaching Performance Assessment (TPA) Post-Baccalaureate Program Subject Matter Preparation Preliminary Preparation Support and Supervision Teaching Performance Assessment (TPA) Intern Program Subject Matter Preparation Preliminary Preparation Support and Supervision Teaching Performance Assessment (TPA)  A Clear Credential is valid for the life of the holder as long as renewal fees and evidence of meeting professional fitness are submitted every 5 years.  Professional growth and successful service verification are not required for credential renewal. School districts are directed to encourage teachers to participate in professional growth activities at the local level. SYSTEM QUALITIES ALIGNMENT  State-Adopted Academic Content and Performance Standards for Students  Teaching Performance Expectations  California Standards for the Teaching Profession (CSTP) ALIGNMENT  State-Adopted Academic Content and Performance Standards for Students  Teaching Performance Expectations  California Standards for the Teaching Profession (CSTP) ACCOUNTABILITY  Candidate Assessment  Credential and Induction Program Approval/Accreditation  Participant Completion of Approved Induction Program ACCOUNTABILITY  Candidate Assessment  Credential and Induction Program Approval/Accreditation  Participant Completion of Approved Induction Program COLLABORATION  Schools/ Universities  State Agencies  BTSA Induction Programs  Practitioner Teamwork COLLABORATION  Schools/ Universities  State Agencies  BTSA Induction Programs  Practitioner Teamwork OPTIONS  Entry Routes Including Paraprofessional Program Subject-Matter Requirement  Community College Early Preparation OPTIONS  Entry Routes Including Paraprofessional Program Subject-Matter Requirement  Community College Early Preparation Paraprofessional Teacher Training Program (PTTP) Paid Tuition Support Network Career Ladder Paraprofessional Teacher Training Program (PTTP) Paid Tuition Support Network Career Ladder PRELIMINARYPRELIMINARY CLEARCLEAR Induction Program*  Application of prior knowledge  Advanced Curriculum Demonstration  Formative Assessment and Support  Frequent Reflection on Practice  Individual Induction Plan (professional growth plan). * If Induction is verified by an employer as unavailable, then a Clear Credential Program maybe completed to earn the Clear Teaching Credential California’s Learning to Teach System 12

12. Commission on Teacher Credentialing Ensuring Educator Excellence Preliminary Credential Preparation Emphasis to prepare site administrators Clear Credential Preparation Employment required Credential Renewal Test-Only Option (CPACE)  Based on CPSEL  Four Domains Examined  Various Structures Employed  Aligns with Competency at Completion for the Traditional Program PRELIMINARYPRELIMINARY CLEARCLEAR Traditional Program  Based on CPSEL  Coursework & field experiences  Assessment of Performance* (local options) o Portfolio o Project o Capstone assignment  Evidence of Competency at Completion Intern Program  Based on CPSEL  Coursework and Field Experiences  Assessment of Performance (local option) o Portfolio o Project o Capstone assignment  Evidence of Competency at Completion A Clear Credential is valid for 5 years. Renewal is based upon application and fee. Professional growth beyond the clear is the responsibility of the employer. Note: It is recommended that once a person secures a principal position, an additional year of mentoring/ support be provided Site-based, job-embedded experience supported by individualized mentoring/coaching as the prominent structure to build leadership capacity  Structured around CPSEL  Built upon the Evidence of Competency created by preliminary program sponsor and candidate  Uses an initial candidate assessment  Driven by the Individual Induction Plan which is informed by the Evidence of Competency & candidate assessment  Induction Plan may address current position or a position to which that the candidate aspires  Individual Induction Plan completed within __ days of program entrance by mentor, candidate, program sponsor, and employer  Application of prior knowledge (gained during the preliminary program)  Formative Assessment system (curriculum) addresses issues around student achievement, range of learners, etc.  Professional Development requirement (e.g. seminars, courses, online events, shadowing)  Frequent Reflection on Practice, individually & with mentor  Criteria of completion employed to determine exit criteria Start within 12 months of employment Two years program duration 0-12 semester units of coursework Multiple eligible program sponsors Pre-Program Requirements  3 Years Experience upon Completion  Positive Evaluations  Acceptable Basic Credential California’s Learning to Lead System 13

