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PROGRAM REPORT FOR THE PREPARATION OF EDUCATIONAL LEADERS (School District Leadership Level) Educational Leadership Constituent Council

(ELCC))Option C

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

COVER SHEET

1. Institution NameEdinboro University of Pennsylvania

2. StatePennsylvania

3. Date submitted

MM DD YYYY

09 / 15 / 2010

4. Report Preparer's Information:

Name of Preparer:

Dr. Andrew Pushchak

Phone: Ext.

( ) -814 732 1548

E-mail:

[email protected]

5. NCATE Coordinator's Information:

Name:

Dr. Lisa Brightman

Phone: Ext.

( ) -814 732 1328

E-mail:

[email protected]

6. Name of institution's programEducational Leadership

Edinboro University – Programs in Educational Leadership

PA Superintendent’s Letter of Eligibility Plan of Study

Name:

ID #:

@

Advisor:

Delivery:

M.Ed.

Date:

Number

Required Courses

Credits

Offered

Taken

Grade

SCHA 716

Global Perspectives of Educational Leadership

3

SP 11

SCHA 731

School and Community Relations

3

FA 10

SCHA 741

Curriculum Leadership

3

SP 11

SCHA 765

Financial Aspects of Educational Leadership

3

FA 11

SCHA 775

Educational Leadership Theory and Practice

3

FA 11

SCHA 785

Personnel Leadership and Labor Relations

3

SP 11

SCHA 796

The Superintendency

3

FA 10

SCHA 797

Educational Facilities and Technologies

3

SU 11

SCHA 798

Strategic Planning and Policy Analysis

3

SU 11

SCHA 799

Superintendent’s Internship

3

FA 11

TOTAL:

30

08-01-10

Fall 2010

Please Note:

1. Students are encouraged to follow the course sequence prescribed above. If you are unable to follow the timeline presented, you should still register for courses in the order presented.

2. You should register for SCHA796.001 and SCHA731.001 the Fall 2010 semester.

3. Students are required to have six years of satisfactory professional certificated experience, three of which must be in an administrative or supervisory role, prior to being recommended for the letter of eligibility.

4. Programs in Educational Leadership at Edinboro University are approved by the Pennsylvania Department of Education (PDE) and are nationally accredited by NCATE and nationally recognized by the Educational Leadership Constituent Council (ELCC).

Section I - Context (District Level) 2010 Program of Study

2

Assessment #4 – Pedagogical and Professional Knowledge, Skills and Dispositions –

Assessment of Clinical Practice

Brief summary of data findings:

The internship final assessment requires all graduate students and the on-site internship supervisors to complete the internship scoring guide jointly upon the conclusion of the internship experience. The internship final assessment is presented and discussed with the University supervisor prior to final submission at the internship exit conference. Measurement of the final performance of the intern is identified by “level of performance” and “intern role.” The “level of performance” for each standard element is scored with the following descriptors: (a) Accomplished (clear, convincing, and consistent evidence), (b) Proficient (clear evidence), (c) Developing (limited evidence), and (d) Rudimentary (little or no evidence). The “intern role” for each standard element is scored with the following descriptors: (a) Leadership Role, (b) Participated, (c) Observed, and (d) Needs Experience. The program faculty felt using the two measurements and descriptors to be more appropriate for the internship experience as compared to the rubric scoring descriptors (Target Expectations, Meets Expectations, and Does Not meet Expectations) used for other program assessments. The following data present information pertaining to the ELCC standards that all graduate students must address while pursuing the Pennsylvania Superintendent’s Letter of Eligibility.

· Data relating to ELCC.5.1, are among the highest ratings on the internship scoring guide. 89% (2009) 64% (2010) of the graduate students performing at the Accomplished level and 11% (2009) 36% (2010) at the Proficient level. 100% of the graduate students performed at the Accomplished or Proficient level during their internship experience. The standard shows 78% (2009) & 73% (2010) of the graduate students taking a Leadership role, 11% (2009) 27% (2010) taking a Participatory role, and 11% (2009) 0% (2010) taking an Observatory role.

· Data relating to ELCC.5.2, are among the highest ratings on the internship scoring guide. 89% (2009) 64% (2010) of the graduate students performing at the Accomplished level and 11% (2009) 36% (2010) at the Proficient level. 100% of the graduate students performed at the Accomplished or Proficient level during their internship experience. The standard shows 78% (2009) & 73% (2010) of the graduate students taking a Leadership role, 11% (2009) 27% (2010) taking a Participatory role, and 11% (2009) 0% (2010) taking an Observatory role.

· Data relating to ELCC.5.3, are among the highest ratings on the internship scoring guide. 89% (2009) 64% (2010) of the graduate students performing at the Accomplished level and 11% (2009) 36% (2010) at the Proficient level. 100% of the graduate students performed at the Accomplished or Proficient level during their internship experience. The standard shows 78% (2009) & 73% (2010) of the graduate students taking a Leadership role, 11% (2009) 27% (2010) taking a Participatory role, 11% (2009) 0% (2010) taking an Observatory role and 3% (2009) 0% (2010) taking a Needs Experience role.

· Data relating to ELCC.6.1, are among the lowest ratings on the internship scoring guide. 33% (2009) 45% (2010) of the graduate students performing at the Accomplished level, 45% (2009) 55% (2010) at the Proficient level, 11% (2009) 0% (2010) performing at the Developing level, and 11% (2009) 0% (2010) performing at the Rudimentary level. The standard shows 44% (2009) & 55% (2010) of the graduate students taking a Leadership role, 45% (2009) 27% (2010) taking a Participatory role, and 11% (2009) 18% (2010) taking an Observatory role.

· Data relating to ELCC.6.2, are among the lowest ratings on the internship scoring guide. 33% (2009) 55% (2010) of the graduate students performing at the Accomplished level, 45% (2009) 27% (2010) at the Proficient level, 22% (2009) 9% (2010) performing at the Developing level, and 0% (2009) 9% (2010) performing at the Rudimentary level. The standard shows 44% (2009) & 45% (2010) of the graduate students taking a Leadership role, 45% (2009) 36% (2010) taking a Participatory role, 11% (2009) 9% (2010) taking an Observatory role and 0% (2009) 9% (2010) taking a Needs Experience role.

· Data relating to ELCC.6.3, are among the lowest ratings on the internship scoring guide. 11% (2009) 46% (2010) of the graduate students performing at the Accomplished level, 78% (2009) 36% (2010) at the Proficient level, and 11% (2009) 18% (2010) performing at the Developing level. The standard shows 11% (2009) & 36% (2010) of the graduate students taking a Leadership role, 89% (2009) 37% (2010) taking a Participatory role, 0% (2009) 18% (2010) taking an Observatory role and 0% (2009) 9% (2010) taking a Needs Experience role.

Interpretation of how the data provides evidence for meeting standards:

All Educational Leadership graduate students pursuing the Pennsylvania Superintendent’s Letter of Eligibility are meeting Standards and Program Guidelines as prescribed by the ELCC during the internship experience. The pie charts presented delineate to what degree students are meeting the standards for both level of performance as well as intern role. Some standards scored at a higher degree than others. The program faculty has looked further into the standards that received lower ratings (fewer student performing at Accomplished and fewer student taking the Leadership Role) to determine ways to improve candidate performance and strengthen the program with regard to the internship experience. The program faculty continues to address the lower levels of performance in both the course work and internship experience relating to understanding and influencing the larger context by advocating for programs and policies. The program faculty developed a focus project on student achievement that is required of all candidates participating in the internship experience. The focus project requires candidates to examine four categories of data at their internship site: (a) student learning, (b) demographics, (c) school processes, and (d) perceptions. The candidates must conduct a focus (research) project which intersects student learning with at least one of the other three data categories. Candidates are required to present the results of their research at an annual Leadership for Student Achievement Conference hosted by the program. This conference provides the opportunity for candidates to understand and influence the larger context by advocating for programs and policies as a result of their research. The program also collaborated with practicing principals, supervisors, superintendents, and the local Intermediate Unit to assist in the development of the focus project. These revisions appear to be effective as the scores are consistently rising in all areas of the assessment to the accomplished level.

Standard 1.1: Develop a Vision

N=9

N= 11

Fall 2009 - Level of Performance

22%

78%

Rudimentary

Developing

Proficient

Accomplished

Spring 2010 - Level of Performance

45%

55%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11

Fall 2009 - Intern Role

44%

56%

Needs Experience

Observed

Participated

Leadership Role

Spring 2010 - Intern Role

64%

36%Needs Experience

Observed

Participated

Leadership Role

Standard 1.2: Articulate a Vision

N=9

N=11


44%

56%

Rudimentary

Developing

Proficient

Accomplished


55%

45%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


33%

67%

Needs Experience

Observed

Participated

Leadership Role


73%

27%

Needs Experience

Observed

Participated

Leadership Role

Standard 1.3: Implement a Vision

N=9

N=11


33%

67%

Rudimentary

Developing

Proficient

Accomplished


55%

45%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


44%

56%

Needs Experience

Observed

Participated

Leadership Role


73%

18%

9%

Needs Experience

Observed

Participated

Leadership Role

Standard 1.4: Steward a Vision

N=9

N=11


45%

55%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


45%

46%

9%

Needs Experience

Observed

Participated

Leadership Role

Standard 1.5: Promote Community Involvement in the Vision

N=9

N=11


9%

36%

55%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


36%

55%

9%

Needs Experience

Observed

Participated

Leadership Role

Standard 2.1: Promote a Positive School Culture

N=9

N=11


55%

45%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


82%

18%

Needs Experience

Observed

Participated

Leadership Role

Standard 2.2: Provide Effective Instructional Program

N=9

N=11


64%

36%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


82%

18%

Needs Experience

Observed

Participated

Leadership Role

Standard 2.3: Apply Best Practice to Student Learning

N=9

N=11


82%

18%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


73%

27%

Needs Experience

Observed

Participated

Leadership Role

Standard 2.4: Design Comprehensive Professional Growth Plans

N=9

N=11


9%

64%

27%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


64%

27%

9%

Needs Experience

Observed

Participated

Leadership Role

Standard 3.1: Manage the Organization

N=9

N=11


9%

64%

27%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


73%

9%

18%

Needs Experience

Observed

Participated

Leadership Role

Standard 3.2: Manage Operations

N=9

N=11


55%

45%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


55%

36%

9%

Needs Experience

Observed

Participated

Leadership Role

Standard 3.3: Manage Resources

N=9

N=11


9%

45%

46%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


45%

46%

9%

Needs Experience

Observed

Participated

Leadership Role

Standard 4.1: Collaborate with Families and Other Community Members

N=9

N=11


9%

55%

36%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


55%

36%

9%

Needs Experience

Observed

Participated

Leadership Role

Standard 4.2: Respond to Community Interests and Needs

N=9

N=11


45%

55%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


55%

45%

Needs Experience

Observed

Participated

Leadership Role

Standard 4.3: Mobilize Community Resources

N=9

N=11


18%

46%

36%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


46%

27%

27%

Needs Experience

Observed

Participated

Leadership Role

Standard 5.1: Acts with Integrity

N=9

N=11


64%

36%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


73%

27%

Needs Experience

Observed

Participated

Leadership Role

Standard 5.2: Acts Fairly

N=9

N=11


64%

36%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


73%

27%

Needs Experience

Observed

Participated

Leadership Role

Standard 5.3: Acts Ethically

N=9

N=11


64%

36%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


73%

27%

Needs Experience

Observed

Participated

Leadership Role

Standard 6.1: Understand the Larger Context

N=9

N=11


45%

55%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


55%

27%

18%

Needs Experience

Observed

Participated

Leadership Role

Standard 6.2: Respond to the Larger Context

N=9

N=11


9%

55%

9%

27%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


46%

36%

9%

9%

Needs Experience

Observed

Participated

Leadership Role

Standard 6.3: Influence the Larger Context

N=9

N=11


18%

46%

36%

Rudimentary

Developing

Proficient

Accomplished

N=9

N=11


36%

37%

9%

18%

Needs Experience

Observed

Participated

Leadership Role

Description of how the clinical experience/internship meets ELCC Standards 7.1, 7.2, 7.4, 7.5, and 7.6:

Throughout the program, students are engaged in course work, authentic simulations, field experiences, internships, and professional and ethical practices. The field experiences provide for 135 hours and the internship provides for 180 hours. Thus, the total of structured, sustained, standards-based experiences in authentic settings is 315 hours. In order to put theory into practice, the candidates participate in authentic in-class simulations as well as a minimum of 15 hours of standards-based field experiences in each course. The simulations and field experiences are designed to reinforce the concepts being taught in class. The field experiences emphasize hands-on real world involvement in their home school working with a practicing administrator on-site and the university professor. These experiences are designed to meet the PDE and ELCC Standards. At the conclusion of the field experiences associated with each required course, the candidate prepares a log, summary, evaluation, and reflection.