13. Commission on Teacher Credentialing Ensuring Educator Excellence Preliminary Credential Preparation Emphasis to prepare site administrators Clear Credential Preparation Employment required Credential Renewal Test-Only Option (CPACE)  Based on CPSEL  Four Domains Examined  Various Structures Employed  Aligns with Competency at Completion for the Traditional Program PRELIMINARYPRELIMINARY CLEARCLEAR Traditional Program  Based on CPSEL  Coursework & field experiences  Assessment of Performance* (local options) o Portfolio o Project o Capstone assignment  Evidence of Competency at Completion Intern Program  Based on CPSEL  Coursework and Field Experiences  Assessment of Performance (local option) o Portfolio o Project o Capstone assignment  Evidence of Competency at Completion A Clear Credential is valid for 5 years. Renewal is based upon application and fee. Professional growth beyond the clear is the responsibility of the employer. Note: It is recommended that once a person secures a principal position, an additional year of mentoring/ support be provided Site-based, job-embedded experience supported by individualized mentoring/coaching as the prominent structure to build leadership capacity  Structured around CPSEL  Built upon the Evidence of Competency created by preliminary program sponsor and candidate  Uses an initial candidate assessment  Driven by the Individual Induction Plan which is informed by the Evidence of Competency & candidate assessment  Induction Plan may address current position or a position to which that the candidate aspires  Individual Induction Plan completed within __ days of program entrance by mentor, candidate, program sponsor, and employer  Application of prior knowledge (gained during the preliminary program)  Formative Assessment system (curriculum) addresses issues around student achievement, range of learners, etc.  Professional Development requirement (e.g. seminars, courses, online events, shadowing)  Frequent Reflection on Practice, individually & with mentor  Criteria of completion employed to determine exit criteria Start within 12 months of employment Two years program duration 0-12 semester units of coursework Multiple eligible program sponsors Pre-Program Requirements  3 Years Experience upon Completion  Positive Evaluations  Acceptable Basic Credential California’s Learning to Lead System 14

14. Commission on Teacher Credentialing Ensuring Educator Excellence California Professional Standards for Educational Leaders (CPSEL)   CPSEL Standard 1: Vision of Learning   CPSEL Standard 2: Student Learning and Professional Growth   CPSEL Standard 3: Organizational Management for Student Learning   CPSEL Standard 4: Working with Diverse Families and Communities   CPSEL Standard 5: Personal Ethics and Leadership Capacity   CPSEL Standard 6: Political, Social, Economic, Legal and Cultural Understanding 15

15. Commission on Teacher Credentialing Ensuring Educator Excellence Set in Jello 16

16. Commission on Teacher Credentialing Ensuring Educator Excellence Pre-Program Requirements Experience Evaluation Credential  Experience tied to start of program vs. completion of program  Experience linked to preliminary or clear teaching credential  Evaluations from former or current position acceptable  Various credentials acceptable: –Teaching –Pupil Personnel Services –Health Services: School Nursing –Teacher Librarian Services –Designated Subjects: Adult Ed 17

17. Commission on Teacher Credentialing Ensuring Educator Excellence Preliminary Credential Preparation Traditional Intern Test-Only Emphasis on site administrator position Multiple pathways o Test-only o Traditional Program o Intern All pathways address standards established by the CTC 18

18. Commission on Teacher Credentialing Ensuring Educator Excellence Preliminary Credential Preparation  Based on CPSEL  Coursework & field experience  Assessment of Performance (local options) (local options) o Portfolio/Project o Capstone assignment  Evidence of Competency at Completion  Certificate of Eligibility or Preliminary Credential options Traditional Intern Test-Only 19

19. Commission on Teacher Credentialing Ensuring Educator Excellence Preliminary Credential Preparation   California Preliminary Administrative Credential Administrative Credential Examination (CPACE) Examination (CPACE)  Based on CPSEL   Four Domains Examined   Various Structures Employed  Aligns with Competency at Completion for the Traditional & Intern Programs  http://www.cpace.nesinc.com/ http://www.cpace.nesinc.com/ Traditional Intern Test-Only 20

20. Commission on Teacher Credentialing Ensuring Educator Excellence Clear Preparation Program  Based upon what we have learned from over a decade of success in teacher induction –General Education –Special Education  Conceptual model presented—details yet to be finalized  Employment required Site-based, job-embedded experience supported by individualized mentoring/coaching as the prominent structure to build leadership capacity Structured around CPSEL Built upon the Evidence of Competency created by preliminary program sponsor and candidate Uses an initial candidate assessment Driven by the Individual Induction Plan which is informed by the Evidence of Competency & candidate assessment Induction Plan may address current position or a position to which that the candidate aspires Individual Induction Plan completed within __ days of program entrance by mentor, candidate, program sponsor, and employer Application of prior knowledge (gained during the preliminary program) Formative Assessment system (curriculum) addresses issues around student achievement, range of learners, etc. Professional Development requirement (e.g. seminars, courses, online events, shadowing) Frequent Reflection on Practice, individually & with mentor Criteria of completion employed to determine exit criteria Start within 12 months of employment Two years program duration 0-12 semester units of coursework Multiple eligible program sponsors Five year, renewable credential 21

21. Commission on Teacher Credentialing Ensuring Educator Excellence Clear Structural Components  Participation coincides with initial job acquisition  Program sponsor commits to two years of mentoring  College courses may be included as PD, but not required  A variety of entities eligible to sponsor a clear program Site-based, job-embedded experience supported by individualized mentoring/coaching as the prominent structure to build leadership capacity Structured around CPSEL Built upon the Evidence of Competency created by preliminary program sponsor and candidate Uses an initial candidate assessment Driven by the Individual Induction Plan which is informed by the Evidence of Competency & candidate assessment Induction Plan may address current position or a position to which that the candidate aspires Individual Induction Plan completed within __ days of program entrance by mentor, candidate, program Start within 12 months of employment Two years program duration 0-12 semester units of coursework Multiple eligible program sponsors 22

22. Commission on Teacher Credentialing Ensuring Educator Excellence Clear Program Components  Moving the location of learning from the IHE classroom to the job site  What they do for their job is also what earns the credential  A veteran administrator coaches to build a candidate’s leadership capacity Site-based, job- embedded experience supported by individualized mentoring/coaching as the prominent structure to build leadership capacity Structured around CPSEL Built upon the Evidence of Competency created by preliminary program sponsor and candidate Uses an initial candidate assessment 23

23. Commission on Teacher Credentialing Ensuring Educator Excellence Clear Program Components  The foundation remains the CPSEL –Continuity  language  structure  Activities –Capacity to measure growth Site-based, job-embedded experience supported by individualized mentoring/coaching as the prominent structure to build leadership capacity Structured around CPSEL Built upon the Evidence of Competency created by preliminary program sponsor and candidate Uses an initial candidate assessment 24

24. Commission on Teacher Credentialing Ensuring Educator Excellence Clear Program Components  Bridges the experiences done in the preliminary program to the clear program  Acknowledges prior work, knowledge and skills  Allows a “build upon” or growth model  Grounded in evidence Site-based, job-embedded experience supported by individualized mentoring/coaching as the prominent structure to build leadership capacity Structured around CPSEL Built upon the Evidence of Competency created by preliminary program sponsor and candidate Uses an initial candidate assessment 25

25. Commission on Teacher Credentialing Ensuring Educator Excellence Clear Program Components  Evidence-based assessment  Assessments from a variety of stakeholders possible –Candidate self- assessment –Employer –Mentor/coach  Assessment done within ___ days of enrollment in program (TBD) Site-based, job-embedded experience supported by individualized mentoring/coaching as the prominent structure to build leadership capacity Structured around CPSEL Built upon the Evidence of Competency created by preliminary program sponsor and candidate Uses an initial candidate assessment 26

26. Commission on Teacher Credentialing Ensuring Educator Excellence Clear Program Components  Evidence of competency and initial assessment(s) of candidate provide evidence for plan  IIP is an action research model  Plan is based upon –Candidate-identified areas of growth –Identified CPSEL elements Driven by the Individual Induction Plan which is informed by the Evidence of Competency & candidate assessment Induction Plan may address current position or a position to which that the candidate aspires Individual Induction Plan completed within __ days of program entrance by mentor, candidate, program sponsor, and employer Application of prior knowledge (gained during the preliminary program) 27