The culminating experience consists of an internship which lasts 3 months (one semester or 16-18 weeks). The total minimum internship requirement is180 hours. The internship is assigned three graduate credits. The supervision of candidates participating in their on-site internship is critical to having a meaningful experience for the candidate and in their preparation to become educational leaders. The on-site supervisor is an integral part of the experience. The candidate and the on-site supervisor develop a plan of experiences and required activities which the candidate participates in during the internship that meet the needs of the candidate, the on-site supervisor, and both the PDE and ELCC standards for principals. One such required activity is a focus project on student achievement requiring all candidates to examine four categories of data at their internship site: (a) student learning, (b) demographics, (c) school processes, and (d) perceptions. The candidate must conduct a focus project which intersects student learning with at least one of the other three data categories. The on-site supervisor and the candidate meet daily on his/her progress towards meeting the terms of the internship plan, providing guidance and insights into the experience, and reflecting on the day-to-day experiences of the intern.

The university supervisor meets with the candidate weekly to review his/her progress on meeting the internship plan and both the PDE and ELCC standards, the candidate’s hours/log, the candidate’s reflections and insights of the experiences gained, and to provide any support needed. These meetings are in two formats: virtual and on-site. Virtual contacts take place weekly in the form of web-based interactions. The on-line experience include: (a) weekly update of the candidate’s log, (b) reflection on the candidate’s activities of the week, and (c) participation in discussion with fellow interns. The reflection consists of the candidate’s insights into: (a) the activities of the week, (b) what the candidate will change in their thinking in the future, (c) what the candidate will do the same in the future, (d) what the ethical impact of specific decisions seem to be, (e) what are the future ramifications of specific decisions, and (f) how the decisions promote student learning. On-site visits consist of three basic meetings: (a) initial visit consists of verifying the internship location, the candidate’s schedule, a discussion of the remaining on-site visits and weekly contacts, verifying the candidate’s plan, and discussing the program expectations, (b) second visit consists of a building tour, a review of the candidate’s log, notebook, projects, and, the majority of this second visit will highlight the candidate’s progress on the required focus project on student achievement, and (c) exit visit involves the university supervisor, the candidate, the site supervisor, and any other people with integral involvement with the intern’s experience. The exit visit garners input from the site-supervisor and the intern as to how the experience progressed and how the candidate performed, and suggestions for the candidate. All required materials, including the focus project on student achievement and the internship final assessment, are presented and submitted (additional on-site visits are scheduled to deal with difficulties within the internship).

Edinboro University of PA – ELCC School District Level Report (08/01/10)

Assessment 4: Clinical Practice

Edinboro University of PA - ELCC District Level Report (8-01-10)

Assessment #1 – Content Knowledge

Essay – Personal Leadership Vision

Note to reviewer: This is NOT a new assessment. Previously, this was Assessment #2 and now is more

appropriate to be included as Assessment #1

Description of assessment and analysis of data findings:

This assessment requires all graduate students to perform a detailed review of interviews conducted with superintendents

and assistant superintendents about their roles, responsibilities, professional experiences day-to-day, and how the

information acquired relates to their own personal leadership vision. The following data presents information pertaining

to the standards that all graduate students must address while pursuing the Pennsylvania Letter of Eligibility necessary to

serve as a Superintendent of Schools.

Data relating to ELCC.1.1, show that 80% (2008) 91% (2009) of the students are performing at the target expectation level, 19% (2008) 1% (2009) at the acceptable expectation level, 2% (2009) at the developing level,

and 2% (2009) at the unacceptable level.

Data relating to ELCC. 1.2, show that 77% (2008) 88% (2009) of the students are performing at the target expectation level while 22% (2008) 5% (2009) at the acceptable expectation level, 2% (2009) at the developing

level, and 2% (2009) at the unacceptable level.

Data relating to ELCC.1.3, how that 87% (2008) 85% (2009) of the students are performing at target expectation level while 12% (2008) 11% (2009) at the acceptable expectations level, and 2% (2009) at the developing level.

Data relating to ELCC.1.4, show that 80% (2008) 91% (2009) of the students perform at the target expectation level and 19% (2008) 5% (2009) at the acceptable expectations level, and 2% (2009) at the developing level.

Data relating to ELCC.1.5, show that 83% (2008) (73% (2009) of the students are performing at target expectation level and 16% (2008) 23% (2009) are at the acceptable expectation level, and 2% (2009) at the

developing level.

Data relating to ELCC. 2.1, show that 83% (2008) 79% (2009) of the students are performing at target expectation level and 16% (2009) 17% (2009) are at the acceptable expectation level, and 2% (2009) at the

developing level.


developing level.


developing level.


developing level.

Data relating to ELCC. 4.3, show that 83% (2008) 91% (2009) of the students are performing at target expectation level and 16% (2008) 5%) 2009) are at the acceptable expectation level, and 2% (2009) at the

developing level.

Data relating to ELCC.5.1, show that 93% (2008) 97% (2009) of the students are performing at target expectation level and 6% (2008) 2% (2009) are at the acceptable expectation level, and 1% (2009) at the

unacceptable level.

Data relating to ELCC.5.2, show that 87% (2008) 97% (2009) of the students are performing at the target expectation level and 12% (2008) are performing at the meets expectations level, and 1% (2009) at the

developing level.

Edinboro University of PA - ELCC District Level Report (8-01-10) Data relating to ELCC.5.3, show that 90% (2008) 85% (2009) of the students are performing at the target

expectation level and 9% (2008) 11% (2009) are performing at the acceptable expectations level, and 2% (2009)

at the developing level.

These data reveal that for ELCC standards 1.1, 1.2, 1.4, 3.1, 4.2, 4.3, 5.2 scores increased from the 2008 to the 2009

application. There is a slight increase from the 2008 to the 2009 application for standard 5.1. There is a slight decrease

from the 2008 to the 2009 application for standards 1.3, 2.1, 5.3. There is a decrease from the 2008 to the 2009 application

for standards 1.5, 4.1.

Interpretation of how the data provides evidence for meeting standards:

The following data provide evidence that all education leadership graduate students pursuing the Pennsylvania Letter of

Eligibility necessary to serve as a Superintendent of Schools are meeting the standards established by ELCC. The data is

presented in such a way that indicates the degree to which students are meeting the standards addressed through this

particular targeted assessment. The differing degrees are indicated by the four levels: target expectations, acceptable

expectations, developing expectations, and unacceptable expectations.

Standards listed below show a higher number of graduate students performing at target expectations level when

addressing these particular standards. These data provide evidence that graduate students are meeting these standards at a

higher degree than other standards addressed through this assessment.