27. Commission on Teacher Credentialing Ensuring Educator Excellence Clear Program Components  Many aspire to become a site principal, but often the first step is assistant principal –IIP may address the job needs of an assistant principal –IIP may address the job needs and skill sets of a site principal Driven by the Individual Induction Plan which is informed by the Evidence of Competency & candidate assessment Induction Plan may address current position or a position to which that the candidate aspires Individual Induction Plan completed within __ days of program entrance by mentor, candidate, program sponsor, and employer Application of prior knowledge (gained during the preliminary program) 28

28. Commission on Teacher Credentialing Ensuring Educator Excellence Clear Program Components  Panel is still discussing options regarding how soon a candidate must write the IIP  The IIP is a collaborative effort with input from many different stakeholders, all of whom have a vested interested in the candidate’s success Driven by the Individual Induction Plan which is informed by the Evidence of Competency & candidate assessment Induction Plan may address current position or a position to which that the candidate aspires Individual Induction Plan completed within __ days of program entrance by mentor, candidate, program sponsor, and employer Application of prior knowledge (gained during the preliminary program) 29

29. Commission on Teacher Credentialing Ensuring Educator Excellence Clear Program Components  Tier II programs are about – growth in competency – application of knowledge  The earning of the preliminary credential certifies that one is competent at an entry level; the clear program builds upon that competence via application Driven by the Individual Induction Plan which is informed by the Evidence of Competency & candidate assessment Induction Plan may address current position or a position to which that the candidate aspires Individual Induction Plan completed within __ days of program entrance by mentor, candidate, program sponsor, and employer Application of prior knowledge (gained during the preliminary program) 30

30. Commission on Teacher Credentialing Ensuring Educator Excellence Clear Program Components  The standards would determine the qualities of the formative assessment system elements  Specific educational topics would be addressed by the system, e.g. –Accountability measures –Student achievement –Range of learners –Leading systemic change Formative Assessment system (curriculum) addresses issues around student achievement, range of learners, etc. Professional Development requirement (e.g. seminars, courses, online events, shadowing) Frequent Reflection on Practice, individually & with mentor Criteria of completion used to determine exit criteria 31

31. Commission on Teacher Credentialing Ensuring Educator Excellence Clear Program Components  The Individual Induction Plan will include a research component designed by the candidate and approved by program personnel  Professional Development may take many forms –Seminars –College courses –Online events –Shadowing –Reading articles, books –Professional organizations Formative Assessment system (curriculum) addresses issues around student achievement, range of learners, etc. Professional Development requirement (e.g. seminars, courses, online events, shadowing) Frequent Reflection on Practice, individually & with mentor Criteria of completion used to determine exit criteria 32

32. Commission on Teacher Credentialing Ensuring Educator Excellence Clear Program Components  In-depth reflection on both the process and the product of activities chosen to demonstrate the CPSEL  Reflection via conversation with mentor and through written means (e.g. journaling)  Reflections completed both individually and with mentor Formative Assessment system (curriculum) addresses issues around student achievement, range of learners, etc. Professional Development requirement (e.g. seminars, courses, online events, shadowing) Frequent Reflection on Practice, individually & with mentor Criteria of completion used to determine exit criteria 33

33. Commission on Teacher Credentialing Ensuring Educator Excellence Clear Program Components The standards would allow each program to determine its own measurement for what is an adequate demonstration of program completion (e.g. “competent” level on adopted rubric) Formative Assessment system (curriculum) addresses issues around student achievement, range of learners, etc. Professional Development requirement (e.g. seminars, courses, online events, shadowing) Frequent Reflection on Practice, individually & with mentor Criteria of completion used to determine exit criteria Email comments to chickey@ctc.ca.govchickey@ctc.ca.gov 34

34. Commission on Teacher Credentialing Ensuring Educator Excellence Credential Renewal  Additional conversation points: –Once a person secures a principal position, an additional year of mentoring/ support be provided –Perhaps an additional year of mentoring/support be provided a new Superintendent as well? A Clear Credential is valid for 5 years. Renewal is based upon application and fee. Professional growth beyond the clear is the responsibility of the employer. Email comments to chickey@ctc.ca.govchickey@ctc.ca.gov 35

35. Commission on Teacher Credentialing Ensuring Educator Excellence System Qualities  Multiple Pathways/Sponsors for preliminary and clear programs  Alignment of Standards  Accountability Measures  Induction into the Profession  Collaboration among stakeholder groups 36