ELCC.1.3 (2008, 2009)

ELCC.1.5 (2008, 2009)

ELCC. 4.1 (2008)

ELCC. 4.2 (2008, 2009)

ELCC.5.1 (2008, 2009)

ELCC 5.2 (2008, 2009)

ELCC.5.3 (2008, 2009)

The following standards show a smaller number of graduate students performing at the target expectations level when

addressing these particular standards. Although most graduate students are performing at either the target expectations or

meets expectations levels for these particular standards, the data shows fewer graduate students performing at the target

expectation levels. These data provide evidence that graduate students are meeting these particular standards at a slightly

lesser degree that the other standards addressed through this assessment.

ELCC.1.1 (2008)

ELCC. 1.2 (2008)

ELCC.1.4 (2008)

ELCC. 2.1 (2009)

ELCC. 3.1 (2008)

ELCC. 4.3 (2008)

There exist areas in the data that show a smaller number of graduate students performing at the acceptable level.

Although most graduate students are performing at the target expectation for these particular standards, the data show less

graduate students performing at the target expectations level. These students will receive remedial intervention to ensure

that they are able to improve their performance.


Fall 2008

SCHA 796 The Superintendency

Report: The Superintendency Field Experience

Rubric: Performance Assessment

Target

(3 pts)

Acceptable

(2 pts)

Developing

(1 pts)

Unacceptable

(0 pts) Mean Mode Stdev

Mechanics 22 9 0 0 2.71 3 0.45

Develop an understanding of the skills needed to facilitate a

school district

25 6 0 0 2.81 3 0.40

Articulate and develop a reflection of the components of

district leadership

24 7 0 0 2.77 3 0.42

Implement a Vision 27 4 0 0 2.87 3 0.34

Steward a Vision 25 6 0 0 2.81 3 0.40

Promote Community Involvement 26 5 0 0 2.84 3 0.37

Promote Positive School Culture 26 5 0 0 2.84 3 0.37

Manage the Organization 26 5 0 0 2.84 3 0.37

Collaborate with Families and Other Community Members 27 4 0 0 2.87 3 0.34

Community Interests and Needs 27 4 0 0 2.87 3 0.34

Mobilize Community Resources 26 5 0 0 2.84 3 0.37

Acts with Integrity 29 2 0 0 2.94 3 0.25

Acts Fairly 27 4 0 0 2.87 3 0.34

Acts Ethically 28 3 0 0 2.90 3 0.30

Developing the congruence between professional and

interpersonal interactions as superintendent

25 6 0 0 2.81 3 0.40

Demonstrating the knowledge, skills and dispositions as

related to ELCC Standards

26 5 0 0 2.84 3 0.37

Mechanics 22 (70%) 9 (29%)

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Edinboro University of PA - ELCC District Level Report (8-01-10) Develop an understanding of the skills

needed to facilitate a school district

ELCC-2005.1.1.SDL.1

25 (80%) 6 (19%)

Articulate and develop a reflection of the

components of district leadership

ELCC-2005.1.2.SDL.1

24 (77%) 7 (22%)

Implement a Vision

ELCC-2005.1.3 27 (87%) 4 (12%)

Steward a Vision

ELCC-2005.1.4 25 (80%) 6 (19%)

Promote Community Involvement

ELCC-2005.1.5 26 (83%) 5 (16%)

Promote Positive School Culture

ELCC-2005.2.1 26 (83%) 5 (16%)

Manage the Organization

ELCC-2005.3.1 26 (83%) 5 (16%)

Collaborate with Families and Other

Community Members

ELCC-2005.4.1

27 (87%) 4 (12%)

Community Interests and Needs

ELCC-2005.4.3 27 (87%) 4 (12%)

Mobilize Community Resources

ELCC-2005.4.4 26 (83%) 5 (16%)

Acts with Integrity

ELCC-2005.5.1 29 (93%) 2 (6%)

Acts Fairly

ELCC-2005.5.2 27 (87%) 4 (12%)

Acts Ethically

ELCC-2005.5.3 28 (90%) 3 (9%)

Developing the congruence between

professional and interpersonal

interactions as superintendent

PA-EDIN.CF.B.I

25 (80%) 6 (19%)

Demonstrating the knowledge, skills and

dispositions as related to ELCC Standards

PA-EDIN-KSD.K.6

26 (83%) 5 (16%)

Target Acceptable Developing Unacceptable


Fall 2009

SCHA 796 The Superintendency

Rubric: The Superintendency Field Experience - Performance Assessment

Target

(3 pts)

Acceptable

(2 pts)

Developing

(1 pts)

Unacceptable

(0 pts) Mean Mode Stdev

Mechanics 32 2 0 1 2.86 3 0.54

Develop an understanding of the skills needed to facilitate a school district 32 1 1 1 2.83 3 0.61

Articulate and develop a reflection of the components of district leadership 31 2 1 1 2.80 3 0.62

Implement a Vision 29 4 1 0 2.82 3 0.45

Steward a Vision 31 2 1 0 2.88 3 0.40

Promote Community Involvement 25 8 1 0 2.71 3 0.52

Promote Positive School Culture 27 6 1 0 2.76 3 0.49

Manage the Organization 31 2 1 0 2.88 3 0.40

Collaborate with Families and Other Community Members 27 6 1 0 2.76 3 0.49

Community Interests and Needs 31 2 1 0 2.88 3 0.40

Mobilize Community Resources 31 2 1 0 2.88 3 0.40

Acts with Integrity 33 0 0 1 2.91 3 0.51

Acts Fairly 33 0 1 0 2.94 3 0.34

Acts Ethically 29 4 1 0 2.82 3 0.45

Developing the congruence between professional and interpersonal interactions as

superintendent

29 4 0 1 2.79 3 0.58

Demonstrating the knowledge, skills and dispositions as related to ELCC Standards 31 2 1 0 2.88 3 0.40

javascript:list_assessed_items('2271333,407778,1585687,1013717,,,,,,,,,,,,296,150391|150208,,,,,')

















































Mechanics 32 (91%) 2 (5%) 1 (2%)

Develop an understanding of the skills

needed to facilitate a school district

ELCC-2005-1.1.SDL.1

32 (91%) 1 (2%) 1 (2%) 1 (2%)

Articulate and develop a reflection of the

components of district leadership

ELCC-2005-1.2.SDL.1

31 (88%) 2 (5%) 1 (2%) 1 (2%)

Implement a Vision

ELCC-2005-1.3 29 (85%) 4 (11%) 1 (2%)

Steward a Vision

ELCC-2005-1.4 31 (91%) 2 (5%) 1 (2%)

Promote Community Involvement

ELCC-2005-1.5 25 (73%) 8 (23%) 1 (2%)