36. Commission on Teacher Credentialing Ensuring Educator Excellence AB 430  Programs sunset July 1, 2012 and the Education Code is repealed on January 1, 2013.  Programs may continue as currently designed as a professional development program  To be a credentialing program, must meet the requirements set by the CTC through Program Standards 37

37. Commission on Teacher Credentialing Ensuring Educator Excellence Accreditation in California All Administrative Services credential programs participate in a seven-year cycle of activities –Biennial Reports—examining effectiveness –Program Assessment—determining alignment –Site Visit—judging implementation Depending on the judgment of the Committee on Accreditation, an institution may continue to offer an Administrative Services credential program 38

38. Commission on Teacher Credentialing Ensuring Educator Excellence Collaboration  As a system, there will be articulation and cooperation among the program sponsors throughout the system  Both the preliminary program and the clear program will provide input on IIP regarding candidate strengths and areas for growth  During the clear credential program, the program sponsor and the employer are co-providers, equally responsible for the activities, completion, and success of the candidate 39

39. Commission on Teacher Credentialing Ensuring Educator Excellence The Matrix  Organizational Tool  16 topics  Illustrates the topics identified by the panel, the options considered, and the final decision on a recommendation in this area  Not yet ready for publication 40

40. Commission on Teacher Credentialing Ensuring Educator Excellence Matrix topics  Single or Multiple Credentials for Multiple Administrative Roles  Multi-Level Credential  Multiple Pathways to Earn the Credential  Professional Growth for Credential renewal  Fieldwork Experiences for Tier I programs  Internship Credential Status  Induction model for Tier II programs  Timeframe for Beginning a Tier II Program 41

41. Commission on Teacher Credentialing Ensuring Educator Excellence Matrix topics  Examination as a route to earning a credential  Role of the CPSEL  Changed roles of site administrators and today’s schools  Enhancing Partnerships between K-12 and preparation programs  Ensuring the fidelity of the program standards with implementation  Superintendent Preparation  Experience in the Public Schools  Maintain the pipeline of excellent candidates for administrative credential 42

42. Commission on Teacher Credentialing Ensuring Educator Excellence Public Input Time  Time frames for each section of the LTLS, followed by general comments about the work as a whole  Write your name on a card colored to match the topic for which you’d like to provide input 43

43. Commission on Teacher Credentialing Ensuring Educator Excellence Topics and Colored Cards  Pre-Program requirements--BLUE  Preliminary Credential routes-- GREEN  Clear Credential routes--YELLOW  Renewal options--PINK  Other--WHITE 44

44. Commission on Teacher Credentialing Ensuring Educator Excellence Online input Public input regarding the information presented here is available online at http://www.surveymonkey.com/s/ASCP ublicInput Public input regarding the information presented here is available online at http://www.surveymonkey.com/s/ASCP ublicInput http://www.surveymonkey.com/s/ASCP ublicInput http://www.surveymonkey.com/s/ASCP ublicInput Five boxes with identified topics are provided (repeat of today’s topics) Five boxes with identified topics are provided (repeat of today’s topics) We ask responders to please be brief and to the point We ask responders to please be brief and to the point Online input will be received through July 10 th at 11:59 pm Online input will be received through July 10 th at 11:59 pm 45

45. Commission on Teacher Credentialing Ensuring Educator Excellence Public Input  Once your name is called, push the button on your microphone, speak into the mic and then turn it off when you are done  Each speaker is asked to limit comments to three minutes on each topic  We will also be monitoring email for questions and comments to be made  The session will end no later than noon 46

46. Commission on Teacher Credentialing Ensuring Educator Excellence How to Provide Public Input  State your name  Identify an organizational or institutional affiliation, if you wish to do so  Make your comments 47

47. Commission on Teacher Credentialing Ensuring Educator Excellence Next Steps  Public input through July 10, 2011 gathered and tallied  All input will be provided to the panel members  July meeting of the panel to finalize recommendations  Presentation of recommendations to the Commission targeted for October 48

48. Commission on Teacher Credentialing Ensuring Educator Excellence For more information, contact  Cheryl Hickey, Administrator of Accreditation –chickey@ctc.ca.gov chickey@ctc.ca.gov  Gay Roby, Consultant –groby@ctc.ca.gov groby@ctc.ca.gov  Larry Birch, Retired Annuitant –lbirch@ctc.ca.gov lbirch@ctc.ca.gov 49