Promote Positive School Culture

ELCC-2005-2.1 27 (79%) 6 (17%) 1 (2%)

Manage the Organization

ELCC-2005-3.1 31 (91%) 2 (5%) 1 (2%)

Collaborate with Families and Other

Community Members

ELCC-2005-4.1

27 (79%) 6 (17%) 1 (2%)

Community Interests and Needs

ELCC-2005-4.3 31 (91%) 2 (5%) 1 (2%)

Mobilize Community Resources

ELCC-2005-4.4 31 (91%) 2 (5%) 1 (2%)

Acts with Integrity

ELCC-2005-5.1 33 (97%) 1 (2%)

Acts Fairly

ELCC-2005-5.2 33 (97%) 1 (2%)

Acts Ethically

ELCC-2005-5.3 29 (85%) 4 (11%) 1 (2%)

Developing the congruence between

professional and interpersonal

interactions as superintendent

PA-EDIN-CF.B.I

29 (85%) 4 (11%) 1 (2%)

Demonstrating the knowledge, skills and

dispositions as related to ELCC Standards

PA-EDIN-KSD-K.6

31 (91%) 2 (5%) 1 (2%)

Target Acceptable Developing Unacceptable

Assessment #1 - Content Knowledge - Essay (District Level) 2010

Assessment #2

Content Knowledge

Grades for the following SCHA Courses: 785, 796, 797, 798

The courses for Assessment Two were selected to reflect content knowledge based on its

relevance to the Letter of Eligibility certification by the Pennsylvania Department of Education

for the Superintendent of Schools K-12

These content specific sections included in the Letter of Eligibility certification are:

• Personnel Administration and Leadership • The knowledge, theory, understanding, and implementation of the superintendent • The fundamentals of strategic planning • Planning, analyzing, and developing policy • The fundamentals of school construction and maintenance

The Superintendent courses and course descriptions, objectives, and the PDE

Standards addressed within each course are provided. A chart listing each course, the

specific PDE standards and a brief description delineating how each course meets the identified

standards are included to demonstrate the mastery of content knowledge.

Additionally, the grading policy with the minimum expectations, a data table providing

grade distribution over a three year period, as well as an analysis of the data is presented.

Course Title: SCHA 785 Personnel Leadership and Labor Relations

I. Course Description

This educational leadership graduate course is designed for prospective superintendents and I.U.

executive directors. It prepares the educational leader to understand, develop and implement

strategies for issues pertaining to personnel, labor relations, and negotiations.

II. Course Objectives

At the conclusion of the course, the Letter of Eligibility candidate will be able to:

1. Describe the historical, philosophical, and legal aspects of collective bargaining and labor relations in education

2. Understand and develop skills in the preparation of and the process involved in negotiations including administration of, grievance, and impasse. Strikes, and personnel

discipline

3. Understand the role and function of the administration of negotiations, contract administration, conflict management, and personnel discipline

4. Understanding the role and function of other parties in negotiations, contract administration, conflict management, and personnel management

5. Understand the law (Act 195) and others governing public sector labor relations in Pennsylvania

ELCC Standards

ELCC Standard 5.0: Candidates who complete the program are educational leaders who have

the knowledge and ability to promote the success of all students by acting with integrity, fairly,

and in an ethical manner.

ELCC 5.1: a. Candidates demonstrate a respect for the rights of others with regard to

confidentiality and dignity and engage in honest interactions.

ELCC 5.2: a. Candidates demonstrate the ability to combine impartiality,

sensitivity to student diversity, and ethical considerations in their

interactions with others.

ELCC 5.3: a. Candidates make and explain decisions based upon ethical and legal

principles

Standard 6.0: Candidates who complete the program are educational leaders who have the

knowledge and ability to promote the success of all students by understanding, responding to,

and influencing the larger political, social, economic, legal, and cultural context. ELCC 6.1: a. Candidates demonstrate the ability to use appropriate research methods,

theories, and concepts to improve district operations.

b. Candidates demonstrate an understanding of the complex causes of

poverty and other disadvantages and their effects on families,

communities, children, and learning.

c. Candidates demonstrate an understanding of the policies, laws, and

regulations enacted by local, state, and federal authorities affecting a

specific district.

d. Candidates can explain the system for financing public schools and its

effects on the equitable distribution of educational opportunities within a

district.

e. Candidates demonstrate the ability to work with political leaders at the

local, state, and national level.

f. Candidates can apply an understanding of how specific laws at the local,

state, and federal level affect school districts and residents.

g. Candidates espouse positions in response to proposed policy changes

that would benefit or harm districts and explain how proposed policies and

laws might improve educational and social opportunities for specific

communities.

ELCC 6.2: a. Candidates demonstrate the ability to engage students, parents, members

of the school board, and other community members in advocating for

adoption of improved policies and laws.

b. Candidates apply their understanding of the larger political, social,

economic, legal, and cultural context to develop activities and policies that

benefit their district and its students.

c. Candidates demonstrate the ability to communicate regularly with all

segments of the district community concerning trends, issues, and policies

affecting the district.

ELCC 6.3: a. Candidates demonstrate an understanding of how to develop lines of

communication with local, state, and federal authorities and actively

advocate for improved policies, laws, and regulations affecting a specific

district, both directly and through organizations representing schools,

educators, or others with similar interests.

b. Candidates demonstrate the ability to advocate for policies and

programs that promote equitable learning opportunities and success for all

students, regardless of socioeconomic background, ethnicity, gender,

disability, or other individual characteristics

Course Title: SCHA 796 The Superintendency


This course examines the role and function of the superintendent as the chief educational officer

of a public school system. It emphasizes the general operations of the school system, the

essential responsibilities, practices, and processes for effective educational administration and

organizational leadership.


1. Define educational leadership, and management as it related to conceptualizing the school

superintendent function

2. Possess knowledge of the role of educational leadership and management theory in school

district operations

3. Possess an awareness of the current conditions and practice

4. Recognize the unique responsibilities of the superintendent as Chief Educational Officer

5. Develop the knowledge and skills required to educate and guide the school board in the

development, implementation, and evaluation of adopted visions, missions, policies, and

programs.

6. Develop an awareness of needed procedural and operational improvements.

7. Utilize human and financial resources economically and effectively

8. Demonstrate knowledge of the role of the superintendent in relationships with the school

board and the school community.

9. Recognize the issues and requirements of licensing, certification, and the pursuit of the

superintendency.

At the conclusion of the course, the administrative leadership candidate will be able to:

1. Have a greater knowledge of how the school superintendent operates in the K-12 school

2. Demonstrate an increased understanding of what actions are needed to

achieve an optimal educational leadership status.

3. Identify appropriate resources for educational leadership and district level assistance

4. Demonstrate an increased understanding of sensitive school district issues to the extent that

personal beliefs and prejudices can be examined

5. Demonstrate an understanding of some of the current research in several

specific topic areas related to the superintendency and educational leadership

6. Utilize the knowledge gained in this class to effectively analyze issues effecting the

superintendent and leadership in an educational system

ELCC Standards ELCC Standard 1.0: Candidates who complete the program are educational leaders who have the

knowledge and ability

to promote the success of all students by facilitating the development, articulation,

implementation, and stewardship of a school or district vision of learning supported by the

school community.

ELCC 1.1 a. Candidates develop and demonstrate the skills needed to work with a board of education to facilitate the development of a vision of learning for

a school district that promotes the success of all students.

b. Candidates base development of the vision on relevant knowledge and

theories applicable to school-level leaders applied to a school district

context.

c. Candidates use data-based research strategies to create a vision that

takes into account the diversity of learners in a district.

d. Candidates demonstrate knowledge of ways to use a district’s vision to

mobilize additional resources to support the vision.

ELCC 1.2 a. Candidates demonstrate the ability to articulate the components of this

vision for a district and the leadership processes necessary to implement

and support the vision.

b. Candidates demonstrate the ability to use data-based research strategies

and strategic planning processes that focus on student learning to develop

a vision, drawing on relevant information sources such as student

assessment results, student and family demographic data, and an

analysis of community needs.

c. Candidates demonstrate the ability to communicate the vision to school

boards, staff, parents, students, and community members through the use

of symbols, ceremonies, stories, and other activities.

ELCC 1.3 a. Candidates demonstrate the ability to plan programs to motivate staff,

students, and families to achieve a school district’s vision.

b. Candidates design research-based processes to effectively implement a

district vision throughout an entire school district and community.

ELCC 1.4 a. Candidates demonstrate the ability to align and, as necessary, redesign

administrative policies and practices required for full implementation of a

district vision.

b. Candidates understand the theory and research related to organizational

and educational leadership and engage in the collection, organization, and

analysis of a variety of information, including student performance data,

required to assess progress toward a district’s vision, mission, and goals.

ELCC 1.5 a. Candidates demonstrate the ability to bring together and communicate

effectively with stakeholders within the district and the larger community

concerning implementation and realization of the vision.

ELCC Standard 2.0: 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, applying best practice to student learning,

and designing comprehensive professional growth plans for staff

ELCC 2.1 a. Candidates develop a sustained approach to improve and maintain a

positive district culture for learning that capitalizes on multiple aspects of

diversity to meet the learning needs of all students.


knowledge and ability to promote the success of all students by managing the organization,

operations, and resources in a way that promotes a safe, efficient, and effective learning

environment.

ELCC 3.1: a. Candidates demonstrate the ability to use research-based knowledge of

learning, teaching, student development, organizational development, and

data management to optimize learning for all students.

b. Candidates demonstrate effective organization of fiscal, human, and

material resources, giving priority to student learning and safety, and

demonstrating an understanding of district budgeting processes and

fiduciary responsibilities.

c. Candidates demonstrate an ability to manage time effectively and to

deploy financial and human resources in a way that promotes student

achievement.

d. Candidates demonstrate the ability to organize a district based on

indicators of equity, effectiveness, and efficiency and can apply legal

principles that promote educational equity.

e. Candidates demonstrate an understanding of how to apply legal

principles to promote educational equity and provide safe, effective, and

efficient facilities.


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, and

mobilizing community resources.

ELCC 4.1: a. Candidates demonstrate the ability to facilitate the planning and

implementation of programs and services that bring together the resources

of families and the community to positively affect student learning.

b. Candidates demonstrate an ability to use public information

and research-based knowledge of issues and trends to collaborate with

community members and community organizations to have a positive

affect on student learning.

c. Candidates apply an understanding of community relations models,

marketing strategies and processes, data driven decision-making, and

communication theory to craft frameworks for school, business,

community, government, and higher education partnerships.

d. Candidates demonstrate an ability to develop and implement a plan for

nurturing relationships with community leaders and reaching out to

different business, religious, political, and service organizations to

strengthen programs and support district goals.

e. Candidates demonstrate the ability to involve community members,

groups, and other stakeholders in district decision- making, reflecting an

understanding of strategies to capitalize on the district’s integral role in the

larger community.

f. Candidates demonstrate the ability to collaborate with community

agencies to integrate health, social, and other services in the schools to

address student and family conditions that affect learning.

g. Candidates demonstrate the ability to conduct community relations that

reflects knowledge of effective media relations and that models effective

media relations practices.

h. Candidates develop and implement strategies that support the

involvement of families in the education of their children that reinforces

for district staff a belief that families have the best interests of their

children in mind.

ELCC 4.2: a. Candidates facilitate and engage in activities that reflect an ability to

inform district decision-making by collecting and organizing formal and

informal information from multiple stakeholders.

b. Candidates demonstrate the ability to promote maximum involvement

with, and visibility within the community.

c. Candidates demonstrate the ability to interact effectively with

individuals and groups that reflect conflicting perspectives.

d. Candidates demonstrate the ability to effectively and appropriately

assess, research, and plan for diverse district and community conditions

and dynamics and capitalize on the diversity of the community to improve

district performance and student achievement.

e. Candidates demonstrate the ability to advocate for students with special

and exceptional needs.




children in mind.

ELCC 4.3: a. Candidates demonstrate an understanding of and ability to use

community resources, including youth services that enhance student

achievement, to solve district problems and accomplish district goals.

b. Candidates demonstrate how to use district resources to the community

to solve issues of joint concern.

c. Candidates demonstrate an understanding of ways to use public

resources and funds appropriately and effectively to encourage

communities to provide new resources to address emerging student

problems.

ELCC Standard 5.0: Candidates who complete the program are educational leaders who have

the knowledge and ability to promote the success of all students by acting with integrity, fairly,

and in an ethical manner.

ELCC 5.1: a. Candidates demonstrate a respect for the rights of others with regard to

confidentiality and dignity and engage in honest interactions.

ELCC 5.2: a. Candidates demonstrate the ability to combine impartiality,

sensitivity to student diversity, and ethical considerations in their

interactions with others.

ELCC 5.3: a. Candidates make and explain decisions based upon ethical and legal

principles

Course Title: SCHA 797Educational Technologies and Facilities


This course examines the knowledge the superintendent/administrator needs for the effective

maintenance, renovation, and construction of facilities. Issues addressed will include regulations

and processes needed to conduct the building process including planning, financing, state and

local regulations, current technologies, and the construction team.


At the conclusion of this course, the Superintendent candidate will be able to:

1. Identify the relationship between the curriculum and the facility

2. Demonstrate the knowledge of the facility regulations for the handicapped and special needs

students

3. Demonstrate knowledge and understanding of PLAN-CON

4. Demonstrate understanding of the financial aspects of renovations, construction and

maintenance of the facilities

5. Meeting the needs of the curriculum and learning environment with technology

6. Demonstrate understanding of the standards used in the development of specifications

7. Demonstrate understanding of the regulations and processes of the financial aspects involved

in facility maintenance, renovation, and construction

8. Demonstrate understanding of the bidding process

9. Demonstrate understanding of the roles and responsibilities of the construction team

ELCC Standards ELCC Standard 1.0: Candidates who complete the program are educational leaders who have the

knowledge and ability to promote the success of all students by facilitating the development,

articulation, implementation, and stewardship of a school or district vision of learning supported

by the school community.

ELCC 1.3: a. Candidates demonstrate the ability to plan programs to motivate staff,

students, and families to achieve a school district’s vision.

b. Candidates design research-based processes to effectively implement a

district vision throughout an entire school district and community.

ELCC Standard 2.0: ELCC Standard 2.0: 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, applying best practice to

student learning, and designing comprehensive professional growth plans for staff

ELCC 2.4: a. Candidates demonstrate knowledge of adult learning strategies and the

ability to apply technology and research to professional development

design focusing on authentic problems and tasks, mentoring, coaching,

conferencing, and other techniques that promote new knowledge and

skills in the workplace.

b. Candidates demonstrate the ability to use strategies such as

observations and collaborative reflection to help form comprehensive

professional growth plans with district and school personnel.

` c. Candidates develop personal professional growth plans that reflect

commitment to life-long learning and best practices




environment.










achievement.





principles to promote educational equity and provide a safe, effective, and


ELCC 3.2: a. Candidates demonstrate the ability to involve stakeholders in aligning

resources and priorities to maximize ownership and accountability.

b. Candidates can use appropriate and effective needs assessment,

research-based data, and group process skills to build consensus,

communicate, and resolve conflicts in order to align resources with the

district vision.

c. Candidates develop staff communication plans for integrating district’s

schools and divisions.

d. Candidates develop a plan to promote and support community

collaboration among district personnel.

ELCC 3.3: a. Candidates use problem-solving skills and knowledge of strategic, long-

range, and operational planning (including applications of technology) in

the effective, legal, and equitable use of fiscal, human, and material

resource allocation that focuses on teaching and learning.

b. Candidates creatively seek new resources to facilitate learning.

c. Candidates apply an understanding of school district finance structures

and models to ensure that adequate financial resources are allocated

equitably for the district.

d. Candidates apply and assess current technologies for management,

business procedures, and scheduling.

Course Title: SCHA 798 Strategic Planning and Policy Analysis


This course examines the role and function of the superintendent in development,

implementation, and evaluation of the strategic plan and school district policy. It

presents the guidelines and requirements set forth by the Pennsylvania Department of

Education. Emphasis is placed on leadership for educational planning as well as

school policy and regulation development. II. Course Objectives

At the conclusion of this course, the superintendent leadership candidate will be able to:

1. possess a knowledge of educational goals, policies and administrative

regulations as they pertain to the school superintendent role and function

2. conceptualize the educational planning and policy function

3. demonstrate knowledge of systems theory and the importance of planning

4. develop the knowledge and skills required to educate and guide the school

board in the development, adoption, implementation, and evaluation of policies

and administrative regulations

5. develop an awareness of the Pennsylvania State Board of Education Rules and

Regulations regarding the Strategic Planning Guidelines

6. recognize the characteristics of effective strategic plans, policies and

administrative regulations

7. recognize the specific reporting requirements of the Strategic Plan

8. demonstrate knowledge of the role of the superintendent in relationships with

the school board and the school community regarding the strategic plan ELCC Standard 2.0: 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, applying best practice to student learning,

and designing comprehensive professional growth plans for staff

ELCC 2.1: a. Candidates develop a sustained approach to improve and maintain a

positive district culture for learning that capitalizes on multiple aspects of

diversity to meet the learning needs of all students.

ELCC 2.2: Candidates demonstrate an understanding of a variety of instructional

research methodologies and can analyze the comparable strengths and

weaknesses of each method.

b. Candidates are able to use qualitative and quantitative data, appropriate

research methods, technology, and information systems to develop a long-

range plan for a district that assesses the district’s improvement and

accountability systems.

c. Candidates demonstrate the ability to use and promote technology and

information systems to enrich district curriculum and instruction, monitor

instructional practices, and provide assistance to administrators who have

needs for improvement.

d. Candidates demonstrate the ability to allocate and justify resources to

sustain the instructional program.

ELCC 2.3: a. Candidates demonstrate the ability to facilitate and engage in activities

that use best practices and sound educational research to improve

instructional programs.

b. Candidates demonstrate an ability to assist school and district personnel

in understanding and applying best practices for student learning.

c. Candidates understand and can apply human development theory,

proven learning, and motivational theories, and concern for diversity to the

learning process.

d. Candidates understand how to use appropriate research strategies to

profile student performance in a district and analyze differences among

subgroups.

ELCC 2.4: a. Candidates demonstrate knowledge of adult learning strategies and the

ability to apply technology and research to professional development

design focusing on authentic problems and tasks, mentoring, coaching,

conferencing, and other techniques that promote new knowledge and

skills in the workplace.

b. Candidates demonstrate the ability to use strategies such as observations

and collaborative reflection to help form comprehensive professional

growth plans with district and school personnel.

c. Candidates develop personal professional growth plans that reflect

commitment to life-long learning and best practices.




environment.










achievement.





principles to promote educational equity and provide a safe, effective, and



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, and

mobilizing community resources.

ELCC 4.1: a. Candidates demonstrate the ability to facilitate the planning and

implementation of programs and services that bring together the resources

of families and the community to positively affect student learning.

b. Candidates demonstrate an ability to use public information

and research-based knowledge of issues and trends to collaborate with

community members and community organizations to have a positive

affect on student learning.

c. Candidates apply an understanding of community relations models,

marketing strategies and processes, data driven decision-making, and

communication theory to craft frameworks for school, business,

community, government, and higher education partnerships.

d. Candidates demonstrate an ability to develop and implement a plan for

nurturing relationships with community leaders and reaching out to

different business, religious, political, and service organizations to

strengthen programs and support district goals.

e. Candidates demonstrate the ability to involve community members,

groups, and other stakeholders in district decision- making, reflecting an

understanding of strategies to capitalize on the district’s integral role in the

larger community.

f. Candidates demonstrate the ability to collaborate with community

agencies to integrate health, social, and other services in the schools to

address student and family conditions that affect learning.

g. Candidates demonstrate the ability to conduct community relations that

reflects knowledge of effective media relations and that models effective

media relations practices.




children in mind.

ELCC 4.2: a. Candidates facilitate and engage in activities that reflect an ability to

inform district decision-making by collecting and organizing formal and

informal information from multiple stakeholders.

b. Candidates demonstrate the ability to promote maximum involvement

with, and visibility within the community.

c. Candidates demonstrate the ability to interact effectively with

individuals and groups that reflect conflicting perspectives.

d. Candidates demonstrate the ability to effectively and appropriately

assess, research, and plan for diverse district and community conditions

and dynamics and capitalize on the diversity of the community to improve

district performance and student achievement.

e. Candidates demonstrate the ability to advocate for students with special

and exceptional needs.




children in mind.

ELCC 4.3: a. Candidates demonstrate an understanding of and ability to use

community resources, including youth services that enhance student

achievement, to solve district problems and accomplish district goals.

b. Candidates demonstrate how to use district resources to the community

to solve issues of joint concern.

c. Candidates demonstrate an understanding of ways to use public

resources and funds appropriately and effectively to encourage

communities to provide new resources to address emerging student

problems.

Standard 6.0: Candidates who complete the program are educational leaders who have the

knowledge and ability to promote the success of all students by understanding, responding to,

and influencing the larger political, social, economic, legal, and cultural context. ELCC 6.1: a. Candidates demonstrate the ability to use appropriate research methods,

theories, and concepts to improve district operations.

b. Candidates demonstrate an understanding of the complex causes of

poverty and other disadvantages and their effects on families,

communities, children, and learning.

c. Candidates demonstrate an understanding of the policies, laws, and

regulations enacted by local, state, and federal authorities affecting a

specific district.

d. Candidates can explain the system for financing public schools and its

effects on the equitable distribution of educational opportunities within a

district.

e. Candidates demonstrate the ability to work with political leaders at the

local, state, and national level.

f. Candidates can apply an understanding of how specific laws at the local,

state, and federal level affect school districts and residents.

g. Candidates espouse positions in response to proposed policy changes

that would benefit or harm districts and explain how proposed policies and

laws might improve educational and social opportunities for specific

communities.

ELCC 6.2: a. Candidates demonstrate the ability to engage students, parents, members

of the school board, and other community members in advocating for

adoption of improved policies and laws.

b. Candidates apply their understanding of the larger political, social,

economic, legal, and cultural context to develop activities and policies that

benefit their district and its students.

c. Candidates demonstrate the ability to communicate regularly with all

segments of the district community concerning trends, issues, and policies

affecting the district.

ELCC 6.3: a. Candidates demonstrate an understanding of how to develop lines of

communication with local, state, and federal authorities and actively

advocate for improved policies, laws, and regulations affecting a specific

district, both directly and through organizations representing schools,

educators, or others with similar interests.

b. Candidates demonstrate the ability to advocate for policies and

programs that promote equitable learning opportunities and success for all

students, regardless of socioeconomic background, ethnicity, gender,

disability, or other individual characteristics

Course Listing for Assessment 2

Course Name Course Number Standards Identified

Personnel

Leadership and

Labor Relations

SCHA 785 ELCC Standard 5:

5.1, 5.2, 5.3,

ELCC Standard 6:

6.1, 6.2, 6.3

The course prepares

the superintendent

candidate to

relate current trends

and issues in the

Personnel and Labor

Relations, develop

strategies and

practice

fundamental skills

necessary for

positive decision

making and

behavior change

The

Superintendency


1.1, 1.2, 1.3, 1.4, 1.5

ELCC Standard 2

2.1

ELCC Standard 3:

3.1

ELCC Standard 4:

4.1, 4.2, 4.3,

ELCC Standard 5:

5.1, 5.2, 5.3

The course prepares

the superintendent

candidate to

relate current trends

and issues in the role

of Superintendent

and leader, develop

strategies and

practice

fundamental skills

necessary for a

positive experience

as a chief school

administrator

Educational

Technologies and

Facilities

SCHA 797 ELCC Standard1:

1.3

ELCC Standard 2:

2.4

ELCC Standard 3:

3.1, 3.2, 3.3

This course prepares

the superintendent

candidate to relate

current trends and

issues related to

facilities, technology,

planning, and

maintenance and

develop strategies as

well as practice

fundamental skills

necessary for an

educational leader

Strategic Planning

and Policy Analysis


2.1, 2.2, 2.3, 2.4

ELCC Standard 3:

3.1, 3.2, 3.3

ELCC Standard 4:

4.1, 4.2, 4.3

ELCC Standard 6

6.1, 6.2, 6.3

This course prepares

the superintendent

candidate to relate

current trends and

issues related to

strategic planning

and to understand

the issues related to

policy preparation,

review and

implementation as

well as develop

fundamental skills

necessary for an

educational leader

Letter of Eligibility Candidate Advisement

Superintendent candidates are assigned a faculty advisor to assist in the development of successful

strategies for academic success. Advisors are available during scheduled/posted office hours and

other hours by appointment. It is critical that ALL superintendent candidates meet with their advisor

during each semester, since the superintendent candidate is responsible for ensuring that all

requirements for graduation have been met.

Class Attendance

Most faculty members require class attendance and the posting of all assignments must be made on line

on time. Excessive unexcused lateness may result in a loss of assigned points.

Superintendent candidates must earn a grade of B or higher in ALL required content courses.

An internship must also be completed during the academic year totally a minimum of 360 hours. The

internship must be directly related to each identified course as well as the position of superintendent.

Assessment 2: Course Data

Superintendent Candidates Grades in Required Educational Leadership LOE Courses

N =69

COURSE 2008 2009

SCHA 785 Avg. Course Grade –A

% Meeting Grade

Expectations – 100%

Avg. Course Grade – A

% Meeting Grade



% Meeting Grade



% Meeting Grade



% Meeting Grade



% Meeting Grade



% Meeting Grade



% Meeting Grade


SCHA 796-The Superintendency shows a high degree of relevance to ELCC Standards

addressed in this course. The ELCC standards addressed in this c

Documents

PROGRAM REPORT FOR THE PREPARATION OF EDUCATIONAL … › dotAsset › ce21ffc2-7cde-4054-b888-c8f5… · PROGRAM REPORT FOR THE PREPARATION OF EDUCATIONAL LEADERS (School District